Tertiary Education in the Knowledge Economy

1
Tertiary Education in the Knowledge Economy

• Dr. Sam Mikhail, P.Eng, PMP
• Professor Emeritus, Ryerson University
• Academic Consultant, School of Continuing
  Studies, University of Toronto

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Technological Occupations in the Knowledge Economy
Conceptual-Intuitive
Scientific Scholarly Occupations
Professional Occupations Natural Biological
Science, Medicine, Business, and Engineering
Experimental-Applied
Middle Level Occupations Technology, Business
Applied Arts
Theoretical Knowledge Analytical Skills
Vocational Occupations Trades Services
Technological Skills Competencies
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Evolution of Tertiary Education 1960 to 2010The
Institution-Based Typology
The Alternative (Non-University) Sector of
Tertiary Education
The University Sector of Tertiary Education
Universities
Alternative Institutions
The Binary System Development of the Alternative
Sector of Tertiary Education (1960 1985)
The Alternative (Non-University) Sector of
Tertiary Education
The University Sector of Tertiary Education
(USTE)
Tier I Elite Research Universities
Tier II Universities Degree Granting Institution
s
Tier III Tertiary Short Cycle (TSC) Institutions
The Tri-Partite System Development of Hybrid
Tier II Institutions and the Shift in Sector
Boundaries (1985 2010)
4
The International Standard Classification of
Education (ISCED- 2011) A Program-Based
Typology
The University Sector of Tertiary Education
The Alternative Sector of Tertiary Education
ISCED 8
Doctorate
Universities Degree-granting Institutions
Colleges Institutes
ISCED 7
Masters
Tertiary or Higher Education
ISCED 6
ISCED 6
ISCED 6
Bachelors
Bachelors (Applied)
Certificates, Diplomas, and Associate Degrees
ISCED 5
ISCED 4
Post Secondary
Post Compulsory Education
ISCED 3
Upper Secondary
Lower Secondary
ISCED 2
Compulsory Education
ISCED 1
Primary
ISCED 0
Early Childhood
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Relationship Between Occupational Designations
and Type of Education
Sector Category and Duration of Tertiary Education Category and Duration of Tertiary Education Category and Duration of Tertiary Education Category and Duration of Tertiary Education
Sector Professional ( Tier I) ( 4- 6 years) Para Professional (Tier II) ( 3-4 years) Para Professional ( Tier III or II) (2-3 years) Skilled Workers Trades ( Tier III) (1-2) years

Manufacturing Design Engineer Production Engineer or Technologist Mechanical Technician Production Line Worker
Health Care Physician Registered Nurse Nurse Practitioner Nursing Assistant Hospital Orderly
Accounting Chartered Accountant General Accountant Accounting Assistant Accounting Clerk
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Relationship Between Occupational Designations
and Type of Education
Sector Category and Duration of Tertiary Education Category and Duration of Tertiary Education Category and Duration of Tertiary Education Category and Duration of Tertiary Education
Sector Professional ( 4- 6 years) Para Professional Level 1 ( 3-4 years) Para Professional Level 2 (2-3 years) Skilled Workers Trades (1-2 years)

Information Technology Software Designer Programmer/ Analyst Tester/Trouble Shooter Operator
Social Services Psychologist or Social Worker Social Worker Social Work Assistant Clerk
Legal Services Lawyer (Barrister) Legal Para-Professional (Solicitor) Legal Secretary Office Support Staff
7
Pattern of Employment in Key Economic Sectors

• Building Construction
• Physical construction
• Electromechanical
• Systems

• Natural Resources
• Mining
• Forestry
• NR Processing

• Materials Processing
• Chemicals
• Petrochemicals
• Fine Chemicals

Relative Composition of Workforce

• ICT
• Communication
• Systems
• Entertainment
• Products
• Business Networks

Scientists

• Transportation Systems
• Road Systems
• Rail System
• Air Systems

Professionals
Technologists
Technical Workers

• Agriculture Fisheries
• Crop Processing
• Food Processing
• Food Distribution

• Hospitality Tourism
• Hotel Operations
• Food Services
• Tourism Services

• Manufacturing
• Building Materials
• Automotive
• Consumer Products
• Healthcare Products

