GAIHE Survey Report Results (original) (raw)
Related papers
Governance and Adaptation to Innovative Modes of Higher Education Provision. Research Report
2016
This project examines innovative modes of higher education provision, as well as ways in which the management and governance of higher education are changing in support of innovations in higher education provision. At a time when more students than ever are attending higher education, its provision is becoming more fluid, global and competitive. For example, developments in new technologies mean that higher education institutions (HEIs) can make their courses available all over the world. These developments bring into question the traditional delivery model of higher education institutions, which tends to be confined to physical-and hence geographically defined-course offerings. The project, which started in October 2013 and was completed by the end of June 2016, was funded by the Lifelong Learning Programme of the European Commission. Partnership. Our Europe-wide consortium consists of 12 partner institutions (universities, higher education institutions and research institutes) across 9 European countries. Methodology. The methodological approach followed by the project consisted of desk research, the development and implementation of an online survey to gather the perceptions of higher education leaders on innovation, and the production of institutional case studies to determine best practices. The survey was disseminated across representatives of higher education institution leaders in 47 institutions in 9 countries (
Governance and Adaptation to Innovative Modes of Higher Education Provision
In the context of the ever growing use of technology through e-learning and open-courseware, our paper presents a project that is being carried out by a consortium of twelve partners and is coordinated by the University of Maastricht. This project sets out to examine the evolution of the innovative modes of higher education provision in teaching and learning across Europe, the motivations for their emergence as well as the ways in which higher education management and governance have responded and adapted to such new modes of provision. In the highly competitive sector of HE, while attempting to enhance the quality of teaching and learning, the increasing range of teaching and learning providers (encouraging both new delivery models and the ‘unbundling of delivery’ through partnerships, spin-out organisations, franchising, etc.), has challenged the ‘traditional’ model of university and stimulated changes in the provision and management of higher education. Our paper describes the general framework of the project, foregrounding the first preliminary results of the project to be presented and discussed during the conference in July as part of what will be the first European-wide analysis of such innovative modes of provision in teaching and learning in Europe.
Research Result.ECONOMIC RESEARCH SERIES, 2015
T his paper is an attempt to analyze the contemporary phenomena affecting higher education. The main impact and dynamics of the innovative practices in the system of higher education are studied. The authors consider the process of globalization, the changing of supply and demand in higher education, and changes in funding of higher education as factors that have the most significant impact on the functioning of the world market of educational services, and determine the development and implementation of the innovative practices in the higher education system at the present stage of its development. J K e y w o r d s : the system of higher education; innovative practices; globalization; supply of and demand for higher education; higher education fundingt.
Technological innovation and change in the university
of the elements making up the virtual university system, which will be illustrated below. One initial limitation, of a global nature, is the degree of familiarity with the new technologies (computer literacy). By people here we mean both the users of the educational offer and the human resources normally implicated in the process of introduction of the new technologies for the supply of education within an open and flexible higher educational system. There are many initiatives in progress at local, regional, national and international level aimed at overcoming this limitation. Among these, worthy of a special mention on account of its importance and its synergetic approach, is e-Europe 2. Another limitation is the shortage of new professional figures required in the educational centres, and of the various technical figures and those with the necessary organisational skills for the realisation, implementation and management of an educational system based on the new technologies, as well as tutorial figures to provide specific didactic assistance. As will be highlighted below, one effect of the introduction of the new technologies into the educational system is paradoxically the very fact that it will create new and highly important figures of intermediary between the users and the global network system, for which, in the current state of affairs, no appropriately established training courses exist. Another restricting factor is the fact that there is still a very limited awareness of the exceptional economic and social importance of an open and permanent higher education system, characterised by flexibility, ease of access, richness of the educational offer, and permeability between different options. More specifically, we observe how frequently there is an assumed identification of higher education with traditional university courses. The latter, as it is generally currently understood, is instead only a part-albeit still of fundamental importance and with a vast density of potential which is not always fully exploited-of a more articulated and diversified system which goes from the post-scholastic to the post graduate and on into lifelong learning etc. (see Fig. 2). One significant example of the rigidity of the present system is the fact that access to higher education is denied to those who, although of adult age, are without a secondary school diploma, even though their maturity or preparation could be easily ascertained through entrance exams, or through the assessment and valorisation of independently acquired experiences and skills.
Reforms and Innovation in Education
Springer eBooks, 2017
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ON THE DRIVERS, BARRIERS AND CHALLENGES OF INNOVATION IN UNIVERSITY EDUCATION
The article provides a preliminary theoretical consideration focused on the delineation of innovation in university education, differentiating four distinctive areas of the innovation. Drivers as the “motors” of the respective innovation are specified and basic innovation-oriented university stakeholders are identified. Article deals also with the theoretical analysis of barriers of innovation in university education and delineates basic prerequisites for its fruitful implementation.