Key Note - The teaching challenge – Professor Helen Higson DVC Aston Martin, Professor Higher Education, Learning and Management.

The focus of this was a reflection of things that are engaging colleagues at Aston and the history and context of how we got here? The issues that are engaging staff include research versus teaching debate and the growing expectations of rigour, reflection and relevance and the themes of partnership and collaboration were mentioned.

The growth in students in Universities has been immense. In 1939 there were 50,000 students, in 1961 there were 300,000 and now there are 2.5 million with increases in women, postgraduate and part time students. Funding now following students now and this is more competitive and market driven with securing fees being important, uncapped recruitment of AAB students for 2012/2013 and in 2013/2014 the removal of the cap for ABB students and this has led to some institutions being unable to fill places and they have no funding backup. The REF performance is important but 85% of funding comes from students and so Universities need to listen to them.

Collini (2012) points out the tension between meeting local needs and training professionals. We need to consider our relationship between the economy and the world and what we are producing. HE is seen as key factor in wealth creation, university research and education is an important investment for future economic and cultural state. Do we look at making students happy or challenging them to learn? Questions for reflection are what kind of learning and teaching is called for in knowledge economy, what learning and teaching do academics traditionally think should be provided and what do academics think is the contribution of their research and education to teaching and learning? Teaching needs to promote employability, globalisation and sustainability. Research and teaching should be integrated not separate and this would ensure research is shared.

We cannot be complacent but should be optimistic the changes provide opportunities to adapt, be creative and reflect on why and what we do. We have to promote deep engagement with subjects, meaning can be generated through conversation (Gibbs 2002). Issues for students include seeing themselves at the centre, they need to be challenged, want employment and see the university as a community of learning.