8
Pattern of Employment of Graduates in Emerging
Disciplinary Clusters

• Materials and Material Engineering

Culture Entertainment Leisure

• Health Wellbeing

• Environment Energy Technology

• Knowledge- Intensive Business Services

9
Ten Fastest Growing OccupationsAssociation of
American Community Colleges
Occupation Percentage Growth (2000/2010) Occupation Percentage Growth (2000/2010)
1. Computer Engineer/Technologist 108 6. Paralegal Legal Assistants 62
2. Computer Support Specialist 102 7. Medical Assistants 58
3. System Analyst 94 8. Social Human Service Assistant 53
4. Database Administrator 77 9. Physician Assistants 48
5. Desktop Publishing Specialist 73 10. ICT Technicians 47
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Institutional Typology National Examples
Country Tier I Tier II Tier III
USA Ivy League Research Universities Polytechnics, Private Colleges State Universities Community Colleges and Institutes of Technology
Canada Research and Comprehensive Universities New Universities University Colleges Polytechnics Some Community Colleges Community Colleges
France Grande Ecoles Polytechniques Universities IUTs
Germany Technical Older Universities Fachhochschulen (FH) (Universities of Applied Science) Beruf Akadmien (Occupational Academies)
Institutes of Technology and Advanced Learning
in Ontario Institut Universitaire de
Technologie Not in all German States
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Institutional Typology National Examples
Country Tier I Tier II Tier III
England Oxford Cambridge Russell Universities Newer and Polytechnic Universities Colleges of Further Education FE
Australia Research Universities New Universities Technical Further Education (TAFE) Colleges
Turkey Research Universities New and Private Universities Meslek Yuksek Okulus (MYOs)
Chile Some CRUCH Universities INACAP ( UTC) Some Private Us INACAP (IP) INACAP (CTP)
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Examples of Tier II Technical Universities in
the USA

• Arizona State University Polytechnic
• California Polytechnic State University
• Ferris State University
• Illinois Institute of Technology
• Indiana Institute of Technology
• Michigan Technological University
• New England Institute of Technology
• New Jersey Institute of Technology
• Worcester Polytechnic Institute

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The Differences Between the Three Tiers
Tier I Institutions Tier II Institutions Tier III Institutions
Admission Process and Composition of Student Body Admission Process and Composition of Student Body Admission Process and Composition of Student Body
Very selective admission process. The highest among the three tiers Less selective than Tier I but more selective than Tier III Lowest selectivity compared to other institutions
Highest ratio of number of graduate students to undergraduate students Lower ratio of number of graduate students to undergraduate students compared to Tier I Not relevant
Students typically come from families with income in the two highest income quintiles Students come typically from middle income families Students typically come from families with income in the two lowest income quintiles
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Enrolment in Tertiary Education in ChileBy
Academic Discipline Institutional Types
15
Enrolment in Tertiary Education in ChileBy
Institutional Types Income Quintiles
16
Ranking of Universities in key Latin American
Countries
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The Differences Between the Three Tiers
Tier I Institutions Tier II Institutions Tier III Institutions
Qualification and Composition of Faculty Members Qualification and Composition of Faculty Members Qualification and Composition of Faculty Members
The PhD (or equivalent) is the predominant required qualification for faculty position The PhD is required for some programs, but MA or MASc, and relevant professional work experience are key requirement for professional subjects Tier III institutions require a variety of other key qualifications including technical/professional certification, and employment experience
The faculty at Tier I institutions have the highest concentration of researchers in all relevant discipline covered by the institutions Lower concentration of researchers with more focus on applied research and Innovation Faculty get involved in innovative application of knowledge to the discipline they teach
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The Differences Between the Three Tiers
Tier I Institutions Tier II Institutions Tier III Institutions
Role of Faculty and Other Teaching Staff Role of Faculty and Other Teaching Staff Role of Faculty and Other Teaching Staff
Hierarchy of Faculty Responsibilities Research, development, innovation (RDI), and the publications of findings and RDI results Teaching graduate courses Teaching undergraduate courses Administrative responsibilities Hierarchy of Faculty Responsibilities Curriculum development Teaching graduate undergraduate courses in both lecture and lab Research, development and innovation RDI in collaborations with employers Administrative responsibilities Hierarchy of Faculty Responsibilities Curriculum development Teaching undergraduate courses in both lecture ad lab Management of apprenticeship programs Administrative responsibilities
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The Differences Between the Three Tiers
Tier I Institutions Tier II Institutions Tier III Institutions
Institutional Typology Institutional Typology Institutional Typology
Comprehensive Research Universities Polytechnic / Technical Universities Polytechnic/Technical Universities Smaller Comprehensive Universities Liberal Arts Colleges Technical Institutes Community Colleges Colleges of Applied Arts Technology
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Examples of Institutional Transitions from Tier
III to Tier II

