Continuous retraining is widely seen as the answer to the coming job losses caused by automation and artificial intelligence. But are universities the best places to provide it? And are their courses, structures and funding systems optimised to do so? Anna McKie reports
Universities in most nations are now obliged to prioritise graduate career prospects, but how it should be approached depends on your view of the meaning of education. Academics need to think that through much more clearly, says Tom Cutterham
At last week’s Times Higher Education Teaching Excellence Summit at Western University in London, Ontario, Royal Bank of Canada president David McKay made the case for more students to spend time in the world of work. Here is an abridged version of his speech.
The advent of datasets linking graduates’ income to their student records has fuelled calls for certain courses and universities to be excluded from public funding. But, ahead of England’s Augar review of post-18 education, the minister who commissioned the longitudinal education outcomes project, David Willetts, warns against such abuses of the data