scholarly journals University leadership development: lessons from Ukraine

2019 ◽  
pp. 133-143
Author(s):  
Svitlana Kalashnikova ◽  
Olena Orzhel
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Shared Leadership ◽  
Teaching And Learning ◽  
Knowledge Exchange ◽  
Education Sector ◽  
Programme Implementation ◽  
University Leadership ◽  
British Council ◽  
The Impact

The article is a follow-up analysis of Ukraine Higher Education Leadership Development Programme that ran in Ukraine 2016 – 2019 and was a joint initiative of the British Council in Ukraine, United Kingdom Leadership Foundation for Higher Education, Institute of Higher Education of the National Academy of Educational Sciences of Ukraine and Ministry of Education and Science of Ukraine. The article is rooted in insights, observations and reflections of Programme implementers and participants, as well as incorporates conclusions of the impact report put forward by an external evaluator of the Programme. The authors of the article conclude that university leadership is important for precipitating change at an individual, institutional and sectoral levels in Ukraine’s higher education sector and that currently available resources and existing capacity in university leadership development within the sector are sufficient to sustain and advance university leadership development. The authors argue that shared leadership approach has proved its effectiveness during the Programme; they propose to further apply shared leadership as a means of responding to numerous challenges faced today by Ukraine’s higher education sector. In addition to review of lessons learnt from three phases of Programme implementation, the authors generate recommendations for advancement of university leadership at institutional and sectoral levels within Ukraine’s higher education, like: unfolding discourse on university leadership at institutional and sub-institutional, sectoral and national levels; mainstreaming university leadership into all HEI activities, including teaching and learning, research, governance and management, student self-government, international cooperation etc.; facilitating inter-university cooperation, knowledge exchange and sharing; involving students into university leadership discourse and practice; launching a campaign to promote establishment of a privately funded foundation or endowment on university leadership development.  

scholarly journals An assessment of the interplay between literacy and digital Technology in Higher Education

2021 ◽  
Author(s):  
Shahrokh Nikou ◽  
Milla Aavakare
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Literacy Skills ◽  
Intention To Use ◽  
University Staff ◽  
Willingness To Use ◽  
The Impact

AbstractDigital technologies fundamentally transform teaching and learning in higher education environments, with the pace of technological change exacerbating the challenge. Due to the current pandemic situation, higher education environments are all now forced to move away from traditional teaching and learning structures that are simply no longer adaptable to the challenges of rapidly changing educational environments. This research develops a conceptual model and employs Structural Equation Modelling (SEM) using Partial least Squares (PLS) to examine the impact of information and digital literacy on 249 Finnish university staff and students’ intention to use digital technologies. The findings show the complex interrelationship between literacy skills and digital technologies among university staff and students. The results illustrate that information literacy has a direct and significant impact on intention to use; while, unlike our expectation, digital literacy does not have a direct impact on the intention to use. However, its effect is mediated through performance expectancy and effort expectancy. The authors suggest that to understand the changes that are taking place in higher education environment, more attention needs to be paid to redefining policies and strategies in order to enhance individuals’ willingness to use digital technologies within higher education environments.

Covid-19: Interdisciplinary Explorations of Impacts on Higher Education

2021 ◽  
Keyword(s):  
Higher Education ◽  
South African ◽  
Teaching And Learning ◽  
Academic Disciplines ◽  
Research And Innovation ◽  
Innovation Activities ◽  
African Higher Education ◽  
Production Knowledge ◽  
South African Higher Education ◽  
The Impact

Premised on the disruption and lessons learnt from the Covid-19 pandemic, and in meticulous response to the impact of the pandemic on higher education – especially in South Africa – this collection of chapters spotlights the effects, consequences, and ramifications of an unprecedented pandemic in the areas of knowledge production, knowledge transfer and innovation. With the pandemic, the traditional way of teaching and learning was completely upended. It is within this context that this book presents interdisciplinary perspectives that focus on what the impact of Covid-19 implies for higher education institutions. Contributors have critically reflected from within their specific academic disciplines in their attempt to proffer solutions to the disruptions brought to the South African higher education space. Academics and education leaders have particularly responded to the objective of this book by focusing on how the academia could tackle the Covid-19 motivated disruption and resuscitate teaching, research, and innovation activities in South African higher education, and the whole of Africa by extension.

scholarly journals Exploring new learning paradigms in ODL: A reflection on the paper of Barber, Donnelly and Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”.

2015 ◽  
Vol 16 (4) ◽  
Author(s):  
Tom H Brown
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Learning Theories ◽  
Learning Approaches ◽  
Policy Makers ◽  
Teaching And Learning Strategies ◽  
The Impact ◽  
The Revolution

<p class="Paragraph1"><span lang="EN-US">The paper of Barber, Donnelly &amp; Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”  addresses some significant issues in higher education and poses some challenging questions to ODL (Open and Distance Learning) administrators, policy makers and of course to ODL faculty in general.  Barber et al.’s paper does not specifically address the area of teaching and learning theories, strategies and methodologies per se.  In this paper I would therefore like to reflect on the impact that the contemporary changes and challenges that Barber et al. describes, have on teaching and learning approaches and paradigms.  In doing so I draw on earlier work about future learning paradigms and navigationism (Brown, 2006).  We need a fresh approach and new skills to survive the revolution ahead.  We need to rethink our teaching and learning strategies to be able to provide meaningful learning opportunities in the future that lies ahead.</span></p>

scholarly journals Disruptive Changing Higher Education Ecosystems: Have University Academics Been Gazumped?

