Page 35 - Global Focus, Issue 2, 2018

Stacking the odds | Paul Kofman

Just as online programmes, stackable learning
For a stackable programme to have real modules need to be purpose-designed. They need
value, there needs to be a coherence that to be stand-alone, contain a learning objective and
equips the student with identifiable skills an assurance of learning assessment. It cannot
and attributes. Working in partnership with simply be a three-hour lecture slide pack divided
employers will allow universities to better into 12 equal parts with a single comprehensive
define the value in stackable credentials final exam.
However, the biggest design challenge is for
the modules to be multi-dimensional, that is,
stackable in multiple disciplinary directions. A
isolated, ever-more specialised discipline set of leadership and strategy modules should
knowledge. Research centres and research grant be stackable with a set of chemical engineering
funding schemes now prioritise and reward modules just as easily as with criminology
interdisciplinarity. modules.
Teaching programmes are not far behind. In That flexibility will require university-wide clarity
a technologically disrupted world where many and consistency in the quality assurance of
traditional (and highly specialised) occupations are stackable programmes. And while giving students
under threat, different interdisciplinary skill sets the flexibility to compose their own certificate/
are required to best prepare students for the jobs diploma/masters, it should not be a free for all.
of the future. Stackable degree programmes allow For a stackable programme to have real value,
this transition to happen organically. there needs to be a coherence that equips the
Through cross-referencing of graduate skills student with identifiable skills and attributes.
and attributes in different disciplines, students Working in partnership with employers will allow
build a portfolio of credentials valued by employers universities to better define the value in stackable
who expect their staff to be adaptable to change. credentials.
Rather than a disruptive necessity to change, There are a few other things that need to
universities should grasp the opportunity of come together for the successful delivery of
interdisciplinarity. stackable learning modules. Academic workload
After all, which private provider can afford models will need to recognise modular teaching
to offer the full range of disciplines offered by activity. Particularly so when flexible teaching
a university? Consider bringing together finance, periods are increasingly common to enable
programming and computer science with ethics regular delivery of stackable modules.
and mathematics (and carve out a career in Discipline-based institutions will need to let go
FinTech); or combine molecular biology with of their exclusive disciplinary ownership of degree
computer science and design thinking (for a programmes and co-ordinate the marketing of
career developing smart pharmaceuticals). interdisciplinary stackable programmes. And
Exploring the cutting edge of knowledge in such perhaps most disruptive of all will be the need for
a broad portfolio of disciplines is only possible at efficient and integrated administrative systems
a university. tailored to the delivery of stackable programmes.
Disruptive changes but necessary conditions.
Stackable programmes and the university Universities bring reputation, research-led
Stackable modular education has been (and educational specialisation and interdisciplinary
is) considered by some a threat to deep learning. breadth. It would be foolish to ignore the
There may be an element of truth in that but for opportunity to expand our educational portfolio
those academics who embrace it, it has opened in new, flexible ways that ensure life-long learning.
a much deeper understanding of the educational
building blocks and the assurance of learning.
Modularising curriculum is both a necessity and
a unique opportunity arising from online delivery About the Author
of curricula. Professor Paul Kofman is Dean of the Faculty of Business and Economics at the
University of Melbourne, Australia and holds the Sidney Myer Chair of Commerce
33