Ruskin Modules will "creatively develop the capacity for critical reflection and reasoned argument, integrating the acquisition of graduate capitals with wider societal concerns and challenges, bringing together students from different disciplines around key challenges." Education Strategy 2018-2022, p. 8.
The UK's Industrial Strategy states "This fourth industrial revolution is of a scale, speed and complexity that is unprecedented [...] It will disrupt nearly every sector in every country, creating new opportunities and challenges for people, places and businesses to which we must respond" (2017, p.3 2). In their commissioned report Building higher education curricula fit for the future, Emma Coonan and Simon Pratt-Adams (Anglia Learning and Teaching) describe the creative ways in which HE institutions and graduates will need to respond to this pace of change (2017, p. 10).
Additionally, to prepare for this challenging future the World Economic Forum (WEF) identifies that students will need skills of complex problem-solving, persuasion and emotional intelligence (2016, p. 22) to possess "a greater ability to understand increasingly complex subject matter, also the ability to evaluate, analyse, interrogate and present the subject matter, and … create original knowledge" (Universities UK, 2018, p. 4). Whilst subject disciplines will continue to scaffold knowledge there is increasing recognition that interdisciplinary learning, teaching and thinking will meet global and societal challenges and "prepare[s] students for a changing world" (Lyall et al., 2016, p. v); "individual intelligence is no longer enough" (Syed, 2019).
"Contemporary problems call for new professionals" (de Greef et. al., 2017, p. 10) who are developed through a transformative and imaginative education. Here students are engaged as active participants in their own journey.
To facilitate interdisciplinary learning, teaching and thinking to prepare students with skills for a changing world, Ruskin modules will bring together students from different disciplines around societal concerns and key challenges. By engaging in interdisciplinary activities students will learn to translate and integrate theories and methods from fields that may appear to be unrelated to recognise connections beyond their discipline to create innovative solutions.
Ruskin modules are an invitation to broaden perspectives, develop intellectual flexibility and the creative capability to address challenges in collaboration with others. As such, Ruskin modules will furnish students with the confidence to actively seek out and maximise opportunities to reach their full potential, giving them a distinctive edge in the global labour market and enhancing their success in the workplace.
The inclusion of Ruskin Modules enables students to:
Coonan, E., Pratt-Adams, S., Building Higher Education Curricula Fit for the Future (AdvanceHE).
de Greef, L., Post, G., Vink, C., Wenting, L., 2017. Designing interdisciplinary education: a practical handbook for university teachers (Amsterdam: Amsterdam University Press).
HM Government, 2017. Industrial Strategy: building a Britain fit for the future. doi: 10.1787/9789264266490-en
Lyall, C., Meagher, L., Bandola, J., Kettle, A., 2017. Interdisciplinary provision in higher education: current and future challenges (AdvanceHE).
McKie, A., 2019. How to equip graduates for the future. Times Higher Education.
Syed, M., 2019. Rebel Ideas: the Power of Diverse Thinking (London: John Murray Press).
Universities UK, 2018. Solving future skills challenges (London).
World Economic Forum, 2016. The future of jobs: employment, skills and workforce strategy for the Fourth Industrial Revolution.