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Gamechanging education 1,[object Object],Co-evolving TLA with industry,[object Object],D.W. Nicoll,[object Object],Director of Entrepreneurship, Student placement and Indusity,[object Object],Limkokwing Lesotho,[object Object]
The objective of this presentation is to:,[object Object],Provide some foundation to why we must link with industry;,[object Object],Argue why each of us must all aim at  employability as the endgame for our students, not just graduation;,[object Object],Consider the skills necessary for our students to competefor jobs or clients at the local, regional and global levels;,[object Object],Consider offering a broader range of skills beyond domain-specific or technical academic skills;,[object Object],All in all, accommodate to what is special or unique about Lesotho – or any other particular operating environment - and how best to orientate our programmes and TLA to best suit economy and society;,[object Object]
‘Industry’ refers here to organisations operating in the private as well as public and not-for-profit sectors,[object Object]
What do we do?,[object Object]
We work in classrooms and labs with students, imparting knowledge, sharing experiences, giving examples, and practicing necessary skills ,[object Object]
WHY?,[object Object]
If the classroom is uncomfortable and the imparting of knowledge is impeded due to our lack of it. If the practicing of necessary skills is prevented by non-functioning or non-existent equipment, and the sharing of examples hampered due to us not having any, then the only experiences shared will surely be negative ones…,[object Object]
We work in classrooms and labs with students, imparting knowledge, sharing experiences, giving examples, and practicing necessary skills ,[object Object]
WHY?,[object Object]
Why don’t students just go and learn what they must in the factory, workshop, office, and lab?,[object Object],Why don’t students just go out to the communities in which they live and learn or just simplydowhat needs to be done?,[object Object]
We work in classrooms and labs with students, imparting knowledge, sharing experiences, giving examples, and practicing necessary skills ,[object Object]
WHY?,[object Object]
All in the hope of when they graduate, they are employed or are able to self-employ themselves… doing what they want, or doing what they can…,[object Object]
With high unemployment underscoring the skills market in Lesotho, there is more of an imperative for us to enable them to sell themselves and their talents, and to develop within them, commercial and entrepreneurial outlooks – we need them to be…,[object Object],gamechangers…,[object Object]
People often says the ‘mindset’ has to change in Lesotho if it wants to progress, so what is this mindset and whymust it change? How can it change?,[object Object]
Gamechangers don’t accept things only on face value, they will break the rules if necessary, interrogate the rulebook, steal, assimilate, incorporate, mash-up, unlearn, reverse engineer, and dismantle, use the old as new, and mask the new as old, all in the name of creativity and innovation. They are flexible and they make the problem malleable...,[object Object]
We want them to be restless, to look at how things could be improved, and how to improve upon things...,[object Object]
Gamechanging education 1
Is this a picture of Lesotho’s economy?,[object Object]
45% unemployment, HIV, garment factories, remittances from mine workers declining...or,[object Object]
A place with a unique heritage, fabulous tourism opportunities, high literacy rates, great opportunities for entrepreneurs,[object Object]
Which is it to be, half-full or half-empty?,[object Object]
IS IT?,[object Object]
Gamechanging education 1
Or more,[object Object]
Gamechanging education 1
Gamechanging education 1
Gamechanging education 1
"the Bottom of the Pyramid (BoP)-almost four billionpeople, or nearly two-thirds of humanity, who live at the bottom of the economic pyramid, with a vast majority of them struggling to survive on less than two dollars a day.",[object Object],"a pressing business responsibility that is a significant new business opportunity.",[object Object]
"the Bottom of the Pyramid (BoP)-almost four billion people, or nearly two-thirds of humanity, who live at the bottom of the economic pyramid, with a vast majority of them struggling to survive on less than two dollars a day.",[object Object],"a pressing business responsibility that is a significant new business opportunity.",[object Object]
Is the BoP best served and understood by local designers and design and social researchers, or by people from far away? There is a debate just now about the imperialism of humanitarian design? It join wider debates regarding economic aid, and land rights...,[object Object]
