HE system of choice: An emerging landscape of post-neoliberal, technocentric and socio-ecological conceptualisations of learning.

Authors

DOI:

https://doi.org/10.53761/40jggc34

Keywords:

soft systems methodology, future of higher education, sustainable development

Abstract

The marketisation of education, coupled with a globalised economy of provision, was supercharged by the adoption of learning technology following the COVID-19 pandemic. This has led to changes which have increased the potential for students to have a choice in the pace and place of their learning. What has emerged is the possibility for a diverse, accessible, and economically attractive set of 'learning offers' for globalised students brought about by increased competition between providers with implications for sustainable education. In critique of this new landscape, the project on which this paper reports used Soft Systems Methodology to explore an identified 'problematical situation' of factors influencing student choice about HE in the future. Work included a systematic literature review, running focus groups with expert witnesses including undergraduate students, and practitioner analysis using the Theory of Disruptive Innovation. Applying the scenarios developed, this paper presents a proposed 'Higher Education System of Choice' as a provocation for discussion that identifies an emerging landscape of post-neoliberal, technocentric and socio-ecological conceptualisations of learning. 

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Author Biographies

  • Dr Stephen Powell, Independent

    Stephen has worked in Higher Education for over 25 years with a wide range of roles culminating in the head of the University Teaching Academy at Manchester Metropolitan University. He has a particular interest in using systems thinking to inquire into the workings of Universities and applying this to teaching, learning and assessment.

  • Valeria Ruiz Vargas, Manchester Metropolitan University

    Valeria is a Senior Lecturer on Academic Development and a Research Fellow on Academic Development Evaluation at the University Teaching Academy, Manchester Metropolitan University. Her research is multidisciplinary and focused on organisational change, institutionalisation processes, governance and integration of sustainable development. She has conducted higher education policy review at institutional, national and international level whilst also developing and implementing institutional policy at Manchester Metropolitan University and supporting policy development for education in Colombia. She has experience of working in research projects and activity to support implementation of the Sustainable Development Goals in a range of contexts and settings.

  • Orlagh McCabe, Manchester Metropolitan University

    Orlagh is the Assistant Director for the University Teaching Academy at Manchester Metropolitan University, where she is responsible for the strategic vision of the Academy and the effective delivery of teaching, assessment and curriculum design support to colleagues across the University. Her passion for the Sociology of Education and its implications for learning and teaching drives my work as an educator. As such, she is involved in a number of voluntary initiatives in Cheshire that aim to improve the outcomes for young people.

Published

2024-02-29 — Updated on 2024-03-05

Data Availability Statement

No the data is not made available because of the ethical constraints applied.

How to Cite

HE system of choice: An emerging landscape of post-neoliberal, technocentric and socio-ecological conceptualisations of learning. (2024). Journal of University Teaching and Learning Practice, 21(3). https://doi.org/10.53761/40jggc34