Dr Jummy Okoya PhD, FRSA, FCMI, SFHEA, MCIPD, ICF (PCC)

🌟 Encourage students to take control of their academic journeys 🌟 Watch Sioban's webinar as she explores the different approaches in learning and assessment to consolidate learner understanding ✨ View here: https://lnkd.in/erE6u6QU

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Insight of the Day at QS Quacquarelli Symonds Reimagine Education Awards & Conference 2024 at QEII Centre, London 2025 Global Education Outlook presentation by Maria Spies 5 Strategic Shifts in Higher Education New credential types integrate into higher education, with a diverse landscape of providers servicing a growing life-long learning segment. Institutions deliver programs in multiple modes with integrated work and learning components. Digital experiences become more sophisticated.   New Credentials New forms of credentials are set to play a critical role in post-secondary education and upskilling. Employers, industry, and learners are increasingly accepting alternative credentials, which are likely to be further integrated into formal qualifications. Policy, regulatory, and technical infrastructure is building.   Education Work Nexus Changes to work and a global imperative for upskilling and retraining see a shift in learner profiles and greater ties between education and work. Continual upskilling is critical, and the ability to easily navigate education offerings is becoming a focus for policymakers and education systems.   Borderless Competition Higher Education in the future will be marked by new forms of competition and collaboration. Credible alternatives for post-secondary learning will give rise to changes in university program design, with traditional providers partnering more deeply to accelerate progress toward institutional goals.   Omni Channel Learning Online, hybrid, and hyflex models are shaping up to be the norm for higher education. Current and future students expect flexibility in their courses and the ability to choose delivery options combining online and on-campus learning. The integration of physical & digital in learning design and delivery is critical.   Consumer Grade Tech Experiences Continued demand for lifelong upskilling & online learning sees market and learner pressure to deliver "consumer-grade" digital experiences in higher education. Integrated technology stacks, personalised interfaces, and device-agnostic experiences are expected, with a user-centric design.

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Bravo to the International Higher Education Commission (IHEC) Oxford International Education Group Rt Hon Chris Skidmore & all those involved in this report. It is worth noting that there has been no, Non-EU #graduateoutcomes data from HESA: Higher Education Statistics Agency since 2019, & at that point knowing how critical this data would be to the sector Asia Careers Group SDN BHD stepped in immediately to fill this significant data gap. Since then ACG has collected over 70,000 UK international graduate’s #career journeys, for over 60 UK universities & has undertaken this work unfunded by government &/or sector bodies. This data is now readily available to all UK #universities committed to “investing in international #futures” & data can be collected retrospectively for institutions if needed. The annual institution subscription cost is £9,950. Alternatively a report on the entire data set 70,000+ UK Non-EU graduates, could be made available to government &/or sector bodies for £350,000, if there is in fact a appetite to invest on behalf of a UK #highereducation sector under significant financial pressure at the present time. As one can imagine this has been a significant financial undertaking & one #hesa has been unwilling to take on. Let us hope the UK sector is now truly committed to understanding Non-EU #graduateoutcomes & supporting the transition of their #overseasstudents to the workforce both in the UK & even more importantly back in their home countries. Data also exists for all 40 #Australian universities should governments & or sector bodies wish to benchmark UK graduate outcomes against another English speaking study destination. “Graduate outcomes data was also a big part of the report – or the lack of it, which has been highlighted before by other organisations. “HESA stopped calling international students to save costs; the UK government mandated a 10% efficiency saving for HESA, & telephone follow-up… was a significant expense,” the report said, adding that such a decision was a concern for institutions & student bodies. Low response rates also mean a lack of evidence of the #employability of the UK’s #internationalstudents, – a critical decision-making factor for #students who are looking to the UK as a #study destination.” A Universities UK International report found just 3% of international student’s said they’re university #careersservice helped them find a job, up from just 2% in 2019. We all have to do a far better job in making good on our promise to international students & their successful transition to the workforce. Asia Careers Group SDN BHD AGCAS AUIDF British Council BUILA Education New Zealand | Manapou ki te Ao International Education Association of Australia (IEAA) Jisc Office for Students National Association of Graduate Careers Advisory Services (NAGCAS) Russell Group of Universities UCAS UKCISA Universities Australia Universities Scotland Universities UK

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A great article on the perception of certainty and its impact on the career choices school-leavers make from the brilliant Chris Targett RCDP A lot of our data confirms that students will generally go with what they perceive to be the 'safer' option, even when that takes them down a less desirable path. One of the things we try to do at Study Work Grow is explain ALL the pathways (including the zillions of alternative ones) so students can see and understand all their choices, but there's more to do in this space.

