Changing Cultures in Higher Education (eBook)

Moving Ahead to Future Learning

Ulf-Daniel Ehlers, Dirk Schneckenberg (Herausgeber)

eBook Download: PDF

2010 | 2010
XXXIV, 533 Seiten
Springer Berlin (Verlag)
978-3-642-03582-1 (ISBN)

Infos

More and more educational scenarios and learning landscapes are developed using blogs, wikis, podcasts and e-portfolios. Web 2.0 tools give learners more control, by allowing them to easily create, share or reuse their own learning materials, and these tools also enable social learning networks that bridge the border between formal and informal learning. However, practices of strategic innovation of universities, faculty development, assessment, evaluation and quality assurance have not fully accommodated these changes in technology and teaching.

Ehlers and Schneckenberg present strategic approaches for innovation in universities. The contributions explore new models for developing and engaging faculty in technology-enhanced education, and they detail underlying reasons for why quality assessment and evaluation in new - and often informal - learning scenarios have to change. Their book is a practical guide for educators, aimed at answering these questions. It describes what E-learning 2.0 is, which basic elements of Web 2.0 it builds on, and how E-learning 2.0 differs from Learning 1.0. The book also details a number of quality methods and examples, such as self-assessment, peer-review, social recommendation, and peer-learning, using illustrative cases and giving practical recommendations. Overall, it offers a step-by-step guide for educators so that they can choose their own quality assurance or assessment methods, or develop their own evaluation methodology for specific learning scenarios.

The book addresses everyone involved in higher education - university leaders, chief information officers, change and quality assurance managers, and faculty developers. Pedagogical advisers and consultants will find new insights and practices for the integration and management of novel learning technologies in higher education. The volume fosters in lecturers and teachers a sound understanding of the need and strategy for change, and it provides them with practical recommendations on competence and quality methodologies.

Ulf-Daniel Ehlers is Adjunct Associate Professor of the Graduate School for Management and Technology of the University of Maryland University College, and Assistant Professor in the Department for Business Information Sciences of the University of Duisburg-Essen. He has coordinated many European and national lighthouse projects, and is Vice-President of the European Foundation for Quality in E-Learning. Ulf has developed the Learners' Quality Model for e-learning, is advising governments and international NGOs in the fields of technology enhanced learning.

Dirk Schneckenberg is Professor of Strategic Management at the ESC Rennes School of Business in France. His research interests are organizational learning, knowledge management and innovation strategies for firms, as well as the necessity to rethink business and higher education for the 21st century. He has managed research projects funded by the European Commission and published around 40 refereed papers in journals, books and international conference proceedings.

