The Responsible University

This book explores how the notion of the responsible university manifests itself at various levels within Nordic higher education. As the impetus of the knowledge society has catapulted the higher education sector to the forefront of policy agendas, universities and other types of higher education institutions face increasing scrutiny, assessment and accountability. This book examines this phenomenon using the Nordic countries as cases in point, given the strong public commitment towards widening participation and public research investments. The editors and contributors analyse the history and current transformations of the idea of the responsible university, investigate new innovations in the educational landscape and look into how universities have begun to organise themselves to become more responsible. Drawing together scholars from the humanities and the social sciences, this interdisciplinary collection will be of interest and value to students and scholars of the role and nature of the modern university, in addition to practitioners and policy makers tasked with finding solutions to address the competing and often contradictory demands posed by a responsibility agenda

Empowering Lifelong Learning through Open Universities in Taiwan and Indonesia

Purpose – This research attempts to reveal ways of addressing challenges in open universities related to empowering lifelong learning; establishing policies and strategies in dropouts, student portfolio, and support services for students with special needs; and implementing online instructional design and strategies. Two institutions were investigated, namely National Open University (NOU) Taiwan and Universitas Terbuka (UT) Indonesia, both founded in the 1980s to serve lifelong learners with diverse backgrounds and needs. This study was aimed at understanding good practices and challenges for improvement for the two open universities in those areas being investigated. Design/methodology/approach – This research was qualitative using document analysis along with focus group discussions and interviews with administrators, academic staff, students, and alumni to collect data for analysis. Findings – Lifelong learning is the necessity of individual in societies for continuing professional development through enabling access to quality university education. Open universities have been tasked to cater for lifelong learners using non-traditional approaches, new technology, and adapting to online learning and teaching in digital age. This research was exploratory, and the findings were expected to improve understanding of lifelong learning in open universities, particularly in NOU and UT. Practical implications – Findings of this research are relevant to open universities to enhance its missions and define its possible new roles to serve lifelong learners. Originality/value – This research reveals the roles of open universities in lifelong learning and enhances understanding of open universities that have a wide range of responsibilities in offering programs and courses to accommodate lifelong learner

OPEN AND DISTANCE LEARNING FOR HUMAN CAPITAL DEVELOPMENT: PROPELLING ASIA FORWARD

The mission to develop human capital capable of making a positive impact on national progress is firmly linked to higher education. Universally considered a focal element that is greatly influenced by globalisation, international competition and the rapid evolution of information and communication technology, higher education is especially crucial in Asia, where creating access for people to obtain university degrees is often mired by limited resources and facilities, especially in less developed settings. However, alternative approaches to higher education, such as that offered by open and distance learning (ODL), are now recognised as a means for a more accessible, affordable and flexible pathway towards better opportunities for university degrees and ultimately, for boosting human capital and the economy. Asia has proven true to its robust and dynamic reputation; a region that is home to some of the world’s oldest open universities, many of which were established to provide learning opportunities to working adults. Today, the Asian ODL environment continues to evolve and the ODL approach is well accepted across the region. By meeting workforce-related educational needs, these developments clearly indicate ODL’s potential to contribute to human capital development and national progress. This paper will briefly review the current ODL scene in Asia and discuss how open universities can further contribute to human capital development. This paper will also explore several key issues related to ODL and economic progress, such as lifelong learning and international collaboration, and how these will be an imperative for Asian countries to move forward in a competitive and borderless world

