campusreview . com . au policy & reform
The growing divergence between vertical and horizontal knowledge skills has become a dominant trend in leadership development and lifelong learning . Organisations and staff must continuously learn new skills and capabilities to keep up with evolving technologies and content .
Traditional bachelors , masters and more recent micro-credential qualifications were designed to facilitate the sharing of research-driven knowledge with students , and they served us well when knowledge advanced slowly and incrementally .
TECHNOLOGY THAT CHANGES EVERYTHING
People no longer need to learn and memorise all knowledge to be productive ; we have Google and AI technology to do that for us .
Vertical leadership is less about knowledge consumption and more about systems thinking , developing skills to deal with ambiguity and complexity in multi-dimensional settings .
In traditional higher education models , these skills are developed through social interaction with peers and in learning communities .
Systems-thinking skills are developed through enquiry and experiential knowledge consumption augmented through controlled interactions with work placements with industry partners .
Academic institutions ’ primary challenge is that employment and skills needs are shifting exponentially .
Emerging business leaders must be equipped to deal with ambiguity rather than memorise and recite facts and figures .
Traditional higher education systems are designed for horizontal knowledge learning , increasing the divide between workforce readiness and industry skills needs .
Higher education systems can continue to address horizontal learning needs by incorporating maturing artificial intelligence ( AI ) into learning and work practices .
However , we need to change our approach to vertical leadership development to prepare for evolving workforce needs .
EXEMPLARY DIFFERENCE Canva is an example of a dynamic and innovative explorer , offering employees diverse and challenging working and learning opportunities .
It uses these experiences as catalysts for transformation , enabling growth in change leadership and the capacity to manage complexity .
Canva has created a unique approach to skills force development and peer learning by exposing teams to new ideas and technologies to understand their competitive landscape better .
There ’ s a growing mismatch between the current higher education model and future business learning needs , which AI will likely accelerate .
The mismatch is linked to how we reward learning and working , with traditional education models rewarding perfection and attaining accumulated knowledge .
However , modern employers increasingly seek and reward cohorts with growth
Emerging business leaders must be equipped to deal with ambiguity rather than memorise and recite facts and figures
mindsets and skills to thrive in ambiguity , unlearning and vulnerability .
Canva has recently entered the education sector , developing products to democratise learning , and developing creative , generic skill capabilities beyond discipline knowledge .
CONTINUOUS CHANGE Skills development using technology to navigate ambiguous human complexity is fast becoming what modern learners need to focus on .
The higher education sector needs to teach learners to continuously unlearn irrelevant and relearn evolving skills to meet industry demands .
We can achieve this through industry-aligned partnerships with employers and learning facilitators to bridge the widening skills and knowledge gap .
Has the Accord factored this into the undergoing development and consultation process , and does it have appropriate mechanisms to measure and inform on an ongoing basis ?
Could the future of learning look less like a three-hour lecture on campus and more like flexible micro-courses that can be completed anytime , anywhere ?
Or will students gain knowledge through social learning with an enlightened industry workforce , creating engaging and relevant learning opportunities ?
New models of higher education could leverage technology-enabled employment opportunities to offer future-oriented lifelong learning opportunities .
Achieving such change will require the Accord panel and higher education leaders to create a more psychologically safe innovation environment that accepts and rewards performance differently .
We need space for a productive debate within the sector , reflecting on the aspects of higher education that work well and identifying what ’ s currently missing – a Tertiary Education Commission alone may not be the answer . ■
15