• The English Polytechnics to Universities in the
  early 1990s
• The German Fach Hochschulen to Universities of
  Applied Sciences in 2000
• Ryerson Polytechnic Institute in Toronto, Canada
  to Ryerson University in 1992
• Selected Canadian and American Colleges of
  Applied Arts and Technology
• The University Centres of SENAI (Serviço Nacional
  de Aprendizagem Industrial) and SENAC (Serviço
  Nacional de Aprendizagem Comercial) in Brazil

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The Drive to Tier II Status The Transformation
of the English Polytechnics into Universities
A polytechnic was a prominent Tier III
institution in England, Wales and Northern
Ireland for three decades starting in the early
1960s . After the passage of the Further and
Higher Education Act of 1992, 38 polytechnics
were upgraded to university status (Tier II)
which meant they could award their own degrees.
Examples of these institutions are outlined below
Former Polytechnic ( Tier III) Present University ( Tier II)
Birmingham Polytechnic Birmingham City University
Lancashire Polytechnic University of Central Lancashire
Coventry Polytechnic Coventry University
City of London Polytechnic London Metropolitan University
Newcastle Polytechnic University of Northumbria at Newcastle
Oxford Polytechnic Oxford Brookes University
Bristol Polytechnic University of West England
Polytechnic of West London Thames Valley University
Polytechnic of Central London Westminster University
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The Transformation of the German Fachhochschulen
(Polytechnics) into Universities of Applied
Science Institutions (Tier II)
Fachhochschulen (FH) is a German institution of
tertiary institution, offering degree level
education focused on technology and business
studies. As a result of the adoption Bologna
process reforms, their name was converted to
Hochschule für Angewandte Wissenschaften (HAW),
or Universities of Applied Science in 2000.
Examples of these institutions are listed below.
Former Fachhochschule (Tier III) Present University of Applied Sciences ( Tier II)
FH Aachen HAW Aachen
FH Bad Honef, Bonn Internationale HAW Bad Honef
FH Gelsenkirchen Westfälische HAW
FH Hannover HAW Hannover
FH Köln HAW Köln
FH München HAW München
FH Deggendorf HAW Deggendorf
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Examples of Polytechnic Institutions of
Tertiary Education at all Three Tiers
Tier I Institutions Tier II Institutions Tier III Institutions
California Institute of Technology Caltech Ryerson ( Polytechnic) University, Toronto American and Canadian Community Colleges
Ecole Polytechnique de Paris Ecole Polytechnique de Montreal The Indian Polytechnic Colleges
Massassushets Institute of Technology (MIT) Fach Hochschule Esslingen INACAP- IPs and CFTs, Chile
Hong Kong Polytechnic University Fach HochSchule Karlruhe
Technische Universität München Singapore Polytechnic
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Ph. D
7
The College Sector
Applied Bachelor Degree
6
Masters Degree
5
Bachelor Degree
Tier II Programs in predominantly Tier III
colleges
Advanced Diploma
4
4
4
4
4
3
3
3
3
3
3
B
The University Sector
Diploma
2
2
2
2
2
2
Certificate
1
1
1
1
1
1
6 years
Secondary Ed.
The Education System in Ontario, Canada
Primary Ed.
6 years
25
Ph. D
7
The College Sector
6
Masters Degree
Applied Bachelor Degree
5
Bachelor Degree
Advanced Diploma
4
4
3
3
3
B
The University Sector
Diploma
2
2
2
Certificate
1
1
1
6 years
Secondary Ed.
The Education System in British Columbia, Canada
Primary Ed.
6 years
26
The Education System in Quebec, Canada
Ph. D
6
5
Masters Degree
4
Bachelor Degree
Bachelor Degree
3
3
2
2
The University Sector
1
B
Diploma
1
3
The College Sector (CEGEP)
2
2
Certificate
1
1
Academic
Vocational
Sec Ed.
5 years
Primary Ed.
6 years
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Ph. D
7
The College Sector
6
Applied Bachelor Degree
Masters Degree
5
Bachelor Degree
Tier II Programs in predominantly Tier III
colleges
4
4
4
3
3
3
B
The University Sector
Associate Degree
2
2
2
2
Certificate
1
1
1
1
6 years
Secondary Ed.
The Education System in the USA
Primary Ed.
6 years
28
Academic Profile of Full Time Faculty in Tertiary
Education- USA Canada
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The Best Practices in Tier II Institutions
Institutional Mission

