The University of Melbourne > Centre for the Study of Higher Education Knowledge transfer in the transformation of curricula to create the Melbourne Model

The University of Melbourne >Centre for the Study of Higher Education

Knowledge transfer in the transformation of curricula to create the Melbourne Model

Kerri-Lee Harris

www.cshe.unimelb.edu.au

Changes in the way that knowledge is valued, created and shared have led to a shift in the way universities define

themselves.

Community needs and priorities are significant in determining the research and teaching profile of universities …

engagement with their communities is a recognised core university activity.

Boyer (1990)

Discovery

Integration

Application

Teaching

Kellogg Commission (1999)

Learning

Discovery

Engagement


The challenge of nomenclature

Knowledge transfer

Community outreach

Extension activities

Third-stream activities

Engagement

etc


The context then, resonates now …

Returning to our roots. page 9

A need to convince society of universities’

relevance ….

Perception that unis are out of touch; out of date … and

that while “society has problems, our institutions

have disciplines”

Kellogg Commission (USA) advocated more deliberate engagement of institutions with their

communities (1999)


Kellogg Commission emphasised importance of reciprocal exchange, mutual benefit, and integration

with ‘learning and discovery’“Engagement goes well beyond extension, conventional outreach, and even most conceptions of public service.”

“Embedded in the engagement ideal is a commitment to sharing and reciprocity.

By engagement the Commission envisions partnerships, two-way streets defined by mutual respect among the partners for what each brings to the table.”

Returning to our roots. page 9


Public Higher Education Reform Five Years After The Kellogg Commission on the Future of State and Land-Grant Universities (2006)

“The engagement of universities with the societies they serve has also undergone significant change. Leading universities have re-organized

their administrations to better focus on service to society, faculty involvement in engagement is being recognized, and at a number of institutions promotion and tenure guidelines have been reformed in

recognition of the importance of faculty involvement in engagement, with incentives provided. Engagement has become part of the core mission of

several universities.”

“Efforts to integrate learning, discovery, and engagement, and to become a truly integrated university were cited by only four respondents.”

page 13

page 12

Yet it’s not simple

Kellogg Commission 5 year report


The Triple Helix

Melbourne’s academic programs should form a tightly-wrapped spiral of distinct but related activities

that together define the institution’s character. The University has set three priorities:

research, teaching and knowledge transfer

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Academically excellent: depth and breadth

Pairing knowledge and experience: capstone studies

Connecting students, employers and the community:

knowledge transfer

Creating global citizens: international experience

Principles of the Melbourne Model

http://www.futurestudents.unimelb.edu.au/about/m_model/keys.html


Connecting students, employers and the community: knowledge transfer

The Melbourne Model will give our undergraduates more opportunities to forge friendships, develop career networks and engage with the big issues.

We know that connecting with the University and with other students is a major factor in student success. The design of the new degrees means that students will be more likely to take their core subjects with the same group of students and to engage in small group projects. Students will also have access to peer mentoring programs. The new degrees also encourage student engagement with organisations outside the University: through field trips, project-based learning, internships and work placements, lectures with industry experts, student exchanges and study abroad programs, community and volunteer work.

While campus based modes of face-to-face learning and teaching remain central to the Melbourne Experience, they will be enhanced by individual and group-based e-learning experiences.

E-learning enhances anytime, anywhere access to resources, information sharing, knowledge transfer opportunities and international communities of practice.


By whatever name, the need to better describe knowledge transfer as a university activity remains

Knowledge transfer might best be described by example ….


Defining knowledge transfer by purpose

A typology of university knowledge transfer activities

1. Service to communities

2. Partnerships in research

3. Partnerships in teaching

4. Graduate attribute development

5. Linking students to potential employment

6. Raising aspirations for tertiary study

A work in progress, based on examples of practice, and with particular emphasis on teaching and student involvement




a. Dissemination of specialist knowledge and expertiseWhich may include: public lectures; educational programs for external

organisations; publications for general audience (eg books; websites; documentaries); public performances and exhibits; mentoring and tutoring in schools.







b. Involvement in public debate, involving contribution of specialist knowledge and expertiseWhich may include: public commentary on topical issues; involvement in

government committees; policy-related consultancy.








government committees; policy-related consultancy.c. Volunteer work with communities, involving contribution of specialist

knowledge and expertiseWhich may include: health practitioners working with aid agencies; lawyers

involved in pro bono work.










involved in pro bono work. d. Improving access to information sources and collections of the University

Which may include: promoting awareness of cultural collections; improving access to collections through digitisation and related information technologies.










involved in pro bono work. d. Improving access to information sources and collections of the University

Which may include: promoting awareness of cultural collections; improving access to collections through digitisation and related information technologies.

