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The University of Melbourne >Centre for the Study of Higher Education
Knowledge transfer in the transformation of curricula to create the Melbourne Model
Kerri-Lee Harris
www.cshe.unimelb.edu.au
Changes in the way that knowledge is valued, created and shared have led to a shift in the way universities define
themselves.
Community needs and priorities are significant in determining the research and teaching profile of universities …
engagement with their communities is a recognised core university activity.
Boyer (1990)
Discovery
Integration
Application
Teaching
Kellogg Commission (1999)
Learning
Discovery
Engagement
www.cshe.unimelb.edu.au
The challenge of nomenclature
Knowledge transfer
Community outreach
Extension activities
Third-stream activities
Engagement
etc
www.cshe.unimelb.edu.au
The context then, resonates now …
Returning to our roots. page 9
A need to convince society of universities’
relevance ….
Perception that unis are out of touch; out of date … and
that while “society has problems, our institutions
have disciplines”
Kellogg Commission (USA) advocated more deliberate engagement of institutions with their
communities (1999)
www.cshe.unimelb.edu.au
Kellogg Commission emphasised importance of reciprocal exchange, mutual benefit, and integration
with ‘learning and discovery’“Engagement goes well beyond extension, conventional outreach, and even most conceptions of public service.”
“Embedded in the engagement ideal is a commitment to sharing and reciprocity.
By engagement the Commission envisions partnerships, two-way streets defined by mutual respect among the partners for what each brings to the table.”
Returning to our roots. page 9
www.cshe.unimelb.edu.au
Public Higher Education Reform Five Years After The Kellogg Commission on the Future of State and Land-Grant Universities (2006)
“The engagement of universities with the societies they serve has also undergone significant change. Leading universities have re-organized
their administrations to better focus on service to society, faculty involvement in engagement is being recognized, and at a number of institutions promotion and tenure guidelines have been reformed in
recognition of the importance of faculty involvement in engagement, with incentives provided. Engagement has become part of the core mission of
several universities.”
“Efforts to integrate learning, discovery, and engagement, and to become a truly integrated university were cited by only four respondents.”
page 13
page 12
Yet it’s not simple
Kellogg Commission 5 year report
www.cshe.unimelb.edu.au
The Triple Helix
Melbourne’s academic programs should form a tightly-wrapped spiral of distinct but related activities
that together define the institution’s character. The University has set three priorities:
research, teaching and knowledge transfer
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www.cshe.unimelb.edu.au
Academically excellent: depth and breadth
Pairing knowledge and experience: capstone studies
Connecting students, employers and the community:
knowledge transfer
Creating global citizens: international experience
Principles of the Melbourne Model
http://www.futurestudents.unimelb.edu.au/about/m_model/keys.html
www.cshe.unimelb.edu.au
Connecting students, employers and the community: knowledge transfer
The Melbourne Model will give our undergraduates more opportunities to forge friendships, develop career networks and engage with the big issues.
We know that connecting with the University and with other students is a major factor in student success. The design of the new degrees means that students will be more likely to take their core subjects with the same group of students and to engage in small group projects. Students will also have access to peer mentoring programs. The new degrees also encourage student engagement with organisations outside the University: through field trips, project-based learning, internships and work placements, lectures with industry experts, student exchanges and study abroad programs, community and volunteer work.
While campus based modes of face-to-face learning and teaching remain central to the Melbourne Experience, they will be enhanced by individual and group-based e-learning experiences.
E-learning enhances anytime, anywhere access to resources, information sharing, knowledge transfer opportunities and international communities of practice.
www.cshe.unimelb.edu.au
By whatever name, the need to better describe knowledge transfer as a university activity remains
Knowledge transfer might best be described by example ….
www.cshe.unimelb.edu.au
Defining knowledge transfer by purpose
A typology of university knowledge transfer activities
1. Service to communities
2. Partnerships in research
3. Partnerships in teaching
4. Graduate attribute development
5. Linking students to potential employment
6. Raising aspirations for tertiary study
A work in progress, based on examples of practice, and with particular emphasis on teaching and student involvement
www.cshe.unimelb.edu.au
A typology of university knowledge transfer activities
1. Service to communities
a. Dissemination of specialist knowledge and expertiseWhich may include: public lectures; educational programs for external
organisations; publications for general audience (eg books; websites; documentaries); public performances and exhibits; mentoring and tutoring in schools.
A work in progress, based on examples of practice, and with particular emphasis on teaching and student involvement
www.cshe.unimelb.edu.au
A typology of university knowledge transfer activities
1. Service to communities
a. Dissemination of specialist knowledge and expertiseWhich may include: public lectures; educational programs for external
organisations; publications for general audience (eg books; websites; documentaries); public performances and exhibits; mentoring and tutoring in schools.
b. Involvement in public debate, involving contribution of specialist knowledge and expertiseWhich may include: public commentary on topical issues; involvement in
government committees; policy-related consultancy.
A work in progress, based on examples of practice, and with particular emphasis on teaching and student involvement
www.cshe.unimelb.edu.au
A typology of university knowledge transfer activities
1. Service to communities
a. Dissemination of specialist knowledge and expertiseWhich may include: public lectures; educational programs for external
organisations; publications for general audience (eg books; websites; documentaries); public performances and exhibits; mentoring and tutoring in schools.
b. Involvement in public debate, involving contribution of specialist knowledge and expertiseWhich may include: public commentary on topical issues; involvement in
government committees; policy-related consultancy.c. Volunteer work with communities, involving contribution of specialist
knowledge and expertiseWhich may include: health practitioners working with aid agencies; lawyers
involved in pro bono work.
