Change, technology and higher education: are universities capable of organisational change?

Marshall, Stephen

doi:10.1080/09687769.2010.529107

Cited by 63 publications

(19 citation statements)

References 12 publications

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“…Modern technologies play crucial roles in human lives and are specifically vital in the teaching and learning processes. Marshall (2010) observes that the impacts of modern technologies are felt in all fields of study, including education. Marshall notes further that effective use of technologies in education will change the face of education and create more educational opportunities.…”

Section: Modern Technologies In Educationmentioning

confidence: 99%

The Impact of Professional Development, Modern Technologies on Lecturers’ Self-Efficacy: Implication for Sustainable Science Education in Developing Nations

Udu¹,

Igboanugo²,

Nmadu³

et al. 2021

IJLTER

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This study evaluated the impact of a professional development program (PDP) on science lecturers' level of knowledge/understanding and the extent of use of modern technologies for improving their self-efficacy in teaching in the areas of students' engagement, instructional strategies, and classroom management, in some selected universities in Nigeria. The study adopted a descriptive survey design. The sample was 269 lecturers. The researchers adapted the teacher sense of efficacy scale (TSES) developed by Tschannen-Moran and Hoy (2001) for the study. The TSES has two parts (1) and (2) that contained 12 questions each. It was a validated instrument, with overall reliability indices of 0.92 and 0.95 respectively determined using Cronbach’s Alpha. The data obtained were analyzed with mean, standard deviation, and paired sample t-test. The study found that the PDP improved the lecturers' understanding of modern technologies and self-efficacy in teaching (t (268) = 30.959, p = 0.000 ˂ 0.05). Also, the PDP improved the lecturers’ extent of utilisation of modern technologies and self-efficacy in teaching (t (268) = 28.510, p = .000 ˂ .05). The study also found that the lecturers’ understanding of modern technologies after the PDP was high, but their use of modern technologies in teaching was still low. The researchers recommended that science lecturers' participation in PDPs should be regular to improve their understanding and use of modern technologies in teaching for enhanced self-efficacy and sustainable science education in developing nations.

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Section: Modern Technologies In Educationmentioning

confidence: 99%

The Impact of Professional Development, Modern Technologies on Lecturers’ Self-Efficacy: Implication for Sustainable Science Education in Developing Nations

Udu¹,

Igboanugo²,

Nmadu³

et al. 2021

IJLTER

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“…In what can best be described as an oxymoron, universities have been referred to as slow reactors to change whilst being the purveyors of knowledge (Marshall, 2010). But this slow adaptation change is predicated on the prevalence of discipline-centric knowledge silos therein.…”

Section: Preparing Universities For 4ir + Ce Futures: a Case For A Dynamic Capabilities Frameworkmentioning

confidence: 99%

Toward a Dynamic Capabilities Framework for Engendering 4IR-Enabled Circular Economy in a University of Technology

et al. 2021

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Universities are placed in a disadvantaged position as it pertains to the holistic adoption of 4th Industrial Revolution (4IR) technologies and their subsequent deployment toward improving circular economy (CE) performance. Accordingly, literature relating to the contribution of 4IR technologies in driving effective CE implementation in higher education institution (HEI) contexts remain limited. In this study, the need for a dynamic capabilities' framework for managing the deployment of 4IR technologies toward enabling CE implementation within the context of a South African University of Technology (SAUoT), is articulated. A single case study research design was adopted for the study with SAUoT serving as the case. Qualitative data was elicited through a brainstorming session with 18 discussants from SAUoT. Thematic analysis was utilized in analyzing the data. Findings highlight the opportunities and challenges associated with the deployment of 4IR technologies in driving CE implementation within SAUoT. Also, it provided the reasons behind the inability of extant management frameworks to facilitate successful deployment of 4IR technologies for improved CE implementation in HEIs. These findings culminated in the proposal for the adoption of a dynamic capabilities-driven framework for improved strategic management in such contexts. The proposed framework presents a platform for facilitating the effective adoption and implementation of 4IR technologies for improving CE implementation performance. This study holds salient implications for the policy makers, academic leaders, and innovation managers in university ecosystems in developing country contexts.

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“…Change is necessary for higher education institutions to remain viable (Khan, 2015;Marshall, 2010: Saarinen & Valimaa, 2012. Survival for many higher education institutions necessitates adaptation of traditional educational paradigms and generating a new model of global engagement (Kedziora, Klamut, Karri & Kraslawski, 2017).…”

Section: What Is Globalization and The Knowledge Economy?mentioning

confidence: 99%

The Development of Global Higher Education in a World of Transformation

Mense¹,

Lemoine²,

Garretson³

et al. 2018

JED

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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.

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Change, technology and higher education: are universities capable of organisational change?

Cited by 63 publications

References 12 publications

The Impact of Professional Development, Modern Technologies on Lecturers’ Self-Efficacy: Implication for Sustainable Science Education in Developing Nations

The Impact of Professional Development, Modern Technologies on Lecturers’ Self-Efficacy: Implication for Sustainable Science Education in Developing Nations

Toward a Dynamic Capabilities Framework for Engendering 4IR-Enabled Circular Economy in a University of Technology

The Development of Global Higher Education in a World of Transformation

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