Potential Exam Question 2.

Ramsden (2003) found students’ and employers’ views of the value of higher education (HE) to the world of work show inconclusive results, with some positive and some negative views. In his blog, he states what academics think is the core of their job goes against consumer satisfaction. There are inconsistencies between learning outcomes as students would like vs. reality of what they actually learn, due to differences in quality of learning (how students “experience teaching.”) What students learn differs depending on quality level, but knowledge at all levels and the ability to connect them is essential for positive results.

The general aim of HE is “critical thinking,” “imaginative acquisition of knowledge,” ensuring an atmosphere of excitement which transforms knowledge so one can deal with previously unmet situations (Whitehead, 1929). This high quality learning is not met by conventional instruction. For positive results, teachers must help students understand experiences the way experts do. Effective teaching is the most important way of producing satisfied graduates that can reason, act for themselves, apply theory to practice - the precise skills employers want (Ramsden, 2010). Teachers must make learning interesting, respect students, have appropriate assessment and feedback, set clear goals and intellectual challenge, enable student independence, control and engagement and learn from them (Ramsden, 2011). While students’ self-determination is required to convert opportunities to outcomes, skilful teaching/imaginative learning inspires them to do more. Unfortunately, teachers are casualties of a system that rewards for “form-filling at the expense of eagerness and meaning”(Ramsden, 2010). This leads to poor student experience and ineffective learning, where students think they understand, but in fact all they know is “imitations of disciples”; they reproduce facts to pass exams, but are unable to show understanding or apply knowledge, have misconceptions and confused ideas of how experts work, are over-dependent on teachers as sources of info, or lack self-critical awareness. 

Many students and employers have similar views: that HE improves general understanding, intellectual skills, attitudes and values, plus gives students opportunities to study a subject because they love it. Subject-specific knowledge is rarely mentioned. On the other hand, negative student experiences occur due to excess competition, inappropriate assessment, emphasis on individual work at expense of collaborative/team skills. Employers are critical of inadequate communication and interpersonal skills. Jewels & Albon (2007) show successful experiences occur when academics recognise these teams they are unconsciously engaged in and adopt team principles and teaching approaches, thus creating optimum learning environments. However universities are still rewarding individuals at the expense of team competencies. To overcome issues identified, Herrington & Parker (2013) find when HE elect major shifts from exam-oriented to authentic learning (AL) environments, results on students are essential and rewarding: They become self-directed learners adept in collaboration, reflection, research and adaptability. While they found differing student opinions - some felt liberation, confidence, and could imagine themselves in their future workplaces, others preferred more directed instruction with teacher responsible for what is taught - at the end of the day, becoming self-regulated learners help students in personal life, learning and careers.

During her summary of the AACU report, Fabris (2015) found employers significantly less optimistic than students. Students think they are well prepared because many enter HE just to get good jobs and expect a return on their investments, but HE has become “formulaic and transactional” - students pass exams, get grades and take it as a sign they are ready for work. But with a changing economy, job demands are more complex and employers’ expectations of HE outcomes have risen. While HE is both academic and job-training focused, many institutes do not know how to produce the skills employers expect, as these skills used to be cultivated in the workplace. Employers want to see grads that have tackled personal and independent projects, not just grades. Hence students need AL experiences and so they seek internships, work experience etc., but institutes do not help them make the most of these opportunities, nor do they guide them well or give them adequate feedback. Saunders & Zuzel (2009) also found students ranked their abilities higher than employers. Their findings also highlighted strong correlations between employee and graduate priorities of “employability skills”: general skills and personal qualities > subject knowledge; those ranked lowest were skills grads least proficient in. They too acknowledge the importance of increasing self-reflection and think positive outcomes occur when curriculums incorporate opportunities to develop employability skills (e.g. work-experience, involving employers in course design/delivery), creating LLL “business ready” grads that can adapt to change.

Tomlinson (2008) finds contradictions in students’ understanding of their qualifications: They see their declining role in future employment due to a congested/competitive market, with growing importance of “soft credentials.” Yet, they still perceive the need to add value to credentials to gain positional advantage and still focus on grades and institutional profile > self development and “learning for its own sake,” with a limited sense in how they might apply credentials. Students internalize a Human Capital framework as it strongly influences HE policy and funding, but Tomlinson sees it increases stakes to get jobs, not skills to do jobs. Additionally, students viewed employers as biased and discriminating between grads depending on their institution, even though students acknowledged that learning experiences from certain ones might be more relevant to world of work. Cai (2012) focuses on these biases and believes grad employment can be improved by influencing employers’ beliefs. His study into their views of HE found diverse and controversial results: employers’ needs are often unclear and their views vary according to different traditions, political views etc. He found universities neglect skills required for work success and believes HE needs to get more involved in social/professional organization networks and develop enhanced partnerships with employers in order to inform the nature of HE and legitimate employer expectations.