A work in progress, based on examples of practice, and with particular emphasis on teaching and student involvement
www.cshe.unimelb.edu.au
A typology of university knowledge transfer activities
1. Service to communities
a. Dissemination of specialist knowledge and expertiseWhich may include: public lectures; educational programs for external
organisations; publications for general audience (eg books; websites; documentaries); public performances and exhibits; mentoring and tutoring in schools.
b. Involvement in public debate, involving contribution of specialist knowledge and expertiseWhich may include: public commentary on topical issues; involvement in
government committees; policy-related consultancy.c. Volunteer work with communities, involving contribution of specialist
knowledge and expertiseWhich may include: health practitioners working with aid agencies; lawyers
involved in pro bono work. d. Improving access to information sources and collections of the University
Which may include: promoting awareness of cultural collections; improving access to collections through digitisation and related information technologies.
A work in progress, based on examples of practice, and with particular emphasis on teaching and student involvement
www.cshe.unimelb.edu.au
A typology of university knowledge transfer activities
1. Service to communities
a. Dissemination of specialist knowledge and expertiseWhich may include: public lectures; educational programs for external
organisations; publications for general audience (eg books; websites; documentaries); public performances and exhibits; mentoring and tutoring in schools.
b. Involvement in public debate, involving contribution of specialist knowledge and expertiseWhich may include: public commentary on topical issues; involvement in
government committees; policy-related consultancy.c. Volunteer work with communities, involving contribution of specialist
knowledge and expertiseWhich may include: health practitioners working with aid agencies; lawyers
involved in pro bono work. d. Improving access to information sources and collections of the University
Which may include: promoting awareness of cultural collections; improving access to collections through digitisation and related information technologies.
1. Raising the profile of issues and/or external organisationsWhich may include: sponsorship, support and the promotion of community causes
A work in progress, based on examples of practice, and with particular emphasis on teaching and student involvement
www.cshe.unimelb.edu.au
A typology of university knowledge transfer activities
2. Partnerships in research
a. Draw on external insights and experienceWhich may include: determining research priorities and possible applications of
research; involvement in the dissemination and application of new knowledge.
b. Collaborative researchWhich may include: research partnerships with industry, government or external
agencies.
c. Commercialisation of research and innovationWhich may include: clinical trials for pharmaceuticals; development and
marketing of the products of research; commercial production of performance, such as screenplays.
A work in progress, based on examples of practice, and with particular emphasis on teaching and student involvement
www.cshe.unimelb.edu.au
A typology of university knowledge transfer activities
3. Partnerships in teaching
a. Draw on community ‘voice’ to identify issues of importanceWhich may include: inclusion of topics, case studies or activities in curricula.
b. Draw on input from external expertise and experienceWhich may include: input into curriculum planning; direct involvement in teaching
through guest seminars, practical classes or project leadership; assessment of student performance.
c. Develop students’ skillsWhich may include: discipline or profession-specific skills; employability or
‘generic’ skills, such as communication, teamwork and interpersonal skills.
A work in progress, based on examples of practice, and with particular emphasis on teaching and student involvement
www.cshe.unimelb.edu.au
A typology of university knowledge transfer activities
4. Graduate attribute development
Development of attitudes and ‘qualities’ valued as ideal attributes of graduates, such as civic and global awareness, and leadership skillsWhich may include: volunteer programs, independent of curricula; placements
that involve students interacting with external organisations and individuals, and in situations with which they are unfamiliar (including student exchange); student ambassador and mentoring programmes.
A work in progress, based on examples of practice, and with particular emphasis on teaching and student involvement
www.cshe.unimelb.edu.au
A typology of university knowledge transfer activities
4. Graduate attribute development
Development of attitudes and ‘qualities’ valued as ideal attributes of graduates, such as civic and global awareness, and leadership skillsWhich may include: volunteer programs, independent of curricula; placements
that involve students interacting with external organisations and individuals, and in situations with which they are unfamiliar (including student exchange); student ambassador and mentoring programmes.
A work in progress, based on examples of practice, and with particular emphasis on teaching and student involvement
5. Linking students to potential employment
Opportunities for students to experience specific work environments, and to introduce employers to potential recruitsWhich may include: industry placements; internships; mentoring programs
www.cshe.unimelb.edu.au
A typology of university knowledge transfer activities
4. Graduate attribute development
Development of attitudes and ‘qualities’ valued as ideal attributes of graduates, such as civic and global awareness, and leadership skillsWhich may include: volunteer programs, independent of curricula; placements
that involve students interacting with external organisations and individuals, and in situations with which they are unfamiliar (including student exchange); student ambassador and mentoring programmes.
A work in progress, based on examples of practice, and with particular emphasis on teaching and student involvement
5. Linking students to potential employment
Opportunities for students to experience specific work environments, and to introduce employers to potential recruitsWhich may include: industry placements; internships; mentoring programs
6. Raising aspirations for tertiary study
Encouraging school students to aspire toward tertiary educationWhich may include: ‘science-in-schools’ programs; university-to-school
mentoring.
