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FLEXIB
LE C
URRICULU
M
AG
A,
BR
Y AN
, C
AR
A A
ND
KA
SI M
FLEXIBLE CURRICULUM
MEET THE TEAM
FLEXIBLE CURRICULUM
84% of students felt there was LIMITED to NO flexibility in their course.
FLEXIBLE CURRICULUM
88% of students would like to see INCREASED flexibility in their course.
FLEXIBLE CURRICULUM
• Higher Education institutions around the world are undergoing comprehensive curricular reviews.
• These reviews have been prompted by increased competition domestically and internationally
• Reviews of note include: Hong Kong, Melbourne, Aberdeen, Harvard & Yale
FLEXIBLE CURRICULUM
From our research and work done by Collis & Moonen (2001) we established 5 dimensions of flexibility.
Time Content Delivery & Logistics
Instructional
Approaches
Entry Requiremen
ts
FLEXIBLE CURRICULUM
Content Delivery & Logistics
Instructional
Approaches
INTERDISCIPLINARY LEARNING
“The cutting edge of research is often found
between rather than within disciplines”
(The University of Melbourne, 2006)
Applied Chemistry & Chemical Engineering
• Language Barrier
• Based on industry
•Vertically Integrated Projects
•Bridging the Gap
•The Technology and Innovation Centre
Examples of Good Practice
Barriers• Credit System
• Awareness
• Communication
• Accreditation
PRACTICAL AND EXPERIENTIAL LEARNING- INTRODUCTION
“A place of useful learning”
“Learning is the process whereby knowledge is created through the transformation of experience”
(Kolb, 1984; p. 38)
Application and contextualization of knowledge
PRACTICAL AND EXPERIENTIAL LEARNING- KEY QUESTIONS
Sharing best practice
Overcoming logistics
Effective assessment
Extracurricular recognition
PRACTICAL AND EXPERIENTIAL LEARNING- ANSWERS
• Increase communication and collaboration
• Allow greater responsibility of students
• Utilise learning contracts
• Promote and utilise the Skills Award
PRACTICAL AND EXPERIENTIAL LEARNING- RECOMMENDATIONS
Practical learning opportunities
available to allShare best practice
Improve communication
Adopt successful models
Utilise learning contracts
Promote Skills Award
C O M M U N I C A T I O N
STUDY ABROAD& INTERNATIONALISATION
STUDY ABROAD & INTERNATIONALISATION1. The Importance of Study Abroad
and International Experience
2. ‘Scotland goes global’
STUDY ABROAD & INTERNATIONALISATION1. The Importance of Study Abroad
and International Experience
2. ‘Scotland goes global’
STUDY ABROAD & INTERNATIONALISATION1. The Importance of Study Abroad
and International Experience
2. ‘Scotland goes global’
STUDY ABROAD & INTERNATIONALISATION
KEY RECOMMENDAT
IONS
LANGUAGE
QUALITY
INFORMATION
FINANCES
STUDY ABROAD & INTERNATIONALISATION
KEY RECOMMENDAT
IONS
LANGUAGE
QUALITY
INFORMATION
Short-Term study MeetingsInformation
Language classes ‘Student Buddy Programme’
‘Language Centre’
‘Tell me More’
Electronic database
Reflections/reports
‘… with International
Study’
Study abroad ‘Champions’
International Fair-day
Newsletters
FINANCES
STUDY ABROAD & INTERNATIONALISATION
INTERNATIONALISATION
INFORMATION ON AVAILABLE GRANDS AND SCHOLARSHIPS
• 'STUDENT HUMAN LIBRARY‘
• DEPARTMENTAL
INTERNATIONAL STUDENTS' REPRESENTAT
IVE
• ON-CAMPUS ACCOMMODA
TION DIVERSITY
• RECOGNITION OFTHE INTERNATIONAL STUDENTS FUTURE EMPLOYABILITY
International
Students
Home Students
Administration
Academics
A UNIVERSITY-WIDE APPINFORMATION ON AVAILABLE GRANDS AND SCHOLARSHIPS• Solution to initial
barriers?
• A new way to communicate
• Uses existing resources
MOBILE APPLICATION
mPEGASUS
MOBILE APPLICATION
RESPONSIVE WEBSITESINFORMATION ON AVAILABLE GRANDS AND SCHOLARSHIPS
OUR VIEWSINFORMATION ON AVAILABLE GRANDS AND SCHOLARSHIPS
•Access
• Increased student engagement
•Take advantage of existing resources
BLENDED LEARNING
INFORMATION ON AVAILABLE GRANDS AND SCHOLARSHIPS
“… the evolution of our institution is set in a world that is not standing still – the global traffic in information and ideas across the net grows exponentially; staff and students are more mobile than ever before, choosing where and how they work and study”.
The University of Strathclyde Strategic Plan 2011-2015
BLENDED LEARNING
INFORMATION ON AVAILABLE GRANDS AND SCHOLARSHIPS
BLENDED LEARNING
INFORMATION ON AVAILABLE GRANDS AND SCHOLARSHIPS
• Traditional lecture not the most effective way of disseminating information or introducing complex concepts
• Blended learning is NOT prescriptive
• Highly contextualised
BLENDED LEARNING
INFORMATION ON AVAILABLE GRANDS AND SCHOLARSHIPS
• As technology advances it is inevitable some aspects of blended learning will become embedded in course design.
• Competitor universities domestically and internationally are increasingly using blended approaches to deliver their courses.
• Creates flexibility in the curriculum.
MOBILE APPLICATION
INFORMATION ON AVAILABLE GRANDS AND SCHOLARSHIPS