Learning and teaching benchmarking in Australian universities: the current state of play

McCubbin, Amanda; Hammer, Sara; Ayriss, Peter

doi:10.1080/1360080x.2021.1934244

Cited by 4 publications

(1 citation statement)

References 27 publications

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“…For universities, benchmarking data may be a crucial source of external performance feedback. Through the evaluation process of a benchmark, HEIs can measure and compare their programmes, procedures, strategies, and policies (McCubbin, Hammer, and Ayriss 2022). Universities need to grapple with how they prepare students for the place of work.…”

Section: Sources Of Complacencymentioning

confidence: 99%

Crises, changed leadership, change management and educational technology

Waghid

2023

SAJHE

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Higher education has been challenged in recent years to reimagine itself in response to a shifting labour market. It is argued that Educational Technology (EdTech) as a democratised form of teaching and learning may assist higher education institutions in their efforts to produce graduates who are able to successfully navigate the current labour market. However, the adoption of EdTech has been slow. This could be attributed to a lack of urgency, resulting in a state of complacency in higher education. It is argued that change management must facilitate EdTech adoption and implementation. The change management model utilised in this article is based on John Kotter's eight-step approach. This approach uses a crisis to emphasise the need for change. In the absence of a perceivable crisis, the approach also considers how complacency can be reduced to ensure that change is driven by urgency. In addition, it is argued that change management requires changed leadership, an ethical form of leadership, in order to support change management initiatives.

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Section: Sources Of Complacencymentioning

confidence: 99%