Further, Higher, Better? International perspectives on dual sector education A symposium Neil Garrod Gareth Parry Rolf Stumpf Skip Triplett

Introduction ‘Managing change in dual sector institutions’ (HEFCE LGM fund) Gareth Parry – the dual phenomenon Rolf Stumpf – research cultures Neil Garrod – human resource issues Skip Triplett – student progression

The Dual Phenomenon Gareth Parry University of Sheffield, UK

Dual what? systems policies organisations programmes people

Researching duality: the FurtherHigher project macro: two-sector regimes meso: dual-sector configurations cross-sector transitions and transfers

Meeting Human Resource Issues Neil Garrod Thames Valley University, UK

Issues Seamlessness - for staff as well as students? Progression – in which direction? External markets – can they be ignored? Teaching loads – why are they different? Scholarship – is this sector specific?

1.Main challenges facing NMMU in bringing together research cultures  NMMU: Three way merger: University of Port Elizabeth, Port Elizabeth Polytechnic, Vista University’s Campus in Port Elizabeth  Differing research cultures and commitment to research  Differing research emphases ranging from blue-sky research to industry oriented applied research

 Widely varying research outputs across NMMU  Inadequate and unequal research advancement strategies, policies and research support structures  Inadequate and unequal rewards system for research achievements  Fears of university take-over by polytechnic 1. Main challenges facing NMMU in bringing together research cultures

2.Main steps taken since merger to bring together research cultures  New strategic priorities for NMMU: Creation of new knowledge as an engaged institution and established DVC portfolio including research (R), technology (T) and innovation (I),  Established Senate RTI and separate faculty RTI committees  New RTI policy framework, increased incentives for RTI outputs and for RTI capacity building initiatives: Increased RTI budget by 60%.

 Introduced comprehensive new RTI awards policy  Split office for Research Management into three units: Research Capacity Development, Research Management, Innovation Support and Technology Transfer.  New conditions of service: Enhanced provision for research leave, three track career ladder for staff: teaching, research, both teaching and research  New input and output based faculty resource allocation model 2.Main steps taken since merger to bring together research cultures

3. Where are we now: Have we brought the research cultures together?  Increased RTI outputs by 40% in 2005; increased contract research income significantly; increase in number of NRF rated researchers.  Significant increase in number of staff improving post graduate qualifications  Quality assured all NMMU institutes/ centers and units: Accredited 29, closed 8 and established new multi- disciplinary Center for Energy Research in 2006  Established NMMU’s own company for commercializing IP  Have we succeeded? Yes, much more so than on the teaching side.

Kwantlen New Pathways to Degrees Kwantlen I Teaching Led – Research Informed Skip Triplett President

Kwantlen UC Greater Vancouver named after the Kwantlen First Nation

More recent history … 1970s: Community Colleges 1989: UCs – Joint degrees 1995: autonomous degrees

Trades Students and Apprentices: Educated to be full citizens? Prepared for full careers ?

Challenges: Competencies to credits New curricula Literacy – numeracy Engagement in “academics” Industry Training Authority Std time funding Just what’s needed Societal & Academy Values

Research needs: Relative perceived values of theoretical & applied knowledge Curriculum & learning outcomes Aspirations of graduates Acceptance by employers & graduate schools Social prestige

Further, Higher, Better? International perspectives on dual sector education Questions and discussion For a copy of this presentation please contact:

Further, Higher, Better? International perspectives on dual sector education Possible questions What is a ‘dual’? Are there common characteristics? Is there any evidence that duals help improve student progression and widen participation? How do duals handle culture change? Can duals bridge the conventional divide between ‘further’ and ‘higher’ education? Are different national and provincial systems supportive of a dual identity?