(a) University courses should be designed less around knowledge of academic disciplines and more to take account of the skills and abilities necessary in the workplace and for career advancement.

(b) Traditional methods of student assessment are too rigid and restrictive in responses expected from students. The underlying search for standard answers discourages approaching your studies with an open mind, leaves little allowance for originality and stifles creativity.

(c) Testing what has been learned is ingrained in our society and accounts largely for the ways individuals are compared and evaluated. This is too short-sighted. Far more attention should be given to why and how a person has learned and practical applications of learning.