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Edited by Natasha Y. Ridge and Arushi Terway
As an afterthought to the chapters in the book, this epilogue plays with the idea of looking to the future by briefly examining what is happening at earlier stages of education today. By understanding some of the objectives of the Finnish national core curriculum 2014 and taking a look at the practices at school, we can imagine the optimal skillsets that a now 12-year-old child will have when they enter higher education in a few years’ time. Optimally, we will be faced with a person with a developed understanding of how they learn best, a creative learner and problem-solver with skills in meaningful use of technology. This chapter argues that it does not mean the efficient future learners will not require teaching; on the contrary, we will continue to need competent pedagogical thinkers to guide the students on their individual paths to lifelong-learning.
Annika Zorn, Jeff Haywood and Jean-Michel Glachant
The introduction discusses how the digital trend that has substantially disrupted other sectors is transforming the higher education sector or even posing a threat to academic institutions’ core business. What could be the rationale for higher education institutions to incorporate a comprehensive digital agenda into their core strategy? Outlining the main developments over the past years in the areas of education, research and knowledge sharing, the authors argue that academic institutions are still far from grasping the full potential of what the digital offers to the academy. Not only does the adoption of online and open practices allow universities to respond to major challenges facing them today, but a digital vision also allows higher education institutions to re-define their role in society. Subsequently, the authors outline how the examples discussed in the book, stemming from a variety of academic contexts, will enrich our understanding of what ‘moving online’ might entail and how to make it work in practice.
Edited by Gita Steiner-Khamsi and Alexandra Draxler
Edited by Ellen Hazelkorn, Hamish Coates and Alexander C. McCormick
From the mid-1980s on, accountability has been part and parcel of the higher education fabric. Much research has highlighted accountability reforms and observed that balancing autonomy and accountability remains a challenge. This chapter highlights that many of the concerns can be traced back to different perceptions and expectations of pertinent stakeholders. To support this claim, insights from the public administration literature are presented, and particularly the notions of accountability forms, functions and forums. The latter notion suggests that audiences may reflect differently on accountability: a political forum (for instance, parliament) versus the public forum (for instance, mass media) versus market forums (for instance, customers). Using examples of accountability mechanism in the Netherlands, England, Norway, Austria and Italy, it is illustrated that accountability becomes quite complex particularly if types of accountability mix and accountability narratives move from one forum to the other. It is argued that a more fine-grained analysis of accountability – stripped from the normative connotations that figure largely in the higher education literature – is promising to gain more insight in the implementation and impacts of accountability regimes in higher education.