Its not just about building products for the poor, it is at the same time about sustainable design, humanitarian design, social entrepreneurship… being ‘ecofreindly’ and ‘green’ from necessity and not luxury,[object Object]
The old style of university has its roots in Northern, western religious study and has traditionally stood aloof or ‘outside’ of society, at best it has observed society from its ivory tower, and reported to industry and government. ,[object Object]
The modern university and design school is very much in the midstof societal problem solving, whether that is working out how patient care could be improved in local hospitals, to better supply networks for local farmers, through to improvements in shop design, through to designing a new range of signature outfits which could define and even brand the country.,[object Object]
Where are our graduates going?,[object Object]
Existing businesses in Lesotho. Resurrecting, revitalising and otherwise augmenting existing business processes. ,[object Object],The biggest challenge is to persuade local businesses that good design is good for business, that they can improve the propensity of business through design to compete on local, regional or global markets. ,[object Object]
Existing businesses in neighbouring South Africa. ,[object Object],Our graduates must be of a calibre sufficient to compete in the S.A. Skills market, against local candidates. They must have the presentation skills and portfolios that help them win. ,[object Object]
Createnew businesses in Lesotho. ,[object Object],The significant challenge lies in the imperative to create a strong creative industries cluster in Lesotho. The pioneers of this should be our best students working in new start-ups with seed capital, serving the local public, private and not-for-profit sectors. They will also vie for regional and global business by undercutting cost and delivering high quality output – a.k.a. Nollywood, Philippines animation, IT in Bangalore...,[object Object]
“Our sons and daughters will not hew, forge, mine, plough or weld. They will serve, design, advise, create, compose, analyse, judge and write.’” Charles Leadbeater,[object Object]
They need to have skills and knowledge recognised by industry to deliver value at the local, regional, and global levels,[object Object]
Technical and cognitive academic skills – programming, developing a brochure or website, producing a documentary, writing a magazine article, doing a report on a company, designing a new skirt, developing a plan for new hotel interiors and so on… They need more than this…,[object Object]
Employability skills are also sometimes referred to as ‘generic skills’, ‘capabilities’, ‘enabling skills’ or ‘key competencies’.,[object Object]
*Communication skills*Teamwork skills*Problem-solving skills*Initiative and enterprise skills*Planning and organising skills*Self-management skills*Learning skills*Technology skills,[object Object]
*Academic ability (27%)*Seeing problems from different angles (50%)*Grasping complex information (68%),[object Object]
Daniel H. Pink refers to ‘the conceptual age’ – as a new age in economic history which will elevate those who are nimble and creative,[object Object]
Gamechanging education 1
From the Agricultural Ag to the Conceptual Age,[object Object],ATG,[object Object],(Affluence, Technology, Globalisation),[object Object],Conceptual Age,[object Object],(Creators and Empathizers),[object Object],Information Age (Knowledge Workers),[object Object],Industrial Age,[object Object],(Factory Workers),[object Object],Daniel H. Pink “A Whole New Mind”,[object Object],Agricultural Age (Farmers),[object Object],18th Century,[object Object],19th Century,[object Object],20th Century,[object Object],21st Century,[object Object]
Pink’s three questions for creative individuals and businesses,[object Object],Can someone overseas do it cheaper?,[object Object],Can a computer do it faster,[object Object],Is what I am offering in demand in an age of abundance?,[object Object]
Link technical and cognitive skills and employability skills to industry ,[object Object]
i.e. What team working skills are involved in TV production? Which self-management skills are involved in producing a new logo design?,[object Object]
What are your students aiming at when they finish their studies?Ask them repeatedly?Can they sell fish in a unique way in the market? place?,[object Object]
What are your students aiming at when they finish their studies?Then where should we be aiming our teaching at? What should and how should they learn? How should assessments be carried out? What are out benchmarks?,[object Object]
Do they need a portfolio?Do they need strong presentation skills, to package and sell themselves and what they can do?,[object Object]