www.cshe.unimelb.edu.au
Course planning & currculum design
(e.g. ideas and advice regarding key learning
outcomes from professional associations; relevant
case-study examples from industry and
government; topical issues identified by community
groups and individuals)
Teaching
&
learning activities
(e.g. presentations by
invited speakers;
practice demonstrations
from industry; small
projects with community
or industry input)
Assessment
(e.g. feedback on
performance from
community groups;
evaluation of student
performance by
university associates)
Knowledge transfer in course curricula
Knowledge transfer in students' university experience
fe w s tu d e n tsa ll s tu d e n tsin d ire c t in v o lv e m e n td ire c t p a rtic ip a tio n1243C o u rs e p la n n in g & c u rrc u lu m d e s ig n(e .g . id e a s a n d a d v ic e re g a rd in g k e y le a rn in g o u tc o m e s fro m p ro fe s s io n a l a s s o c ia tio n s ; re le v a n t c a s e -s tu d y e x a m p le s fro m in d u s try a n d g o v e rn m e n t; to p ic a l is s u e s id e n tifie d b y c o m m u n ity g ro u p s a n d in d iv id u a ls )T e a c h in g & le a rn in g a c tiv itie s(e .g . p re s e n ta tio n s b y in v ite d s p e a k e rs ; p ra c tic e d e m o n s tra tio n s fro m in d u s try ; s m a ll p ro je c ts w ith c o m m u n ity o r in d u s try in p u t)U n iv e rs ity -w id e p ro g ra m m e s (e .g . c o m m u n ity v o lu n te e rin g ; s tu d e n t a m b a s s a d o r & le a d e rs h ip ; u n iv e rs ity -c o m m u n ity s p o rtin g a s s o c ia tio n s )D is c ip lin e s p e c ific p ro g ra m m e s(e .g . tu to rin g in s c h o o ls ; m e n to rin g b y e x te rn a l p a rtn e rs )S tu d e n t-d riv e n k n o w le d g e tra n s fe r in itia tiv e s(e .g . c o lla b o ra tiv e p ro je c ts , s u p p o rte d b y u n iv e rs ity th ro u g h g ra n t fu n d in g a n d s ta ff m e n to rs )S tu d e n t e x c h a n g e(e .g . s tu d y a b ro a d in p a rtn e r u n iv e rs itie s )R e s e a rc h p ro je c ts(e .g . h ig h e r d e g re e , p o s tg ra d u a te & u n d e rg ra d u a te 'c a p s to n e ' p ro je c ts in v o lv in g p a rtn e rs o u ts id e a c a d e m ia )In te rn s h ip sC lin ic a l a n d in d u s try s tu d e n t p la c e m e n tsA c tiv ity s p e c ific p ro g ra m m e s(e .g . 'w ritin g c irc le s ' w o rk in g w ith p u b lis h e rs to a s s is t re s e a rc h s tu d e n ts to d e v e lo p th e ir w o rk fo r a b ro a d e r a u d ie n c e )A s s e s s m e n t(e .g . fe e d b a c k o n p e rfo rm a n c e fro m c o m m u n ity g ro u p s ; e v a lu a tio n o f s tu d e n t p e rfo rm a n c e b y u n iv e rs ity a s s o c ia te s )K n o w le d g e tra n s fe r in c o u rs e c u rric u laK n o w le d g e tra n s fe r in s tu d e n ts ' u n iv e rs ity e x p e rie n c e
fe w s tu d e n tsa ll s tu d e n tsin d ire c t in v o lv e m e n td ire c t p a rtic ip a tio n1243C o u rs e p la n n in g & c u rrc u lu m d e s ig n(e .g . id e a s a n d a d v ic e re g a rd in g k e y le a rn in g o u tc o m e s fro m p ro fe s s io n a l a s s o c ia tio n s ; re le v a n t c a s e -s tu d y e x a m p le s fro m in d u s try a n d g o v e rn m e n t; to p ic a l is s u e s id e n tifie d b y c o m m u n ity g ro u p s a n d in d iv id u a ls )T e a c h in g & le a rn in g a c tiv itie s(e .g . p re s e n ta tio n s b y in v ite d s p e a k e rs ; p ra c tic e d e m o n s tra tio n s fro m in d u s try ; s m a ll p ro je c ts w ith c o m m u n ity o r in d u s try in p u t)U n iv e rs ity -w id e p ro g ra m m e s (e .g . c o m m u n ity v o lu n te e rin g ; s tu d e n t a m b a s s a d o r & le a d e rs h ip ; u n iv e rs ity -c o m m u n ity s p o rtin g a s s o c ia tio n s )D is c ip lin e s p e c ific p ro g ra m m e s(e .g . tu to rin g in s c h o o ls ; m e n to rin g b y e x te rn a l p a rtn e rs )S tu d e n t-d riv e n k n o w le d g e tra n s fe r in itia tiv e s(e .g . c o lla b o ra tiv e p ro je c ts , s u p p o rte d b y u n iv e rs ity th ro u g h g ra n t fu n d in g a n d s ta ff m e n to rs )S tu d e n t e x c h a n g e(e .g . s tu d y a b ro a d in p a rtn e r u n iv e rs itie s )R e s e a rc h p ro je c ts(e .g . h ig h e r d e g re e , p o s tg ra d u a te & u n d e rg ra d u a te 'c a p s to n e ' p ro je c ts in v o lv in g p a rtn e rs o u ts id e a c a d e m ia )In te rn s h ip sC lin ic a l a n d in d u s try s tu d e n t p la c e m e n tsA c tiv ity s p e c ific p ro g ra m m e s(e .g . 'w ritin g c irc le s ' w o rk in g w ith p u b lis h e rs to a s s is t re s e a rc h s tu d e n ts to d e v e lo p th e ir w o rk fo r a b ro a d e r a u d ie n c e )A s s e s s m e n t(e .g . fe e d b a c k o n p e rfo rm a n c e fro m c o m m u n ity g ro u p s ; e v a lu a tio n o f s tu d e n t p e rfo rm a n c e b y u n iv e rs ity a s s o c ia te s )K n o w le d g e tra n s fe r in c o u rs e c u rric u laK n o w le d g e tra n s fe r in s tu d e n ts ' u n iv e rs ity e x p e rie n c e
