Strategies to Meet The Challenges Of Global Education: Prospects of Asian Higher Education

Since human development is a key input to the goal of inclusive and shared economic growth and poverty alleviation, we need to put considerable emphasis on human development. Human capital, in a broad sense, includes education, skills, training, health and other related factors of work forces that determine their overall productivity and capacity to seize opportunities created by economic progress. In this globalized world, the idea and thoughts of internationalization of higher education especially in developing countries like Bangladesh has been deduced from globalization of education process.

UniMAP 2025: Foresighting for a Frenzied Future

George Orwell, the English author, in his book called “Nineteen Eighty Four” wrote about life set in the year 1984, painting a depressing picture of a world filled with propaganda, never-ending war, and a life occupied with pervasive scrutiny of one’s life by others. One of the tools Winston, the protagonist in the dystopian novel, has to contend with is the telescreen. Its functions are to monitor a person’s movement and capture their conversation where ever they may be, including in private places such as one’s own home. What is very compelling about the book, we find, is that it was written in 1949. Orwell was able to predict rather splendidly what he thought life would be like 35 years ahead of the time he wrote the book. Now, fast forward 69 years later, Orwell’s telescreen is really not very different from our smartphones and other social media devices. Our smartphones now not only keep information about us once we log in, but are able to gather information from our speeches even when we are not talking into it! Orwell’s 1984 is an epitome of foresight, as it is not only the telescreen in the novel that we can identify with in the 21st century, but many other aspects of the current sociopolitical goings-on in the world. If Orwell were still alive today, we would like to ask him – what would higher education be like in the next ten years?

MOOCs as Disruptive Innovation in Higher Education

The advancement of technology in higher education is always perceived as a valuable innovation that create better impact to the society. The advent of the Internet for instance, has magnificently created important features in learning environment globally. Higher education community optimizes the Internet as an essential resource, communication platforms and dynamic tools in their core teaching-learning, research, consultation activities, entertainment and many others. Moreover, innovations such as mobile technology has successfully broadened access to the Internet and related online services and facilities. Higher education institutions as the hub for technology development and innovation have invested in virtual learning environment to support current needs of global population. Related to this fact, e- learning modules and contents are offered across universities, and interested learners in public communities are benefited by this opportunity. Educators and experts in higher education institutions are delivering their knowledge, discoveries and expertise via e-learning platforms and other supported technology. Equally important, e-learning has successfully expanded opportunities for lifelong and flexible learning, and offered a solution for practical issues and increasing student numbers. As a matter of fact, e-learning has been proposed as a promising way out for many complex issues such asfunding constraints, increasing demand and access to higher education while improving quality and high impact educational provisions in many countries. While addressing these issues, higher education administrators, educators, researchers and policy makers have developed responses in various frameworks. Initiatives such as Competency-Based Online Programs, development of open source materials, flipped classroom and Massive Open Online Courses (MOOCs) have contributed towards reducing cost of higher education as well as increasing access to higher education. MOOCs technology has proven its capability to reach massive audienceof about 30,000 students at a time. Across the globe, MOOCs offer free access to online course lectures, self- paced lessons, readings, problem sets, blogs, discussion boards, peer assessment and even online discussion group platforms for global students (Leon and Price, 2016). In 2017, MOOCs offered more than 9,400 courses with more than 500 MOOC based credentials according to data gathered by Class Central. Excitingly, MOOC platforms have recorded more than 81 million learners to date (Class Central, 2017).

New Learning, New Teaching, New Entrepreneurship, New Eco-sphere

As it is known, China is a country with a long history, and in this Internet Age, changes are taking place in China at high speed. The new leadership of China is faced with a series of complex challenges. In September 2013, Chinese President Xi Jinping proposed a Silk Road Economic Belt and in October a 21st-Century Maritime Silk Road; together now referred to as the Belt and Road Initiative. The Initiative aims at building a community of shared interests, responsibility and destiny with mutual political trust, economic integration and cultural inclusiveness. Investments and trade cooperations are major tasks in building the Belt and Road. As a member of higher education community, how could we be of any assistance in solving the employment problem for the government, upgrade the traditional foreign trade for the enterprises and train innovative students for the society? Consequently, I select the theme Disruptive Innovation: Shifting the way of learning. And the title of my sharing is “New Learning, New Teaching, New Entrepreneurship & New Eco-sphere”.

An Asian Disruptive Collaboration for the “Now” Generation, Why Not?

The present young generation in Indonesia recently use the nickname of the “now” generation, or the “now” era, which is somehow similar with the more popular term “digital natives” (Prensky, 2001). The term “now” refers to something which is totally different, and not connected to the past. When the “now” generation of students come to class, most of them do not bring any book nor any note, not even a pen! They just bring a sole but powerful device, the smartphone. In the classroom or anywhere they go, they are always busy with it. They usually do multitasking & parallel processes like chatting, texting, searching, while constantly bombarded with games, music, videos and social media. When they study or write a paper, all gadgets are turned on simultaneously: the computer to work on, stereos, television, and off-course the smartphone to keep getting connected. All the gadgets are in function at once.

