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#1 2020-09-12 04:53:02

CindaFenst
Member
From: France, Marseille
Registered: 2020-09-12
Posts: 1

This move effectively means individuals (via HECS)

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Tag Archives: research.
On Friday,.
Effectively, they want to raise the price of humanities and arts subject areas to redirect students into more “job-relevant” sectors.
There’s many reasons this is very bad.
First and fundamentally, there’s the ethical and democratic issue of pricing people out of tertiary education.
This move effectively means individuals  (via HECS), a crucial tipping point in consecutive governments’ slow destruction of free, or at least affordable, tertiary education—a basic feature of any functioning democracy.
Beyond this fundamental attack on a bedrock of our society, it’s also bad policy for more straightforward economic and job-creation reasons.
It won’t create the increased skills in the desired areas anyway (a grade 12 student doing English and History isn’t suddenly going to enrol in Medicine because its more comparably priced); the identified job areas, such as agriculture, don’t actually align with the skill areas the government itself has identified as lacking (); , so reducing enrolments in these areas will negatively impact the very disciplines the government claims to be supporting.
The whole thing is a mess for a whole range of reasons, frankly.
Other people will write smarter things about the economic failings of this plan, but here I want to particularly discuss the government’s focus on ‘job-relevant’ educations versus, implicitly, ‘job-irrelevant’ educations ().
This falls within a broader rhetoric espoused by governments and repeated by students, parents, media, and university management and marketing alike that universities must increasingly focus on producing ‘job ready’ graduates with ‘job ready’ skills.
Not that artsy fartsy theory and history and critical stuff but the hard skills that you actually need in the work force.
(The skills that, historically, was the responsibility of the companies to invest in so as to teach graduate hires, but which companies have now convinced universities is their responsibility, that graduates should be perfectly formed workers and able to slip into their company-specific pipelines).
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There’s been a lot of discussion this past week about how universities should approach teaching videogame development and even just what the basic responsibility of game schools even is.
This started with.

Robert Yang wrote  in response about some of the challenges of teaching game development
Innes McKendrick wrote  in a thread

I wrote  about how lacking a broad knowledge of game development disciplines is a problem in countries without large studios.

Anna Anthropy wrote  about balancing soft/hard skills in games education

The point across these responses: teaching game development is hard and educators and institutions alike are still trying to figure out how the heck you even do this while, at the same time, the global game industry is dramatically restructuring itself.
There’s one side of the discussion I haven’t really seen come up yet that I encountered first hand in the classroom: the fact that the overwhelming number of students who enter game development programs have no idea what the everyday work of game development actually entails.
Worse, many of them have wrong ideas about what one does day-to-day to make games.
I want to talk a bit about how this happens, how the marketing for game dev programs often exploit this ignorance, and how the responsibility typically falls on teachers to ensure these students know what they are actually getting in for.                                     , ,                      , , , , , ,.
This is a modified transcript of the presentation I gave at.
It marks the start of a new trajectory of research for me, but is also in a very preliminary stage.
One day soon this will hopefully form the foundations of an actual academic publication, at which point I might have to take this page down temporarily for the sake of the blind peer review process.
In the meantime, .

Here is what I spoke about at DiGRA and what I am currently interested in

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