C o u rs e p la n n in g & c u rrc u lu m d e s ig n(e .g . id e a s a n d a d v ic e re g a rd in g k e y le a rn in g o u tc o m e s fro m p ro fe s s io n a l a s s o c ia tio n s ; re le v a n t c a s e -s tu d y e x a m p le s fro m in d u s try a n d g o v e rn m e n t; to p ic a l is s u e s id e n tifie d b y c o m m u n ity g ro u p s a n d in d iv id u a ls )T e a c h in g & le a rn in g a c tiv itie s(e .g . p re s e n ta tio n s b y in v ite d s p e a k e rs ; p ra c tic e d e m o n s tra tio n s fro m in d u s try ; s m a ll p ro je c ts w ith c o m m u n ity o r in d u s try in p u t)A s s e s s m e n t(e .g . fe e d b a c k o n p e rfo rm a n c e fro m c o m m u n ity g ro u p s ; e v a lu a tio n o f s tu d e n t p e rfo rm a n c e b y u n iv e rs ity a s s o c ia te s )K n o w le d g e tra n s fe r in c o u rs e c u rric u laK n o w le d g e tra n s fe r in s tu d e n ts ' u n iv e rs ity e x p e rie n c e
C o u rs e p la n n in g & c u rrc u lu m d e s ig n(e .g . id e a s a n d a d v ic e re g a rd in g k e y le a rn in g o u tc o m e s fro m p ro fe s s io n a l a s s o c ia tio n s ; re le v a n t c a s e -s tu d y e x a m p le s fro m in d u s try a n d g o v e rn m e n t; to p ic a l is s u e s id e n tifie d b y c o m m u n ity g ro u p s a n d in d iv id u a ls )T e a c h in g & le a rn in g a c tiv itie s(e .g . p re s e n ta tio n s b y in v ite d s p e a k e rs ; p ra c tic e d e m o n s tra tio n s fro m in d u s try ; s m a ll p ro je c ts w ith c o m m u n ity o r in d u s try in p u t)S tu d e n t-d riv e n k n o w le d g e tra n s fe r in itia tiv e s(e .g . c o lla b o ra tiv e p ro je c ts , s u p p o rte d b y u n iv e rs ity th ro u g h g ra n t fu n d in g a n d s ta ff m e n to rs )S tu d e n t e x c h a n g e(e .g . s tu d y a b ro a d in p a rtn e r u n iv e rs itie s )R e s e a rc h p ro je c ts(e .g . h ig h e r d e g re e , p o s tg ra d u a te & u n d e rg ra d u a te 'c a p s to n e ' p ro je c ts in v o lv in g p a rtn e rs o u ts id e a c a d e m ia )In te rn s h ip sC lin ic a l a n d in d u s try s tu d e n t p la c e m e n tsA s s e s s m e n t(e .g . fe e d b a c k o n p e rfo rm a n c e fro m c o m m u n ity g ro u p s ; e v a lu a tio n o f s tu d e n t p e rfo rm a n c e b y u n iv e rs ity a s s o c ia te s )K n o w le d g e tra n s fe r in c o u rs e c u rric u laK n o w le d g e tra n s fe r in s tu d e n ts ' u n iv e rs ity e x p e rie n c e
www.cshe.unimelb.edu.au
Course planning & currculum design
(e.g. ideas and advice regarding key learning
outcomes from professional associations; relevant
case-study examples from industry and
government; topical issues identified by community
groups and individuals)
Teaching
&
learning activities
(e.g. presentations by
invited speakers;
practice demonstrations
from industry; small
projects with community
or industry input)Research projects
(e.g. higher degree,
postgraduate & undergraduate
'capstone' projects involving
partners outside academia)
Clinical and industry student
placements
Assessment
(e.g. feedback on
performance from
community groups;
evaluation of student
performance by
university associates)
Knowledge transfer in course curricula
Knowledge transfer in students' university experience
fe w s tu d e n tsa ll s tu d e n tsin d ire c t in v o lv e m e n td ire c t p a rtic ip a tio n1243C o u rs e p la n n in g & c u rrc u lu m d e s ig n(e .g . id e a s a n d a d v ic e re g a rd in g k e y le a rn in g o u tc o m e s fro m p ro fe s s io n a l a s s o c ia tio n s ; re le v a n t c a s e -s tu d y e x a m p le s fro m in d u s try a n d g o v e rn m e n t; to p ic a l is s u e s id e n tifie d b y c o m m u n ity g ro u p s a n d in d iv id u a ls )T e a c h in g & le a rn in g a c tiv itie s(e .g . p re s e n ta tio n s b y in v ite d s p e a k e rs ; p ra c tic e d e m o n s tra tio n s fro m in d u s try ; s m a ll p ro je c ts w ith c o m m u n ity o r in d u s try in p u t)U n iv e rs ity -w id e p ro g ra m m e s (e .g . c o m m u n ity v o lu n te e rin g ; s tu d e n t a m b a s s a d o r & le a d e rs h ip ; u n iv e rs ity -c o m m u n ity s p o rtin