Solving the quantitative skills gap: a flexible learning call to arms!

Steve Cook,Duncan Watson,Dimitrios Vougas

doi:10.1080/23752696.2018.1564880

Steve Cook, Duncan Watson + Show 1 more

Open Access

https://doi.org/10.1080/23752696.2018.1564880

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Abstract

ABSTRACTRecent years have witnessed the emergence of a growing literature bemoaning the level of quantitative methods provision within the U.K. Higher Education sector, noting its negative impact upon the subsequent skills of graduates and their preparedness for the workplace. The present paper documents and evaluates an attempt to counter these issues via the introduction of an increasing element of flexible learning on a business and financial forecasting module. Using a mixture of empirical methods, it is shown that flexible learning results in improvements in student performance and ability across a range of metrics. It is argued that ‘broad’ forms of flexible learning can be employed to overcome the concerns of an increasingly negative literature on quantitative methods provision and the subsequent skills levels of students.

Highlights

‘In universities in the USA, Germany, the Netherlands, Belgium and Switzerland students typically develop much better quantitative skills than in even the best UK degree programmes because they are at the centre of the curriculum
This observation offers a disappointing assessment of quantitative methods in the UK Higher Education sector, one that is reiterated in numerous studies which all question the preparedness of graduates for the workplace
This is reflected by the Economic and Social Research Council, Higher Education Funding Council for England, British Academy and Nuffield Foundation co-funded Quantitative Methods Initiative which identifies a deficit in skills and seeks to support improved understanding of quantitative social science

Summary

Introduction

‘In universities in the USA, Germany, the Netherlands, Belgium and Switzerland students typically develop much better quantitative skills than in even the best UK degree programmes because they are at the centre of the curriculum. This observation offers a disappointing assessment of quantitative methods in the UK Higher Education sector, one that is reiterated in numerous studies which all question the preparedness of graduates for the workplace (see, inter alia, British Academy, 2012; MacInnes, Breeze, de Haro, Kandlik, & Karels, 2016; Mason, Nathan, & Rosso, 2015) Redressing this perceived deficit is a complex proposition which cannot be achieved by increasing quantitative methods provision content given the numerous factors that impact on student performance and influence engagement with quantitative methods modules. While it is apparent that revisions to quantitative methods provision may be required to ensure an appropriate level and volume of coverage, this must be undertaken in an accessible manner that does not increase anxiety and enhances, rather than damages, self-efficacy

Flexible learning

Empirical analysis

Findings

Conclusion