An Assessment of E-Learning System for Instructors and Students of Panpacific University

Through teaching innovations, E-learning play a vital role in education. The researcher attests by determining the e-learning systems influence on students and instructors. In order to know the perceptions of the students and Instructors the researcher conducted a survey regarding their current experiences. The main purpose of the study was to investigate the impact of elearning used by the School of Computer Studies at Panpacific University. This study will detail the e-learning impacts which had on Instructors and Student participant’s performance about the level of user satisfaction and productivity, utilization and problems encountered. The study found out that the use of e-learning systems shows a positive effect on student learning. Instructors utilized e-learning system as presentation and preparation tool in teaching and learning. Most instructors positively confirm that e-learning supports teaching and learning effectively implemented.

Changing the Context of Education through the Concept of an Assembly University

Technological development is proceeding at a greater pace across broader scales and with deeper human impacts than at any previous time. It is a primary driver forboth economic globalization and disruptive innovation. Undoubtedly, technological development has brought importantsocial benefits. However, it has also presented significant challenges. This paper introduces three such challenges within the context of the academia. Next, it examines how lessonsregarding the disruptive potential of sharing economies in the broader marketplace might be applied in transforming the context of higher education. To this end, the paper defines the concept of an Assembly University. Finally, it outlines certain steps taken by Dongseo University (DSU) toward implementing the Assembly University concept as a benchmark of best practices.

Strengthening Character Education Patterns and Local Wisdom Through Ulos Balige Weaving Learning, North Sumatra

The high level of technological and information progress has resulted in the decline of people's love for local wisdom so that people do not understand the meaning of the existence of Ulos as a cultural heritage that is rich in the values of life's wisdom. This study aims to analyze the strengthening of character education based on local wisdom through learning Ulos weaving in Balige North Sumatra. The qualitative research analysis unit with this case study approach is that the people in Balige were selected by purposive sampling. Data collection techniques with observation, in-depth interviews, and documentation. Interactive models then analyze data validity by source triangulation. The results showed that through Ulos Balige weaving learning in tutoring can be achieved a balance of the conscience, spiritual, and intellectuality of the community related to the creator through the content of philosophical values in the symbol of Ulos. Ulos weaving learning which is done classically through theory and practice has a positive impact on the formation of the character of the community by the values of local wisdom.

Academic Libraries and Librarians in the Disruptive Era

The past few decades have introduced us to the Digital Natives, a generation born in the 1980s, who have been familiar with Information and Communication Technology (ICT) and the myriads of ICT products since the day they were born. The last decade has also made us familiar with numerous disruptive innovations and technologies that have now been so pervasive in our daily lives and have ‘threatened’ many established practices on how we conduct our lives and businesses, such as ride-sharing (Uber, Grab, etc.), accommodation-sharing (AirBnb), and the blockchain technology that has been applied in more and more aspects of life, with Bitcoin as one of its applications in the crypto currency sector. Those changes and disruptions have not spared the higher education (HE) sector. Nowadays HE institutions need to take into account the characteristics of the Digital Natives, and various disruptive innovations and technologies if they want to remain relevant and stay ahead of the competition in the sector. All aspects of HE – including academic libraries, are not immune to these changes and disruptions. In the past, academic libraries have tended to play their roles as the storehouse of information and the provider of space for individual learning. The advent of the Digital Natives and disruptive technologies have led some in the HE sector to argue that academic libraries would soon lose their relevance since nowadays information can be accessed digitally from anywhere and at any time. People who believe this line of thinking have given some examples. One of them is the demise of Blockbuster (movie rental) stores in the United States (US) with the emergence of online video/movie streaming services. However, many forget that libraries, including academic libraries, also have their social functions besides their traditional roles as an information storehouse and individual learning space. Due to their social functions, libraries have even been viewed as one of the most democratic spaces that societies have. This is especially true in the case of public libraries, but also – to some extent – true for academic libraries, where they also perform their functions as community hubs.

The Implementation of Blended and Student Centered Learnings at Universitas Kristen Krida Wacana

In this globalization era, higher education institutions are required to provide their students with essential skills to survive the industrial revolution 4.0. This phenomenon becomes more apparent in developing countries, where globalization is unavoidable and the utilization of advanced technology becomes a necessity. Blended learning (BL) and student center learning (SCL) may become the means for students and lecturers to be active participants of the learning processes. The purpose of this paper is to present our effort in preparing students to be more confident, self-reliant, eager to compete and collaborate as well as to master new knowledge in the field they have chosen to study. Six samples of SCL classes and one sample of BL class are described. Quantitative and qualitative approaches were applied to measure the process of implementing the learning methods. Results indicate favorable outcomes. It is recommended to use BL since it will include SCL in the near future to all classes offered at UKRIDA.