Inhalt

Foreword 5
Preface 7
Contents 11
List of Figures 15
List of Tables 17
List of Editors and Contributors 19
Introduction: Changing Cultures in Higher Education 33
1.1 Drivers and Directions of Change in Higher Education 34
1.1.1 Changing Cultures for Future Universities 36
1.2 Overview: What Can You Expect? 38
New Challenges for Universities: Why They Must Change 47
2.1 Introduction 47
2.2 The Pressure for Change 2.2.1 Universities 1.0 48
2.2.2 The Growth of a Knowledge-Based Economy 49
2.2.3 Skills and Competencies in a Knowledge-Based Economy 50
2.2.4 The Central Significance of ICT in Knowledge-Based Economies 51
2.2.5 The Implications of Change 54
2.3 Will Universities Change? 54
2.4 Driving Change 56
2.4.1 Increase the Institutional Incentives for Change 56
2.4.2 Professionalize the Training of University Teachers and Provide Better Incentives for Innovative Teaching 56
2.4.3 Management Training for Senior University Administrators 57
2.5 Conclusion 57
Learning Innovation for the Twenty-First Century 58
3.1 Introduction to Learning Innovation 58
3.2 Introducing Learning Innovation at the University of Leicester 59
3.2.1 Students Experience and Learning 60
3.2.2 Institutional Positioning 61
3.2.3 Benefits of Learning Innovation 61
3.2.4 Deciding How and Where to Focus: The Nature of the Learning Innovation Strategy 62
3.2.5 Core Capabilities 62
3.2.6 Differentiation of Learning Technologies 63
3.2.7 Constant Innovation 63
3.2.8 The Challenges of Change 64
3.2.9 Quadrant One 65
Development Research 65
3.2.10 Quadrant Two 66
3.2.11 Quadrant Three 66
3.2.12 Quadrant Four 66
3.2.13 Innovation to Mainstream Processes 66
3.3 Implementation Partners for the Strategy at Leicester 67
3.3.1 Learning Innovation Research 67
3.3.2 Communication Strategy 68
3.3.3 Human Resources (HR) 68
3.3.4 IT Services (ITS) 68
3.3.5 Learning Futures Academy 69
3.3.6 Evaluation Criteria 70
3.4 UK Policy Context 70
3.5 Conclusions 71
“They had People Called Professors. . .!” Changing Worlds of Learning: Strengthening Informal Learning in Formal Institutions? 73
4.1 Introduction 73
4.2 What is Informal Learning? 74
4.3 Accelerating Global Phase Change 76
4.4 Creating Informal Learning: Learnscaping 77
4.5 The Big Picture 78
4.6 Conclusion 83
Transforming Universities 85
5.1 A Theory of Change 85
5.1.1 Establishing a Sense of Urgency 85
5.1.2 Forming a Powerful Guiding Coalition 86
5.1.3 Creating a Vision 86
5.1.4 Communicating the Vision 86
5.1.5 Empowering Others to Act on the Vision 87
5.1.6 Planning for and Creating Short-Term Wins 87
5.1.7 Consolidating Improvements and Producing Still More Change 88
5.1.8 Institutionalizing New Approaches 88
5.2 The Role of Structure 88
5.3 The Role of Culture 90
5.4 The Role of Leadership 92
5.5 The Role of Governance 93
5.6 The Quest for Meaning 95
Section A New Strategies for a Culture of Change and Innovation in Universities 98
Stories of Change: The University of Zurich, Switzerland 99
6.1 The Role of e-Learning at the University of Zurich 99
6.2 Three Drivers of Change 100
6.3 How Did We Initiate Cultural Change in the Organization? 100
6.4 Three Recommendations 101
Shaping Learning Cultures: A Strategic Challenge for Universities 102
7.1 Grievances and Lamentations 102
7.2 Who Generalizes, Generally Lies: Addressing the Right Questions 103
7.3 Prescribing and Describing Learning Cultures at Universities 105
7.4 From Reflection to Action: How to Shape Learning Cultures on the Strategic Level at Universities? 107
7.5 Stopping, but not Finishing . . . 111
Faculty Development in Context: Changing Learning Cultures in Higher Education 112
8.1 Introduction 112
8.2 Teaching in Higher Education 114
8.2.1 New Challenges for Teaching 114
8.2.2 Steady Teaching Cultures 116
8.2.3 A Cultural Approach to the Study of Learning Cultures 118
8.3 Faculty Development Shapes Learning Cultures 120
8.3.1 Faculty Development for Novice Teachers 120
8.3.2 Assessing Faculty Development in Higher Education 121
8.4 Towards a Holistic Perspective on Faculty Development 125
