Technology Management Through Artificial Intelligence in Open and Distance Learning

Technology management is a management discipline that evaluates the potential of the cutting-edge technology integration to maintain the competitive institutions, and seeks ways to use these potentials for the benefit of the organizations. The technologies that use in open and distance learning institutions for learner enrollment and course follow-ups, software that teachers use both in content presentations and evaluation stages, etc. They need to use technology in many different services and processes in the managerial dimension. In this chapter, which is conducted by using interpretive phenomenology method from qualitative research methods, it was questioned how to integrate artificial intelligence in open and distance learning systems determined within the scope of technology management for a technology-driven international university. Suggestions were made for artificial intelligence applications in the management of open and distance learners.

Academic Entrepreneurship and Its Challenges

An emerging country like India demands a high level of entrepreneurial development for its economic growth as the scope of entrepreneurship is tremendous here. There is a particular reason that developing countries are trying to put in to entrepreneurship education in the higher education institutions (HEIs). Higher education institutions (HEIs) have been playing a major part in current economic development through innovation grant program. The idea of entrepreneurial university can be seen as the universities those have proved to be the best in critical economic development condition. The prime focus of this chapter is to understand the concept of academic entrepreneurship efficiently, to analyze the entrepreneurial challenges in Indian technology universities and how it is related to regional growth. The literature on these entrepreneurial pillars are still quite sparse, and the authors have tried to focus on all the important aspects of them. These orientations of this archetype for facilitating Indian economic growth are discussed, and the challenges are identified.

Impact of the European Higher Education in the World Initiative on Higher Education

This chapter looked at the implications of Brexit on the recruitment of international faculty, students, and the ability to obtain research funding. Higher education stakeholders have legitimate concerns regarding the impact of the UK's separation from the EU. In preemptive moves, students are transferring to institutions outside the UK and EU to universities that are welcoming and accommodating the special needs and circumstances of international scholars. Researchers are prematurely dissolving collaborative partnerships with colleagues to mitigate complications and lost funding expected, as a result of Brexit. There are universities exploring possible locations for new satellite campuses in other countries. Through the development of policies and treaties such as the Bologna Process, Lisbon Strategy, European Higher Education in the World initiative, the European Union has demonstrated the importance and purpose of higher education both in Europe and at the international level.

Prospective Students' ZMOT in ICT-Based International Universities

The zero moment of truth (ZMOT) is a concept related to marketing that is changing gradually the traditional strategy used to select a product or service offered in the market. This concept has gained popularity among consumers due to the internet, but ZMOT has been barely analyzed during the selection process of prospective students choosing an international HEI (higher education institution). The objective of this chapter is to reflect how the combination of ZMOT, FMOT (first moment of truth), and SMOT (second moment of truth) is a successful strategy for global universities based on digital marketing to attract prospective students. An educational procedure that can be followed by technology-driven international HEIs, and by universities aiming to attract prospective students. In this sense, the authors propose a brand-new concept entitled PSA (potential for student attraction) that they apply to two campuses (Guadalajara and Mexico City) of the Tecnológico de Monterrey, Mexico.

Transformation of Higher Education in China

Facilitated by the explosion of technologies, globalization is the catalyst for many changes in society and its workings. Higher education is no exception. In the present chapter from a teaching methods perspective, the authors consider China's higher education system and the transformations it is undergoing, largely as a response to globalization. Given that the employment capabilities of graduates are influenced by teaching methods they experienced throughout their education, and in turn, once gaining employment graduates' capabilities make some on the nation, it is appropriate and useful to adopt a teaching methods perspective on educational transformation. Thus, to further understanding of the status of teaching methods in China, the chapter reports on a study comparing Chinese adult education methods with Western educational methods. A conceptual framework of the principles of andragogy is used. The study results, consistent with other literature of adult education in China, indicate that some andragogical elements are used by Chinese educators.

Assessment of Opportunities and Implementation of Blended Learning Strategies in Nigeria Higher Education

The chapter investigated the facilities available, extent of usage, and the various methods, perspectives, and strategies of blended learning used as well as possible challenges in Nigeria higher education using Obafemi Awolowo University, Ile-Ife as a case study. The descriptive survey research design was adopted. An instrument titled “Questionnaire on Opportunities and Implementation of Blended Learning” was administered on 216 lecturers selected by simple random sampling technique. Data collected were analyzed using frequency counts and simple percentages. The results showed that facilities are fairly available and there is moderate extent of usage of the available facilities for incorporating blended learning strategy. Lecturers used 21 different methods, the five blended learning perspectives, and four different strategies. Various challenges were identified. The study concluded that opportunities were available for lecturers to implement blended learning strategy into the classroom instruction delivery if the major challenges faced are properly addressed.

MOOCs and the Challenges They Pose to Higher Education

Technologies come and go at an alarming rate, and the length of time any one technology exists before being supplanted by a newer technology is growing even shorter. In colleges and universities, this rapid technological replacement rate can hold immense implications for both the development and delivery of education. When technology transience is considered, institutions of higher education look at how specific incarnations of technology come and go, the length of time they are in existence, and their use within a given context. And because education has historically been so closely intertwined with technology, it becomes an investigation into not only education but also lifespan development, societal adaptation, and a myriad of other factors in which technology driven international universities will exist and or cease to exist.

Applying Universal Design for Learning to Create a Transformational and Accessible Learning Framework for a Technology-Driven International University

Universal design for learning (UDL) guides the developers of the technology-driven international university to design flexible academic programs and design features of the supporting academic units. Faculty, staff, and administrators share a moral responsibility to enable all people to access educational opportunities. Adherence to UDL guidelines ensures accessible academic programs and acknowledges that humans vary in their capacity and location to receive educational and research experiences. The chapter first examines transformational features of the technology-driven internal university, describes the UDL framework, and applies the UDL guidelines to academic programs (UDL-C) and administrative units (UDL-A). Recommendations and further research are suggested applying UDL across a technology-driven international university.

Towards a Magic Cube Framework in Understanding Higher Education 4.0 Imperative for the Fourth Industrial Revolution

Higher Education in the Fourth Industrial Revolution, or HE 4.0, is an umbrella term for accommodating different manner of teaching and learning, research and innovation, service, and infrastructure that are often portrayed as key elements of a university. Despite the imperative of HE 4.0, the truly transformed HE environment is still far from reality. This discrepancy raises many questions such as (1) What makes HE4.0 so special? and (2) How could the potential good of HE 4.0 be unlocked? This chapter seeks to add to the literature by offering a “magic cube” framework, which includes diverse axes, faces, and layers/slices, in understanding various inter-related factors. The result of this study (i.e., the magic cube framework for HE 4.0) is developed to support all stakeholders of higher education system to fully grasp the strengths of HE 4.0 in response to the Fourth Industrial Revolution.

Developing On-Campus and Distance Learning Systems in Higher Education

The purpose of this chapter is to argue that developing on-campus and distance learning systems in higher education will depend largely on developments in mobile technology. Structuration theory will be used in understanding on-campus and distance learning systems in higher education. It can assist institutions to consider questions of why the use of technology must not be taken for granted and what might be the challenges and opportunities of technology. Developments in mobile technology are widening the space of learning in on-campus and distance learning systems in higher education by allowing flexible and instant access to rich digital resources. Mobile learning can also play a significant supplemental role within university education. Challenges facing on-campus and distance learning systems is meeting the ever increasing and diversified demands for higher education. Universities, which adopt on-campus, distance learning systems, and become dual-mode institutions, consider the mode to be one of the strategies through which they can achieve increased enrolments.