g a s s o c ia tio n s )D is c ip lin e s p e c ific p ro g ra m m e s(e .g . tu to rin g in s c h o o ls ; m e n to rin g b y e x te rn a l p a rtn e rs )S tu d e n t-d riv e n k n o w le d g e tra n s fe r in itia tiv e s(e .g . c o lla b o ra tiv e p ro je c ts , s u p p o rte d b y u n iv e rs ity th ro u g h g ra n t fu n d in g a n d s ta ff m e n to rs )S tu d e n t e x c h a n g e(e .g . s tu d y a b ro a d in p a rtn e r u n iv e rs itie s )R e s e a rc h p ro je c ts(e .g . h ig h e r d e g re e , p o s tg ra d u a te & u n d e rg ra d u a te 'c a p s to n e ' p ro je c ts in v o lv in g p a rtn e rs o u ts id e a c a d e m ia )In te rn s h ip sC lin ic a l a n d in d u s try s tu d e n t p la c e m e n tsA c tiv ity s p e c ific p ro g ra m m e s(e .g . 'w ritin g c irc le s ' w o rk in g w ith p u b lis h e rs to a s s is t re s e a rc h s tu d e n ts to d e v e lo p th e ir w o rk fo r a b ro a d e r a u d ie n c e )A s s e s s m e n t(e .g . fe e d b a c k o n p e rfo rm a n c e fro m c o m m u n ity g ro u p s ; e v a lu a tio n o f s tu d e n t p e rfo rm a n c e b y u n iv e rs ity a s s o c ia te s )K n o w le d g e tra n s fe r in c o u rs e c u rric u laK n o w le d g e tra n s fe r in s tu d e n ts ' u n iv e rs ity e x p e rie n c e
fe w s tu d e n tsa ll s tu d e n tsin d ire c t in v o lv e m e n td ire c t p a rtic ip a tio n1243C o u rs e p la n n in g & c u rrc u lu m d e s ig n(e .g . id e a s a n d a d v ic e re g a rd in g k e y le a rn in g o u tc o m e s fro m p ro fe s s io n a l a s s o c ia tio n s ; re le v a n t c a s e -s tu d y e x a m p le s fro m in d u s try a n d g o v e rn m e n t; to p ic a l is s u e s id e n tifie d b y c o m m u n ity g ro u p s a n d in d iv id u a ls )T e a c h in g & le a rn in g a c tiv itie s(e .g . p re s e n ta tio n s b y in v ite d s p e a k e rs ; p ra c tic e d e m o n s tra tio n s fro m in d u s try ; s m a ll p ro je c ts w ith c o m m u n ity o r in d u s try in p u t)U n iv e rs ity -w id e p ro g ra m m e s (e .g . c o m m u n ity v o lu n te e rin g ; s tu d e n t a m b a s s a d o r & le a d e rs h ip ; u n iv e rs ity -c o m m u n ity s p o rtin g a s s o c ia tio n s )D is c ip lin e s p e c ific p ro g ra m m e s(e .g . tu to rin g in s c h o o ls ; m e n to rin g b y e x te rn a l p a rtn e rs )S tu d e n t-d riv e n k n o w le d g e tra n s fe r in itia tiv e s(e .g . c o lla b o ra tiv e p ro je c ts , s u p p o rte d b y u n iv e rs ity th ro u g h g ra n t fu n d in g a n d s ta ff m e n to rs )S tu d e n t e x c h a n g e(e .g . s tu d y a b ro a d in p a rtn e r u n iv e rs itie s )R e s e a rc h p ro je c ts(e .g . h ig h e r d e g re e , p o s tg ra d u a te & u n d e rg ra d u a te 'c a p s to n e ' p ro je c ts in v o lv in g p a rtn e rs o u ts id e a c a d e m ia )In te rn s h ip sC lin ic a l a n d in d u s try s tu d e n t p la c e m e n tsA c tiv ity s p e c ific p ro g ra m m e s(e .g . 'w ritin g c irc le s ' w o rk in g w ith p u b lis h e rs to a s s is t re s e a rc h s tu d e n ts to d e v e lo p th e ir w o rk fo r a b ro a d e r a u d ie n c e )A s s e s s m e n t(e .g . fe e d b a c k o n p e rfo rm a n c e fro m c o m m u n ity g ro u p s ; e v a lu a tio n o f s tu d e n t p e rfo rm a n c e b y u n iv e rs ity a s s o c ia te s )K n o w le d g e tra n s fe r in c o u rs e c u rric u laK n o w le d g e tra n s fe r in s tu d e n ts ' u n iv e rs ity e x p e rie n c e
C o u rs e p la n n in g & c u rrc u lu m d e s ig n(e .g . id e a s a n d a d v ic e re g a rd in g k e y le a rn in g o u tc o m e s fro m p ro fe s s io n a l a s s o c ia tio n s ; re le v a n t c a s e -s tu d y e x a m p le s fro m in d u s try a n d g o v e rn m e n t; to p ic a l is s u e s id e n tifie d b y c o m m u n ity g ro u p s a n d in d iv id u a ls )T e a c h in g & le a rn in g a c tiv itie s(e .g . p re s e n ta tio n s b y in v ite d s p e a k e rs ; p ra c tic e d e m o n s tra tio n s fro m in d u s try ; s m a ll p ro je c ts w ith c o m m u n ity o r in d u s try in p u t)A s s e s s m e n t(e .g . fe e d b a c k o n p e rfo rm a n c e fro m c o m m u n ity g ro u p s ; e v a lu a tio n o f s tu d e n t p e rfo rm a n c e b y u n iv e rs ity a s s o c ia te s )K n o w le d g e tra n s fe r in c o u rs e c u rric u laK n o w le d g e tra n s fe r in s tu d e n ts ' u n iv e rs ity e x p e rie n c e
