The story from the paper's perspective was that students who undertake 'vocational' courses at newer universities are (surprisingly, in The Times' view) shown to do quite well in terms of starting salary.
The conclusion was that so-called "Mickey Mouse" degrees are far more valuable that anticipated.
So what is the likely response of post-1992 universities to the creation of new vocational degrees?
This blog predicts the following within our hypothetical post-1992 university: a blaze of strategic meetings in which new course options are tabled, debated, and debated some more. A flurry of emails about the relative merits of each approach. Some academics will passionately deride the value of such degrees, others in marketing will argue the need to follow market trends. Probably with graphs. Much tea will be taken. The conclusions, if any, will be uncertain.
Let's step into the other room while that debate rages and ask ourselves a simple question that gets to the heart of the issue: if you are open to the development of such courses, how can you develop in the best possible way so as to retain your integrity and standards?
Here are three pointers for the right way forward to developing new, specific, vocationally effective courses:
a) Understand your 'USP'.
What are you known for as an institution?
This will impact on your course development. For example, if you are known for cutting edge sceience, there may be an argument for creating new specialist courses in the area of green energy (if that is what you want to do).
If you are not know for sceince, then following this green energy trend just because it is a 'hot topic' is not likely to benefit anyone. Your reputation will not be enhanced, students are not likely to get the quality they deserve, and in the end the employability of your student will suffer, that will come out in the leauge tables and the course will fail.
b) Understand your market.
Who do you attract? Who displays interest in your institution but then goes elsewhere/does not attend?
Doing some quality market research (especially into the latter group) can help you understand whether there is a new course offering that could make a difference to them.
c) Make it real.
Real in the sense of relating to the 'real world' (with links to the vocational area of interest), and with content that is valued by employers.
How to find out what empoyers want? Ask them!
People do vocational courses for very different reasons to conventional academic courses. Realising this and responding accordingly will mean that what you teach will be meaningful, will engage students as such that your new degree will not be a 'compromise' to draw in the numbers, but simply a different type of education, for a different type of student.
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