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Developing issues associated with taught postgraduate level education: Some initial observations

This document by Howard Green examines the evolving challenges associated with postgraduate education. Through data analysis and discussions on pedagogy, student demographics, and program structures, it highlights issues such as demand for specialized topics, professional recognition, and the diverse experiences of students, particularly international learners. It urges educators to rethink delivery methods and adapt to changing needs, including approaches to assessment and learning styles. The analysis calls for innovative practices to enhance the quality of postgraduate education across Europe.

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Developing issues associated with taught postgraduate level education: Some initial observations

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  1. Developing issues associated with taught postgraduate level education: Some initial observations Howard Green Postgraduate Directions, Senior Partner

  2. Introduction • Structure • Look at some numbers • What awards • Issues of demand • Some thoughts on pedagogy • Europe • conclude

  3. Harris • Dearing • Various reviews of RAE • Roberts on SET • Roberts on RAE 2003 • Improving Standards • Research Councils Joint Statement • HE White Paper • HEFCE on RAE • Funding of Research • QAA and new PGR Code • Skills White Paper

  4. So what is it for?? Greater depth of study? Specialisation? Change in direction? Professional recognition? Learning new tricks? Updating? or what

  5. The UK PG HESA figs

  6. PG Qualifications Awarded Source: HESA Table 12

  7. The overseas PG market UK PG student numbers – EU and non-EU HESA figs

  8. Key non-EU country providers HESA figs 2005/6

  9. Fees – and costs • UG comparison • Debt • Pricing policies • Value added • ACCESS

  10. Age of year 1 PG students Source: HESA Table 1d & 1h

  11. Some implications for PGT Numbers vs. resources Type of awards Overseas students Age and experience

  12. Numbers/resources • Impact of volume on teaching and learning • Scale economies vs. small group • What is the appropriate size of programme? • ESRC 1+

  13. Types of awards • Two issues at least • ‘PGT in level or in time’ • Professional or academic • Certificates, diplomas and masters • Credit and credit accumulation

  14. Professional programmes Some issues Student expectation appropriate methods to deal with those who know more than the teacher Capitalising on work environment as pedagogic tool

  15. Multidisciplinary programmes • Dealing with different input levels

  16. Overseas Students • Language • The difference between reading, listening, writing and understanding • Learning styles • Dealing with mix expectation • Plagiarism

  17. Age and experience • Andragogy – adult learning styles • Self direction • Need to utilise experience • Learning needs to be immediately relevant rather than deferred • The change curve • And then there is personality Impact on pedagogy

  18. So • Needs to rethink delivery • Assessment • Project vs. ?? • Thesis/dissertation ??

  19. Models for CPD • Capturing level • Building blocks • MNeg

  20. Europe • A linear model • An academic model • Need to develop broad frameworks not narrow paths. (Custard, cheese and the shape of bananas)

  21. Conclusion • Demands becoming more diverse • Time for innovation and change • Compare UG 30 years ago with now – has PGT changed in that period

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