C o u rs e p la n n in g & c u rrc u lu m d e s ig n(e .g . id e a s a n d a d v ic e re g a rd in g k e y le a rn in g o u tc o m e s fro m p ro fe s s io n a l a s s o c ia tio n s ; re le v a n t c a s e -s tu d y e x a m p le s fro m in d u s try a n d g o v e rn m e n t; to p ic a l is s u e s id e n tifie d b y c o m m u n ity g ro u p s a n d in d iv id u a ls )T e a c h in g & le a rn in g a c tiv itie s(e .g . p re s e n ta tio n s b y in v ite d s p e a k e rs ; p ra c tic e d e m o n s tra tio n s fro m in d u s try ; s m a ll p ro je c ts w ith c o m m u n ity o r in d u s try in p u t)S tu d e n t-d riv e n k n o w le d g e tra n s fe r in itia tiv e s(e .g . c o lla b o ra tiv e p ro je c ts , s u p p o rte d b y u n iv e rs ity th ro u g h g ra n t fu n d in g a n d s ta ff m e n to rs )S tu d e n t e x c h a n g e(e .g . s tu d y a b ro a d in p a rtn e r u n iv e rs itie s )R e s e a rc h p ro je c ts(e .g . h ig h e r d e g re e , p o s tg ra d u a te & u n d e rg ra d u a te 'c a p s to n e ' p ro je c ts in v o lv in g p a rtn e rs o u ts id e a c a d e m ia )In te rn s h ip sC lin ic a l a n d in d u s try s tu d e n t p la c e m e n tsA s s e s s m e n t(e .g . fe e d b a c k o n p e rfo rm a n c e fro m c o m m u n ity g ro u p s ; e v a lu a tio n o f s tu d e n t p e rfo rm a n c e b y u n iv e rs ity a s s o c ia te s )K n o w le d g e tra n s fe r in c o u rs e c u rric u laK n o w le d g e tra n s fe r in s tu d e n ts ' u n iv e rs ity e x p e rie n c e
www.cshe.unimelb.edu.au
Course planning & currculum design
(e.g. ideas and advice regarding key learning
outcomes from professional associations; relevant
case-study examples from industry and
government; topical issues identified by community
groups and individuals)
Teaching
&
learning activities
(e.g. presentations by
invited speakers;
practice demonstrations
from industry; small
projects with community
or industry input)
University-wide
programmes
(e.g. community
volunteering; student
ambassador &
leadership)
Discipline specific
programmes
(e.g. tutoring in schools;
mentoring by external
partners)
Student-driven community
partnership projects
(e.g. collaborative projects,
supported by university through
grant funding and staff mentors)
Student exchange
(e.g. study abroad in partner
universities)
Research projects
(e.g. higher degree,
postgraduate & undergraduate
'capstone' projects involving
partners outside academia)
Internships
Clinical and industry student
placements
Research translation
(e.g. 'writing circles'
working with publishers
to assist research
students to develop their
work for a broader
audience)
Assessment
(e.g. feedback on
performance from
community groups;
evaluation of student
performance by
university associates)
Knowledge transfer in course curricula
Knowledge transfer in students' university experience
fe w s tu d e n tsa ll s tu d e n tsin d ire c t in v o lv e m e n td ire c t p a rtic ip a tio n1243C o u rs e p la n n in g & c u rrc u lu m d e s ig n(e .g . id e a s a n d a d v ic e re g a rd in g k e y le a rn in g o u tc o m e s fro m p ro fe s s io n a l a s s o c ia tio n s ; re le v a n t c a s e -s tu d y e x a m p le s fro m in d u s try a n d g o v e rn m e n t; to p ic a l is s u e s id e n tifie d b y c o m m u n ity g ro u p s a n d in d iv id u a ls )T e a c h in g & le a rn in g a c tiv itie s(e .g . p re s e n ta tio n s b y in v ite d s p e a k e rs ; p ra c tic e d e m o n s tra tio n s fro m in d u s try ; s m a ll p ro je c ts w ith c o m m u n ity o r in d u s try in p u t)U n iv e rs ity -w id e p ro g ra m m e s (e .g . c o m m u n ity v o lu n te e rin g ; s tu d e n t a m b a s s a d o r & le a d e rs h ip ; u n iv e rs ity -c o m m u n ity s p o rtin g a s s o c ia tio n s )D is c ip lin e s p e c ific p ro g ra m m e s(e .g . tu to rin g in s c h o o ls ; m e n to rin g b y e x te rn a l p a rtn e rs )S tu d e n t-d riv e n k n o w le d g e tra n s fe r in itia tiv e s(e .g . c o lla b o ra tiv e p ro je c ts , s u p p o rte d b y u n iv e rs ity th ro u g h g ra n t fu n d in g a n d s ta ff m e n to rs )S tu d e n t e x c h a n g e(e .g . s tu d y a b ro a d in p a rtn e r u n iv e rs itie s )R e s e a rc h p ro je c ts(e .g . h ig h e r d e g re e , p o s tg ra d u a te & u n d e rg ra d u a te 'c a p s to n e ' p ro je c ts in v o lv in g p a rtn e rs o u ts id e a c a d e m ia )In te rn s h ip sC lin ic a l a n d in d u s try s tu d e n t p la c e m e n tsA c tiv ity s p e c ific p ro g ra m m e s(e .g . 'w ritin g c irc le s ' w o rk in g w ith p u b lis h e rs to a s s is t re s e a rc h s tu d e n ts to d e v e lo p th e ir w o rk fo r a b ro a d e r a u d ie n c e )A s s e s s m e n t(e .g . fe e d b a c k o n p e rfo rm a n c e fro m c o m m u n ity g ro u p s ; e v a lu a tio n o f s tu d e n t p e rfo rm a n c e b y u n iv e rs ity a s s o c ia te s )K n o w le d g e tra n s fe r in c o u rs e c u rric u laK n o w le d g e tra n s fe r in s tu d e n ts ' u n iv e rs ity e x p e rie n c e
