Three Types of Interaction

Higher education has faced many challenges since its meager inception. However, higher education today faces its greatest combinations of challenges: economic uncertainty, accountability, globalization and emerging technologies that are daunting to learn and intimidating to implement. VUCA accurately describes this complex, evolving and dynamic environment confronted by global higher education. Therefore, global higher education institutions are attempting to develop the capacity to adapt and modify the new models of knowledge, information and change. In the Industrial Era, work got done in silos with adherence to process and the cult of efficiency. However, this type of working will no longer suffice in an era characterized by flux and change--the VUCA world.

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Global Higher Education in a VUCA World: Concerns and Projections

This article reports a study on the actual use of technologies in a graduate-level distance course on information systems analysis and design. The results indicate four conclusions. First, commonly used Internet technologies (e.g., e-mail, Web, FTP, listserr, and ZRC) and traditional technologies (e.g., mail, telephone, and fax) are sufficient for delivering a rather technical and hands-on distance course. Second, among those technologies, fax was the favorite method for submitting assignments, and e-mail was the most used method for communications and dialogues. Third, communication related to the submission of assignments accounted for an outstanding proportion of all e-mail messages. And fourth, minimal control of technology use helped the instructor and the students focus on the subject matters, and students achieved big learning performance and satisfaction. Implications for distance education are discussed. Distance education is a process that creates and provides access to learning when time and distance separate the source of information and the learners. Technology-assisted distance education (Eddy; Burnett, Spautding, St. Murphy, 1997) has become increasingly common in recent years, owing to the extremely rapid expansion of distance-education technologies. These technologies have been evolving from traditional technologies such as mail, telephone, and fax, to instructional television (Wheeler, Batchglder, &: Hampshire, 1997), to VCR-based technology, and computer systems such as the Internet. With the increasing availability of the Internet to most potential distance students, Internet-based distance courses are booming. Although there are many...

A Case Study on Technology Use in Distance Learning

Globalization has forced higher education into a new world, a world of change, instability and ambiguity, shaped by an increasingly integrated world economy, technology, an international knowledge network, and other forces beyond the control of higher education institutions. Futurists predict that the education systems of tomorrow will be drastically different from those of today. They forecast innovative approaches to teaching and learning will proliferate and will be used more effectively because of technology and telecommunications. Traditional universities historically have been producers of knowledge in the form of human capital, research, and scholarship and are now challenged to tap into the expanding need for lifelong learning. The need and desire for higher education are growing, but higher education is challenged to make significant changes driven by globalization and technology.

http://journal.julypress.com/index.php/jed/article/download/529/399

The Development of Global Higher Education in a World of Transformation

This chapter introduces design thinking as an educational approach to enhance creative problem-solving skills. It is a problem-based learning paradigm that builds on three pillars: A creative problem solving process, creative work-spaces and collaboration in multi-perspective teams. This chapter discusses central elements of design thinking education and contrasts the approach to conventional education as well as other problem-based learning paradigms. In particular, design thinking classes harness a unique “look and feel” and “verve” to help students acquire and experience creative mastery. Furthermore, the chapter overviews empirical studies on design thinking education. Four studies are described in more detail: Experiments on the three pillars of design thinking and one case study where a university class curriculum has been changed to a design thinking paradigm. Finally, the chapter provides resources for readers who want to learn more about design thinking education. Design Thinking in Higher Education: How Students become Dedicated Creative Problem Solvers

Design Thinking in Higher Education: How Students become Dedicated Creative Problem Solvers

Global higher education leaders face the most explosive political environment in the history of higher education in the world due to decreased financial resources coupled with increased accountability. As revenues become scarcer, calls for accountability continually increase the five often-competing forces driving change in global higher education. In order to gain a more holistic view of accountability, the authors focus on five major shifts in global higher education: 1) Supply: financing; move from statesupported to state-assisted; 2) Demand: students; by 2020 minority students will be the majority; 3) Delivery: competition; faculty, f2f, online, technology, etc.; 4) Structure: new structures in different locations, internationalization, no longer brick and mortar, brick and click; 5) Productivity: management by objectives and results orientation.

Observations through a Keyhole: The Changing Dimensions of Global Higher Education

Standardization, Hybridization, or Individualization: Marketing IT to a Diverse Clientele

The United States is facing a new and unique demographic shift in population. The population change coupled with the globalization of the world’s economy has now created new opportunities, as well as challenges for the United States and the world. These challenges have become the new mission of many institutions of higher learning, some of which are uniquely placed to become the change agents of the future in a diverse, multicultural and global society (Teichler, 2003). In the United States, the traditional path to obtaining a college degree is quickly becoming the exception rather than the rule (Adams & Eveland, 2007). In short, universities are now faced with providing educational opportunities to not only Felicia Blacher-Wilson Southeastern Louisiana University, USA

Marketing Services Globally: The Benefits of E-Learning

Financing Distance Education in a Time of Economic Challenge

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Observations through a Keyhole: The Changing Dimensions of Global Higher Education

Standardization, Hybridization, or Individualization: Marketing IT to a Diverse Clientele

Marketing Services Globally: The Benefits of E-Learning

Financing Distance Education in a Time of Economic Challenge