University of the Highlands
and Islands, Scotland:
A Prototype for the 21st Century?
The University of the Highlands and Islands (UHI) was created 6
years ago to develop the economic, human and cultural resources of the
Scottish highlands and islands, a region which shares many characteristics
with developing countries. Because of its distinctive characteristics
in terms of mission, management, and teaching and learning approaches,
it has been referred to as a prototype for the 21st century. UHI incorporates
numerous concepts and approaches called for in recent national reports
on the future of higher education in the United Kingdom, New Zealand,
the Netherlands, the OECD countries and South Africa.
It's not what you know, it's what you can do." This is the guiding
principle of a creatively conceived new regional university in northern
Scotland, which many observers are beginning to view as a prototype
for the 21st century. What makes the University of the Highlands and
Islands (UHI) so different?
A strong mandate to promote regional economic and social development
First, its mission is unusual, particularly within the Commonwealth
system. Simply stated, it is to develop the economic, human, and cultural
resources of the Scottish highlands and islands. UHI therefore possesses
a strong mandate to promote regional economic and social development.
This region, which comprises one-fifth of the United Kingdom and includes
93 inhabited islands, shares many characteristics with developing countries.
Its population is spatially dispersed and predominantly rural. Its economy
is narrowly based and heavily dependent on small businesses and medium-sized
enterprises. The labor force is relatively less educated, and contains
above average numbers of self-employed, part-time workers, and unemployed.
The demand for access to higher education is very strong. In addition,
the education system confronts challenges of multiculturalism and bi-lingualism
in the design and delivery of services. These features lead the University
to emphasize mass access to higher education, qualitative skills development,
and lifelong learning.
Multiple partners and decentralized management
Second, UHI organization and management is distinctive. The University
is a decentralized federation of thirteen colleges and research institutions
distributed across the region. Eight community outreach centers (soon
to be fifteen) extend the physical presence of this educational network
to smaller communities and under-served areas. Business incubation services
will shortly be established on several campuses. Each college possesses
its own presiding Principal/Director and governance council, and its
management is largely autonomous. Academic planning, curriculum development,
and quality assurance are the responsibility of a Network Academic Council
drawn from member institutions. Overall coordination and development
administration are provided by a University Management Group. A 15-member
Board of Directors oversees the UHI system. Five of its members are
elected directly by a UHI Foundation comprising 86 local businesses
and service organizations, which links the University closely to the
private sector and community interests. An executive office of 14 professional
staff supports these groups and liaises between the UHI system and outside
funding, quality assurance, and political bodies. Stakeholder consultation
is routine operating procedure.
Emphasis on building competencies rather than transfer of knowledge
Third, the UHI approach to teaching and learning is different. It recognizes
that in a rapidly changing world, knowledge can quickly become outdated,
and that the real value of higher education lies in the capabilities
which students acquire. Coursework consequently emphasizes the building
of individual competencies rather than the transfer of knowledge. Examples
of these capabilities include problem-solving, teamwork, communication
skills, time management, and high levels of computer literacy. Students
are expected to actively manage their own educational development, and
the majority are also required to undertake a 3 - 6 month work placement
prior to graduation. Courses of study are thematically oriented and
strongly multi-disciplinary. Examples are rural development, health
care management, and tourism. Learning occurs through a mix of classroom
participation, work groups, informal tutorials, distance education,
and self-paced
Now six years old, what is the UHI? It is a functioning partnership
of 13 tertiary institutions, 8 associated Learning Outreach Centers,
businesses, service organizations, local governments, and regional development
agencies. It enrolls 22,500 students (8,900 Full Time Equivalents -
FTEs) of which 4,546 students (3,264 FTEs or 37%) are involved in higher
education courses. The curriculum is structured into seven multi-disciplinary
academic clusters: Art and Design; Business and Management; Computing
and Information; Construction and Technology; Culture and Heritage;
Health, Education and Care; Science and Environment. Collaborative distance
learning activities with universities in Iceland, Ireland, Norway, and
Canada (Cape Breton) are underway. The first post-graduate programs
will be launched next year. UHI's emerging research program seeks to
nourish regional development efforts. Initial topics include rural health
care and telemedicine provision, tourism development, environmental
management of fishing resources, Gaelic language and culture, and North
Atlantic studies. Recurrent funding is received from the Scottish Higher
Education Funding Council and student fees. Capital development funds
have been contributed by proceeds from the national lottery, the Scottish
Office Education and Industry Department, the European Union, the Highlands
and Islands regional development authority, and local authorities. A
major external fund-raising effort focusing on private and charitable
sources will begin later this year.
A radical break from higher education tradition
Is UHI really a prototype university for the 21st century? Very likely.
It certainly represents a radical break from higher education tradition
within the British Commonwealth and clearly challenges the prevailing
worldwide university model. Notably, it incorporates contemporary good
practice from around the world, anticipating many of the recommendations
contained in recent higher education assessments by the Dearing Commission
(UK), the Delors Commission (UNESCO), the OECD Thematic Review of Tertiary
Education, the Netherlands Scientific Council Report to Government on
Higher Education, the New Zealand Green Paper on Future Tertiary Education
Policy, and the South African National Commission on Higher Education.
Its distinguishing features are student-managed learning, mass access,
flexible entry and exit, multiple partnerships, stakeholder consultation
and accountability, a competencies based curriculum oriented towards
regional economic and social development, substantial investment in
information and communication technology, and a lifelong relationship
with learners. If UHI doesn't foreshadow the future of higher education,
it certainly represents a bold transitional step in that direction.
William Saint
Coordinator of the Working Group on Higher
Education
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