scholarly journals Digital transformation of Higher Education: what’s next?

New Vistas ◽  
2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Dinusha Weerawardane

The Covid-19 pandemic has exponentially accelerated digital transformation within the higher education sector, and has given us the opportunity to re-think and re-shape how we do things. This article explores what true digital transformation looks like, where it could potentially lead us and what universities of the future might look like.

2021 ◽  
pp. 193672442110021
Author(s):  
Emily Milne ◽  
Sara J. Cumming

Public confidence and trust in higher education has declined (Johnson and Peifer 2017) and the future of the higher education sector has been questioned (AGB 2020). More specifically, the discipline of sociology is considered to be in “crisis” and applied sociological approaches are offered as a solution (Graizbord 2019; Weinstein 1997). The purpose of this introduction article as well as the broader special issue is to explore the nature and state of applied sociology in Canada. With a collection of seven articles authored by Canadian sociologists on topics including application research, reflections on process, and teaching practice, this special issue provides a platform to discuss and showcase the distinct nature and contributions of applied sociology in Canada as well as highlight the work of Canadian applied sociologists.


2021 ◽  
Author(s):  
Nuryadi Wijiharjono

The purpose of this article is to reveal the experiences of the higher education accreditation model and expectations of the freedom to learn policy or “Merdeka Belajar-Kampus Merdeka” (MBKM). Indonesia has more than 4000 higher education institutions that are building quality to educate the nation’s life. But only a few of these managed to become centers of excellence. There has been a widening quality gap between universities in Java and outside Java. Without radical policies in the higher education sector, the future of the young generation will be threatened. MBKM policy, with a few notes, can be an alternative solution for the 21st century.


Futures ◽  
2010 ◽  
Vol 42 (5) ◽  
pp. 445-453 ◽  
Author(s):  
Eddie Blass ◽  
Anne Jasman ◽  
Steve Shelley

2021 ◽  
Author(s):  
Zanda Rubene ◽  
◽  
Linda Daniela ◽  
Edīte Sarva ◽  
Arta Rūdolfa

The project “Life with COVID-19: Evaluation of overcoming the coronavirus crisis in Latvia and recommendations for societal resilience in the future” (CoLife) was launched in Latvia in the summer of 2020. In this project, researchers representing different fields of social sciences were involved; researchers of education sciences were aiming to find out how the COVID-19 crisis contributed to the digital transformation of education and which changes in education caused by the COVID-19 crisis situation should be maintained in the future. The results of the project are a scientific prognosis on future action scenarios related to the digital transformation of education in Latvia, scientifically backed recommendations for related competency transformation, and tools for evaluating proposed solutions from the perspective of education to conceptualize recommendations for policy-makers on the digital transformation of education in relation to the digitalization and use of digital solutions at all levels of education (preschool, general education, higher education), thus laying the foundation for establishing and implementing a flexible and student-focused education. This article is dedicated to conceptualizing the recommendations for policy-makers on the digital transformation of education using the Delphi method.


2021 ◽  
Vol 29 ◽  
pp. 94
Author(s):  
Leire Guerenabarrena-Cortazar ◽  
Jon Olaskoaga-Larrauri ◽  
Ernesto Cilleruelo-Carrasco

A growing concern for sustainability has extended to the higher education sector resulting in institutional statements, specific actions with the goal of reducing the environmental impact, or communication policies aimed at lecturers and students. However, the slow pace by which the institutions operating in this sector are adapting their curricula is frustrating, even more so, when considering the hope towards education and its ability for sensitizing and educating the future leaders of our society. The obstacles hindering the introduction of sustainability in the university curricula have thus become a matter of research. This article presents an investigation on: a) obstacles to curricular sustainability perceived by teachers and b) relationship between teacher training and awareness (attitudes and self-perception of competence for sustainability).


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