There is a clear growing demand and need for learning that fits around people’s personal commitments and everyday lives, that is less ‘time demanding’, and ultimately, more flexible.   

We know our learning needs to be accessible and inclusive and we want to ensure our students are able to access high-quality education at any point in their lives (‘lifelong learning’).   

This approach to learning, evolving our offer at Manchester and across the higher education sector will take time and it might not be easy but we think it will be worth it.   

In the Flexible Learning Programme we are driving forward this goal and below we have set out how we are ensuring accessibility and inclusivity are at the heart of our approach by exploring the needs of our stakeholders and communities, from alumni to businesses. 

 What have we found out so far?  

Our alumni insights survey (with 666 responses) highlighted that, when considering to engage in lifelong and professional learning our alumni community prioritise;  

• Preferred Learning Modes: Respondents favour a blended approach, followed closely by online learning.  

• Motivation for Learning: The primary driver for continued learning is professional development.  

• Topic Areas of Interest: A keen interest in developing skills related to AI and Technology, Professional Development, Leadership, and Business and Finance.  

• Course Preferences: Shorter, non-credit-bearing courses are more popular than longer, formal credit-bearing study.  

One alumnus stated, “Continually learning and pushing yourself is vital not only for your professional life but also your personal life. Challenge and learning are always good and vital for growth.”  

Our business perspectives partner survey, where we collaborated with the Business Engagement and Knowledge Exchange Strategic Partnerships Teams, revealed that:  

• Top skills gaps included Digital Skills and Technology, Industry-specific Knowledge, and Problem-solving/Critical Thinking.   

• Specific digital skills need included Data & Analytics Skills, Coding Languages, and Design & Software Practice.   

• Preferred delivery methods for employee training included Blended learning, ‘on-the-job’ training, customised in-house training, and online courses.  

And, working alongside the social responsibility and civic engagement team, a Citizens panel (made up of two groups – degree-educated and non-degree educated) were asked about lifelong learning, which highlighted:  

• Concerns: around confidence (particularly in the ‘non-degree’ group)  

• Driver of learning: learning personal endeavour and were keen to engage in learning that benefits them at work.   

• Biggest barriers: cost, time, and fear of failure.   

• Attracting a wider audience: participants wanted to see the universities advertising opportunities more within communities, as well as taster sessions and open days targeted to a wider audience.   

One attendee commented: “I think a hybrid kind of model would be the best, almost like you’ve got an online version, but you can go and see somebody in person, you can have those face-to-face conversations, but there is also flexibility.”   

 

While another stated: “I think that the short courses may be more attractive to people, you know, it might fit in better with their lifestyle and other factors in their life.”  

So, what are we doing and what happens next?  

Collaboration is important   

These insights are vital to our approach. As we continue as a university to shape our learning and explore new ways of teaching, we continue to work closely with Manchester City Council as a strategic partner on their UNESCO Learning Cities initiative.  

This work maps onto Greater Manchester’s ambitions to be a global digital innovation hub and will ensure we can work with industry to enhance the digital skills required in education provision in our region.     

The University of Manchester is leading the development of Manchester’s digital skills framework as part of the partnership and we are already a key partner in UNESCO work across Manchester and the North West. This work includes the UNESCO City of Literature partnership, the recognition of Jodrell Bank as a UNESCO World Heritage Site and the recent endorsement of the patronage of the United Kingdom National Commission for UNESCO for the Science and Engineering Education Research and Innovation Hub (SEERIH). 

Recently, we have also collaborated with the Manchester Museum to fund and develop the new ‘Wild Talks’ public lecture series. This is a programme of talks is helping to provide educational opportunities for our wider community, and showcasing that a Manchester education is open to all: staffnet.manchester.ac.uk/news/display/?id=31440  

What next? 

At the moment, we are engaging with our faculties to determine gaps that exist in supporting the development/delivery of our Lifelong Learning portfolio.   

We’d love to hear from colleagues: How should we be shaping our teaching and learning to support lifelong and professional learning? What do you feel we should be offering? Who should we be collaborating with? Please email flexiblelearning@manchester.ac.uk 

Prof Ang Davies, Academic Lead for Flexible Pathways, Flexible Learning Programme  

Teaching and learning | StaffNet | The University of Manchester  

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