Consulting & Strategy Services

• Strategic Learning Management ( 0 Articles )
  

  Guri-Rosenblit (2009, p132) states that although academics use ICT for their research they are rather hesitant to use it in their teaching because this would require them to take up new responsibilities for which they have not been prepared during their socialization process into academia. Zemsky and Massy (2004a) mention four areas where digital technologies are being used by academics: for course enhancement of traditional courses, for course management, to import course objects such as a video presentation or a simulation and for new courses which take full advantage of new technologies.
  
  E-learning strategies are mostly seen as a technical tool to complement classical face-to-face teaching. Zemsky and Massy (2004a) report that more than 60 % of faculty members use e-learning to enhance traditional courses (e.g. by e-mail communication). In many universities the students have access to learning materials on the internet. They are linked to virtual learning environments (such as BlackBoard) often to manage their learning process (e.g. schedules of courses, exams or slides used during lectures are made available on line).
  
  Our services would consist of finding out together with you what would be the appropriate learning management system for your organisation.

• 21st Century Learning & Collaboration ( 0 Articles )
  

  Educational organisations and traditional training departments are struggling with their new role in the world. Given that they are complex institutions (Barnett, 1999) faced with multiple frameworks of understanding, of action and of self-identity, the process and route for adaptation is not evident. Plurality of missions is one example of this complexity. The current emphasis on lifelong learning is broadening the mission and adding to this complexity. Many differences and contradictions also exist between disciplines and institutions.
  
  Problems arise when traditional universities want to fulfil multiple missions without proper conceptual models and insufficient support. Some are better prepared for organising lifelong learning. Some will have to choose and focus on a specific mission.
  
  Biglan’s (1973 a, b) classification system of disciplines (hard - soft, pure - applied and life -non-life) is based on three criteria: social connectedness with faculty members, commitment to teaching, research and service, and scholarly output. Neumann, Parry and Becher (2002) make a conceptual analysis of this classification and define what the cognitive outcome of teaching and learning activities would be. However, employers, governments and students often give different meanings to employability skills than academics (Hillage, Pollard, 1998, Harvey, 1999a, Conference Board Canada, 2000).
  
  Kwok (2004) points out that employers often complain about the skills of their employees. He used the data from a Canadian survey (Angus Reid Group, 1999) among graduates who had graduated for less than 2 years. He found out that these graduates are convinced they developed and obtained employability skills which they used in their work environment. Based on the survey results, Kwok (2004) proposes that graduates should make their skills more explicit to employers.
  
  Harvey (1999a, p 13) put forward that employability is about the relationship between higher education and employment. According to Harvey (1999a, p 13), “employability raises fundamental questions about the purpose and structure of higher education”. It touches the balance of power between the education provider and the participants in the learning experience. According to him “employability is not about training or add-on skills but about how higher education develops critical, reflective, empowered learners”.
  
  We are convinced that the current demands of the fast changing labour market require interdisciplinary teaching and specific skill development. Every discipline should make its own analysis - based on its strengths and weaknesses - of which skills should be developed for lifelong learning.
  
  We believe that the expectations of employers should be further analysed. Many companies set up executive programmes for their employees, often directed by university professors assisted by an interdisciplinary team.
  
  Our service would consist of working out systems, which provide another type of education more adapted to the needs of diverse and sometimes large groups in a worldwide society.

• Workplace Learning ( 0 Articles )
  

  Learning at work has become an important issue for policy makers, employers and employees. It takes place in specific social context. A multi –disciplinary approach is involved in this type of learning.

  It has usually been associated with informal learning processes. Given the current technological environment, work place learning could also consists of formal learning processes.

  Organisational structures need to be adapted to enable work place learning. The concept of the “learning organization” refers to these developments.

  The discourse of the knowledge society and societal changes related to different concepts of work (e.g. home work) give a different meaning to work place learning.

  Our service would consist of advising you based on your specific work place context.

• Educational Provider Consultancy ( 0 Articles )