How research on Higher Education can help with talent development and public policy design

The second webinar promoted by Ciebraus showcased the experience of the University of Melbourne in Australia in using research evidence to influence teaching practices and public policies in the country. Since 1968, the internationally renowned institution has been shaping leaders in both the public and private sectors, actively contributing to the national debate on higher education policies through its teaching and research work.

Part of this contribution has been achieved through continuous engagement and collaboration with society, particularly with the industry, both in terms of professional training and research. William Locke, Director of the Melbourne Centre for the Study of Higher Education, emphasized the importance of basing all arguments in the public debate on higher education on research data. “Of course, the results never provide ready answers. And there is a legitimate space for politicians to make decisions and shape actions, but evidence obtained through rigorous scientific methods is essential as the foundation of the process,” he stated. And one of the main contributions of a university to society lies precisely in this production.

During the discussion, when asked how to avoid excessive pressure to obtain results that can be immediately beneficial to society, William stressed that ensuring methodological rigor should be the main criterion for public funding of any research. “We all need to accept scientific findings, regardless of whether they corroborate our initial perception or the interests of this or that group. If the rigor of research guides our investment of resources, I think that will be guaranteed.”

Siew Fang Law, in charge of Higher Education Engagement and Impact at the Center, highlighted the main challenges for horizontal collaboration between academia and various sectors of society. First and foremost, she stated, it is necessary to change the culture of knowledge generation from a unidirectional flow, going from academia to society, and to perceive this process as multidirectional with both sides bringing equally relevant contributions. “Different disciplines also have different forms of collaboration. STEM fields (Science, Technology, Engineering, and Mathematics) often work with more top-down approaches, while the social sciences operate just the opposite. So, there is no one-size-fits-all model to follow, and everything needs to be considered in context.”

The specialists also emphasized the increasingly proactive role of the productive sector in curriculum design and student training. Areas such as mapping rising and falling skills in the job market and creating learning experiences outside the classroom are examples of how they can contribute. According to her, this participation is essential to show students that the university is part of a broader ecosystem of development in conjunction with other actors and does not end within itself.

Finally, Alberto Barone, an economist and senior lecturer at the Centre, discussed the growing importance of generic skills such as critical thinking in the job market, even in highly technological areas. “This type of fluctuation occurs in an almost pendular movement over the years, but universities need to be attentive because it is a relevant factor in employability.”

 

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