Disruptive Innovation and the

New World of International Education

Professor Jeremy B Williams Griffith University

National Convention Centre, Canberra9 October 2013

#AIEC2013

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Disruptive Innovation

It’s a technological phenomenon …

MOOCs … coming to a university near you

“The world of MOOCs is creating a competition that will force every professor to improve his or her pedagogy or face an online competitor … When outstanding becomes so easily available, average is over.”

Thomas L. Friedman

It’s an economic phenomenon …

✔

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In the month of September 2013:

1)

Sebastian Thrun

2)

3)

4)

Will initially feature 20 courses from across its 23 university partners

Has a “very powerful social architecture” that will be familiar to users of social networking sites such as Facebook and Twitter

5)

Is this the end of the university as we know it?

“Things take longer to happen than you think they will, and then they happen faster than you think they could”

Lawrence Summers

unlikely

Mainstream the

participatory

flexible

authentic

Multi-modal in format: catering to different learning styles and different life styles

Learner centric: student as consumer and producer of knowledge

Assessment of learning grounded in reality: outcome driven learning; learning that lasts beyond the test

The new learning model

Onefully digitised

Curriculum

Oneset of

Learning

Outcomes

MultiplePedagogies

Student

Choice… lifestyle;

learning style

F2Fon

campus

F2Fwebinar

Online

asynchronous

delivery

Intensive

delivery

blogs

wikis

Streamed

Audio

Discussion

Forum

Streamed

Video

Up-skilling for the new learning model requires new work

practices

Librarian

BlendedLearningAdvisor

CurriculumConsultant

Research Assistant

Junior Faculty Adjunct

FacultyJunior Faculty

EducationalDesigner

Senior Faculty

Internationalisation of the curriculum takes on a new imperative

Demand for higher ed to outpace international student mobility by 2020

Growth in global higher ed international enrolments will decline from 5-6% to 1.4% annually in 2020 as demand in the developed world slows and supply in emerging economies increases

Improved domestic provision of higher education, increased intraregional student mobility, and the overall growth of TNE will meet the growing demand for higher education in 2020

The overall slowdown makes the case for more strategic TNE plans that could eventually redefine traditional notions of ‘internationalisation’

“Even if fewer students actually travel to traditional destinations, that does not necessarily mean a less internationalised landscape overall. TNE options, including online, are international.”

− Dr William Lawton, Director, OBHE

Whither the branch campus?

‘Unbundling’ higher education services

Staton, M. (2012)Unbundling education: An updated framework. Edumorphology.com

On campus delivery provides more value the lighter the colour blue

Universities can continue to provide all 12 services but some rethinking of the business model is required

Online Education in the Asian Century: The Australian OpportunitySpeech to the Online Education Forum Brisbane, 17 October 2012

Rt Hon Andrew Robb, Minister for Trade and Investment

Has argued Australia should have 10 million international students in 10 years (from <700,000)

“Education is a key part of the next wave of microeconomic reform that will boost productivity and innovation and ensure Australia’s prosperity in the decades ahead. Online and electronic education have a key role to play in this reform.”

“To this end government can play a critical role in fostering a more entrepreneurial, risk-taking, innovative response from our university and vocational education institutions.”

“Reducing very significantly the strangling red tape is fundamental, as is providing much greater management autonomy …”

… Providers of higher education need more freedom and flexibility to leverage the particular strengths of their own institution, and to respond to the dramatically changing circumstances and opportunities they now confront.”

“The one-size-fits-all approach has held our tertiary education sector back. The emerging online technology and innovation facilitates a progression to policies that focus on competency and mastery, allowing students to accelerate or consolidate, making the most of their time.”

“The future for Australia's university and vocational education sector is rich with opportunity, if only we have the courage and freedom to grasp it.”

Hypothetical: A ‘1+2’ model

Unbundle 3-year Bachelor of Business degree, offer 1st year as a diploma through partner private college in India

An international curriculum delivered to Australian quality standards Online access to all learning resources that would available in

Australia Assessment graded by university faculty in the exact same way as

students based in Australia Regular virtual contact with the university faculty throughout the

program, complemented by learning support at partner college Successful completion of diploma provides articulation pathway for

final two years of degree in Australia The 1+2 model reduces overall cost Risk of poor performance associated with settling in problems is

reduced Partner college can provide any additional support it deems

appropriate to add further value to students’ experience at their cost.

A cautionary tale?

These trends put a different spin on international student recruitment:

The One Curriculum-Multiple Pedagogies model may lead to the blurring of the distinction between domestic and international students ESOS regulations?

Blended delivery offshore/ onshore maybe more attractive for prospective students; e.g. 1+2 model

Incentives for innovative collaborations with overseas institutions; e.g. Pakistan

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