1. Raising the profile of issues and/or external organisationsWhich may include: sponsorship, support and the promotion of community causes




2. Partnerships in research

a. Draw on external insights and experienceWhich may include: determining research priorities and possible applications of

research; involvement in the dissemination and application of new knowledge.

b. Collaborative researchWhich may include: research partnerships with industry, government or external

agencies.

c. Commercialisation of research and innovationWhich may include: clinical trials for pharmaceuticals; development and

marketing of the products of research; commercial production of performance, such as screenplays.




3. Partnerships in teaching

a. Draw on community ‘voice’ to identify issues of importanceWhich may include: inclusion of topics, case studies or activities in curricula.

b. Draw on input from external expertise and experienceWhich may include: input into curriculum planning; direct involvement in teaching

through guest seminars, practical classes or project leadership; assessment of student performance.

c. Develop students’ skillsWhich may include: discipline or profession-specific skills; employability or

‘generic’ skills, such as communication, teamwork and interpersonal skills.





Development of attitudes and ‘qualities’ valued as ideal attributes of graduates, such as civic and global awareness, and leadership skillsWhich may include: volunteer programs, independent of curricula; placements

that involve students interacting with external organisations and individuals, and in situations with which they are unfamiliar (including student exchange); student ambassador and mentoring programmes.









Opportunities for students to experience specific work environments, and to introduce employers to potential recruitsWhich may include: industry placements; internships; mentoring programs








Opportunities for students to experience specific work environments, and to introduce employers to potential recruitsWhich may include: industry placements; internships; mentoring programs

6. Raising aspirations for tertiary study

Encouraging school students to aspire toward tertiary educationWhich may include: ‘science-in-schools’ programs; university-to-school

mentoring.


Student involvement in KT

(including the KT-teaching nexus)


Course planning & currculum design

(e.g. ideas and advice regarding key learning

outcomes from professional associations; relevant

case-study examples from industry and

government; topical issues identified by community

groups and individuals)

Teaching

&

learning activities

(e.g. presentations by

invited speakers;

practice demonstrations

from industry; small

projects with community

or industry input)

Assessment

(e.g. feedback on

performance from

community groups;

evaluation of student

performance by

university associates)

Knowledge transfer in course curricula

Knowledge transfer in students' university experience

fe w s tu d e n tsa ll s tu d e n tsin d ire c t in v o lv e m e n td ire c t p a rtic ip a tio n1243C o u rs e p la n n in g & c u rrc u lu m d e s ig n(e .g . id e a s a n d a d v ic e re g a rd in g k e y le a rn in g o u tc o m e s fro m p ro fe s s io n a l a s s o c ia tio n s ; re le v a n t c a s e -s tu d y e x a m p le s fro m in d u s try a n d g o v e rn m e n t; to p ic a l is s u e s id e n tifie d b y c o m m u n ity g ro u p s a n d in d iv id u a ls )T e a c h in g & le a rn in g a c tiv itie s(e .g . p re s e n ta tio n s b y in v ite d s p e a k e rs ; p ra c tic e d e m o n s tra tio n s fro m in d u s try ; s m a ll p ro je c ts w ith c o m m u n ity o r in d u s try in p u t)U n iv e rs ity -w id e p ro g ra m m e s (e .g . c o m m u n ity v o lu n te e rin g ; s tu d e n t a m b a s s a d o r & le a d e rs h ip ; u n iv e rs ity -c o m m u n ity s p o rtin g a s s o c ia tio n s )D is c ip lin e s p e c ific p ro g ra m m e s(e .g . tu to rin g in s c h o o ls ; m e n to rin g b y e x te rn a l p a rtn e rs )S tu d e n t-d riv e n k n o w le d g e tra n s fe r in itia tiv e s(e .g . c o lla b o ra tiv e p ro je c ts , s u p p o rte d b y u n iv e rs ity th ro u g h g ra n t fu n d in g a n d s ta ff m e n to rs )S tu d e n t e x c h a n g e(e .g . s tu d y a b ro a d in p a rtn e r u n iv e rs itie s )R e s e a rc h p ro je c ts(e .g . h ig h e r d e g re e , p o s tg ra d u a te & u n d e rg ra d u a te 'c a p s to n e ' p ro je c ts in v o lv in g p a rtn e rs o u ts id e a c a d e m ia )In te rn s h ip sC lin ic a l a n d in d u s try s tu d e n t p la c e m e n tsA c tiv ity s p e c ific p ro g ra m m e s(e .g . 'w ritin g c irc le s ' w o rk in g w ith p u b lis h e rs to a s s is t re s e a rc h s tu d e n ts to d e v e lo p th e ir w o rk fo r a b ro a d e r a u d ie n c e )A s s e s s m e n t(e .g . fe e d b a c k o n p e rfo rm a n c e fro m c o m m u n ity g ro u p s ; e v a lu a tio n o f s tu d e n t p e rfo rm a n c e b y u n iv e rs ity a s s o c ia te s )K n o w le d g e tra n s fe r in c o u rs e c u rric u laK n o w le d g e tra n s fe r in s tu d e n ts ' u n iv e rs ity e x p e rie n c e


