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I like the idea of students learning and covering the topics by themselves and setting up groups of study to cater for different levels of comprehension. However, we should acknowledge and not use the idea of flipped learning to reduce the amount of lectures as I still consider these to be one of the most valuable experiences at university.

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I like how UTS has put students as the centre of the learning and teaching. The video has shown how the curriculum, assessment and instruction are integrated to benefit the students and eventually become the pillars of our society.

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the learning and teaching experience here is one of a partnership between teacher and student that emphasises a need for active participation from both sides. this is a great model for professional practice.

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With all the rapid development, everything happens so fast that students do not have a second to think about their goals. We could have numerous techniques or support provided to students to enhance their learning experience. However, if students do not take ownership of their study, being the main driver of their study journey, the results might not be as effective as expected. This raises me wonder whether academic records are enough as entry requirements for students to go to universities in general. Clearly university is not for everyone and university is not the only pathway to success.

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I still teach my students that the University experience is about becoming better person. Sure getting a job is important, but doesn't a university experience bring more than just better employability? If we really want our students to develop better interpersonal skills, and good attitudes, can't we get beyond the 19th century and drop the "we're just training you for work" attitude?

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Encouraging students to develop enquiring minds

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Encouraging students to develop enquiring minds

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Great that the video talks about readying students for the job market in various ways. But I think it's important that students are also encouraged to learn for the sake of learning to develop an enquiring mind so that they continue to learn throughout their lives. And to get on in the professional world, I also think it's important to get students to understand the importance of schmoozing - developing their networks.

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To foster future citizens and looking beyond the classroom environment, it is encouraging to see UTS supporting this approach allowing the students to engage with new lenses and through various strategies. I am fortunate that for the most...students are passionate about their discipline and the course is very hands on, however I would like to include more blended ways of delivering content to allow for more play, collaboration and experimentation.

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Collaboration and interpersonal skills reflect individual students' understanding of where they fit in

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Collaboration and interpersonal skills reflect individual students' understanding of where they fit in

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I try to instill in my students that they are part of a community, a faculty, a school, a class, a group/team but are still first and foremost an individual. In Maslow's hierarchy of needs [outdated, discuss?] self-actualisation is at the top [pointy end] of the pyramid but esteem and belonging take up more of the pyramid. Some students 'get it' others still resent group assignments or collaborative activities.

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In the past students flip the page and learn and now the classroom is flipped! Love the idea of flipped classroom.  It means that students can learn anytime and anywhere. This way, it gives students more control of their learning and at the same time they need to be more responsible for their learning. Need not to say, as teachers, we also need to be more prepared for the questions and discussions - as the students can now obtain different information (that we may even not know).

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What we are teaching and how we are teaching

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What we are teaching and how we are teaching

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Much of the discussions around disruptions brought about advances in technology centers around how education is delivered (MOOC, distance learning, blended learning, etc.) Changes in the workplace will also mean we need to access what we are teaching students in terms of both contents and practical skills to succeed in the workplace, or for Insearch students particularly, skills to further their study ably in a university setting.

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By Pallavi Singhal

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About 40 per cent of existing university degrees will soon be obsolete and traditional undergraduate or postgraduate degrees could disappear within a decade, global accounting firm Ernst and Young says.

Universities will also need to begin the move towards "lifelong learning", that is delivered largely online, in the next five years to survive, according to the firm's new research paper on the university of the future and its Oceania education sector leader Catherine Friday.

Michael Nguyen, a marketing executive in Sydney, said his three-year university degree did little to prepare him for his job.
Photo: Jessica Hromas

"A lot of the content of degrees no longer matches the actual work that students will be doing," Ms Friday said.

"There will most likely be much more work-integrated learning in tertiary courses, which is not necessarily students doing work experience but firms co-developing the curriculum and actually getting students to work through complex real-life problems under the mentorship of academic and industry leaders."

Ms Friday said the future of traditional degree structures was also limited.

"There may be some students who want to complete four-year degrees faster but there will also be those who feel a degree isn't what they need for their career at all, and they need to take elements of a degree, micro-credentials, that are relevant to the work they want to do," Ms Friday said.

The predicted changes come amid increasing dissatisfaction from students and employers with degrees, according to findings from the report's surveys of more than 3000 students and employers, and interviews with university leaders.

"A growing cohort of graduates are leaving the university environment with more debts and few job prospects," the report says.

"More than half of Australian employers say that degrees in management and commerce are not worthwhile."

It also found only 36 per cent of those studying humanities, culture and social sciences and 41 per cent of science and mathematics students thought their degree was relevant to their job.

Other degree areas had much higher levels of relevance, with 87 per cent of nursing students and 80 per cent of students in education saying their degree was relevant to their job.

Michael Nguyen, who graduated with a three-year commerce degree from Curtin University in 2015 and works as a marketing executive at Sydney firm Wisr, said little of what he learnt at university had been relevant in the workplace.

"When you get out there, you have to know how to use platforms and create campaigns on social media," Mr Nguyen said.

"You don't learn that at university, you only learn textbook theory on things like what consumers do."

Ms Friday said universities would need to map out these changes and begin putting them in place in five years, or risk losing domestic and international students to new Australian and international institutions that are faster to move to more relevant degree models.

"Some universities are already starting to make some of these changes but for those at the other end of the bell curve, the future will be very stark," Ms Friday said.

Pro vice-chancellor for education at the University of Technology Sydney Peter Scott said most universities across the country are aware of the need for change and are already planning for the future.

"One of the things UTS is now doing is developing our strategy for 2027 and looking at unbundling the degree, redesigning the physical campus and working with industry," Professor Scott said.

Education reporter at The Sydney Morning Herald

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'You don't learn that at university': 40 per cent of degrees will soon be obsolete, report finds

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By Pallavi Singhal Normal text size Larger text size Very large text size About 40 per cent of existing university degrees will soon be obsolete and traditional undergraduate or postgraduate degrees could disappear within a decade, global accounting firm Ernst and Young says.

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Development of interpersonal skills need to be woven through the curriculum . Also preparing our students in regards to what UTS are expecting based on employer feedback - doing what you love and are good at so the passion and skills are there

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Development of interpersonal skills need to be woven through the curriculum . Also preparing our students in regards to what UTS are expecting based on employer feedback - doing what you love and are good at so the passion and skills are there

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Grades are over emphasised! Using my marking rubric, I sometimes find it hard to actually fail students. This means that those who do not have the learning required for the course can still scrape through....

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Grades are over emphasised! Using my marking rubric, I sometimes find it hard to actually fail students. This means that those who do not have the learning required for the course can still scrape through....

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Grades are important. Employers also look for other skills like communication skills, interpersonal skills, passion, tech skills.
UTS uses their new campus spaces and diverse teaching and learning activities to develop all this in students.
I am considering - how can we start developing these work ready skills in our students and in our subjects?