If they want to work locally – what is the current state of the industry? Who are the players? How developed is the sector/local economy? What are the present challenges? How much room is there for improvement?,[object Object],When an industry is new or incumbant, students will have to know how to package and sell unfamiliar skills to those who may need persuading –they, and we, must educate business to the relevance of the creative industries,[object Object]
If they want to work regionally – what is the state of the industry? Who are the main players? What are they looking for in new staff?,[object Object],When an industry is established, students will have to have regionally comparable skills levels  and know how to compete for jobs or clients,[object Object]
So what’s the difference between the workplace and the lab or classroom? Should there be a difference? If so, what? If not, why are we doing what we do? How do we add value to a society, to an economy?,[object Object]
We work in classrooms and labs with students, imparting knowledge, sharing experiences, giving examples, and practicing necessary skills ,[object Object]
Classes and labs are spaces where we can trial and error in safety, ask questions without having to be accountable financially, criticise the way things are depicted and done without the criticism of a fussy boss or client – through this students can orientate towards a discipline or field or careers,[object Object]
As lecturers we are all leaders. We have in our everyday working lives a fairly high degree of autonomy in deciding upon the way in which we work with students. ,[object Object]
As an instructor, you make decisions about:,[object Object],what topics to include and which to leave out; the order in which those topics will be presented; which pedagogical methods to use (e.g., lecture, discussion, hands-on experiments); appropriate means of assessing the students; materials and technology to employ; how to get feedback; etc. ,[object Object]
As an instructor, you make decisions about:,[object Object],what topics to include and which to leave out; the order in which those topics will be presented; which pedagogical methods to use (e.g., lecture, discussion, hands-on experiments); appropriate means of assessing the students; materials and technology to employ; how to get feedback; etc. ,[object Object]
As an instructor, you make decisions about:,[object Object],what topics to include and which to leave out; the order in which those topics will be presented; which pedagogical methods to use (e.g., lecture, discussion, hands-on experiments); appropriate means of assessing the students; materials and technology to employ; how to get feedback; etc. ,[object Object]
As an instructor, you make decisions about:,[object Object],what topics to include and which to leave out; the order in which those topics will be presented; which pedagogical methods to use (e.g., lecture, discussion, hands-on experiments); appropriate means of assessing the students; materials and technology to employ; how to get feedback; etc. ,[object Object]
As an instructor, you make decisions about:,[object Object],what topics to include and which to leave out; the order in which those topics will be presented; which pedagogical methods to use (e.g., lecture, discussion, hands-on experiments); appropriate means of assessing the students; materials and technology to employ; how to get feedback; etc. ,[object Object]
As an instructor, you make decisions about:,[object Object],what topics to include and which to leave out; the order in which those topics will be presented; which pedagogical methods to use (e.g., lecture, discussion, hands-on experiments); appropriate means of assessing the students; materials and technology to employ; how to get feedback; etc. ,[object Object]
Worst case scenario,[object Object]
We could make a pact with students, tell them not to turn up, nor will we, they in turn will give us good feedback, we in turn will give good attendance reports and provide exam answers, and mark them all as ‘A’s,[object Object]
The net result,[object Object]
The net result,[object Object]
Students which have learned nothing, can do nothing, nothing more than what they came to us with – we then foster students which are not in anyway prepared for subsequent, more advanced classes.,[object Object]
Nor are they being prepared in any respect for work, locally or regionally, they are students who are not, in any meaningful way, able or equipped with the skills, know-how or attitudes to start their own business.,[object Object]
At best they only benefited for a while from a government sponsored loan of money which they will never pay back… University is only a place to hang out  with other young people, and in some cases make them pregnant,[object Object]
We as an institution will have a short shelf life,[object Object]
better case scenario,[object Object]
The university provides teaching kits – module outlines, sometimes student hand-outs, lecturer notes, assessment examples, PowerPoint slides. ,[object Object]