• To offer High Quality, Career-oriented
  Undergraduate and Graduate Programs, supported by
  well-chosen general education component to ensure
  that the graduates are well prepared for
  employment in the fast changing global knowledge
  economy.
• To ensure the quality, effectiveness and
  efficiency of the Teaching-Learning Process by
  (i) hiring the best qualified faculty members,
  and (ii) providing them with ongoing orientation
  and support to develop appropriate, affordable
  and user friendly instructional material.
• To support faculty and students involvement in
  the pursuit of nationally, regionally and
  internationally funded applied Research,
  Development and Innovation (RDI) projects that
  promote economic and social development.
• To establish National, Regional and International
  Linkages with other Tier II institutions of
  higher education to promote student and faculty
  mobility and cooperation in RDI projects

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The Best Practices in Tier II InstitutionsInstit
utional Governance

• The creation and optimization of sustainable
  stakeholder value should be the objective of
  governance. Good governance should appropriately
  balance the interests of stakeholders.
• The performance and conformance dimensions of
  governance are both important to optimize
  stakeholder value. The governing body should be
  properly constituted and structured to achieve an
  appropriate balance between performance and
  conformance.
• The governing body should establish a set of
  fundamental values by which the Tier II
  university operates. All those participating in
  governance should embrace these fundamental
  values.
• The governing body should provide strategic
  direction and oversight in both the performance
  and conformance dimensions.

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The Best Practices in Tier II InstitutionsLinks
to the Productive Sectors

• All academic programs involve the participation
  of employers based Program Advisory Committees
  (PACs) in the process of developing new programs
  or the upgrading of existing programs.
• Practitioners from participating employers or
  their associations are hired as part-time faculty
  members to teach complete or relevant components
  of courses.
• Government-provided tax incentives allow
  employers to participate in the design and
  implementation of Coop Programs involving
  sequences of semesters in Tier II institutions
  followed by work semesters with participating
  employers.

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The Best Practices in Tier II InstitutionsAccess
Policies

• Supporting Equity in Access to Higher Education.
  Tier II Institutions, by their very nature
  provide more equity in access to higher education
  than Tier I institutions by recognizing the
  principle that a well-educated citizenry is the
  foundation of social equity, cohesion and
  successful participation in the global knowledge
  economy
• Flexible Admission Criteria The admission
  criteria in Tier II institutions have often moved
  away from a primary focus on students entry
  qualifications towards the recognition of their
  potential. This includes by individuals who are
  traditionally under-represented because of their
  social background, economic status, gender,
  ethnic origins, disabilities, low quality of
  prior schooling or for other reasons.

