{"id":57585,"date":"2021-06-05T00:00:54","date_gmt":"2021-06-05T04:00:54","guid":{"rendered":"https:\/\/world.edu\/?p=57585"},"modified":"2021-06-04T17:12:45","modified_gmt":"2021-06-04T21:12:45","slug":"in-this-job-ready-era-its-worth-looking-at-how-a-us-style-broader-education-can-benefit-uni-students","status":"publish","type":"post","link":"https:\/\/world.edu\/in-this-job-ready-era-its-worth-looking-at-how-a-us-style-broader-education-can-benefit-uni-students\/","title":{"rendered":"In this \u2018job-ready\u2019 era, it\u2019s worth looking at how a US-style broader education can benefit uni students"},"content":{"rendered":"

\"\"<\/p>\n

The\u00a0Job-Ready Graduates Package<\/a>\u00a0is nearing the end of its first full semester of implementation. Its basic premise is that the main reason the modern Australian university exists is to train the next generation in areas of economic need.<\/p>\n

\u201cUniversities must teach Australians the skills needed to succeed in the jobs of the future,\u201d\u00a0said<\/a>\u00a0the then federal education minister, Dan Tehan, when introducing the package. His successor, Alan Tudge, has\u00a0described<\/a>\u00a0this task as universities\u2019 \u201ccore business\u201d.<\/p>\n

As former University of Melbourne vice chancellor Glyn Davis has\u00a0pointed out<\/a>, our universities have\u00a0always<\/em>\u00a0had a strong focus on professional vocational preparation. Yet even alongside enhanced international research\u00a0rankings<\/a>, Australian higher education has drifted further towards massified vocational training over the past decade (the demand-driven era). The 2020 legislation accentuated this trend, in terms of both the government\u2019s \u201cjob-ready\u201d rhetoric and\u00a0financial incentives<\/a>\u00a0to\u00a0deter enrolment<\/a>\u00a0in courses deemed to lack immediate vocational focus.<\/p>\n

This reshaping of the meaning of higher\u00a0education<\/em>\u00a0raises significant concerns. If our universities are to retain some balance between the imperatives of education and training, perhaps the time has come to reimagine the possibilities.<\/p>\n

One way of doing so is to consider the merits of North American-style \u201cgeneral education\u201d. How might it be applied in Australia\u2019s quite different system?<\/p>\n

Contrasting models of higher education<\/strong><\/h4>\n

To use very broad categorisations, Australian undergraduate education essentially follows the\u00a0English<\/a>\u00a0(not\u00a0Scottish<\/a>) model. It is based on three-year discipline-specific courses that prepare graduates for employment. Comparable\u00a0European systems<\/a>\u00a0enhance this with deeply integrated industry apprenticeships.<\/p>\n

In contrast, the traditional\u00a0North American system<\/a>\u00a0works on the basis of a four-year bachelor\u2019s degree. Roughly a third to a half of that comprises elective studies, before the student selects a major.<\/p>\n

If the English\/European undergraduate systems prioritise\u00a0depth<\/em>\u00a0of specialisation, the North American system prioritises\u00a0breadth<\/em>. The former assumes general education is the job of secondary schooling. The latter provides advanced general education well into university. Technical professional training is provided largely at postgraduate level.<\/p>\n

Models of general education<\/strong><\/h4>\n

\u201cGen ed\u201d is itself diverse, and each model has its own benefits.<\/p>\n

Some approaches simply prioritise \u201cbreadth requirements\u201d. This ensures students deepen their experience of a range of disciplines in their first and second years. They can then choose their major in a more informed way.<\/p>\n

Other models focus more strategically on developing\u00a0transferable skills<\/a>\u00a0\u2013 critical thinking and problem solving, teamwork, leadership, adaptability, communication and so on. These skills are applicable across industries.<\/p>\n

Some have a strong focus on civics and global citizenship. It is worth noting the attraction of North American gen ed for many Asian universities, including institutions in\u00a0Hong Kong<\/a>,\u00a0Taiwan<\/a>\u00a0and\u00a0mainland China<\/a>.<\/p>\n

Further, \u201ccore curriculums\u201d have different emphases. Some programs have a decidedly \u201cgreat books<\/a>\u201d approach focusing on intellectual and literary heritage. Others have more mission-focused curriculums such as those developed by\u00a0American Catholic universities<\/a>.<\/p>\n

Of course, such models are not mutually exclusive. Aspects of each can be productively combined.<\/p>\n

Why bother with gen ed?<\/h4>\n

Admittedly, arguments based on affordability and immediate employability contribute strongly to the case for specialised undergraduate degrees. But is the education of the average 17 or 18-year-old matriculant sufficiently broad and deep to then focus simply on career training?<\/p>\n

Further, significant specialisation is already baked into Australian Year 11-12 schooling. This is a result of ATAR scores inevitably being prioritised in the quest for entry into professional undergraduate courses. For many students, broad education in the humanities and the natural and social sciences is heavily curtailed by the age of 14-15.<\/p>\n

In this context, gen ed advocates point to the intrinsic, if hard to quantify, benefits of a citizenry that is highly and broadly educated and critically trained. They also cite the pragmatic benefits to both\u00a0individual<\/a>\u00a0long-term prospects and to the\u00a0economy<\/a>\u00a0as a whole.<\/p>\n

Can gen ed work in Australia?<\/strong><\/h4>\n

As long as the three-year undergraduate degree continues to shoulder the burden of pre-employment professional training, significant gains in this area will be difficult. Australia\u2019s most ambitious recent effort in this regard is the so-called\u00a0Melbourne Model<\/a>. As its framers concluded, moving unilaterally to a North American four-year undergraduate structure is currently untenable.<\/p>\n

Meanwhile, professional accreditation requirements within three-year vocational degrees leave little room for elective subjects.<\/p>\n

Nonetheless, several Australian institutions already carve out limited space for broader strategic educational goals. Examples include the core curriculum programs run by\u00a0Bond<\/a>\u00a0(focusing on transferable skills),\u00a0ACU<\/a>\u00a0and\u00a0UNDA<\/a>\u00a0(focused on the Catholic intellectual tradition).<\/p>\n

Amid the fetishisation of \u201cjob-readiness\u201d, Australian universities would do well to look at creative ways to develop a more holistic educational experience for all their students. This would contribute to the long-term benefits of broadly educated and critically skilled graduates.<\/p>\n

Author Bio:<\/strong> Richard Colledge is <\/span>Associate Dean (Learning and Teaching), Faculty of Theology & Philosophy at the Australian Catholic University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

The\u00a0Job-Ready Graduates Package\u00a0is nearing the end of its first full semester of implementation. Its basic premise is that the main reason the modern Australian university exists is to train the next generation in areas of economic need. \u201cUniversities must teach Australians the skills needed to succeed in the jobs of the future,\u201d\u00a0said\u00a0the then federal education […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":57586,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[401001],"coauthors":[11733],"class_list":["post-57585","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-higher-education","tag-job-ready"],"acf":[],"yoast_head":"\nIn this \u2018job-ready\u2019 era, it\u2019s worth looking at how a US-style broader education can benefit uni students - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/in-this-job-ready-era-its-worth-looking-at-how-a-us-style-broader-education-can-benefit-uni-students\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"In this \u2018job-ready\u2019 era, it\u2019s worth looking at how a US-style broader education can benefit uni students - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"The\u00a0Job-Ready Graduates Package\u00a0is nearing the end of its first full semester of implementation. 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