8.4.1 Environmental Factors Affecting Learning Transfer 125
8.4.2 The Specificity of the Context in Assessing Learning Transfer 127
8.4.3 Research Interest 128
8.5 Concluding Remarks 129
Open Content, Open Learning 2.0: Using Wikis and Blogs in Higher Education 130
9.1 Introduction 130
9.2 Management of Change 131
9.3 Open Learning 132
9.4 Negotiation of Meaning 133
9.5 Reflective Thought 133
9.6 Web 2.0 133
9.7 Open Content 134
9.8 Learning 2.0 and Self-Organization 135
9.9 Personal Spaces for Learning 136
9.10 Social Connections for Learning 136
9.11 Adaptive Frameworks 137
9.12 Blogs 137
9.13 Wikis 138
9.14 The Five-Stage Wiki Activities Model 139
9.14.1 Benefits 140
9.14.2 Limitations 141
9.15 Conclusions 141
Stories of Change: The National University of Ireland, Galway 142
10.1 From Teaching to Learning and the Role of Technology 142
10.2 “In at the Deep End”: Lecturers as Students 143
10.3 Institutional Cultural Change 144
Strategic Integration of Open Educational Resources in Higher Education 145
11.1 Introduction 145
11.2 Definitions and Examples of Open Educational Resources 146
11.3 Milestones of the OER Movement and Exemplary Projects 147
11.4 Reasons for Institutional Involvement in OER 148
11.5 Examples of OERs in Higher Education 150
11.6 MIT Open CourseWare 150
11.7 OpenLearn at the Open University in the United Kingdom 151
11.8 Envisaged Organizational Changes Through Strategic Implementation of OERs 152
11.9 Blueprint of an Implementation Model 153
11.10 The Impact of Web 2.0 on OER 155
11.11 Conclusions and Outlook 156
New Directions for Higher Education: Challenges, Opportunities, and Outcomes 158
12.1 Introduction 158
12.2 Challenges 159
12.2.1 Economic Issues 160
12.2.2 Changing Demographics 161
12.2.3 Demand for Accountability 162
12.2.4 Teaching and Learning 162
12.2.5 Emerging Technology 164
12.3 The New Higher Education 165
12.4 Leading Toward the New Higher Education 167
12.5 Strategic Planning as a Leadership Tool 169
12.5.1 Strategic Planning Starts with Detailed Assessment 169
12.5.2 Strategic Planning Focuses on the Future 169
12.6 Conclusion 171
Making User-Generated Content Communities Work in Higher Education – The Importance of Setting Incentives 173
13.1 Introduction 173
13.2 Fields of Managing UGC-Communities 13.2.1 A Conceptual Framework 174
13.2.2 A Software-Oriented Perspective: Web 2.0 176
13.2.3 An Organizational Perspective: Incentive Setting 177
13.3 Theoretical Background of Incentive Setting in UGC- Communities 13.3.1 A Business- Oriented Perspective 178
13.3.2 A Pedagogy-Oriented Perspective 180
13.4 Case Study on UGC-Communities in Higher Education 13.4.1 eGroups: A UGC Community of Students in Germany and New Zealand 182
13.4.2 Six Incentives for Making UGC Communities Work 185
13.5 Conclusion 190
Strategic Issues in University Information Management 191
14.1 Introduction 191
14.1.1 University Management 192
14.1.2 Primary Processes 194
14.1.3 Secondary Processes 195
14.1.4 Structural Issues 196
14.2 e-Science 196
14.3 Consequences for Universities 199
14.4 Issues in the Business Models of a University 202
14.4.1 Competitive Positioning 204
14.4.2 Managing Research and Teaching 205
14.4.3 Competitive Positioning in Teaching 206
14.5 Conclusions 209
Creating the Future: Changing Culture Through Leadership Capacity Development 213
15.1 Introduction 213
15.2 Background 214
15.3 Leadership Development in Higher Education 215
15.3.1 Methodology 217
15.3.2 The Faculty Scholars Program 218
15.3.3 Outcomes 219
15.4 Future Directions 227
Using Appreciative Inquiry for an e-Learning Change Management Programme: The ENTICE Project at Brunel University 229
16.1 Introduction 229
16.2 The Institutional Context of the Project 230
16.3 Intended Outcomes of the Project 231
16.4 Choice of Method and Procedure 231
16.4.1 Phase 1 231
16.4.2 Phase 2 236
16.5 Evaluation of the Methodology 236
Fostering Connectivity and Reflection as Strategic Investment for Change 239
17.1 Introduction 239
17.2 Background 241
17.3 Overview of the Cluster C Projects 243