fe w s tu d e n tsa ll s tu d e n tsin d ire c t in v o lv e m e n td ire c t p a rtic ip a tio n1243C o u rs e p la n n in g & c u rrc u lu m d e s ig n(e .g . id e a s a n d a d v ic e re g a rd in g k e y le a rn in g o u tc o m e s fro m p ro fe s s io n a l a s s o c ia tio n s ; re le v a n t c a s e -s tu d y e x a m p le s fro m in d u s try a n d g o v e rn m e n t; to p ic a l is s u e s id e n tifie d b y c o m m u n ity g ro u p s a n d in d iv id u a ls )T e a c h in g & le a rn in g a c tiv itie s(e .g . p re s e n ta tio n s b y in v ite d s p e a k e rs ; p ra c tic e d e m o n s tra tio n s fro m in d u s try ; s m a ll p ro je c ts w ith c o m m u n ity o r in d u s try in p u t)U n iv e rs ity -w id e p ro g ra m m e s (e .g . c o m m u n ity v o lu n te e rin g ; s tu d e n t a m b a s s a d o r & le a d e rs h ip ; u n iv e rs ity -c o m m u n ity s p o rtin g a s s o c ia tio n s )D is c ip lin e s p e c ific p ro g ra m m e s(e .g . tu to rin g in s c h o o ls ; m e n to rin g b y e x te rn a l p a rtn e rs )S tu d e n t-d riv e n k n o w le d g e tra n s fe r in itia tiv e s(e .g . c o lla b o ra tiv e p ro je c ts , s u p p o rte d b y u n iv e rs ity th ro u g h g ra n t fu n d in g a n d s ta ff m e n to rs )S tu d e n t e x c h a n g e(e .g . s tu d y a b ro a d in p a rtn e r u n iv e rs itie s )R e s e a rc h p ro je c ts(e .g . h ig h e r d e g re e , p o s tg ra d u a te & u n d e rg ra d u a te 'c a p s to n e ' p ro je c ts in v o lv in g p a rtn e rs o u ts id e a c a d e m ia )In te rn s h ip sC lin ic a l a n d in d u s try s tu d e n t p la c e m e n tsA c tiv ity s p e c ific p ro g ra m m e s(e .g . 'w ritin g c irc le s ' w o rk in g w ith p u b lis h e rs to a s s is t re s e a rc h s tu d e n ts to d e v e lo p th e ir w o rk fo r a b ro a d e r a u d ie n c e )A s s e s s m e n t(e .g . fe e d b a c k o n p e rfo rm a n c e fro m c o m m u n ity g ro u p s ; e v a lu a tio n o f s tu d e n t p e rfo rm a n c e b y u n iv e rs ity a s s o c ia te s )K n o w le d g e tra n s fe r in c o u rs e c u rric u laK n o w le d g e tra n s fe r in s tu d e n ts ' u n iv e rs ity e x p e rie n c e
C o u rs e p la n n in g & c u rrc u lu m d e s ig n(e .g . id e a s a n d a d v ic e re g a rd in g k e y le a rn in g o u tc o m e s fro m p ro fe s s io n a l a s s o c ia tio n s ; re le v a n t c a s e -s tu d y e x a m p le s fro m in d u s try a n d g o v e rn m e n t; to p ic a l is s u e s id e n tifie d b y c o m m u n ity g ro u p s a n d in d iv id u a ls )T e a c h in g & le a rn in g a c tiv itie s(e .g . p re s e n ta tio n s b y in v ite d s p e a k e rs ; p ra c tic e d e m o n s tra tio n s fro m in d u s try ; s m a ll p ro je c ts w ith c o m m u n ity o r in d u s try in p u t)A s s e s s m e n t(e .g . fe e d b a c k o n p e rfo rm a n c e fro m c o m m u n ity g ro u p s ; e v a lu a tio n o f s tu d e n t p e rfo rm a n c e b y u n iv e rs ity a s s o c ia te s )K n o w le d g e tra n s fe r in c o u rs e c u rric u laK n o w le d g e tra n s fe r in s tu d e n ts ' u n iv e rs ity e x p e rie n c e
C o u rs e p la n n in g & c u rrc u lu m d e s ig n(e .g . id e a s a n d a d v ic e re g a rd in g k e y le a rn in g o u tc o m e s fro m p ro fe s s io n a l a s s o c ia tio n s ; re le v a n t c a s e -s tu d y e x a m p le s fro m in d u s try a n d g o v e rn m e n t; to p ic a l is s u e s id e n tifie d b y c o m m u n ity g ro u p s a n d in d iv id u a ls )T e a c h in g & le a rn in g a c tiv itie s(e .g . p re s e n ta tio n s b y in v ite d s p e a k e rs ; p ra c tic e d e m o n s tra tio n s fro m in d u s try ; s m a ll p ro je c ts w ith c o m m u n ity o r in d u s try in p u t)S tu d e n t-d riv e n k n o w le d g e tra n s fe r in itia tiv e s(e .g . c o lla b o ra tiv e p ro je c ts , s u p p o rte d b y u n iv e rs ity th ro u g h g ra n t fu n d in g a n d s ta ff m e n to rs )S tu d e n t e x c h a n g e(e .g . s tu d y a b ro a d in p a rtn e r u n iv e rs itie s )R e s e a rc h p ro je c ts(e .g . h ig h e r d e g re e , p o s tg ra d u a te & u n d e rg ra d u a te 'c a p s to n e ' p ro je c ts in v o lv in g p a rtn e rs o u ts id e a c a d e m ia )In te rn s h ip sC lin ic a l a n d in d u s try s tu d e n t p la c e m e n tsA s s e s s m e n t(e .g . fe e d b a c k o n p e rfo rm a n c e fro m c o m m u n ity g ro u p s ; e v a lu a tio n o f s tu d e n t p e rfo rm a n c e b y u n iv e rs ity a s s o c ia te s )K n o w le d g e tra n s fe r in c o u rs e c u rric u laK n o w le d g e tra n s fe r in s tu d e n ts ' u n iv e rs ity e x p e rie n c e
