Memorandum submitted by James Derounian[66]
Thank you for this opportunity to comment on
the above. I have 25 years combined practice and academic experience
and would make the following observations:
THE ROLE
OF UNIVERSITIES
OVER THE
NEXT 5-10 YEARS
What do students want from universities?
I assume that the NUS and student bodies will
be approached directly, to seek their direct input as "stakeholders"?
From my perspective and experience (over 15 years) as a committed
lecturer and teacher, students (in the main) seek a purposeful
experience of higher education; one that both helps them progress
pre-existing desires but also opens up new career possibilities
and interests.
What should the student experience involve?
I strongly endorse the "active" approach
to teaching and learning as practised, and now extended, through
our University of Gloucestershire, Centre of Excellence in Active
Learning (CeAL) in Geography, Environment and Related Disciplines
http://www.glos.ac.uk/ceal/. In particular I commend learning
by "doing" and regular reflection. The student experience
should represent a "supported challenge"; an opportunity
to grow through active engagement with current theory, practice,
live issues, projects and practitioners.
Engagement in society and democratic debate, and
producing active citizens?
I think this is a critical area and responsibility
for higher education (HE); which ties together the Government's
aim to widen participation with current concerns over the "democratic
deficit". There are many aspects to this point—first
the role that universities should play in contributing to their
local economies and communities (eg using local contractors; contributing
to local project development through expertise, knowledge and
contacts); equally "live" project working for students—whereby
they gain from "real life" exposure related to their
chosen subject, and local communities (must) gain too from student
inputs to such projects, programmes, policies, research, consultancy
etc. There must surely be an opportunity to link the secondary
school "Citizenship" curriculum to what is on offer
via HE.
Students should be encouraged through "academic
assertiveness" to be active citizens. (A concept championed
by Jenny Moon at the University of Bournemouth).
UNIVERSITY FUNDING
Is the current funding system fit for purpose?
Is the purpose clear?
If the purpose is to widen access (and in particular
to encourage people from poorer, less confident etc backgrounds
to enter higher education) then I don't see the current funding
system as "fit for purpose". Whether it is a matter
of fact or perception, it seems fundamentally flawed to expect
those with least, to saddle themselves with loan/debt in the hope
or expectation that they will earn more than they otherwise would
(without the HE experience and qualifications). This seems to
be wilfully coercing people to abandon their understandable wariness;
and entering in to certain debt for uncertain payback.
How important is "flexible learning to the
future of HE"?
As a recent external examiner for the University
of the Highlands and Islands (Millennium Institute), and as a
longstanding practitioner of "blended learning" (distance
learning using WebCT, internet, telephone and e-mail "tutorials",
residential schools, local tutors, hard copy module guides etc)
I believe that flexible learning and the systems to support this
are crucial in a world of vocational, part-time and "mature"
students. In particular we would be pleased to share our experiences
of delivering "local policy and community development"
courses, as detailed above, to the Committee in the form of oral
evidence.
November 2006
66 Senior Lecturer in Community Development and Local
Governance, University Teaching Fellow, University of Gloucestershire,
Department of Social and Natural Sciences, Cheltenham. Back
| 