17.3.1 Brunel University: An Appreciative Inquiry Approach 243
17.3.2 Cambridge University: Developing an Empirical Evidence Base 244
17.3.3 London South Bank University: Skills Audit and Support 246
17.3.4 Reading University: Alignment with Quality Assurance 248
17.4 Reflecting on the Experience of the Cluster C Projects 252
17.4.1 Commonalities: Communication of Evidence 252
17.4.2 Challenges 252
17.4.3 Implications 253
17.5 The Cluster C Approach 253
17.5.1 Ten Tips for Leveraging Cross-Institutional Collaboration in the Design and Management of Institutional Change Processes 255
17.6 Conclusion 256
Section B e-Competence and Faculty Engagement for e-Learning 257
Stories of Change: The K.U. Leuven, Belgium 258
18.1 Guided Independent Learning 258
18.2 e-Competence at K.U. Leuven 259
18.3 Growing in e-Competence at K.U. Leuven 260
18.4 Incentives 260
18.5 Impact of (growing) e-Competence at the Individual Level 260
What is e-Competence? Conceptual Framework and Implications for Faculty Engagement 262
19.1 Introduction 262
19.2 Strategic Concepts for e-Learning 264
19.3 Action Competence in a Nutshell 265
19.4 Conceptual Approach for e-Competence 268
19.5 Portfolio Models for Faculty Development and Engagement 271
19.6 International Survey on e-Competence Measures: Methods 273
19.7 International Survey on e-Competence Measures: Findings 274
19.8 Summary and Conclusions 278
Learning in Communities 280
20.1 Introduction 280
20.2 Orientation 1: Meetings 283
20.2.1 Key Success Factors 283
20.2.2 Questions to Consider 283
20.2.3 Technology Implications 284
20.3 Orientation 2: Open-ended Conversations 285
20.3.1 Key Success Factors 286
20.3.2 Questions to Consider 286
20.3.3 Technology Implications 286
20.4 Orientation 3: Projects 288
20.4.1 Key Success Factors 288
20.4.2 Questions to Consider 288
20.4.3 Technology Implications 289
20.5 Orientation 4: Content 289
20.5.1 Key Success Factors 290
20.5.2 Questions to Consider 290
20.5.3 Technology Implications 291
20.6 Orientation 5: Access to Expertise 292
20.6.1 Key Success Factors 293
20.6.2 Questions to Consider 293
20.6.3 Technology Implications 293
20.7 Orientation 6: Relationships 294
20.7.1 Key Success Factors 295
20.7.2 Questions to Consider 295
20.7.3 Technology Implications 295
20.8 Orientation 7: Individual Participation 297
20.8.1 Key Success Factors 298
20.8.2 Questions to Consider 298
20.8.3 Technology Implications 299
20.9 Orientation 8: Community Cultivation 300
20.9.1 Key Success Factors 301
20.9.2 Questions to Consider 301
20.9.3 Technology Implications 301
20.10 Orientation 9: Serving a Context 303
20.10.1 Key Success Factors 304
20.10.2 Questions to Consider 304
20.10.3 Technology Implications 304
20.11 Conclusions: Using Orientations to Think About Technology Needs 305
Supporting Changing Cultures Through Emerging Practices 307
21.1 Introduction 307
21.2 Educator Communities of Practice 309
21.3 Online Conferences in Professional Development 311
21.4 The e/merge Model 313
21.4.1 The e/merge Conference Strategy 314
21.4.2 Communities of Practice or Network? 315
21.4.3 Encounters at the Boundary 316
21.5 Participant Experiences of e/merge 317
21.6 Conclusion 320
Conspiracies and Competences 321
22.1 Intended Competence Development 321
22.2 Competence Development in Higher Education 323
22.3 Cultural Change and Resistance 326
22.4 Universities on the Path to Competence? 328
22.5 Interiorization: Completing the Circle 329
Education Innovation: Case Studies in e- Learning and Face- to- Face Teaching in Higher Education: What is the Best? 335
23.1 Introduction 335
23.2 Context 336
23.3 Methodology 339
23.3.1 Teaching Activities/Functions 339
23.3.2 Case Studies 340
23.4 Results 341
23.5 Conclusions 343
The Homo Zappiens and its Consequences for Learning in Universities 345
24.1 Introduction 345
24.2 Characteristics of a New Generation 347
24.2.1 Iconic Preferences 347
24.2.2 Technology is Air 348
24.2.3 Inversed Education 348
24.2.4 Networking is Their Lifestyle 348
24.2.5 Cooperation 349
24.2.6 Virtual is Real 349
24.2.7 Multiple Identities 349