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The Best Practices in Tier II Institutions
Quality Assurance Policies and Practices

• Students Admission
• Tier II institutions typically do not attract the
  most academically qualified students completing
  secondary education.
• Mature students from Tier I institutions often
  can transfer to advanced standing status to
  counterparts programs in Tier II institutions
• Academic Staff Recruitment and Selection
• The salary scale, incentives and working
  conditions for academic staff should be at a
  level that allows Tier II institutions to hire
  academic staff with appropriate qualifications
  and potential for growth, even in a highly
  competitive economic environments

34
The Best Practices in Tier II Institutions The
Learning Process

• Academic Curricular
• Stronger emphasis on the Academic Balance
  between (a) theory and (b) application, and
  between (c) academic rigour and practical
  applications
• Many Tier II programs had adopted the Coop Model
  of curriculum design where students spend every
  third semester in workplace environment with a
  participating employer. The work semester is
  structured and supervised to maximize the
  learning experiential outcome.
• Teaching and Learning
• The teaching staff in many Tier II institutions
  include about 20 professional practitioners on
  load from industry or business who bring a very
  critical and vital contribution to the quality
  and relevance of the learning experience

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The Best Practices in Tier II Institutions
Program Identification and Selection

• Programs are identified as a result of economic
  and social needs of the economy and employers
• All academic programs are supported by Program
  Advisory Committees ( PACs) with key
  representatives from employers as well as
  industry and business associations identify and
  participate in approving all programs
• Programs available in full and part-time modes of
  study
• All Tier II programs have bridging pathways to
  other Tier I programs and institutions in the
  system

36
The Best Practices in Tier II InstitutionsTeachi
ng and Learning

• Focus on the quality of teaching and learning
• A learn-by-doing environment, and application of
  theory to practice
• Flexible learning environments and approaches
  such as
• Co-op programs providing placement with
  employers,
• Volunteer programs with social agencies

37
The Best Practices Tier II Institutions Applied
Research, Development Innovation ARDI

• The mandate of Tier II institutions include
  Applied Research, Development and Innovation
  (ARDI)
• Funding of ARDI is provided by public and private
  funding agencies to ensure that strong linkages
  are established between employers and
  institutions of higher education.
• ARDI is different from traditional RD in that it
  (i) involves the active participation of
  graduate, as well as undergraduate students, and
  (ii) it involves the participation of the private
  sector

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The Best Practices Tier II Institutions
Articulation with Tier I II Institutions

• Tier II institutions play an important role in
  providing a bridge between Tier III and Tier I
  institutions
• Tier II institutions figure prominently in the
  design of National Qualification Frameworks that
  facilitate the transfer of academic credits
  between various levels, and types of higher
  eduucation

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National Qualification Frameworks

• Recognized as the single accepted entity through
  which all learning achievement may be measured
  and related to each other in a coherent way, and
  which defines all education and training awards
• Transforming the education and training system to
  encourage parity of esteem between academic and
  vocational qualifications
• Integrate TVET, secondary, and tertiary
  qualifications into a single comprehensive system
  of levels, titles and standards
• Harmonize and enhance quality standards across
  the system

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Guiding Principles for NQF

• Effective participation of the social partners
• Building communities of trust involving the
  providers and users of NQF
• Recognition of the attributes and the historic
  differences among the participating learning
  sectors
• Recognition of the need for and normality of
  debate and contestation in the early phases of
  the establishment of NFQ in a country or
  jurisdiction
• Standard setting and quality assurance should not
  be separated, but be an integral part of the NQF

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Guiding Principles for NQF (2)