2021 ◽  
Vol 4 (2) ◽  
pp. p12
Author(s):  
Dr Warrick Long ◽  
Associate Professor Lisa Barnes ◽  
Professor Maria Northcote ◽  
Professor Anthony Williams
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Education Sector ◽  
Academic Environment ◽  
Challenges And Opportunities ◽  
Disruptive Change ◽  
The University ◽  
The Impact ◽  
Teaching Workload

Continual reforms in the Australian Higher Education Sector result in ongoing significant changes to the experiences of the Australian academic. As a result, massification, internationalisation and corporatization form the landscape of academia in Australia. The Australian University Accounting Academic (AUAA) faces ongoing challenges and opportunities within this dynamic academic environment, and this study explores these challenges in relation to teaching themed issues that confront the AUAA. By using a questionnaire and interviews with AUAAs, three themes emerged, being curriculum, teaching workload, and the impact of online teaching. The “ASSET” support framework is developed from these conversations with the AUAA’s to help them become an “asset” to the university during these times of disruptive change instead of allowing the system to “gazump” them.

scholarly journals The Impact of Covid-19 Pandemic on Students’ Learning Outcome in Higher Education

2021 ◽  
Vol 13 (2) ◽  
pp. 1425-1431
Author(s):  
Andi Rahman
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Human Life ◽  
Cross Sectional ◽  
Study Results ◽  
Institute Of Technology ◽  
The Impact ◽  
Academic Year

The current Covid-19 pandemic has had many effects on human life globally, including the implementation of education. This study aimed to obtain the impact of the Covid-19 pandemic on learning outcomes in higher education. The research method used is a cross-sectional study. The data were taken from the test results at the end of the lecture, observations, and interviews. The research was conducted at the University of Muhammadiyah Lampung, IPDN Jatinangor Campus, and the Ahmad Dahlan Institute of Technology and Business, with 120 students participating. The data analysis technique used the percentage technique and cross-tabulation. The study results concluded that student learning outcomes decreased in the 2020-2021 academic year compared to the 2019-2020 academic year. The decline in learning outcomes includes knowledge, skills, and psychology. This finding has implications for the understanding of education personnel regarding online teaching and learning design during the Covid-19 pandemic.

Interdisciplinary Pedagogies in Higher Education

2017 ◽  
Author(s):  
Debora DeZure
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Interdisciplinary Learning ◽  
Professional Students ◽  
Online Tools ◽  
Interdisciplinary Problem Solving ◽  
The Many ◽  
Impact Of Technology ◽  
The Impact

“Interdisciplinary Pedagogies in Higher Education” explores the increasing integration of goals for interdisciplinary learning in American higher education. The chapter begins with working definitions of interdisciplinary learning and the many factors that have led to its proliferation. It then reviews the elaboration of new methods to teach and to assess interdisciplinary learning, emerging models of interdisciplinary problem-solving, and practice-oriented resources and online tools to assist undergraduate, graduate, and professional students and their instructors with interdisciplinary problem-solving and communications in cross-disciplinary and interprofessional contexts. The chapter concludes with the impact of technology, for example, e-portfolios and other digital and technology-enabled tools, and evidence of an emerging body of scholarship of teaching and learning focused on interdisciplinary learning.

E-Transformation in Higher Education and What It Coerces for the Faculty

2019 ◽  
pp. 355-378
Author(s):  
Ela Akgün-Özbek ◽  
Ali Ekrem Özkul
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Digital Age ◽  
Development Programs ◽  
Global Trends ◽  
Information And Communication ◽  
The Impact

With the phenomenal developments in information and communication technologies, higher education has been facing an unprecedented challenge that affects all the stakeholders. Faculty is no exception. The authors synthesize the demographic, economic, and pedagogical factors that lead to a paradigm shift in higher education and the global trends in digital technologies that impel digital transformation in higher education. They then provide a snapshot of how higher education institutions respond to this challenge and change, and the impact of these factors on the roles and competencies of faculty that need to be covered in faculty development initiatives in the digital age. Finally, examples of faculty development programs and initiatives that address the digital competencies of faculty are provided along with a summary of faculty development models for teaching and learning in the digital age.

Examining the Factors Shaping the Debate Around the Globalization of Higher Education

2019 ◽  
pp. 1-26 ◽  
Author(s):  
Vlasios Sarantinos
Keyword(s):  
Higher Education ◽  
Research Agenda ◽  
Education Sector ◽  
African Continent ◽  
Colonial Legacy ◽  
The World ◽  
Challenges And Opportunities ◽  
The Impact

The chapter explores the impact globalization has created for the higher education sector, looking at how the landscape evolved across the world and how the role of universities has been transformed. Extending the analysis further, there is an investigation of how institutions have tried to respond to the emerging challenges and opportunities presented as a consequence of the shifting field. The focus then moves to the African continent and peruses the particular development of higher education under the influence of colonial legacy and globalization, examining how institutions have endeavored to adapt. The chapter draws to an end with a reflection of the main issues, inherent limitations, and how the research agenda could be taken further.

The Challenges of the Higher Education Sector. The Impact of COVID-19 Crisis on the Educational Process—Case of Romania

2021 ◽  
pp. 37-58
Author(s):  
Dima Mihaela Alina ◽  
Fonseca Luis Miguel ◽  
Nastase Marian ◽  
Busu Mihail ◽  
Vargas Madalina Vanesa
Keyword(s):  
Higher Education ◽  
Educational Process ◽  
Education Sector ◽  
The Impact
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