C o u rs e p la n n in g & c u rrc u lu m d e s ig n(e .g . id e a s a n d a d v ic e re g a rd in g k e y le a rn in g o u tc o m e s fro m p ro fe s s io n a l a s s o c ia tio n s ; re le v a n t c a s e -s tu d y e x a m p le s fro m in d u s try a n d g o v e rn m e n t; to p ic a l is s u e s id e n tifie d b y c o m m u n ity g ro u p s a n d in d iv id u a ls )T e a c h in g & le a rn in g a c tiv itie s(e .g . p re s e n ta tio n s b y in v ite d s p e a k e rs ; p ra c tic e d e m o n s tra tio n s fro m in d u s try ; s m a ll p ro je c ts w ith c o m m u n ity o r in d u s try in p u t)A s s e s s m e n t(e .g . fe e d b a c k o n p e rfo rm a n c e fro m c o m m u n ity g ro u p s ; e v a lu a tio n o f s tu d e n t p e rfo rm a n c e b y u n iv e rs ity a s s o c ia te s )K n o w le d g e tra n s fe r in c o u rs e c u rric u laK n o w le d g e tra n s fe r in s tu d e n ts ' u n iv e rs ity e x p e rie n c e

C o u rs e p la n n in g & c u rrc u lu m d e s ig n(e .g . id e a s a n d a d v ic e re g a rd in g k e y le a rn in g o u tc o m e s fro m p ro fe s s io n a l a s s o c ia tio n s ; re le v a n t c a s e -s tu d y e x a m p le s fro m in d u s try a n d g o v e rn m e n t; to p ic a l is s u e s id e n tifie d b y c o m m u n ity g ro u p s a n d in d iv id u a ls )T e a c h in g & le a rn in g a c tiv itie s(e .g . p re s e n ta tio n s b y in v ite d s p e a k e rs ; p ra c tic e d e m o n s tra tio n s fro m in d u s try ; s m a ll p ro je c ts w ith c o m m u n ity o r in d u s try in p u t)S tu d e n t-d riv e n k n o w le d g e tra n s fe r in itia tiv e s(e .g . c o lla b o ra tiv e p ro je c ts , s u p p o rte d b y u n iv e rs ity th ro u g h g ra n t fu n d in g a n d s ta ff m e n to rs )S tu d e n t e x c h a n g e(e .g . s tu d y a b ro a d in p a rtn e r u n iv e rs itie s )R e s e a rc h p ro je c ts(e .g . h ig h e r d e g re e , p o s tg ra d u a te & u n d e rg ra d u a te 'c a p s to n e ' p ro je c ts in v o lv in g p a rtn e rs o u ts id e a c a d e m ia )In te rn s h ip sC lin ic a l a n d in d u s try s tu d e n t p la c e m e n tsA s s e s s m e n t(e .g . fe e d b a c k o n p e rfo rm a n c e fro m c o m m u n ity g ro u p s ; e v a lu a tio n o f s tu d e n t p e rfo rm a n c e b y u n iv e rs ity a s s o c ia te s )K n o w le d g e tra n s fe r in c o u rs e c u rric u laK n o w le d g e tra n s fe r in s tu d e n ts ' u n iv e rs ity e x p e rie n c e








Teaching

&

learning activities


invited speakers;




or industry input)Research projects

(e.g. higher degree,

postgraduate & undergraduate

'capstone' projects involving

partners outside academia)

Clinical and industry student

placements

Assessment

(e.g. feedback on

performance from

community groups;


performance by















Teaching

&

learning activities


invited speakers;




or industry input)

University-wide

programmes

(e.g. community

volunteering; student

ambassador &

leadership)

Discipline specific

programmes

(e.g. tutoring in schools;

mentoring by external

partners)

Student-driven community

partnership projects

(e.g. collaborative projects,

supported by university through

grant funding and staff mentors)

Student exchange

(e.g. study abroad in partner

universities)

Research projects

(e.g. higher degree,

postgraduate & undergraduate

'capstone' projects involving

partners outside academia)

