Higher education reform: a student's perspective

Higher education in Australia today increasingly fails to meet government and international criteria for quality, equity and cost efficiency. A clear gap between expectation and reality exists for students, academics and industry. Inadequate resources and poor working conditions are undermining attempts to make Australian universities internationally competitive. We offer a number of short and long-term proposals that we believe will, in part, rectify the declining standards in Australian higher education and enable Australia to become the knowledge nation it desperately craves to be.

Concerns have been raised about the quality of university teaching. While university students are expected to work independently this does not negate the need for supervision and direction. Certain teaching skills are required at the tertiary level. These include clear expression in crowded lecture theatres, the ability to facilitate quality discussion ensuring fair and productive tutorials, and enhanced online communication.

Implementing an Academic Teaching Course would help develop and improve skills in information presentation and transmission. Yet it is important to note that a one-size-fits-all solution cannot suit the needs of all staff. Rather, courses could vary, ranging from 2-day seminars to 6-week intensive courses as required. The skills taught would include public speaking, IT presentations, chairing tutorials and group project supervision. Academics and tutors would have the option of regular follow up courses. These may also be based on feedback from students after the completion of a subject.

These courses could be implemented within a year and evaluated within the next three years. This is not an excuse to blame academics for falling standards. Rather, it is a support system that enables them to more efficiently and effectively utilise their skills.

Australia is in the unique position of having a relatively young higher education system. Accordingly the opportunity still exists to create traditions and re-mould those that already exist. In Australia, there is a noticeable lack of private benefactors contributing to higher education. One way of encouraging benefaction is to create stronger pride in Australian universities; effectively creating a stronger network of alumni with its associated community links. This area, if fully promoted, could increase revenue for universities and highlight the relevance of university within the broader community.

There is also a cultural gap in industry donation. The most appropriate way to change both these cultures is first to encourage and provide an incentive driven framework for industry donation. This could be mutually beneficial for industry and universities as it exploits the popular marketing tool of ‘good corporate citizenship’. We recommend the introduction of a 110 per cent tax reduction for industry donations to public universities. This would be geared at encouraging the involvement of a broad spectrum of businesses, not simply ‘big business’. The tax reduction would create immediate returns for both industry and the university.

Our major long-term proposal for higher education reform is a complete overhaul of the current higher education system. Currently, year 12 graduates commence university in a specialised course with only narrow areas of study. As a result, our university graduates, particularly those in fields such as medicine, engineering and law, may not have access to subjects that provide alternative models of thinking, such as philosophy, cultural studies and languages. Yet. Recent surveys show that employers value creativity, lateral and critical thinking, analytical skills, and other skills learnt in generalist degrees. Acting on this evidence, and the government’s desire for Australia to be an internationally competitive ‘knowledge nation,’ our proposal includes a foundation degree with specialisation at the graduate level.

The foundation degree would comprise three years studying subjects drawn mainly from the humanities, general sciences and economics. This would allow all Australian graduates to develop the essential skills identified by employers of lateral and critical thinking, creativity and analysis. Writing and communication skills would be emphasised. Majors would still be undertaken to prepare students for their area of specialisation.

After completing a foundation degree, students could choose to enter a graduate university that offers specialised courses. Each university would offer a small number of graduate degrees. They would focus their resources (equipment, staff, research capability) in a specialised field or fields to improve the quality of higher education and establish world-renowned research and learning sectors in their particular niche market. Accordingly, Australian graduates would be well trained to compete in the global knowledge economy, being essential contributors to international research.

The problem of low participation of students from rural, isolated and low socio-economic backgrounds is already a matter of vital concern for all higher education institutions. For Australia to become the knowledge nation, it must make higher education relevant to every Australian. The role of regional and rural universities is therefore integral to the development of the knowledge nation. Specialisation would enable rural and regional universities to develop courses that are of relevance to the communities and their local economy. The introduction of community scholarships would enable students to pursue courses outside of their geographical area. Students would be funded for the length of their course and upon completion would return to utilise their new expertise. Areas of involvement may include improving infrastructure, local economy or social networks. More graduates returning would have the benefit of increasing community partnerships and pride in their universities and the value of higher education. The benefits brought about through these universities would improve the local profile of universities in these areas, and go some way towards improving community attitudes towards higher education.

Australia is at a crossroads in terms of higher education. Both long and short-term strategies need to be implemented to improve the current system. These reforms will allow all Australians to participate in the formation of a true knowledge nation.