Universities Accord: ‘Improve the quality of your patchy teaching’

Patchy teaching in universities is leading to ‘intense student dis­appointment’, the Universities Accord has revealed.

The accord’s interim report calls on lecturers and academics to deliver ‘engaging teaching that is highly responsive to students’ needs’. Picture: iStock

Patchy teaching in universities is leading to “intense student dis­appointment’’, the Universities Accord has revealed in a report that calls for tougher English language rules for foreign students.

Warning of high dropout rates among struggling and disadvantaged students, the accord’s interim report calls on lecturers and academics to deliver “engaging teaching that is highly responsive to students’ needs’.’

“This means teachers who are compelling communicators and who design and deliver robust curricula in engaging and stimulating ways, teaching students what they need to know and challenging them to engage critically and creatively within their field of study,’’ its report states.

“While the review heard about phenomenal teachers, it was also presented with evidence suggesting variability in teaching practice across the sector, leading sometimes to intense student dis­appointment.’’

The accord says universities’ heavy reliance on overseas students – most hail from China – can be “detrimental to the student experience’’.

It notes that large class sizes are “potentially diminishing students’ ability to connect with their peers and make lasting relationships through their studies’’.

“This is exacerbated when there is a lack of diversity within classes, leading to cohorts of international students feeling further isolated,’’ the report says.

The accord panel says universities “need to consider community perceptions of large inter­national cohorts’’ and it cites concerns about “low levels of English proficiency among some inter­national students’’.

“Improvements to language testing and admissions benchmarks could be considered to protect high-quality education experiences for all students, and Australia’s education reputation, and provide adequately tailored support where required,’’ it states.

The panel notes that universities need academics who are “both excellent teachers and ­cutting-edge researchers’’.

It says more university lecturers should have professional or industry certifications – such as registration as a chartered account, a practising solicitor or a registered doctor – to improve the quality of teaching and relevance of degrees.

It cites Jobs and Skills Australia analysis showing that “students aren’t graduating with enough of the professional skills required to address the skills needs of business’’.

“It is clear there is a need to require academics working in education for the professions to maintain more active contact with the professions, to ensure they are equipping students with up-to-date skills and knowledge,’’ the report states.

“A greater number of academic staff should be chartered and/or active in the profession they are teaching, This will bring contemporary industry experience to teaching, where relevant, with professional registration.

“Increased industry engagement will be essential to ensure that curricula can be updated regularly to reflect rapidly changing skills needs.’’