Internships

Clinical and industry student

placements

Research translation

(e.g. 'writing circles'

working with publishers

to assist research

students to develop their

work for a broader

audience)

Assessment

(e.g. feedback on

performance from

community groups;


performance by








C o u rs e p la n n in g & c u rrc u lu m d e s ig n(e .g . id e a s a n d a d v ic e re g a rd in g k e y le a rn in g o u tc o m e s fro m p ro fe s s io n a l a s s o c ia tio n s ; re le v a n t c a s e -s tu d y e x a m p le s fro m in d u s try a n d g o v e rn m e n t; to p ic a l is s u e s id e n tifie d b y c o m m u n ity g ro u p s a n d in d iv id u a ls )T e a c h in g & le a rn in g a c tiv itie s(e .g . p re s e n ta tio n s b y in v ite d s p e a k e rs ; p ra c tic e d e m o n s tra tio n s fro m in d u s try ; s m a ll p ro je c ts w ith c o m m u n ity o r in d u s try in p u t)U n iv e rs ity -w id e p ro g ra m m e s (e .g . c o m m u n ity v o lu n te e rin g ; s tu d e n t a m b a s s a d o r & le a d e rs h ip )D is c ip lin e s p e c ific p ro g ra m m e s(e .g . tu to rin g in s c h o o ls ; m e n to rin g b y e x te rn a l p a rtn e rs )S tu d e n t-d riv e n c o m m u n ity p a rtn e rs h ip p ro je c ts(e .g . c o lla b o ra tiv e p ro je c ts , s u p p o rte d b y u n iv e rs ity th ro u g h g ra n t fu n d in g a n d s ta ff m e n to rs )S tu d e n t e x c h a n g e(e .g . s tu d y a b ro a d in p a rtn e r u n iv e rs itie s )R e s e a rc h p ro je c ts(e .g . h ig h e r d e g re e , p o s tg ra d u a te & u n d e rg ra d u a te 'c a p s to n e ' p ro je c ts in v o lv in g p a rtn e rs o u ts id e a c a d e m ia )In te rn s h ip sC lin ic a l a n d in d u s try s tu d e n t p la c e m e n tsR e s e a rc h tra n s la tio n(e .g . 'w ritin g c irc le s ' w o rk in g w ith p u b lis h e rs to a s s is t re s e a rc h s tu d e n ts to d e v e lo p th e ir w o rk fo r a b ro a d e r a u d ie n c e )A s s e s s m e n t(e .g . fe e d b a c k o n p e rfo rm a n c e fro m c o m m u n ity g ro u p s ; e v a lu a tio n o f s tu d e n t p e rfo rm a n c e b y u n iv e rs ity a s s o c ia te s )K n o w le d g e tra n s fe r in c o u rs e c u rric u laK n o w le d g e tra n s fe r in s tu d e n ts ' u n iv e rs ity e x p e rie n c e


Dimensions of student involvement in knowledge transfer activities

It might also be helpful to consider two further dimensions for institutional planning in this area: the degree to which all students need to be involved; and whether involvement should include direct participation

v o lu n ta rym a n d a to rys tu d e n t a s p a s s iv e re c ip ie n ts tu d e n t a s a c tiv e c o n trib u to r1243

voluntarymandatory

student as

passive

recipient

student as

active

contributor

1 2

4 3



KT = Communication of knowledge

within an organisation

(part of knowledge

management)

“this essay discusses one aspect of knowledge management, knowledge

transfer: how to move good ideas from one part of an organisation to others that can

use the information”University of California, Berkeley

KT, as a named concept, has origins outside higher education


KT = Communication of knowledge

within an organisation

(part of knowledge

management)

KT, as a named concept, has origins outside higher education

“we surveyed 1116 people in 23 organisations from the US Air Force using an instrument that

instrument that assessed organisational culture and factors known to influence knowledge transfer

efficacy”

Journal of Knowledge Management Practice, 2002


KT =

Public - private linkages (linking

knowledge production with

commercial outcomes)

“A new profession, knowledge transfer, has emerged to manage the process of turning

technology, know-how, expertise and skills into innovative, commercial products and services”

Institute of Knowledge Transfer, UK

Often associated with commercialisation of research


KT =

Public - private linkages (linking

knowledge production with

commercial outcomes)

“Latest News (1st Aug 08) London Knowledge Transfer Awards …. The awards aim to promote

and celebrate successful partnerships between the London Knowledge Base and London’s Business

Community. The award are given in 6 categories … the NFP award; innovative student placement

award; commercial deal of the year”Institute of Knowledge Transfer, UK




Documents

The University of Melbourne > Centre for the Study of Higher Education Knowledge transfer in the transformation of curricula to create the Melbourne Model