Higher Education, Disruption and DeakinDigital Presentation by Allyn J Radford at the Futureproof Now conference

1. Higher Education, Disruption &
DeakinDigital
Allyn J Radford
CEO, DeakinDigital
@allynr - @deakindigital
www.deakindigital.com

2. Understanding Disruption

3. Challenges and criticisms

4. "Generally, disruptive innovations were technologically straightforward,
consisting of off-the-shelf components put together in a product
architecture that was often simpler than prior approaches.
They offered less of what customers in established markets wanted and
so could rarely be initially employed there.
They offered a different package of attributes valued only in emerging
markets remote from, and unimportant to, the mainstream."
Christensen, Clayton M. (1997), The innovator's dilemma: when new technologies cause great firms to fail, Boston,
Massachusetts, USA: Harvard Business School Press, ISBN 978-0-87584-585-2.
Characteristics of Disruptive Innovation

5. Disruptive vs Sustaining Innovation
From The Innovator’s Dilemma (1997) Clayton Christensen

6. Sustaining Innovation vs Disruptive Innovation
• Sustaining Innovation
– Improvements in teaching, learning, technology or services
– Neither technology nor content are disruptors in themselves
• Disruptive Innovation changes business and operational models
– Revenue is no longer tied to a time-served model
– Student achievement is recognised in terms of professional capability
(ie: measurable attributes that are industry relevant)
– Recognition of learning outside formal education becomes mainstream
– Alternative accreditation is embraced and integrated (eg badges, certifications, etc)

7. Experts say it’s inevitable…
http://www.ey.com/Publication/vwLUAssets/University_of_the_future/$FILE/University_of_the_future_2012.pdf

8. 8

9. Products and Services: Unbundling of education
• Enroll in qualification (bundle)
• Core curriculum with approved electives
• Provider delivers courses and content
• Tutorials, Practicals, Labs, etc
• Provider has some responsibility for progress
• Provider’s information resources are included
• Provider examinations and assessments
• Accreditation with an award
• Variable Fees (20k – 38k per year)
• Additional Fees may be charged
• Register in a subject, course, module, certification
• Self-guided according to personal/career goals
• Access content from anywhere (free – fee)
• Fee-based; simulations; experience (incomplete)
• Responsible for own progress and motivation
• The web; community resources
• Variable – badges, vendor & other certifications
• Badges & certifications; Reliant on consortia & RPL
• Unbundled fees; from free to service-based fees
• Consumer driven
From this… To this

10. 16-Sep-15
Some Key Trends in Digital Disruption
Things that were previously monolithic become more granular
Competition becomes more specialised
Competitors become more diversified
Business models are fundamentally changed

11. Redefining the Ecosystem
16-

12. Nonetheless, credentialling provides students with a tradable token in
the job market. Crass though this may seem, this makes credentialling
an important and complex part of what universities do.
John Seely Brown, The University for the Digital Age, 1997
The role of “credentials”
(Emphasis added)

13. 16-Sep-15
3 stakeholder views of success
Education Provider View:
We’re doing great! The problem is somewhere else…
Employer View:
We’re not getting the graduates we need
Youth View:
We’re not prepared for work
http://www.mckinsey.com/insights/social_sector/education_to_emplo
yment_designing_a_system_that_works

14. 16-Sep-15
Credentials and future of work
“Long gone is the time when we climbed corporate ladders. This week we’ll
take a look at all the ways our careers will change in the next decade, and all
the ways they already have…"
The relationship between credentials and work is changing. Career change
and the emergence new skills requires a more granular solution.

15. Courtesy: Toleemedia Job Titles
But what about…
Turtle Walker
Director, Ethical Hacking
Space Travel Agent
Hair Boiler
Oyster Floater
Creativity Analyst
Animal Colourist
Light Bender
Archeobotanist
Mahout
Expert Upsetter

16. 16Data-driven career development

17. We need higher education
but we may not need the universities we’ve had for hundreds of years

18. Breaking down the monolith
a) to enable students to engage in open learning, exploration,
and knowledge creation
b) simultaneously, to provide the resources to help them work in
both distal and local communities, and
c) to offer them the means to earn exchangeable, equivalent
credentials for work done in class, on-line, or through hands-
on experience.
From: The University in the Digital Age (1996: Seely Brown et al)

19. The DeakinDigital Approach

20. 16-Sep-15
Our Mission
To change the relationship between
‘qualifications’ and work forever
We’re creating a new currency for career progression
that employers recognise, understand and value

21. Why do we do it?
Through Recognition of Professional Practice, we liberate the
knowledge, skills and potential of the experienced workforce
We believe that work and life experiences are as valuable as
formal learning and deserve to be recognised

22. 16-Sep-15
Benefits of Credentialing
• Organisations and individuals alike both understand the most
powerful attributes they have or require for the work place
• Clarity and verification of the learning and skills candidates have
achieved on and off the job
• Provides a framework for professional development that contributes
to competitiveness and organisational performance
• Contributes directly to regulatory compliance

23. Framework Alignment Model
Communication
Digital Literacy
Critical Thinking
Problem Solving
Self-management
Teamwork
Global Citizenship
Discipline KSA
competency/capability
GLO
10
9
8
7
6
5
4
3
1
2
AQF
Level Descriptor
Level Descriptor
Level Descriptor
Level Descriptor
Level Descriptor
Level Descriptor
Level Descriptor
Discipline KSA Level
competency/capability
Professional
Capability
Standard
Communication
Digital Literacy
Critical Thinking
Problem Solving
Self-management
Teamwork
Global Citizenship
Discipline KSA
competency/capability
Industry-specific
Assessment
Per Industry / Framework
Credentials
Qualification –
by Professional Practice
Eg MPP (IT)
AQF = Australian Qualifications Framework

24. Teamwork
Communication
Global Citizenship
AQF 9
Graduates at
this level will
have specialised
knowledge and
skills for
research,
and/or
professional
practice and/or
further learning
Deakin University
Graduate Learning
Outcomes
Discipline-specific
knowledge and capabilities
Digital Literacy
Self-management
Critical Thinking
Problem Solving
Collaboration
Emotional
Awareness
{
Professional Ethics
Cultural
Awareness-
DeakinDigital
Credentials
Deep Discipline
Broad Discipline
{
{
Broad Discipline
Innovation/
Improvement
Professional
Expertise
Teamwork
Digital Literacy
Self Management
Critical Thinking
Problem Solving
Communication
Global Citizenship

25. Credential acquisition and conversion
Readiness
or Pre-tests
Advanced (AQF 9)
Proficient (AQF 8)
Intermediate (AQF 7)
Capability Standard / Qualification
On-demand smart
learning cloud
Credential
Assessment
Collaboration
Emotional
Aware…
{
Prof. Ethics
Cultural
Aware…
{
Deep
{
Broad
Innovate/
Improve
Prof
Expertise
Teamwork
Digital Literacy
Self Manage
Critical Thinking
Problem Solving
Communication
Global Citizens
{
Non-consumers