Copyright and technology innovation in higher education

1998 ◽  
Vol 28 (1-3) ◽  
pp. 15-16
Author(s):  
Susan Ferencz Stager
Keyword(s):  
Higher Education ◽  
Technology Innovation ◽  
Innovation In Higher Education

scholarly journals The Future of Undergraduate Education: Will Differences across Sectors Exacerbate Inequality?

Daedalus ◽  
2019 ◽  
Vol 148 (4) ◽  
pp. 108-137
Author(s):  
Daniel I. Greenstein
Keyword(s):  
Higher Education ◽  
Undergraduate Education ◽  
Technology Innovation ◽  
Educational Innovation ◽  
Public Funds ◽  
The Past ◽  
Recent Trends ◽  
Impact Of Technology ◽  
The Impact ◽  
Innovation In Higher Education

This essay looks at how different sectors of U.S. higher education are funded, the students they serve, and the outcomes they deliver for those students. It raises serious policy questions about whether the distribution of public funds across this highly segmented industry both reflects and contributes to growing inequality in this country. It also asks whether recent trends in educational innovation and the impact of technology innovation in higher education will exacerbate or ameliorate that inequality. While the evidence is disturbing, the essay concludes optimistically. The past, it suggests, need not be prologue in higher education. The path forward for our industry, while highly constrained, can as yet be shaped through thoughtful, conscious, and analytically driven choices at individual, institutional, and state and federal policy levels.

scholarly journals Sustainable Innovation in Higher Education: The Impact of Gender on Innovation Competences

2021 ◽  
Vol 13 (9) ◽  
pp. 5004
Author(s):  
Raquel Ferreras-Garcia ◽  
Jordi Sales-Zaguirre ◽  
Enric Serradell-López
Keyword(s):  
Higher Education ◽  
Business Students ◽  
Bachelor's Degree ◽  
Sustainable Innovation ◽  
Educational Implications ◽  
Development Goals ◽  
High Level ◽  
The Impact ◽  
Innovation In Higher Education

There is currently an increasing interest for sustainable innovation in our society. The European agendas highlight the role of higher education institutions in the formation and development of innovation competences among students. Our study aimed to contribute to the analysis of the level of achievement of students’ innovation competences by considering two sustainable development goals (SDG) of the 2030 United Nations’ Agenda: Gender Equality (SDG 5) and Quality Education (SDG 4). This article tries to answer how business students perceive their own innovation competences and which innovative competences are best achieved by students, as well as if there are differences in the achievement of these competences depending on the students’ gender. Our results, from a sample of 360 students in the Business Administration and Management Bachelor’s Degree at the Universitat Oberta de Catalunya, confirm the extensive development of innovation competences. Moreover, female students present a high level of preparation for innovation-oriented action. These findings have educational implications for potentiating the innovation competences and environments where females can attain innovation skills.

Quality assurance systems: enemies or allies of innovation in higher education institutions?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mariana Ferreira de Mello Silva ◽  
Eduardo Raupp de Vargas
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Literature Review ◽  
Higher Education Institutions ◽  
University Management ◽  
Content Type ◽  
Body Of Knowledge ◽  
The University ◽  
The Relationship ◽  
Innovation In Higher Education

Purpose This study aims to examine the extant literature to analyze the relationship between quality assurance (QA) and innovation in the higher education context. Design/methodology/approach This study selected 63 articles through a systematic literature review in Scopus and Web of Science databases and performed a descriptive and thematic synthesis-analysis on the sample. Findings The research identifies several perspectives discussed on QA systems covering experiences, criticisms and practice implications. The literature review shows there is no clear consensus on whether innovation in higher education institutions (HEIs) is fostered or hindered by QA processes. However, it seems that the likelihood of innovativeness and positive QA outcomes are directly linked to how these processes are managed in universities. Research limitations/implications This review highlights the university management concerns that emerge with QA issues as it is not yet clear to what extent innovation is actually promoted in scenarios where QA is applied. Hence, this literature review could be considered comprehensive but not exhaustive. Further studies are recommended to improve the understanding of how HEIs can both innovate and ensure quality at the same time. Originality/value The paper contributes to the existing body of knowledge by advancing the opportunities and challenges that HEIs face due to QA system features.

scholarly journals Back to what? What STEM and Health teaching academics learnt from COVID-19

2021 ◽  
Author(s):  
Christopher Bridge ◽  
Birgit Loch ◽  
Dell Horey ◽  
Brianna Julien ◽  
Belinda Thompson ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning And Teaching ◽  
Online Activities ◽  
Innovation In Higher Education ◽  
Future Learning ◽  
Health Teaching

The COVID-19 pandemic brought about an era of innovation in higher education that was extraordinary both in its scale and suddenness. Our study, carried out in STEM and Health disciplines of a multicampus Victorian university, asked the teaching academics in the eye of this storm to reflect on what they had learnt from this experience. In particular, we asked what had worked, what had not worked, what they planned to retain in their teaching post-COVID-19, and what they would be relieved to discard. Above all, we found the experience of COVID-19 learning and teaching to be highly variegated. Academics reported some online activities which were predominantly successful, others which were predominantly unsuccessful, and still others for which the experience was quite different, depending on the context. Our data suggest that future learning and teaching policy should allow for discipline and cohort nuances and cannot be one-size-fits-all.

scholarly journals Conceptual Vision of the New University in the Works of Modern Scientists: Typology of the Concepts of Innovatisation of the Higher School

2020 ◽  
Vol 6 (3) ◽  
pp. 186-198
Author(s):  
O. B. Voeykova
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Knowledge Economy ◽  
Innovative Model ◽  
Science And Education ◽  
New Type ◽  
New Vision ◽  
The University ◽  
New Industry ◽  
Innovation In Higher Education

This article is devoted to solving the problem of systematizing the existing concepts of innovation in higher education, reflecting the new vision of the university by modern scientists. The author studied the content and conducted a comparative analysis of various concepts relating to the emergence of the future image of the University. First of all, these are the works of the classics of post-industrialism, who defined science and education as a new industry within the emerging knowledge economy and noted the need to form, in this regard, a new type of University. Important potential for understanding the role and place of the University, as well as to get an idea of its supposed (futuristic) model in the new realities have the concepts of innovatization of higher education, the analysis of which is given most of the article. Under the concepts of innovatization of higher education in the article we understand the concept of modern scientists who consider the transformation of the traditional University in its innovative model that meets the needs of the economy and society focused on innovation. The concepts of innovatization are also divided into several types, grouped according to the relevant features, which suggests the possibility of transition to the innovative model of the University in different ways.

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