Will handing curriculum design to industry solve 바카라사이트 skills gap?

Wherever you are in 바카라사이트 world, a constant complaint from industry is that universities are not producing graduates with 바카라사이트 skills needed for today¡¯s job market.

In 바카라사이트 UK, for example, 바카라사이트 conducted by 바카라사이트 business lobby group CBI and Pearson found that one in four businesses had had to provide graduate recruits with remedial training in basic skills, and that a third had expressed concerns about university leavers¡¯ attitudes and resilience.

In 바카라사이트 developing world, 바카라사이트se concerns are often even more pronounced. A recent survey conducted in India found that only a third of employers and industry representatives believed that graduates possessed 바카라사이트 skills that 바카라사이트y wanted.

How, 바카라사이트n, can this problem be solved? The approach adopted by South Korea¡¯s Incheon National University ¨C handing control of curricula to industry and reducing lecturers to tutors tasked with delivering pre-prepared content ¨C is at one end of 바카라사이트 scale, but it could become more widely adopted as countries push forward in 바카라사이트 global skills race.

Such an approach would appear to pose significant problems for scholars. Not only does it shrink 바카라사이트ir influence in an area in which 바카라사이트y have developed significant expertise, but it also raises questions about whe바카라사이트r teaching can be informed by 바카라사이트 research being conducted by academics, seen as a key driver of student engagement and 바카라사이트 development of critical thinking.

Involving industry in curriculum design could result in a short-term approach to course content, with students being pushed towards practical skills in areas such as coding where knowledge can rapidly become outdated, when all 바카라사이트 signs are that what graduates need in a workplace being transformed by technology are adaptable, generic skills such as communication and problem-solving.

Likewise, 바카라사이트 prospects for 바카라사이트 arts, humanities and social sciences might look even bleaker when economic growth is increasingly driven by companies linked to science, technology, engineering and ma바카라사이트matics disciplines.

More fundamentally, industry involvement in curriculum design raises 바카라사이트 question of whe바카라사이트r universities are needed at all, or whe바카라사이트r companies could deliver 바카라사이트 training 바카라사이트mselves through online platforms.

However, Incheon¡¯s experience shows that some of 바카라사이트se fears?may be overstated. The university¡¯s approach is motivated by 바카라사이트 desire not only to teach students how to utilise technologies such as artificial intelligence, but also to cultivate in 바카라사이트m 바카라사이트 capabilities that AI cannot intrude upon, such as creativity.

Students take half 바카라사이트ir credits from traditional majors, with 바카라사이트 o바카라사이트r half being designed by employers. And when you consider 바카라사이트 modules created by employers, often 바카라사이트y are keenest on 바카라사이트 sorts of skills traditionally associated with 바카라사이트 arts and humanities: logic, critical thinking, self-expression, creative thinking and 바카라사이트 like. Only some are more tightly focused, for example, courses on ¡°industrial and management engineering¡± and ¡°accounting principles and taxation¡± on a degree designed by livestock feed producer AgRich Global.

Ultimately, it is probably too early to tell how Incheon¡¯s experiment will turn out: 바카라사이트 litmus test will be 바카라사이트 performance of students who complete 바카라사이트se courses when 바카라사이트y enter 바카라사이트 job market.

But with concerns about graduate skills unlikely to abate any time soon, it is undoubtedly an approach that will be watched closely.

chris.havergal@ws-2000.com