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In addition to the ones mentioned below, you might want to try our short #course #climatesolutions #climateaction, #free if completed within three weeks: https://lnkd.in/eKgwY6mU

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We have just made available our AI in Schools Governance document (.pdf) for download. As schools navigate the evolving landscape of Artificial Intelligence in education, developing a comprehensive governance framework can be a daunting task. That's why Adaptive Intelligence has done the hard work for you, creating a turnkey AI Governance Framework for schools that you can easily adapt and implement in your own school. This ready-to-use document outlines the guiding principles, values, and best practices for ethically and responsibly integrating AI systems into your educational environment. From personalised learning and student assessment to administrative tools, our framework covers the key considerations to help you: > Personalise learning and support educators while promoting equity and inclusion > Enhance efficiency and effectiveness without compromising student well-being > Ensure fairness, accountability, sustainability, and transparency in your AI initiatives > Comply with relevant data protection regulations and safeguard student privacy Stop reinventing the wheel and unlock the benefits of AI in your school, while prioritising the needs of your students and community. You can download it for free here: https://lnkd.in/drZZjB3R

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NEW on Wonkhe: Claire Toogood, Claire Hudson and Jo Jenkins explain why getting involved with policy-making is not just a matter for academics or policy engagement specialists https://lnkd.in/eV6PUMv5 "Engagement with policy makers can support professional reflection, demonstrate and share impact, and in the longer-term support evidence-informed change and action. These benefits and opportunities should be understood by, and open to, all higher education staff. However, current opportunities for engagement can sometimes appear to be skewed towards the academic sphere."

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The Future Skills Questionnaire is great for informing your career programme. What can be missed is that the second section "Skills for Life & Work Questions" is fantastic for your curriculum planning and identifying gaps in skills developed for cohorts to help narrow the outcome gaps! A simple to implement questionnaire that can tell you so much.

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GLA Tutors offers GCSE tuition in History that focuses on enhancing skills in structuring arguments, presenting evidence, and conveying ideas coherently and persuasively. Our dedicated team of tutors provides personalised guidance and support to help students excel in their exams. By enrolling in our GCSE History tuition, students will develop essential skills that are not only valuable for their exams but also transferable to various areas of their academic and professional lives. They will learn how to effectively structure arguments, analyse and present evidence, and communicate ideas in a coherent and persuasive manner. Our tuition program is designed to provide a comprehensive understanding of historical concepts and events, while also emphasising the development of critical thinking, analytical skills, and effective communication. We believe that these skills are vital for success in academia and beyond. To take advantage of our GCSE History tuition and unlock your full potential, visit our website at [link](https://lnkd.in/ea2QygvJ). There, you’ll find more information about our program and how to get started. Don’t miss out on this opportunity to enhance your skills and excel in your GCSE History exams! Join us today and become a confident and persuasive communicator. Remember to use the following hashtags when sharing your journey with GLA Tutors: #GCSE #HistoryTuition #SkillsDevelopment #ArgumentStructure #EvidencePresentation #CoherentIdeas #PersuasiveCommunication

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As many others have shared, a stimulating week in Exeter for #THEDigitalUK. A great programme and excellent discussions with some key themes: ⭐️ Digital transformation remaining a strategic priority with a sub-theme of how to deliver with the constrained resources arising from the funding crisis facing the UK HE sector. ⭐️ Efforts to grow online learning increasing across a wider range of institutions, promising potential returns but requiring investment to get off the ground. ⭐️ GenAI as a potential solution to the challenge of achieving more with less. But with many many caveats… ⭐️ User-centered design, digital upskilling and effective stakeholder engagement as key enablers for the work we want to get done. ⭐️ The ongoing importance of maintaining commitments to inclusivity and sustainability despite pressures from shorter-term concerns. Now just to try and get home through landslips on the cross country train line!

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Higher Education, once reserved for a small elite, is now accessible to more people globally. Despite its growing importance, student satisfaction does remain poorly understood see e.g., https://lnkd.in/eWfmtnzH . As the NSS results for this year have just been published its worth reposting our earlier work carried out with the great Liz Moores and @AdrianBurgess at #AstonUniversity that focuses on defining this concept. Our report analyses data from the UK’s NSS cohort, covering 2.3 million full-time students from 2007 to 2016, to explore the benefits and limitations of measuring student satisfaction. Our work suggests that student satisfaction metrics should include broader economic benefits, perceived value-for-money, and post-graduation satisfaction, reflecting the long-term value of a degree in the workplace. You can read it here : https://lnkd.in/eW__hScW #NationalTeachingFellow #AdvanceHE

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Does grant aiding transformation and innovation in higher education work? Have we had too many innovation projects that cannot achieve financial sustainability beyond the end of the projects? Do evaluators consider this when scoring institutions for further grants? This article reflects my own experience that when you don't have money you can be more innovative. "It was the lack of available resource to spend (or waste) on large projects and the absence of complex transformation bureaucracy which enabled this approach. We unconsciously adopted the Lean Model"

