Framework to Maintain Specialisations in a General Degrees Structure: An economical high-value degree structure

Structuring a degree is a common activity for course developers. Analyzing appropriate subjects and year levels, establishing pre- and co-requisite, and benchmarking against similar degrees are common academic activities. However, the degree structure itself has not had significant changes until now. A degree often lacks flexibility and cohesion and arguably may even lose the main concept of making students highly skilled in the selected labor market more employable. After examining different degree structures, approaches, and employability incentives, we identified a degree structure that can divide each subject into components. Subjects' learning activities, tutorials, and assessments are tailored to align more closely with employment skills. We then proposed breaking all subjects into components relative to year levels, such as majors, minors, streams, and more. This sub-division of work can be performed to any degree. Particular advantages come with a general degree with standard core units and majors—creating learning activities closer to the major and offering students a more robust academic scaffold of their subjects. In addition, higher Education providers benefit by having a cost-efficient degree with minimum overhead to pass the benefits onto students. We discussed several examples from engineering, business, and information technology. Showing how learning opportunities can be divided per degree and subjects into degrees, majors, streams, and specializations. Students studying this framework will have developed skills firmly built on each other, enabling specialization in employment careers and academically. Closing the gap between employment and graduation

Assessment Re-Think: Income-Generating and Industry-Based Assessments

Assessments are the fundamental media between students and educators. This paper aims to evaluate how to create assessments, how students learn from them, and how to link them to the industry and entrepreneurism. The implementation plan postulates how students can generate income from income-generation assessments or business innovation assessments. In this paper, we discuss the involvement of modern industry in assessment. We examine evidence from approximately 100 assessments detailed in 32 subject outlines. We employ a descriptive, pragmatic research methodology to consider whether they can be aligned more with industry expectations and expected duties. We propose a framework to connect with industry and create student income-generating projects. This proposed income-generating assessments framework recommended industry-based assessments with which students can not only earn marks towards a subject but potentially earn an income based on it. This paper extends the idea of peer learning to expert or industry learning: an approach that did not employ in higher education. Our approach supports educators in keeping the assessment up-to-date, enabling students to add more value to their learning of industry products and procedures. Students can directly contribute to the product and procedures and learn from the strategies actively employed in the workplace