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Higher education, COVID-19 impact, Theme 1 - less students/industries want…
Higher education
Social
Louder student voices - Investment in student-centric learning outcomes, student values heard (El-Azar and Nelson, 2020)
More competitive job markets for graduates - Value of university education with real-world experiences (El-Azar and Nelson, 2020)
Industry expectations - Increased industry influence, requirements for 'work-ready' graduates (AHEIA, 2016)
Older learners - growth of online masters programs, working 30-year olds with families who can't pack up life to earn a masters degree (DeMillo, 2018)
Developing skills that matter to employers - adaptability, teamwork, leadership, marketable skills, adaptability to change (DeMillo, 2018)
21st Century skills - social and cognitive skills required to be ready for the non-routine, the new world of work (McCullough, 2017)
Non-traditional student new norm - focusing on competency rather than credit hours (Fishman and Sledge, 2014)
Vision of education system where participation is near-universal and lifelong (Parker et al, 2018)
Economic
Policy and funding - Pre-COVID slower funding growth compared to cost of delivery (AHEIA, 2016)
Government spending in higher education declining - students/workplaces contributing to their own further education (Calderon, 2015)
**Universities showing strains of broken business model, reflecting demand and pricing pressures. Arguments that universities need to become more open to new models of learning that improve student outcomes (Fishman and Sledge, 2014)
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Sharing university - capitalise on expertise of particular institutions - By sharing activities such as career services, academic advising, info security, universities can decrease spending on administration to allow reinvestment in academic core (Clark and Noone, 2018)
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Technological
Higher education will be based on blended learning - Mixture of in-person, location-based, synchronous and asynchronous virtual learning. Embracing virtual learning makes universities more flexible and resilient - could mean more flexible fees for students (El-Azar and Nelson, 2020)
Danger of losing personal contact - Critical to maintain personal connections, what services should be available to students around the world, what does the business model for delivering them look like? (DeMillo, 2018)
Need for adaptive higher ed workplaces - Faculty and staff work where they are most productive, engaged and effective, human-centric approach (Deloitte, 2021)
Political
Global education providers vs smaller institutions Hyper-globalisation, smaller organisations struggle to compete (Tattersfield, 2020)
Public-private partnerships - Governments, higher education institutions and the private sector will create learning ecosystems - more efficient in delivery, better outcomes because of contact with industry (El-Azar and Nelson, 2020)
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Legal
Increasing litigation between universities and students Increasing accountability and visibility of university decisions (Kamvounias and Varnham, 2010)
Responsibilities to protect students and staff from discrimination Financial assistance, Recruitment/admissions, harrassment, pregnant/parenting staff/students, discipline, employment (Burnham, 2020)
Environmental
Sustainability responsibilities of higher education institutions - education of future leaders, demonstration of best practice. Therefore, 'environmental and sustainability pioneers' (Freidenfelds et al, 2018)
Higher education's contribution to sustainable development - redesign of curriculum, global partnerships, sustainable campus initiatives (Findler et al, 2018)
COVID-19 impact
Tech impact Requirement for units to be delivered flexibly/remotely, growth in student acceptance of online study (Croucher and Locke, 2020)
Transition of campus-based courses to online delivery by most large institutions, perceptions of online delivery as inferior/not equally valuable may remain, some disciplines can't transition to online easily, online/distance education programs may become more recognised by some countries as part of their qualification frameworks/rules (Croucher and Locke, 2020)
Increased online capacity through crisis, University partnerships with MOOC platforms for online delivery, close proximity to key international markets/shared timezones/English language courses (Croucher and Locke, 2020)
Swift pivot to remote learning across higher education exposed challenges in technological infrastructure and sustainability that institutions already had. Need for digital re-imagining and hybrid approach. What can be delivered hybrid? rethinking academic calendar, flexible programs, (Selingo et al, 2021.)
Economic impact Rapid change/restructuring for providers to remain solvent (Deloitte, 2020)
Universities cutting costs and investing less in teaching/research, reconfiguring offerings, diminished conditions for university staff (Croucher and Locke, 2020)
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Economic impact International student market greatly diminished with international border closures - safety perceptions of leaving home country, growing nationalism, stricter rules to gain entry to host countries (Croucher and Locke, 2020)
Potential for slow recovery of international student market in Australia, possibly better position than other large destination countries (US, UK) due to mitigation of worst of pandemic, continuation of travel restrictions, shift to online learning and impacts on student engagement (Croucher and Locke, 2020)
International students issue with online - Some of those do not have access to the right amenities to study online from home or feel that online learning is not same quality as in-person classes. Many think online should be discounted tuition price. (Delayed, Deferred, Determined: International Prospective Students discuss Fall 2020, 2020)
Universities Australia estimated sector’s losses at A$3 billion - A$4.6 billion – average shortfall of between A$77 million and A$118 million – mostly due to plunges in international tuition fee revenue. (Ross, 2020)
Social impact Concerns about lack of social connection between peers and educators, wellbeing (DeMillo, 2018)
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Economic impact Diminishing capacity for governments to invest in higher education (Croucher and Locke, 2020)
Modest support for universities throughout COVID-19 crisis, governments might adopt policies around increased fees, equity programs (Croucher and Locke, 2020)
Social impact Diminished attractiveness of particular degrees (Croucher and Locke, 2020)
Potentially less demand for courses not deemed to lead to employment (arts etc.) (Croucher and Locke, 2020)
Social impact Reliance on universities for expertise to assist crisis recovery (Croucher and Locke, 2020)
Opportunity for universities to lead recovery and shape outcomes with evidence-based research (Croucher and Locke, 2020)
Economic impact Uncertain enrolment (Deloitte, 2020)
Potential dissatisfaction with service levels, financial crisis will make planning difficult (Deloitte, 2020)
Political impact political push for international student travel ‘bubbles’ (Massola, 2021)
Theme 1 - less students/industries want traditional degrees, want skills and outcomes that matter
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