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🤔 How can we ensure that communications about organisational transformations are of a high quality and effective? 🔊 The week has got off to a great start here at Durham University Business School with the second our business insights sessions for the #UG Managing Organisational Change module. We were delighted to welcome Jane Austin, HRD @Wave Utilities who gave a very engaging session on leading change in a startup company. One of the key points we focused on was the importance of communication and Jane shared some of her approaches for communicating about change (see presentation below). The quality of communications can have a significant impact on the outcomes of a business transformation. Empirical research has consistently demonstrated that effectively managed communication during transformational change is related to a range of positive employee outcomes. For example, studies (such as Parker, Jimmieson and Johnson, 2013) show a direct link between high-quality communication about change and reduced anxiety and uncertainty as well as enhanced self-efficacy to cope with impending changes. 📣 One way to ensure high quality communications is to deliver the message with the appropriate tone and style using: ➡️  Compassion: Show the audience that you care about their perspectives. Inform employees as soon as possible about the transformation: Why, When and How the process will evolve and within what expected time span. Emphasise ‘what is in it for the organization and for individuals and teams and ensure clarity on the ‘why’ – the rationale for the change. Remember to repeat and update this message regularly. ➡️ Clarity: Communicate clearly and repeat key messages. ➡️   Conciseness: Ensure that the message is short enough to internalize because long, complicated sentences can be hard to understand and demand more concentration. Keep communications short, clear and concise. ➡️ Connection: Connect emotionally with the audience and provide opportunities for employees to give feedback by: ensuring appropriate channels for employee voice  and that different groups feel able to access them; actively seeking people’s ideas; and taking action on feedback. ➡️  Candor. Admit what you don’t know, for instance, if an employee asks you whether there will be redundancies, and you are not sure whether they will happen or not. Your response might be: “I wish I could tell you exactly what is going to happen. We will give you updates as soon as we know them.” (source: Hodges, 2024). What else have you learnt that is important for ensuring high quality communications? Would love to hear your views. Lisa Davis Neil Graney Ushma Bhatt Ann-Marie Blake Emma Earl Jessica Crow Kimberly Shaw Nick Kemp Hayden Swerling Nicole Gahagan, Ed.D. Camilla Hemström Nisha Joshi - Leadership Coach and Delivery Consultant Jennifer Hoe Lisa Cardow Algy Ayson, MBA, PGDip, CMgr FCMI, MAPM #communications #businesstransformations #peoplecentricchange

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We're going on tour! if you'd like to join our SME masterclass this year, see below 👇

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📢 NEW Article on HE Professional today written by me - Linking Learning Across Space and Time: Learning Design for Better Student Outcomes >> https://lnkd.in/ecbhHTqD #LearningDesign #EducationalDevelopment #HigherEducation #StudentOutcomes

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This is an interesting blog from the Staff and Educational Development Association blog https://lnkd.in/eF3jZvTz How much does our academic CPD offer address these issues? How does the whole academic community learn from and value the different perspectives of its members?

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Today, I was on a panel during the NCUK - University Pathways and here are some of my thoughts on what we discussed with Nicholas Cuthbert, Sophie Turnbull, Rachel MacSween and Andy Howells and the audience, the important additional panel contributors. In the Higher Education pathways sector, it’s so important for providers and universities to continue to innovate and listen to what students and employers want and need, so that we can continue to attune learning opportunities to fit with these requirements. There are so many useful ways to learn from this conference, with insights from staff and students’ experiences gained through participating in courses and delivery models from all over the world. This is so encouraging for the University of Kent as a partner of NCUK. For me, some of the main take-aways include: maintaining a process of continuous quality enhancement in response to student and stakeholder feedback, identifying and responding to students and other stakeholders’s course needs and preferences, and identifying opportunities to co-create enhanced student experiences and support mechanisms. #IntlEd #InternationalEducation #GlobalEducation #StudyAbroad #InternationalStudents #CulturalExchange #HigherEducation #InternationalLearning #GlobalCitizenshiper #StudyOverseas #InternationalOpportunities #CrossCulturalExperience

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Today Advance HE published a blog co-authored by our DVC, Prof Deborah Johnston MBE, articulating our position that effective partnership with PSRBs will be key to enabling the pedagogic innovation needed to prepare graduates to become the workforce of the future. In the blog post, we invite contributions that showcase examples of working with a PSRB to innovate accredited provision, such as through pedagogic innovation, inclusive academic delivery, or novel assessment methods. We are particularly interested in strategies for overcoming challenges, resolving issues and achieving consensus and the impact on students, staff, employers and PSRBs.  Marc Griffith, Antony Moss, Patrick Christie https://lnkd.in/enqeHHX4

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“key findings from the report highlight the case for investment in blended learning,..the programme had significantly enhanced flexibility and quality for students but required substantial dedication and commitment by participants." https://buff.ly/3XzVQD7 #onlinelearning #onlineeducation #highereducation

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