The Case for a Centre for Learning and Teaching

Conference paper


Ashford-Rowe, Kevin. (2013). The Case for a Centre for Learning and Teaching. THETA: The Higher Education Technology Agenda 2013. Australia: Higher Education Technology Agenda. pp. 1 - 5
AuthorsAshford-Rowe, Kevin
TypeConference paper
Abstract

The impact of the Bradley Review, and the Governments response to it, are still continuing to transform the Australian Higher Education sector just as radically as any of the reforms that preceded it in earlier decades. When considered from a market perspective, these reforms have ensured that the sector must increasingly both understand and be able to respond rapidly, and in agile manner, to changing and challenging market conditions particularly where the recruitment and retention of students is concerned. In addition to these changing market dynamics is the evolving and increasing requirement to be able to demonstrably quality assure many aspects of the learning experience, but most particularly those elements that relate to the expression of the curriculum, particularly in terms of learning outcomes and the related assessment and moderation regimes.
Within this context it is increasingly important that individual Higher Education Providers are clear as to understand how the component parts of their business, be they research, learning and teaching or business activity, contribute to their overall income profile and support these diverse aspects of the business accordingly. In the case of learning and teaching it is thus important that they ensure that they are providing the facilities, resources and experiences to teaching practitioners, which will enable them to provide the types of learning and teaching experience that 21st Century students are increasingly demanding. Furthermore, where there is a desire to shift the balance of the business profile e.g. towards a greater proportion of income being generated via research activity, it is important to ensure that this is achieved over time and in a controlled and deliberate manner and that the core income generating components of the business, which for very many Higher Education Providers will be learning and teaching, continues to be supported to ensure its ongoing viability.
Many current Higher Education Providers are operating within an income profile that would see the largest significant portion of their annual income generated from learning and teaching activity, most of which will be earned in the provision of education at the undergraduate level. Within this context, it is thus vitally important to ensure that the core revenue generating business activity of the organisation is appropriately envisioned, led and supported at the strategic, operational and tactical levels. In addition, and in a market where for many universities student recruitment at the higher post secondary outcome levels (Australian Tertiary Admission Rank, Universities Admission Index, National Tertiary Entrance Rank or Overall Position) is becoming harder, it is often the case that ‘university readiness’, that is the preparedness of newly recruited students to be able to access and engage with their learning experience, is tapering; leading to an increasing requirement to focus attention and resources upon undergraduate retention (and completion) as another critical learning and teaching activity.

Year2013
PublisherHigher Education Technology Agenda
Web address (URL)https://www.caudit.edu.au/system/files/Media%20library/Resources%20and%20Files/Presentations/THETA%202013%20-%20Centre%20for%20Learning%20and%20Teaching%20-%20K%20Ashford-Rowe%20-%20Full%20Paper.pdf
Publisher's version
Page range1 - 5
Research GroupCentre for Education and Innovation
Place of publicationAustralia
Permalink -

https://acuresearchbank.acu.edu.au/item/89w20/the-case-for-a-centre-for-learning-and-teaching

Download files

  • 103
    total views
  • 36
    total downloads
  • 0
    views this month
  • 1
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Telling stories of excellence in university teaching: Developing a framework for exceptional teaching performance/practice
Ashford-Rowe, Kevin, Nulty, Duncan and Everett, Kristina. (2016). Telling stories of excellence in university teaching: Developing a framework for exceptional teaching performance/practice. Exploring freedom and control in global higher education: 2016 SRHE Annual Research Conference. United Kingdom: Society for Research into Higher Education. pp. 1 - 4
The changing landscape of ePortfolios: A case study in one Australian university
Coffey, Urszula and Ashford-Rowe, Kevin. (2014). The changing landscape of ePortfolios: A case study in one Australian university. Australasian Journal of Educational Technology. 30(3), pp. 284 - 294.
Establishing the critical elements that determine authentic assessment
Ashford-Rowe, Kevin, Herrington, Janice and Brown, Christine. (2014). Establishing the critical elements that determine authentic assessment. Assessment and Evaluation in Higher Education. 39(2), pp. 205 - 222. https://doi.org/10.1080/02602938.2013.819566
A quantitative analysis of a Learning Management System Usage by staff
Sinsua, Claire and Ashford-Rowe, Kevin. (2013). A quantitative analysis of a Learning Management System Usage by staff. THETA 2013 The Higher Education Technology Agenda. Australia: Higher Education Technology Agenda. pp. 1 - 2
Emerging educational institutional decision-making matrix
Ashford-Rowe, Kevin and Holt, Marnie. (2011). Emerging educational institutional decision-making matrix. US-China Education Review. 8(3), pp. 317 - 322.
Benchmarking across universities :A framework for LMS analysis
Rankine, Lynnae, Stevenson, Leigh, Malfroy, Janne and Ashford-Rowe, Kevin. (2009). Benchmarking across universities :A framework for LMS analysis. Same places, different spaces. Proceedings ascilite Auckland 2009. New Zealand: Ascilite. pp. 815 - 819
Applying a design-based research approach to the determination and application of the critical elements of an authentic assessment
Ashford-Rowe, Kevin. (2008). Applying a design-based research approach to the determination and application of the critical elements of an authentic assessment. Emerging Technologies Conference. Australia: University of Wollongong Press. pp. 23 - 29