Why Higher Education Needs to Become More Flexible | Part I

Flexibility in higher education is in vogue. Influenced by adult education, the concept was introduced about seven or eight years ago. Now, almost no university of applied sciences (HBO) lacks some form of flexibility in its strategy. “Education must be made more flexible” often appears in strategic plans, as if it has become a goal in itself. This is where the problem lies, according to Katinka Cornelese. “First, flexibility is not a goal, but a means. And second, what is meant by flexibility is often not clearly defined. One person thinks of loosening fixed programs, another of flexible learning outcomes, and a third of pathway-independent assessments. This creates confusion, as everyone has different interpretations of what flexibility means.”

We can distinguish three external drivers for the flexibility of higher education: the changing society, the changing student populations, and new insights into learning and education.

1. The Changing Society

The influence of society is undeniable. Higher education prepares individuals for the labor market, so any shortage of skilled workers directly impacts higher education. However, the required competencies and skills are evolving. For example, installers who are currently specialized in central heating systems will need to retrain in the relatively near future due to the energy transition requiring alternative heat sources like heat pumps. Increasing digitization also demands new skills in many professions, and these technological developments are ongoing. “Everything is shifting,” says Janneke de Graaf. “We don’t know exactly what skills people will need in five or ten years. There is a lot of uncertainty. Therefore, we can no longer lock in our educational programs for ten years. Higher vocational education must be able to quickly adapt its programs.”

The shortage of workers in the labor market adds another layer of complexity. The current structure of higher education institutions does not allow for rapid response to problems. For instance, career switchers in education must study for four years to become certified teachers. “Everyone has to jump through the same hoop,” says Cornelese. “That really needs to change because many career switchers already have relevant experience and knowledge in the subjects they wish to teach. They should be able to capitalize on this in some way.”

In summary, it would be wise to let go of rigid educational programs with prescribed books and lesson hours. However, we need to interpret the concept more broadly, says Cornelese. Why not have institutions collaborate with industry partners? By having students work on current issues specific to certain companies, such as in the field of technology, they receive education both at the university and within the companies. This approach makes education much more relevant. “This results in a combination of new teaching methods and a different organization of education, leading to a much better connection with practice.”

This approach aligns with the societal mission of higher vocational education, which is at least twofold. In addition to preparing students for the labor market, it is also the responsibility of education to use existing knowledge to address societal issues. If this knowledge is developed in collaboration with regional companies, a flywheel effect between innovation, learning, and knowledge development is created. “Knowledge is much less static than it used to be,” says Cornelese. “In the past, it was simple: knowledge was transferred to students, and students took that knowledge to the labor market. Now, joint research is conducted that benefits both students and companies, stimulating innovation with the help of education. This is also a form of flexibility. Knowledge transfer and innovation go hand in hand, and students can have an impact even before they enter the labor market.”

2. The Changing Student Population

From the perspective of lifelong learning (LLL), we know that the student population no longer consists solely of school leavers. The growing demand for retraining, further training, and reskilling has initiated flexibility and led to the realization that higher vocational education is not just about obtaining a diploma or degree. “It’s important for these groups that education can be broken down into smaller units,” says De Graaf. “Courses, training sessions, or whatever you want to call them.” Cornelese adds, “The time when everyone was pushed through the same mold is over.”

Part of this issue has been around for a while. Students from vocational education (MBO) have different educational backgrounds than those from general secondary education (HAVO), so they could be approached differently. An MBO student may have already completed a significant internship, so why should they do it again? Perhaps this student needs more theoretical courses instead. Another example is a mechanical engineering student struggling with a challenging thermodynamics course they know they will never use. “If you give everyone the same courses, you don’t cater to individual needs,” says Cornelese. “You need to align with the interests and needs of the students. A more flexible approach to students could help reduce a known issue like early school dropout.

3. New Insights into Learning and Education

Educational innovation never stands still. The days when students were expected to sit in lecture halls and listen to their professors without question, then reproduce what they had learned in an exam, are long gone. Influenced by social constructivism, which views learning as an active process of knowledge acquisition, where knowledge is created and shared with others, the relationship between teachers and students has significantly changed. More than ever, students are responsible for their development, rather than the teachers.

This has led to a fundamental shift in education, with more emphasis on group learning and collaboration with other parties, such as regional businesses. Learning and assessment are no longer solely about acquiring knowledge but also about the student’s development. “In a sense, you could say that the student has become a sort of educational consumer,” says De Graaf.