C o u rs e p la n n in g & c u rrc u lu m d e s ig n(e .g . id e a s a n d a d v ic e re g a rd in g k e y le a rn in g o u tc o m e s fro m p ro fe s s io n a l a s s o c ia tio n s ; re le v a n t c a s e -s tu d y e x a m p le s fro m in d u s try a n d g o v e rn m e n t; to p ic a l is s u e s id e n tifie d b y c o m m u n ity g ro u p s a n d in d iv id u a ls )T e a c h in g & le a rn in g a c tiv itie s(e .g . p re s e n ta tio n s b y in v ite d s p e a k e rs ; p ra c tic e d e m o n s tra tio n s fro m in d u s try ; s m a ll p ro je c ts w ith c o m m u n ity o r in d u s try in p u t)U n iv e rs ity -w id e p ro g ra m m e s (e .g . c o m m u n ity v o lu n te e rin g ; s tu d e n t a m b a s s a d o r & le a d e rs h ip )D is c ip lin e s p e c ific p ro g ra m m e s(e .g . tu to rin g in s c h o o ls ; m e n to rin g b y e x te rn a l p a rtn e rs )S tu d e n t-d riv e n c o m m u n ity p a rtn e rs h ip p ro je c ts(e .g . c o lla b o ra tiv e p ro je c ts , s u p p o rte d b y u n iv e rs ity th ro u g h g ra n t fu n d in g a n d s ta ff m e n to rs )S tu d e n t e x c h a n g e(e .g . s tu d y a b ro a d in p a rtn e r u n iv e rs itie s )R e s e a rc h p ro je c ts(e .g . h ig h e r d e g re e , p o s tg ra d u a te & u n d e rg ra d u a te 'c a p s to n e ' p ro je c ts in v o lv in g p a rtn e rs o u ts id e a c a d e m ia )In te rn s h ip sC lin ic a l a n d in d u s try s tu d e n t p la c e m e n tsR e s e a rc h tra n s la tio n(e .g . 'w ritin g c irc le s ' w o rk in g w ith p u b lis h e rs to a s s is t re s e a rc h s tu d e n ts to d e v e lo p th e ir w o rk fo r a b ro a d e r a u d ie n c e )A s s e s s m e n t(e .g . fe e d b a c k o n p e rfo rm a n c e fro m c o m m u n ity g ro u p s ; e v a lu a tio n o f s tu d e n t p e rfo rm a n c e b y u n iv e rs ity a s s o c ia te s )K n o w le d g e tra n s fe r in c o u rs e c u rric u laK n o w le d g e tra n s fe r in s tu d e n ts ' u n iv e rs ity e x p e rie n c e
www.cshe.unimelb.edu.au
Dimensions of student involvement in knowledge transfer activities
It might also be helpful to consider two further dimensions for institutional planning in this area: the degree to which all students need to be involved; and whether involvement should include direct participation
v o lu n ta rym a n d a to rys tu d e n t a s p a s s iv e re c ip ie n ts tu d e n t a s a c tiv e c o n trib u to r1243
voluntarymandatory
student as
passive
recipient
student as
active
contributor
1 2
4 3
www.cshe.unimelb.edu.au
KT = Communication of knowledge
within an organisation
(part of knowledge
management)
“this essay discusses one aspect of knowledge management, knowledge
transfer: how to move good ideas from one part of an organisation to others that can
use the information”University of California, Berkeley
KT, as a named concept, has origins outside higher education
www.cshe.unimelb.edu.au
KT = Communication of knowledge
within an organisation
(part of knowledge
management)
KT, as a named concept, has origins outside higher education
“we surveyed 1116 people in 23 organisations from the US Air Force using an instrument that
instrument that assessed organisational culture and factors known to influence knowledge transfer
efficacy”
Journal of Knowledge Management Practice, 2002
www.cshe.unimelb.edu.au
KT =
Public - private linkages (linking
knowledge production with
commercial outcomes)
“A new profession, knowledge transfer, has emerged to manage the process of turning
technology, know-how, expertise and skills into innovative, commercial products and services”
Institute of Knowledge Transfer, UK
Often associated with commercialisation of research
www.cshe.unimelb.edu.au
KT =
Public - private linkages (linking
knowledge production with
commercial outcomes)
“Latest News (1st Aug 08) London Knowledge Transfer Awards …. The awards aim to promote
and celebrate successful partnerships between the London Knowledge Base and London’s Business
Community. The award are given in 6 categories … the NFP award; innovative student placement
award; commercial deal of the year”Institute of Knowledge Transfer, UK
Often associated with commercialisation of research
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