Re-thinking delivery models for quality Higher Education for all

This project explores the key issues of quality, flexibility and accessibility from the perspectives of the HEI and the student to understand the tensions around what is best for student success and how HEIs can meet changing needs of society and employer and what is best for the sustainability of the institution. Outputs are open to all colleagues at Advance HE member institutions.

Prior to the current crisis the HE sector had begun to recognise the growing need for agile and responsive education and training systems to regularly up-skill and re-skill the workforce and meet the increased demand from a growing global HE sector. Changes to ways of working and living shaped by big data, the Internet of Things, artificial intelligence and improved connectivity are driving changes in how and where we work and will continue to learn across our careers. The pandemic has highlighted that most higher education institutions need to enhance their capacity to deliver flexible and resilient education systems to meet student expectations and the accelerating social and economic transformations that wider society anticipates.  This requires a ‘rethink’ not only of what and how we teach but also what shape HEIs need to take to deliver the changing demands of students, employers and society.

This theme will look at the key issues of quality, flexibility and accessibility from the perspective of the HEI and the student to understand the tensions between what is best for student success and how HEIs can meet changing needs of society and employers versus what is best for the sustainability of the institution.

This project aims to:

• Debate future visions for higher education inspired by thought leaders with expertise in transnational education, unbundling higher education and knowledge exchange
• Reflect on the changing models for HE and get insight into the implications for HE institutions
• Review learners’ experiences of a range of tertiary providers including degree apprenticeships, accredited MOOCs and certificate programmes offered by the new, ‘big tech’ providers
• Stimulate thinking into how to work with other organisations to deliver equitable access to higher education
• Consider the value of quality, standards and cohesion of accredited degree programmes and how there are maintained and assured