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)
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Gareth Parry
Rolf Stumpf
Neil Garrod
Skip Triplett
– the dual phenomenon
– research cultures
– human resource issues
– student progression
The Dual Phenomenon
Gareth Parry
University of Sheffield, UK
Dual what?
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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
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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?
BRINGING TOGETHER
RESEARCH CULTURES
IN A MERGING
INSTITUTION
Rolf Stumpf,
VC and CEO of NMMU
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
1. Main challenges facing NMMU in
bringing together research cultures
 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
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%.
2. Main steps taken since merger to
bring together research cultures
 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
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 multidisciplinary 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
Skip Triplett
President
New Pathways to Degrees
Kwantlen I Teaching Led – Research Informed
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:
bruce.macfarlane@tvu.ac.uk
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?