Elite UK Business Schools: from cathedrals of learning to cathedrals of earning?

Dhanani, Alpa; Baylis, Richard

doi:10.1080/03075079.2023.2240840

Cited by 1 publication

(2 citation statements)

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“…The scale genie is out of the bottle, the massification of cohorts, curriculum complexity and program/ and mode proliferation are not going away (Czerniewicz et al, 2023). The increasing budgetary pressures on higher education institutions as they pivot away from government funding and towards more commercial, market driven revenue models will continue to put pressure on some programs to grow and be revenue positive, necessitating the need to "scaleup" (see Dhanani and Baylis, 2023;Goodman et al, 2023). Education at-scale is the reality for many students as they enter and transition through their higher education experience.…”

Section: Designing An At-scale Higher Educationmentioning

confidence: 99%

“…The design and delivery of effective and resonant educational experiences at-scale presents significant challenges for both academic practitioners and their higher education institutions (Fulcher and Prendergast, 2023;Kagan and Diamond, 2019;Ryan et al, 2021). These challenges are both economic, where the costs of magnifying and multiplying education offerings in marketised universities needs to be matched and exceeded by the revenue generated by the programs (Dhanani and Baylis, 2023;Holmwood and Marcuello Servos, 2019) and pedagogical, requiring strategies that ensure the quality of the teaching and learning does not fade with repetition, resort to the scalability of didacticism or lose students Learning design ecosystem thinking in a sea of faces (Li et al, 2021;Oliver, 2021). It is predicated on the efficacy of instructivist standards such as the replicability of the educational design in multiple forms and contexts and an equalness of experience for all the learners in the cohort (Blodgett and Madaio, 2021;Li et al, 2021;Ryan et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Learning design ecosystems thinking: defying the linear imperative and designing for higher education at-scale

Bryant

2024

JWAM

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PurposeThe purpose of this article is to posit an alternative learning design approach to the technology-led magnification and multiplication of learning and to the linearity of curricular design approaches such as a constructive alignment. Learning design ecosystem thinking creates complex and interactive networks of activity that engage the widest span of the community in addressing critical pedagogical challenges. They identify the pinch-points where negative engagements become structured into the student experience and design pathways for students to navigate their way through the uncertainty and transitions of higher education at-scale.Design/methodology/approachIt is a conceptual paper drawing on a deep and critical engagement of literature, a reflexive approach to the dominant paradigms and informed by practice.FindingsLearning design ecosystems create spaces within at-scale education for deep learning to occur. They are not easy to design or maintain. They are epistemically and pedagogically complex, especially when deployed within the structures of an institution. As Gough (2013) argues, complexity reduction should not be the sole purpose of designing an educational experience and the transitional journey into and through complexity that students studying in these ecosystems take can engender them with resonant, deeply human and transdisciplinary graduate capabilities that will shape their career journey.Research limitations/implicationsThe paper is theoretical in nature (although underpinned by rigorous evaluation of practice). There are limitations in scope in part defined by the amorphous definitions of scale. It is also limited to the contexts of higher education although it is not bound to them.Originality/valueThis paper challenges the dialectic that argues for a complexity reduction in higher education and posits the benefits of complexity, connection and transition in the design and delivery of education at-scale.

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Section: Designing An At-scale Higher Educationmentioning

confidence: 99%