Paper Authors

Abstract

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

3260

Agents of Change for Tomorrow's Technology -Dearing and SARTOR influences.

Professor Richard Penson, Eur Ing, Margaret Ross Southampton Institute UK

Abstract This paper describes the changes being encouraged by external agencies, such as the Dearing Report [1] and SARTOR (Standards and Routes to Registration) [2] as well as other pressures such as the Government imposed top-up fees and the increasing skills shortage, to the professional, undergraduate and post graduate technology courses. These external influences are expected to encourage only those students with better standard entry qualifications, and those willing to study for a further year to upgrade from an undergraduate degree to a Master’s level. Alternative options for those establishments that do not usually attract the top calibre students are discussed, including a foundation year culminating in students sitting Engineering Council examinations, prior to commencing their normal undergraduate course. The need to provide additional post graduate education to top-up traditional degree courses, possibly company based, is discussed. The effect of these proposals on accepting the increasing number of non- standard mature students on technical courses and the affect of the proposed additional top-up fee, which is expected to potentially affect the middle-class students, are also considered.

1 Higher Education in the Learning Society The Dearing report, Higher Education in the Learning Society [2], published in 1997 addressed the future of higher education and the need for continuous learning over the next 20 years. This report ranged from funding, whereby students would be expected to take a greater responsibility for the cost of the courses, quality assurance within Higher Education by the establishment of a new Quality Assurance Agency for granting degree-awarding powers, and to the need to establish a closer link between industry and academia and within the courses, between training and academic study.

1.1 Technology The report supported the use of information technology both in the management of higher education establishments and as a means of course delivery. It indicated that a more flexible approach could be offered, so making available the university experience to a wider range of the population. Recommendations were included that all students by 2000/01 should have open access to network desk top computers and that by 2005/06, all students in higher education would be required to have access to their own portable computer. At Southampton Institute, we have had considerable experience in providing a multi-mode approach to courses like the British Computer Society Examination course which is offered by day-release, evening, remote learning or a combination of these. We, like most establishments of Higher Education the UK, give open access to networked desk top computers and we also offer a loan service of portable laptop computers to our students. We have been working towards increased participation by students from non-standard backgrounds, by encouraging students with GNVQ(General National Vocational Qualification for 18 year olds) qualifications and the use of APEL(Accreditation of Prior Experiential Learning) to exempt students with prior knowledge and providing a efficient entry procedure for mature students with an appropriate background.

1

• Citation

• Format
  • APA
  • APA - LaTeX bibitem
  • MLA
  • MLA - LaTeX bibitem
  • Bibtex
  • EndNote - RIS

Penson, R., & Ross, M., & Ing, E. (1998, June), Agents Of Change For Tomorrow's Technology Dearing And Sartor Influences. Paper presented at 1998 Annual Conference, Seattle, Washington. 10.18260/1-2--6911