Ramsden’s observations of my field of study are somewhat accurate. In the vet industry, he states students view developing professional values and understanding clients’/colleagues’ needs as important, but many students feel incompetent. Only when these skills (including collaboration with collaegues) are developed, is there high quality. He identifies objectives such as the professional communication and an appreciation of normal. However, in my view, these skills are only developed with experience in the workforce, not in a university. Thus, increased access to AL experiences and Saunders & Zuzel’s work-based opportunities are vital. Thankfully, HE is progressing towards a focus on employability skills. Final year vet students are now placed within real-life workplaces to allow for this to occur, while still under close guidance from experts. This permits networking and confidence in work-place communication, as well as wide feedback and self-reflection opportunities.

There is a big transition from an academic way of thinking to work in a face-to-face service industry, yet employers expect novice vets to have the abilities required to immediately contribute to productivity. New graduates are valued, but are known to be an “investment” by employers, as they need initial close supervision and continued teaching due to limited confidence and application of knowledge. Many employers appreciate that only workplace experience can solidify many of the skills required, however personal skills such as enthusiasm and motivation are generally strong and extensive theoretical knowledge is assumed.

One issue faced, like Ramsden’s med students, is the years of basic science introduced before clinical experience. It is assumed students apply theory to practice, but their basic science knowledge is used incorrectly. They also make errors, have biases, ignore probabilities. He thinks when students use knowledge to problem solve imaginatively and understand the complex process of relating different parts to form a whole, high quality learning is established. Ramsden questions how well students understand critical knowledge supposedly acquired in early years when learning underdeveloped. Also, Jewels & Albon explain if assessments are founded on memory tasks, learning is shallow; if structured around case studies, problem solving, etc., a deeper more meaningful learning occurs, which fosters additional skills and attitudes. In my own experience, this is completely true, but unfortunately I find much of the assessment in these first years to be based around memorizing, which may explain our limited use of this knowledge. Much of what was learned has long been forgotten by many in the field.

Most authors found employers rank personal attributes or “soft credentials” higher then specific knowledge, with employers emphasizing individual achievement/experience outside of their degrees. This matches my idea of vet employability, where qualifications and grades are not even looked at because the degree and knowledge are assumed, especially as a new grad. Vets tend to be employed solely on work/extra-curricular experience, “social fit,” personality and communication skills. While knowledge is still essential, I believe HE is recognizing more and more the needs and wants of employers and students.

References

Cai, Y. (2013) Graduate employability: a conceptual framework for understanding employers’ perceptions. Higher Education. 65:457 – 469

Fabris, C. (2015) College students think they’re ready for the work force. Employers aren’t so sure. The Chronicles of Higher Education. 30 Jan 2015. Academic OneFile. Web. 3 Sept 2016.

Herrington, J., & Parker, J. (2013). Emerging technologies as cognitive tools for authentic learning. British Journal of Educational Technology, 44(4) pp. 607-615

Jewels, T., & Albon, R. (2007). Supporting arguments for including the teaching of team competency principles in higher education. International Journal of Information and Communication Technology Education. 3(1) pp. 58-69

Tomlinson, M. (2008). The degree is not enough: Students perceptions of the role of higher education credentials for graduate work and employability. British Journal of Sociology of Education, 29(1), 49-61

Ramsden, P. (2003 2nd Ed.). What students learn (Chapter 3, pp. 19-38). In Learning to Teach in Higher Education. London: RoutledgeFalmer

Ramsden, P. (2011, March 10). Six Priciples of effective teaching in higher education. Retrieved from https://paulramsden48.wordpress.com/pauls-blog/page/4/

Ramsden, P. (2010, August 12). How to improve university teaching. Retrieved from https://paulramsden48.wordpress.com/pauls-blog/page/4/

Saunders, V., & Zuzel, K. (2010). Evaluating employability skills: Employer and student perceptions. Bioscience Education, 15(1), 1-15, DOI: 10.3108/beej.15.2