24.2.8 Multitasking 350
24.2.9 Critical Evaluation 350
24.2.10 Zapping 350
24.2.11 Instant Payoff 351
24.2.12 Self-Confidence Through Self-Direction 351
24.3 Core Competences of Homo Zappiens 351
24.3.1 Dynamic Experimenting Through Games 352
24.3.2 Imagining Identities for Multiperspective Enquiry 352
24.3.3 Prosuming 352
24.3.4 Networking 353
24.3.5 Challenging Traditional Higher Education 353
24.4 Consequences for Higher Education 354
24.4.1 Homo Zappiens as an Individual: Power to the User 354
24.4.2 Homo Zappiens in Organizations: The Networked Society 355
24.4.3 Homo Zappiens in Higher Education: Life is Play 356
24.5 Future Structures for Higher Education 357
Roles and Domains to Teach in Online Learning Environments: Educational ICT Competency Framework for University Teachers 360
25.1 Why is it Necessary to Define an Information and Communications Technology ( ICT) Competency Framework for Teachers? 360
25.2 Which Competencies are Considered Essential for Teaching in an Online Environment? 361
25.3 Methodology 363
25.4 Results 364
25.4.1 Proposed Definition for Planning/Design Role 366
25.4.2 Comments 366
25.4.3 Redefinition of Planning/Design Role 368
25.4.4 Comments 369
25.5 Overall Competency Framework 369
25.5.1 Defining Planning/Design Role for Teaching in Online Environments 370
25.5.2 Defining Pedagogical Role for Teaching in Online Environments 371
25.5.3 Defining Social Role for Teaching in Online Environments 372
25.5.4 Defining ICT Domain 372
25.5.5 Defining Management Domain 373
25.6 Conclusions 373
Stories of Change: e/merge @ the University of Cape Town 375
The Impact of Collaborative e-Learning on Concepts of Teaching 377
27.1 Introduction 377
27.2 Theoretical Framework 378
27.3 Developing e-Competence 381
27.3.1 Control in Learning Communities 382
27.3.2 Context of Learning Communities 383
27.3.3 Workflow in Learning Communities 384
27.4 Beliefs and Practices 385
27.5 Implications for e-Competence Development Programs 386
27.6 Looking Beyond the Course (and Institution) 389
27.7 Conclusions 391
Stories of Change: TieVie – The Support Service for Finnish Universities Toward the Information Society 392
28.1 Introduction 392
28.2 TieVie and the Guidelines for the Finnish Information Society 393
28.3 Information Society as Content of TieVie 395
28.4 The Way Forward 396
Section C Innovation and Quality through e-Learning in Universities 397
Stories of Change: The Ruhr University of Bochum 398
29.1 Quality Management as a Central Responsibility 398
29.2 Students at the Core of Quality Development 399
29.3 Quality Campaign for Good e-Learning 400
Moving from Control to Culture in Higher Education Quality 401
30.1 Introduction: A Culture of Quality in Higher Education 401
30.2 The Need of Quality Culture in Higher Education 404
30.3 State of the Art in Organisational Culture 405
30.4 A Model of Quality Culture for Higher Education 408
30.4.1 Component 1: Structures 410
30.4.2 Component 2: The Enabling Factors 411
30.4.3 Component 3: The Quality Cultures Component 414
30.4.4 Component 4: The Transversal Elements 415
30.5 Summary and Conclusions 416
Quality for Global Knowledge-Intensive Organizations: A Step- by- Step Guide 418
31.1 Introduction 418
31.2 Internationalizing Knowledge and Learning Processes 31.2.1 The Context of Internationalization 419
31.2.2 Influence Factors 420
31.3 Quality Approaches 31.3.1 Quality for Knowledge Organizations 422
31.3.2 Quality for a Global Context 423
31.4 Quality of International Knowledge and Learning Processes: A Step- by- Step Guide 424
31.4.1 Step 1: Vision-Building and Quality Awareness 424
31.4.2 Step 2: Raising Awareness on Culture and Quality 425
31.4.3 Step3: Defining the Main Fields and Aspects of Quality 425
31.4.4 Step 4: Modeling Process-Oriented Quality 425
31.4.5 Step 5: Making Quality Explicit: Setting Quality Objectives/ Choosing Methods and Metrics 427
31.4.6 Step 6: Model Implementation and Adoption: Making the Concepts Work 429
31.4.7 Step 7: Quality Development: Improving the OrganizationÌs Performance 430