• The NFQ is a major vehicle but not the only one
  for the transformation of education and training
• Because of the multiplicity of stakeholders, it
  is important to establish an over arching super
  body, a National Qualification Agency NQA to
  arbitrate and reconcile the differences among the
  stakeholders.
• An overall strategic plan, and associated
  implementation plan need to be developed to
  achieve the NQA stated objectives
• The integration of education and training should
  form the backbone of the NQA
• Simplicity, clarity, flexibility and trust should
  be the hallmarks of successful NQF implementation

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Key Attributes of the NQF

• Descriptive road map that facilitates the
  awarding, recognition and transfer of education
  and training credits for all learners in the
  system
• Defines the progression of awards and their links
  to employment opportunities in the labor market
• Provides level descriptors, learning outcomes,
  volume of effort, and award for each
  qualification.
• Integrates qualifications across all education
  and training sectors

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The European Qualification Framework
Qualification Levels Attributes Attributes Attributes
Qualification Levels Knowledge Skills Competencies
Level 1 Basic general knowledge Basic skills required to carry out simple tasks Work or study under direct supervision in a structured context
Level 2 Basic factual knowledge of a field of work or study Basic cognitive and practical skills required to use relevant information in order to carry out tasks and to solve routine problems using simple rules and tools Work or study under supervision with some autonomy
44
The European Qualification Framework
Qualification Levels Attributes Attributes Attributes
Qualification Levels Knowledge Skills Competencies
Level 3 knowledge of facts, principles, processes and general concepts, in a field of work or study A range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information Take responsibility for completion of tasks in work or study Adapt own behaviour to circumstances in solving problems
Level 4 Factual and theoretical knowledge in broad contexts within a field of work or study A range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study Exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change Supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities
45
The European Qualification Framework
Qualification Levels Attributes Attributes Attributes
Qualification Levels Knowledge Skills Competencies
Level 5 Comprehensive, specialized, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge A comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems Exercise management and supervision in contexts of work or study activities where there is unpredictable change Review and develop performance of self and others
Level 6 Advanced knowledge of a field of work or study, involving a critical understanding of theories and principles Advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialized field of work or study Manage complex technical or professional activities or projects, taking responsibility for decision-making in unpredictable work or study contexts Take responsibility for managing professional development of individuals and groups
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The European Qualification Framework
Qualification Levels Attributes Attributes Attributes
Qualification Levels Knowledge Skills Competencies
Level 7 Highly specialized knowledge, some of which is at the forefront of knowledge in a field of work or study, as the basis for original thinking and/or research Critical awareness of knowledge issues in a field and at the interface between different fields Specialized problem-solving skills required in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from different fields Manage and transform work or study contexts that are complex, unpredictable and require new strategic approaches Take responsibility for contributing to professional knowledge and practice and/or for reviewing the strategic performance of teams
47
The European Qualification Framework
Qualification Levels Attributes Attributes Attributes
Qualification Levels Knowledge Skills Competencies
Level 8 knowledge at the most advanced frontier of a field of work or study and at the interface between fields The most advanced and specialized skills and techniques, including synthesis and evaluation, required to solve critical problems in research and/or innovation and to extend and redefine existing knowledge or professional practice Demonstrate substantial authority, innovation, autonomy, scholarly and professional integrity and sustained commitment to the development of new ideas or processes at the forefront of work or study contexts including research
48
The Irish National Framework of Qualifications
(INFQ) 10 Levels 15 Awards
Level Award Level Award
1 Level 1 Certificate C1 6 Advanced Certificate AC Higher Certificate HC
2 Level 2 Certificate C2 7 Ordinary Bachelor Degree OB
3 Level 3 Certificate C3 Junior Certificate JC 8 Honours Bachelor Degree HB Higher Diploma HD
4 Level 4 Certificate C4 Leaving Certificate LC 9 Masters Degree MA Post Graduate Diploma PGD
5 Level 5 Certificate C5 Leaving Certificate LC 10 Doctoral Degree PhD
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Source Determinations for the Outline National
Framework of Qualifications, 2003
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