Lecturers use them verbatim – that is, how they come, regardless if they are good or bad, localised or not, and with very little personal input. They switch the slides on automatic and they leave the room…,[object Object]
MANAGEMENT,[object Object],Chain ofCommand,[object Object],Line versusStaff Authority,[object Object],Delegationof Authority,[object Object],Degree of,[object Object],Centralisation,[object Object],Organisational Authority,[object Object],The vertical line of authority in an organisation,[object Object],[object Object]
Unity of command
workers report to only one boss
matrix organisations violate this principleLine authority: the right to command immediate subordinates in the chain of command,[object Object],Staff authority: the right to advise but not command others,[object Object],Delegation of Authority: The assignment of direct authority and responsibility to a subordinate to complete tasks for which the manager is normally responsible.,[object Object],[R.A.A],[object Object],Centralisation of authority: primary authority is held by upper management,[object Object],Decentralisation: significant authority is found in lower levels of the organisation,[object Object],Standardisation: solving problems by applying rules, procedures, and processes,[object Object],77,[object Object]
MANAGEMENT,[object Object],Why study job design?,[object Object],Every manager must know the relationship between how organisation being structured, the job within and the linkages to organisational processes,[object Object],78,[object Object]
MANAGEMENT,[object Object],Job design,[object Object],SpecialisedJobs,[object Object],[object Object]
Jobs are simple, easy to learn, and economical
Can lead to low satisfaction, high absenteeism, & employee turnover
Job Rotation: periodically moving workers from one specialised job to another
Job Enlargement: increasing the number of tasks performed by a worker
Job Enrichment: adding more tasks and authority to an employee’s jobJob Rotation, Enlargement, Enrichment,[object Object],JobCharacteristicsModel,[object Object],[object Object]
Emphasizes internal motivation: experience work as meaningful, experience responsibility for work outcomes, knowledge of results79,[object Object]
MANAGEMENT,[object Object],Job Characteristics Model,[object Object],80,[object Object]
MANAGEMENT,[object Object],Intra-organisational Processes,[object Object],Reengineering,[object Object],Empowerment,[object Object],BehaviouralInformality,[object Object],81,[object Object]
The net result,[object Object]
Lecturers read off the slides or notes, or direct from the book and get the students to copy whiteboard after whiteboard of dead material… ,[object Object]
This is tantamount to the infamous rote learning – very little thought is required by students, just good memory. In response, they want and need notes, they write cheat scripts, they need to remember… boring, poor experiences,[object Object]
Best case scenario,[object Object]
In teaching lecturers vet the teaching materials in terms of both being up-to-date and for local relevance, they aim to ask more questions than provide answers,[object Object]
They draw upon their depth knowledge of the subject derived from experience of working in a directly related industry, or from research projects in the subject area – this would certainly enliven or animate any presentation and discussion of the theories or their applications…,[object Object]
Students are happy to work their six hours a week self-directed study, they use it to research the questions posed in the lecture, to discover examples to share in the next class, interview or otherwise get data for business plans from real world sources, do design research by photographing local examples and contrasting these with found examples on the internet …,[object Object]
But then some of us have little direct knowledge of the subject itself, as we have come straight from being taught ourselves, or we have no or little teaching experience, or we have taught at only secondary school level, or we are teaching out of subject…,[object Object]
Compromise scenario,[object Object]
We can still let the students do the finding out, what is it they need to know, why they need to know it, where or from whom they can find it out…  ,[object Object]
The time to take ownership of a set of modules is now,[object Object]
As we approach one full academic cycle, we will repeat modules, as we do our knowledge will consolidate and increase,[object Object]

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Gamechanging education 1

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  • 84. Can lead to low satisfaction, high absenteeism, & employee turnover
  • 85. Job Rotation: periodically moving workers from one specialised job to another
  • 86. Job Enlargement: increasing the number of tasks performed by a worker
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