The Essay
Universities will not disappear, but will have to change
The importance of flexible learning pathways and why universities might want to operate like travel agencies.
By Kaunas University of Technology
A third-year student Zoe, rushing from the university to work, dreams about the possibility of watching lectures as if they were an internet TV show – whenever and wherever she wants. John, who has been wanting to change his job for a couple of years now, is checking university curricula – while he has a lot of skills and knowledge, but no degree certificate to prove it. Camilla, who wants to improve her public speaking skills, compares the cost of online courses at Cambridge and Harvard.
Although the people described above are fictional, the situations they experience can be real. A Eurostudent survey in 25 European countries revealed that more than half of students work while studying. A 2021 World Economic Forum report claims that by 2025, almost half of the world’s workforce will need to retrain or acquire new competencies.
In the past, university was one of the stops on the way to a career. Today, the function of higher education institutions is changing, adapting to the needs of learners. Lifelong learning, retraining, and flexible learning pathways open up new opportunities for all stakeholders.
“Flexibility means, first and foremost, that the learner has the opportunity to develop exactly those competencies they need at that time, and that they can do this at the convenient time, place and pace,” says Kristina Ukvalbergienė, Vice-Rector for Studies at Kaunas University of Technology (KTU). “This includes many things, but also the possibility to integrate the learning process into one’s lifestyle.”
"The establishment of an inclusive learning environment is not solely a matter of moral obligation but also serves as a driving force for academic achievement and individual development."
Innovative admission and outreach initiatives
The implementation of novel strategies for admissions and outreach is a vital measure in fostering a more inclusive landscape within the realm of higher education. Universities are effectively dismantling obstacles and creating opportunities for historically marginalised communities through the implementation of customised admissions procedures, the provision of mentorship programmes, the execution of focused outreach initiatives and the allocation of crucial resources.
These projects have the capacity to not only bring about personal transformation for individuals, but also make a valuable contribution towards fostering a more varied, dynamic and intellectually richer academic community. These institutions serve as a monument to the shared dedication of higher education establishments to promoting fairness and inclusiveness in the realm of education.
Creating inclusive learning environments
The establishment of an inclusive learning environment is not solely a matter of moral obligation but also serves as a driving force for academic achievement and individual development. By implementing strategic modifications to the curriculum, implementing cultural awareness initiatives, enacting inclusive policies and demonstrating a steadfast dedication to diversity, equity and inclusion, universities are actively cultivating settings that foster the success and well-being of all students.
These programmes serve to enhance the academic experience and foster a more dynamic, powerful and progressive academic community. These institutions provide evidence of the long-lasting dedication of higher education establishments to cultivating a genuinely inclusive educational setting for every individual.
When we look at cathedrals, we don’t think of bricks
According to Ukvalbergienė, a flexible learning pathway is a learner-centred model that allows each individual to choose a personalised learning process, regardless of the competencies previously acquired. At each stage, different learning choices are offered according to their needs, interests and competencies required. Learning takes place in small chunks, constructing a flexible learning pathway from challenges and micro-modules.
Although KTU students can already choose to include additional competencies in their individual learning plan, by 2025, KTU plans to offer its students the option of flexible learning pathways.
“It is up to the student to choose the competencies they want to develop, and to chart their own learning path. Competences can be developed horizontally, that is, broadly, or vertically, by delving into a specific area. In the case of KTU, flexible learning pathways are also closely linked to a challenge-based methodology, where students, lecturers and external partners work together to solve real-world challenges,” says Ukvalbergienė.
Professor Lindsay, who presented at the Study Quality Day, an annual event organised by KTU, says that one of the changes that universities need to introduce to adapt to the modern market is the unbundling of study programmes. That is, the study programmes should be designed with the outcome in mind – what do we want our graduates to be able to do after they graduate?
“When we look at cathedrals, we don’t think about the individual bricks that were used to build them,” says Professor Lindsay. “So, if we want our students to learn how to build cathedrals, we need to think about the competencies they need. How we teach them thermodynamics or mathematics, how we test their knowledge – these are just details.”
The future university is akin to a travel agency
The need for a qualification or a degree can arise at any stage of a career. However, people who are already working have knowledge and skills and may feel that they have a good understanding of some subjects in their studies despite lacking a degree certificate which proves that.
“I remember one student who took long drives to get to campus to do compulsory laboratory classes on a piece of surveying equipment. He was really surly and when I asked what’s the problem, he said repairing this equipment was his day job,” says Professor Lindsay.
He believes that universities need flexibility in similar situations. Professor Lindsay jokingly compares universities of the future to travel agencies: if you want to travel, you can book your own plane tickets, hotel and leisure programme. But you can also ask a travel agent to do the same – they can take care of the whole trip or just certain aspects of it as required.
“Universities that are better suited to the current situation are those that say: if you start your studies already knowing half of it, we won’t teach you that. Instead, we’ll certify it and teach you the rest,” he says.
Ukvalbergienė says that KTU has been certifying the competencies acquired informally or spontaneously for more than ten years.
“For example, if you think you have a certain competence, say in project management, the university can test your skills and formally recognise it. Formally recognised competencies can be certified as outcomes of a university study programme or a module, which do not require retaking,” explains Ukvalbergienė.
Remaining in the job market for the next 50 years
Lifelong learning is gaining momentum, not only because it is being promoted by national and international programmes, but also because society is demanding it. The world is changing, people are living longer, technology is advancing faster and the need to update knowledge is becoming essential.
“Today’s university graduates may live up to 90 or 100; it is likely that they will be working by the time they reach 70. Do you think they won’t need to update their knowledge in the next 50 years? I certainly wouldn’t want to base my current practice on what I would have learnt in the 1970s,” says Professor Lindsay.
Professor Lindsay and Ukvalbergienė agree that students today care about the purpose of what they’re learning much more than before.
“I used to think that current students were interested in changing the world, but I changed my mind on that. I think they are more interested in changing the world around them. This is a very different kind of leadership: not the noisy setting of grandiose goals, but the pursuit of individual change for the city, for the community,” says Professor Lindsay.
According to Ukvalbergienė, current students are much more socially responsible and want to see the real value in what they study. Challenge-based learning, cooperation with social partners and exposure to the real working environment play a key role in this.
While qualities such as curiosity, creative thinking and problem-solving may be common across generations, there is one skill in which today’s students may be outperforming their teachers: they are much more tech-savvy.
“Already some years ago, the world passed a tipping point where younger people were outpacing older people in technological skills. This turns the whole logic of learning on its head and universities have to adapt to it,” says Ukvalbergienė.
However, experts agree that the democratisation of the learning process – where the lecturer is no longer the only person who knows best – is essential to meet the needs of today’s learners. Students are themselves very diverse, and from the university they expect flexibility in adapting to their individual lifestyles.Success stories and impact
These instances of success are not limited occurrences, but rather indicative of a more extensive trend towards inclusiveness and fairness in the realm of higher education. The aforementioned policies and activities exemplify the concrete and transformative effects that inclusivity may have on the educational experiences of students belonging to marginalised groups.
By commemorating these accomplishments, we not only pay tribute to the exceptional feats of these individuals, but also motivate forthcoming cohorts of students to surmount obstacles and actively pursue their aspirations. These narratives function as a compelling testament to the notion that inclusive policies are not merely abstract objectives, but rather concrete avenues towards achievement and empowerment for individuals across the board.
As higher education institutions persist in confronting the necessity of achieving fairness, it becomes evident that taking proactive actions is crucial in demolishing systemic impediments. By placing a high value on inclusivity, colleges not only empower marginalised communities, but also enhance the entire educational experience for all individuals involved.