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VC ’ s corner
Essential attributes universities should embody to deliver solid student outcomes .
By Justin Beilby
More students than ever are making the decision to enrol in higher education in this country , an outstanding milestone , but it also comes at a time when students are more discerning than ever about what a prospective university should offer them . It ’ s a challenge university leaders need to embrace .
Whilst there will always be a proportion of students enrolled purely for the love of learning , which is admirable , this is not the case for the majority . Most are well aware that in a competitive and increasingly international marketplace , obtaining a higher education qualification is virtually a prerequisite to secure a professional post . Most are seeking to improve their employment prospects upon graduation , and it ’ s the responsibility of progressive institutions to help them achieve that goal , by crafting programs and creating a learning environment that will give graduates the best possible opportunities once they leave the halls of higher education .
So what attributes should a university offer , in 2015 and beyond , to help students achieve this ?
There is no standard approach , but there are common elements that directly target and improve a student ’ s prospects of obtaining the role that ’ s right for them and right for their employer . It could be termed the duty of care in the unwritten contract between students , academic staff and other interlocutors at higher education institutions .
Firstly , engagement is essential . Regardless of how good a program ’ s academic credentials are , if students don ’ t see the program through they have fallen at the very first hurdle , so it is vital today ’ s universities are geared to engage today ’ s students .
Whilst lecture theatres of the past were fit for purpose then , the contemporary ‘ serve me now ’ world of instantaneous reinforcement and the desire for individual recognition means they are no longer the best way to meet students ’ objectives .
Rather , today ’ s students – young and mature-aged – are better suited to smaller class sizes with a more hands-on experience – so experts are present not just at the point of need , but throughout a student ’ s program of study . This should take place in innovative learning spaces designed to foster discussion and collaboration , rather than the model of old , where it was one speaker to many listeners . It may seem obvious , but it hasn ’ t always been .
Offering flexible programs that students can realistically complete whilst balancing work , personal and other commitments alongside study – and enabling students to enter the workforce sooner – should also be central planks in helping students stay the course through to graduation .
Flexible study modes , including a hybrid of campus and online learning and options to fast-track study and enter the workforce sooner without compromising program quality are evidence of universities lending an ear and acting upon what they hear , to meet the needs of the contemporary student . This enables ease of study by integrating programs as seamlessly as possible for today ’ s time-poor students . We know working and studying together is beneficial to a student , but getting the balance right is fundamental , too .
Working in tandem with industry should also be part of a university ’ s commitment to its students .
The Australian Graduate Survey suggests employment seekers need to cast their nets widely in order to obtain a full-time position after graduation . What this demonstrates , to me , is that universities could do better in matching programs to market demand , ensuring that the experience , knowledge and skills they gain whilst enrolled at our institutions will put them in the best possible position not just to get a job , but to be able to quickly become productive in that role and deliver the skills their employers ’ seek – and not just on paper .
Ensuring programs are matched to industry needs , via industry partnerships and regular consultation , should mean the companies where graduates will ultimately end up are having direct input into how programs are designed .
Through the facilitation of work placements during a student ’ s program , the connection between prospective employer and employee will have , ideally , already been broached by graduation day . Again , so graduates can be given the best possible start to their professional lives or , for those finishing postgraduate study , the best chance of securing a better role than the one they left behind .
As Dr Alessandro Piacentini wrote in a paper commissioned by the South Australia Department of Premier and Cabinet , it is the mutual integration between university and companies that can advance the “ service mission of universities as they become more involved in their community ’ s growth and prosperity ”. And he is right . There are benefits universities offer industry and vice versa – from highly skilled graduates to new ideas , market awareness to the enrichment of higher education programs . If we think about it , the collaboration between higher education and industry is key to positive student outcomes and innovation . It also makes sense in meeting market demand and improving our national productivity .
And the market , understandably , is vastly different to that of our parents ’ generation – domestically and internationally . Globalisation has opened up doors and broken down barriers to jobs in countries far outside Australia ’ s borders . It is , therefore , essential that higher education institutions – particularly those in the increasingly interconnected Asia-Pacific region – recognise our students are global citizens , and future jobseekers , in a truly global marketplace .
Initiatives such as international mentoring , partnerships with sister institutions in other countries and leveraging the latest international curriculums are just some of the ways universities can deliver a global context to a student ’ s learning .
The facilitation of meaningful , international student exchanges is another – the benefits of which have been embraced by policymakers . This is evidenced by programs such as the Australian Government ’ s New Colombo Plan to support overseas internships and mentorships in the Indo-Pacific region .
Finally , looking beyond teaching a student the necessary technical skills , there is still a fundamental area universities can do more to deliver positive graduate outcomes : strengthening so-called soft skills .
For contemporary universities , a focus on soft skills such as public speaking , team dynamics , project management and communication – whatever the undergraduate or postgraduate program – is more important than ever but what do these look like in the workforce , and how can we teach them at a university level ?
Obviously it looks different in different industries , but the principles remain the same . It means a graduate employed in graphic design , for example , should be able to deliver convincing visual presentations , to talk in depth about his or her portfolio , to take a detailed client brief , to liaise and work with copywriters and other creatives and have a sound knowledge of industry best practice .
Returning to my original question of what today ’ s universities should be doing to deliver solid student outcomes , it comes back to the unwritten ‘ contract ’ between students and their learning institution . The success of the university is measured by its ability to deliver a learning environment and quality program specifically designed to boost employability upon graduation . n
Professor Justin Beilby is vice-chancellor of Torrens University Australia .
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