Postgraduate students' experiences and perspectives on transformation of teaching and learning in tertiary education

PurposeTertiary education has been going through dramatic transformation in recent times. Such transformation is seen in teaching and learning at tertiary education. This study, therefore, aims to understand the transformation of teaching and learning in tertiary-level education, particularly by accounting the experiences and perspectives of postgraduate learners.Design/methodology/approachThe study narrowed higher education transformation into four key drivers such as expansion, excellence, extension, external and explored their dynamics and impacts for teaching and learning in tertiary education. The data was gathered from 25 doctoral students from three different cohorts, who shared their critical reflection on their experiences and perspectives on the transformation of teaching and learning in a reflective journal. The 25 reflective journals were used as the qualitative transcripts for analysis. Standard required ethical protocols were followed in the research. The results were analysed using thematic analysis.FindingsThe findings indicate that teaching and learning in the higher education are transformed largely using technology, by engaging various stakeholders, several pedagogic methods, a range of assessments and numerous contents and materials. The findings suggest that higher education transformation has affected teaching and learning in tertiary education positively in the UAE, while identifying some relevant areas for improvement.Research limitations/implicationsSingle data and small sample size (although suitable for the study) are the limitations. The experiences and perspectives of the postgraduate scholars on teaching and learning offer relevant insights for postgraduate learners, academic, researchers, curriculum developers, policymakers. The study asserts that accounting student's experiences and perspectives supports the understanding on the transformation of teaching and learning in tertiary education.Originality/valueThe study contributes to the ongoing debate on how students are helping shape teaching and learning practices in tertiary education, particularly from the UAE context using informed critical reflection. The study contends and concludes that teaching and learning in tertiary education are continued to be shaped by emerging trends and development.

Socio-Economic Aspects of Digital Transformation of Higher Education

Aim. The presented study aims to assess the socio-economic aspects of higher education transformation based on the widespread use of digital technologies.Tasks. The author describes the essence of digital inequality (digital divide), determines the place and role of teachers and students in the transformation of education driven by digital technologies, and highlights the specific features of virtual reality.Methods. This study uses the methods of the systems approach, comparative and structural analysis, analytical and theoretical generalization.Results. The author outlines the concept of a new paradigm of education based on the widespread use of digital technologies and transformed roles of teachers and students.Conclusions. Digitalization of education has made it possible to form an individual educational trajectory based on different forms of presentation of educational content and its communication from the teacher to the student, including using such technologies as virtual reality and artificial intelligence.

Africa’s Destiny and Higher Education Transformation

Africa, the cradle of mankind and civilization, presents the best example of a people falling from the most culturally and technologically advanced society to the most backward and marginalized. While other ancient civilizations like China, Babylon, and India either transformed and survived or persisted in the case of China, the Egyptian civilization was destroyed and was never to recover. The University of Sankore at Timbuktu, established in the 13th century and recognized by many scholars as one of the oldest universities on earth, is testimony to the advancement in scholarship that Africa had attained before any other civilization. But that is all history. Instead, Africa remains the most marginalized continent, viewed by many as a hopeless sleeping giant without any hope for awakening and moving forward as part of a modern global society.

Covid-19 Outbreak and Higher Education: A Case from Taiwan

This paper aims to discuss the university transformation during the Covid-19 outbreak. We review the literature pertaining to transformation of higher education. We also provide a case study of a Taiwan university to discuss how the university takes actions to cope with the threat of Covid-19 pandemic. We expect to share a new perspective on how higher education transformation would work and describe what the future business school shall prepare for next generation learning. Lastly, we propose the post Covid-19 strategies of higher education.

IMPORTANCE OF HIGHER EDUCATION TRANSFORMATION IN THE FRAMEWORK OF DIGITAL ECONOMY FORMATION

The goal of the paper is to explore the main preconditions for the formation of digital economy and the trends in demand for labor force in the framework of digital transformation of economy. Statistical analysis of the indicators of digital readiness and labor market in the member countries of the Eurasian Economic Union reveals the discrepancy between demand and supply of labor force. The discrepancy indicates that there is a need to transform both the content and the format of the higher education system in place.

The Dawn of the Academic Revolution: An Individual Contribution to Shaping the Future of Universities

A dramatic global socio-economic transformation is challenging the traditional university models. Disruptive technologies are quickly changing the way we live and work, inducing shifts in occupational structures and pushing demand toward new skills and competences. Several factors such as the rise of neoliberalism and knowledge economy, the 2008 global economic crisis, Fourth Industrial Revolution, the 2020 COVID-19 pandemic, the continuing emergence of online learning, the amount of student debt, and employers’ dissatisfaction are generating pressure to reconsider global higher education systems. The key stakeholder groups—governments, education institutions, employers, and learners are seeking for new models that are more learner-oriented. The power struggle between various tensions within the current volatile, uncertain, complex, and ambiguous landscape generates a range of scenarios for the universities’ futures. Regardless of which scenario prevails, it is likely that academia will undergo a significantly dynamic transformation in the near future. Following a literature review shaped by personal experience in higher education, the author analyzes macro factors that may affect higher education in the forthcoming decade, with the aim of supporting strategic planning by universities. By generating a set of potential scenarios—Transformative, Market, and Fortress, the author identifies three possible futures to add to the debate about the direction and intensity of the required higher education transformation.

Renaming University Teaching and Learning Facilities in South Africa: towards the Africanisation of Higher Education

In South Africa, students and lecturers have been asking university management and government to rename teaching and learning facilities in line with the higher education transformation agenda. Strikes, demonstrations and debates regarding the decolonisation and Africanisation of higher education have been used as ways to communicate the need to fast-track the renaming process. Renaming lecture rooms, lecture theatres, laboratories, sports facilities, halls of residence, campus roads and other facilities help to embrace African culture, values and beliefs. This paper explores Africanisation by renaming of teaching and learning facilities. To understand Africanisation, a qualitative study was conducted using semi–structured interviews and observation of university facilities to understand the process of renaming. Selected naming committees, student representative members and lecturers participated by giving their views on the renaming of teaching and learning facilities. Findings from this study revealed that facilities with African names embrace African identity, ownership and brings peace and a sense of belonging to the learning and teaching environment.