What is the future for higher education? Now is the time for the radiologic sciences profession to educate for global citizenship.
Within our global world, higher education is in a state of transition. A wide range of initiatives with potential ramifications for higher education reform are underway that will most likely impact radiologic sciences. A call for increased accountability, uncertain funding for higher education and international competition are among the demands we face in our global world1
According to the United Nations Educational, Scientific, and Cultural Organization (UNESCO), the capacity of the world’s educational systems has more than doubled in the past 43 years, with a six-fold increase in higher education or tertiary students during this time. The provision of tertiary education has been dominated by six countries, with the United States leading the way, followed by the United Kingdom3
. Boasting the
world’s largest radiologic technology credentialing organization - the American Registry of Radiologic Technologists (ARRT) with over 300,000 registrants - one might surmise that the United States is poised to lead our profession into global citizenship4
. And yet,
entry level education and certification for radiologic technology in the US does not currently require a college degree. It is anticipated that by 2015, an associate degree will be required as the minimum pathway to ARRT certification5
. The future of the radiologic sciences profession is global. We can
no longer afford to fine-tune our existing educational policies; the time has come for an entirely new conceptual approach to radiologic science education. To meet the demands of the future, radiologic sciences professionals will need new and improved knowledge, not only to ensure top quality patient care, but for the good of society as a whole.
While globalisation can be defined in a multitude of ways, most would describe it as the growing integration of economies and societies around the world2
. Included within this definition is the accelerating mobility of goods, services, labour, technology, and capital2
While globalisation is not new, the current pace of globalisation is being accelerated by technological advancements. The field of radiologic sciences has been at the forefront of technological change, yet our educational standards, delivery, mobility, and efforts
. . Meanwhile, education
levels among radiographers within the UK is at the Bachelor of Science Honours (BSc Hons) level. As Professor Hardy so eloquently stated, “The future of imaging will demand the radiography profession and its educators to think innovatively and open its mind to new ways of working6
the potential exists for greater rewards, such as higher quality imaging and improved care for patients.
The current president of the International Society of Radiographers and Radiological Technologists (ISRRT), Dr Michael D Ward, has echoed similar thoughts on advancing the global profession of radiologic sciences. Among Dr Ward’s goals is the global expansion of education within our profession, with sharing of best practices models of education and curricula. Additionally, he looks for better co-operation and communication with international radiologic science organisations to address such items as medical imaging, health care, and
the expansion of roles for radiographers has been stifled in the usa
towards globalisation have been slow to evolve. Globalisation of the radiologic sciences field would allow not only for free market and economic trade of goods and services, but it would permit increased mobility of radiologic science students, faculty, and professionals which, in turn, could foster international partnerships. Such partnerships would allow for increased collaboration and co-operation between and among countries, increasing our knowledge base and positively impacting patient care. In short, now is the time for the radiologic sciences profession to educate for global citizenship.
increased research partnerships. These goals, along with the establishment of an international radiologic technology programme accreditation process, are aggressive initiatives, but are attainable in light of current higher education climate and reform initiatives7
.
CURRENT HIGHER EDUCATION REFORM CLIMATE For over a decade, European countries have been engaged in reconstructing their higher education systems. This has, in part, been undertaken to create a greater degree of
39 2011
IMAGING & ONCOLOGY
.” She went on to note that this may be a challenge, but
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