31.5 Conclusion 430
Innovation and Quality for New Learning Cultures 431
32.1 Introduction 431
32.2 New Learning Cultures 432
32.3 Learning Communities and Networks 433
32.4 Quality Development for e-Learning 2.0 435
32.5 Concepts and Methods of Quality Development for e- Learning 2.0 438
32.5.1 Self-Evaluation 439
32.5.2 Quality Assessment with e-portfolios 440
32.5.3 Social Recommendation and Community Participation 442
32.5.4 Evaluation Processes Aimed at a Target Group 445
32.6 ÏHoles in the WallÓ: Quality for New Learningscapes 445
Can Web 2.0 and Social Software Help Transform How We Measure Quality in Teaching, Learning, and Research? 447
33.1 Introduction 448
33.2 Changing Forms of Learning 448
33.3 The Social Construction of Knowledge 449
33.4 Quality Frameworks: Perception and Reality 451
33.5 The Commodification of Education and Its Impact on How We Measure Quality 451
33.6 How will Web 2.0 and Social Software Change our Understandings and Measurement of Quality? 453
33.7 What is the Purpose of Traditional Assessment Measures? 33.7.1 Assessment as a Measure of Effectiveness of the Institutions 454
33.7.2 Assessment as a Means of Screening or Selection 455
33.8 Critiques of Assessment Processes 455
33.9 Personal Learning Environments and Assessment for Learning Through Authentic Learning Tasks 458
33.10 Conclusion: An act in Progress: Moving Toward Quality Embedded in Learning Processes 460
The Development of a Theoretically Sound Concept of Quality Criteria: As in the Case of the Accreditation for Technology- Enhanced Learning EFMD- CEL 461
34.1 Introduction 461
34.2 Theoretical Foundation of the Quality Model 34.2.1 Quality Dimensions 462
34.2.2 Quality Perspectives 463
34.3 Derivation of Quality Criteria, Indicators, and Standards 34.3.1 Different Possibilities for the Derivation of Quality Criteria 465
34.3.2 Validation of the Quality Criteria 468
34.4 Concluding Remarks 469
The MedidaPrix Award: An Agent for Changing Higher Education e- Learning Practice 471
35.1 Introduction 471
35.2 The MedidaPrix Award and the Pattern Approach 472
35.2.1 Pattern Basics 472
35.2.2 Pattern Quality 478
35.3 Qualities of a Change Agent 480
35.4 Change Agent for a New Transformation Process 482
35.5 Conclusion 483
The UNIQUe Label: Supporting a Culture of Innovation and Quality in Higher Education 484
36.1 Background 484
36.2 The UNIQUe Approach 485
36.3 The Uniqueness of UNIQUe 486
36.4 Areas and Criteria 487
36.5 Pilot Experiences and Phases 487
36.5.1 Inquiry 488
36.5.2 Application 488
36.5.3 Eligibility 489
36.5.4 Self-Assessment Phase and Self-Assessment Report 489
36.5.5 Peer-Review Phase 491
36.5.6 Peer-Review Report 492
36.5.7 Awarding Body Decision 492
36.5.8 Continuous Quality Improvements 493
36.6 Evaluation Results and Recommendations for Future Deployment 493
36.7 Can UNIQUe Drive Innovation? 495
The Organizational Impact of Open Educational Resources 497
37.1 Introduction 497
37.2 Selling the Vision of OERs 499
37.2.1 Altruistic Motivations 499
37.2.2 Commercial Motivations 500
37.2.3 Transformational Motivations 500
37.3 Determining the OER Model 501
37.4 Production Issues 503
37.5 Dealing with Intellectual Property Rights (IPR) Issues 504
37.6 Strategies for the Discovery and Use of OERs 505
37.7 Conclusions 507
References 510
Index 542

Produkt-Details

• Erscheint lt. Verlag: 10.3.2010
• Zusatzinfo: XXXIV, 533 p.
• Verlagsort: Berlin
• Sprache: englisch
• Themenwelt: Geisteswissenschaften
• Themenwelt: Mathematik / Informatik ► Informatik ► Grafik / Design
• Themenwelt: Sozialwissenschaften ► Pädagogik
• Themenwelt: Sozialwissenschaften ► Politik / Verwaltung
• Themenwelt: Wirtschaft ► Betriebswirtschaft / Management ► Personalwesen
• Schlagworte: Blogs • Change Management • Distance Learning • eCompetence • eLearning • E-Learning • higher education • Information Management • knowledge management • learning • Pedagogy • Professor • quality • Social Networks • University • Web 2.0
• ISBN-10: 3-642-03582-5 / 3642035825
• ISBN-13: 978-3-642-03582-1 / 9783642035821