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Reimagining universities
Applying design-thinking as a way of addressing the challenges of post COVID disruption .
By Vaughn Lane
Australian universities are in the grip of a new world order and face a challenge to their very existence .
The pandemic has driven change at an unprecedented pace and shown that we learn and adapt quickly to adversity giving rise to innovation with positive outcomes . Now is the time to build on these insights and reimagine the university of the verynear future .
We propose six questions for university leaders to address as they prepare for the new normal . We outline the current conventional wisdom and then the proposition for change which benefit staff , students and the institution itself .
What does a successful university look like ? Conventional wisdom : To successfully attract the best undergraduate students , research funding and to climb the university ranking index .
The incumbent methodology driving outcomes involved crafting an image of success and prestige . The ‘ sandstones ’ had a head start with initiatives such as : expensive capital development projects , trophy buildings , expansive landscape works ; translational hubs which bridge research and the market to leverage the profile of the partner institutions ; and carrot and stick culture for the volume of published research and access to grants . Universities weaning themselves off the elixir of international student revenue will be rethinking their glamorous capital expenditure projects . The emphasis on impressive bricks and mortar facilities
( preferably sandstone ) must now shift to prioritise a great digital learning environment . The physical campus will surely remain , although the constraints of social distancing mean that space , particularly indoor space , must operate at significantly reduced occupancy . Some of these spaces are suitable for lower student numbers such as wet chemistry labs , however others such as lecture theatres may no longer be viable .
Universities may also invite other commercial delivery models to the table . This might come in the form of property divestment , long-term lease or developeroperator partners as in translational hub delivery models .
How to build a diverse and inclusive ( D & I ) institution ? Conventional wisdom : Current D & I initiatives are enough to sustain the goals for ongoing change .
What does D & I look like in a digital environment ? There will still be staff and support services . There will still be a broad range of candidates for courses with particular needs . To achieve a culture of diversity , inclusiveness must be practiced at all levels and in all functions of the institution . Moving to digital delivery channels will require active D & I course entry criteria , learning design and mixed mode learning interface options which cater for the needs of all .
What delivery channels and learning models should be used to meet our core mission ? Conventional wisdom : An armoury of formal and informal learning spaces , technologies and furnishings , which facilitate connectivity for in-person , group , individual and peer learning interface .
The day before delivering my project management lecture to students at
UTS I was advised the lecture theatre would be empty and my lecture would be broadcast live to the students and recorded .
My next lecture at USyd was presented as a pre-recorded video with voice and visuals . Soon my digital avatar may replace me altogether until such time that the content is redundant , then perhaps artificial intelligence will augment my lectures with relevant updates .
While COVID may have put paid to many physical learning environment design innovations of the past decade , the principles of evidence-based learning design remain relevant .
The collaborative , social , ‘ sticky-campus ’ was the object of much capital investment . The underlying assumption is that students can be encouraged to hang around the campus beyond class , they will socialise ideas and potentially turn into research students .
For example , the University of Newcastle Newspace building was developed in the context of a regional city CBD renewal and completed in 2018 . Learning spaces were equipped with state-of-the-art ICT and flexible furnishings . Now these spaces sit empty , designed with warm , comfortable finishes without appropriate infection control or social distancing mind .
The uptake for digital learning channels during COVID was instantaneous and prolific . Additional learning content was uploaded and expanded to cover entire courses rather than merely supplementary resources . Similarly , assessment tasks have been managed via email or in the cloud for some time . However , examinations conducted remotely are not so straightforward .
This may necessitate temporary occupancy of controlled facilities for
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