Academics teaching and learning at the nexus: unbundling, marketisation and digitisation in higher education

Czerniewicz, Laura; Mogliacci, Rada Jancic; Walji, Sukaina; Cliff, Alan; Swinnerton, Bronwen; Morris, Neil P.

doi:10.1080/13562517.2021.1876019

Cited by 19 publications

(6 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…According to Gray, et al (2018), neoliberalism has expressions of market essentialism as an intricate phenomenon which adapts to local qualities in varied geopolitical, economic, and cultural contexts. The discourse introduces language, norms, and other business practices, and this marketisation of higher education has led to changes through the introduction of efficiency principles, with students referred to as consumers/clients (Czerniewicz, et al, 2021). This is supported by Gray, et al (2018: 474), who noted that institutional discourses and daily language have been colonised by market-related terms.…”

Section: Role Of E-learning Policiesmentioning

confidence: 97%

E-learning policy and technology enhanced flexible curriculum delivery in developing contexts: A Critical Discourse Analysis

Magunje

Chigona

2021

CriSTaL

View full text Add to dashboard Cite

Most higher education institutions globally have used e-learning policies as a strategy for technology enhanced curriculum delivery. However, few universities in Zimbabwe have e- learning policies, and lack of such documents to guide technology integration leads to inefficiency and hinders provision of effective support. This study highlights the role of e-learning policy through analysis of e-learning documents and statements at a university in Zimbabwe. Using critical discourse analysis, the study unpacks the discourse of e-learning at the university, to reveal underlying assumptions and beliefs of the neoliberal, elitist paradigm, veiled under ‘widening access’ and flexible learning. Contexts, such as the Zimbabwean higher education, sector have very specific needs, which must be considered when formulating e-learning policies to ensure effectiveness of implementation.

show abstract

Section: Role Of E-learning Policiesmentioning

confidence: 97%

E-learning policy and technology enhanced flexible curriculum delivery in developing contexts: A Critical Discourse Analysis

Magunje

Chigona

2021

CriSTaL

View full text Add to dashboard Cite

show abstract

“…We can also embrace scale when faced with its challenges. The scale genie is out of the bottle, the massification of cohorts, curriculum complexity and program/ and mode proliferation are not going away (Czerniewicz et al, 2023). The increasing budgetary pressures on higher education institutions as they pivot away from government funding and towards more commercial, market driven revenue models will continue to put pressure on some programs to grow and be revenue positive, necessitating the need to "scaleup" (see Dhanani and Baylis, 2023;Goodman et al, 2023).…”

Section: Designing An At-scale Higher Educationmentioning

confidence: 99%

Learning design ecosystems thinking: defying the linear imperative and designing for higher education at-scale

Bryant

2024

JWAM

View full text Add to dashboard Cite

PurposeThe purpose of this article is to posit an alternative learning design approach to the technology-led magnification and multiplication of learning and to the linearity of curricular design approaches such as a constructive alignment. Learning design ecosystem thinking creates complex and interactive networks of activity that engage the widest span of the community in addressing critical pedagogical challenges. They identify the pinch-points where negative engagements become structured into the student experience and design pathways for students to navigate their way through the uncertainty and transitions of higher education at-scale.Design/methodology/approachIt is a conceptual paper drawing on a deep and critical engagement of literature, a reflexive approach to the dominant paradigms and informed by practice.FindingsLearning design ecosystems create spaces within at-scale education for deep learning to occur. They are not easy to design or maintain. They are epistemically and pedagogically complex, especially when deployed within the structures of an institution. As Gough (2013) argues, complexity reduction should not be the sole purpose of designing an educational experience and the transitional journey into and through complexity that students studying in these ecosystems take can engender them with resonant, deeply human and transdisciplinary graduate capabilities that will shape their career journey.Research limitations/implicationsThe paper is theoretical in nature (although underpinned by rigorous evaluation of practice). There are limitations in scope in part defined by the amorphous definitions of scale. It is also limited to the contexts of higher education although it is not bound to them.Originality/valueThis paper challenges the dialectic that argues for a complexity reduction in higher education and posits the benefits of complexity, connection and transition in the design and delivery of education at-scale.

show abstract

“…Universities can adopt barrier-free learning paths to maximize opportunities in the industry. Micro-credentials support the third positive reflection, barrierfree learning, as one of the barrier-free learning options in higher education (Selvaratnam and Sankey, 2021) by providing convenience, flexibility, ease of movement, portability and mobility (Czerniewicz, 2019).…”

Section: Reflections Of Micro-credentials In Higher Educationmentioning

confidence: 99%

Micro-credentials and reflections on higher education

Orman

Şi̇mşek

Çakır

2023

HEED

View full text Add to dashboard Cite

PurposeMicro-credentials, which have been widely used in re-skilling and skills development, provide advantages for improvement in the professional career. As a complementary approach to career and professional development in formal education, it can be said that micro-credentials are preferred for supporting professional development and/or to acquiring new skills to find a job in a new field (Fisher and Leder, 2022). This study aims to provide a detailed perspective on conceptual framework and the use of micro-credentials in higher education.Design/methodology/approachMany questions have arisen regarding micro-credentials, applicability, quality assurance, inclusion in formal educational settings and how to include them in traditional education systems, especially in higher education institutions. Oliver (2019) emphasizes that there is little research on micro-credentials or their derivatives in the literature. There is still uncertainty on micro-credential on behalf of students, employers or employees. In addition, although there are studies on micro-credentials in the USA, Europe and Australia, there is very little research around countries such as Turkey (Yilik, 2021). This study discusses the use of micro-credentials in the world and their reflections on higher education.FindingsAs it is shown in this article, micro-credentials have the potential to challenge or complement traditional ways of how learning is taking place, understood, recognized and certified. Research on micro-credentials is still in its infancy and could benefit a lot from more research. Especially research on employers' recognition and appreciation of digital credentials needs to be studied. Also, empirically confirming propositions of literature on micro-credentials could be beneficial.Originality/valueThis study is original in terms of discussing the use of micro-credential in the world and their reflections on higher education and presenting suggestions on this subject.

show abstract

Academics teaching and learning at the nexus: unbundling, marketisation and digitisation in higher education

Cited by 19 publications

References 31 publications

E-learning policy and technology enhanced flexible curriculum delivery in developing contexts: A Critical Discourse Analysis

E-learning policy and technology enhanced flexible curriculum delivery in developing contexts: A Critical Discourse Analysis

Learning design ecosystems thinking: defying the linear imperative and designing for higher education at-scale

Micro-credentials and reflections on higher education

Contact Info

Product

Resources

About