Learning analytics for the global south

Learning Analytics for the Global South is a compilation of papers commissioned for the Digital Learning for Development (DL4D) project. DL4D is part of the Information Networks in Asia and Sub-Saharan Africa (INASSA) program funded jointly by the International Development Research Centre (IDRC) of Canada and the Department for International Development (DFID) of the United Kingdom, and administered by the Foundation for Information Technology Education and Development (FIT-ED) of the Philippines. DL4D aims to examine how digital learning could be used to address issues of equity, quality, and efficiency at all educational levels in developing countries. Over the past two years, DL4D has brought together leading international and regional scholars and practitioners to critically assess the potentials, prospects, challenges, and future directions for the Global South in key areas of interest around digital learning. It commissioned discussion papers for each of these areas from leading experts in the field: Diana Laurillard of the University College London Knowledge Lab, for learning at scale; Chris Dede of Harvard University, for digital game-based learning; Charalambos Vrasidas of the Centre for the Advancement of Research and Development in Educational Technology, for cost-effective digital learning innovations; and for learning analytics, the subject of this compilation, Dragan Gašević of the University of Edinburgh Moray House School of Education and School of Informatics. Each discussion paper is complemented by responses from a developing country-perspective by regional experts in Asia, Latin America, Africa, and the Middle East. Learning Analytics for the Global South considers how the collection, analysis, and use of data about learners and their contexts have the potential to broaden access to quality education and improve the efficiency of educational processes and systems in developing countries around the world. In his discussion paper, Prof. Gašević articulates these potentials and suggests how learning analytics could support critical digital learning and education imperatives such as quality learning at scale and the acquisition of 21st century skills. Experts from Africa (Paul Prinsloo of the University of South Africa), Mainland China (Bodong Chen of the University of Minnesota, USA and Yizhou Fan of Peking University, People’s Republic of China), Southeast Asia (Ma. Mercedes T. Rodrigo of the Ateneo de Manila University, Philippines), and Latin America (Cristóbal Cobo and Cecilia Aguerrebere, both of the Ceibal Foundation, Uruguay) situate Prof. Gašević’s proposals in their respective regional contexts, framing their responses around six key questions: 1. What are the main trends and challenges in education in your region? 2. How can learning analytics address these challenges? 3. What models of learning analytics adoption would be most effective in your region? 4. What are the barriers in adoption of learning analytics in your region and how could these be mitigated? 5. How do you envision ethical use and privacy protection in connection with learning analytics being addressed in your region? 6. How can the operationalization of learning analytics be futureproofed in your region? We hope that this compilation will serve as a springboard for deeper conversations about the adoption and sustained use of learning analytics in developing countries – its potential benefits and risks for learners, educators, and educations systems, as well as the ways to move forward that are rigorous, context-appropriate, ethical, and accountable.This work was created with financial support from the UK Government’s Department for International Development and the International Development Research Centre, Canada. The views expressed in this work are those of the authors and do not necessarily represent those of the UK Government’s Department for International Development; the International Development Research Centre, Canada or its Board of Governors; the Foundation for Information Technology Education and Development; or the editors

Integrating online learning into workplace information systems – Supporting the goal of lifelong learning

The authors have a significant history of research in online learning, and in recent years have published their work at the LACCEI conference. This paper focuses on the issues caused by the major skills gaps in STEM industries identified in the popular press, and confirmed through empirical research, and the changes to the workforce occasioned by the growing tide of automation. Both of these issues have a similar result on the STEM workforce, in the need to upskill and reskill staff to be productive in the changed landscape brought about by these issues and the accelerating pace of change through technological development. Fundamentally, they argue that there is a need to change the existing model of workplace learning to integrate learning as an integral component of the workplace, rather than an activity that takes place separate from that workplace, often in a separate location. From their own previous research they have encountered both worker and employer resistance to such integration, but they argue the need for cultural and technological change, to enable greater efficiency and availability of appropriate learning resources directly related to workplace activities. By integrating learning environments and resources with the primary information systems in the workplace, and enabling ""drill-down"" capability to link specific working issues with relevant learning resources, staff efficiency can be improved, better solutions can be developed, and acquisition of skills and knowledge can be improved. The authors provide an example of a working solution, in the tourism domain, from the Tourism Monitor project, which provides both an exemplar and some practical lessons that are relevant to the STEM industries. The Tourism Monitor dashboard provides statistical information collected by the Norwegian government on a number of key tourism datasets, providing information to support the management of tourism services and service organisations. By linking it to an instance of the Sakai VLE, and through that to learning materials developed by the project partners and the local University College, staff development can run alongside the creation and management of tourism services. The authors suggest that a similar model could be used for workplace learning in STEM industries, referencing their own work on developing online learning for collaborative heavyweight processes, such as dCCD, as reported at LACCEI last year. The model developed is novel and built from a considerable body of prior research, and provides an answer to the research question “How could the model of workforce education be changed to ensure the supply of IT and engineering skills in the workforce keeps up with demand?

Anticipating and Preparing for Emerging Skills and Jobs

This open access book analyzes the main drivers that are influencing the dramatic evolution of work in Asia and the Pacific and identifies the implications for education and training in the region. It also assesses how education and training philosophies, curricula, and pedagogy can be reshaped to produce workers with the skills required to meet the emerging demands of the Fourth Industrial Revolution. The book’s 40 articles cover a wide range of topics and reflect the diverse perspectives of the eminent policy makers, practitioners, and researchers who authored them. To maximize its potential impact, this Springer-Asian Development Bank co-publication has been made available as open access

Adoption and Impact of OER in the Global South

Education in the Global South faces several key interrelated challenges, for which Open Educational Resources (OER) are seen to be part of the solution. These challenges include: unequal access to education; variable quality of educational resources, teaching, and student performance; and increasing cost and concern about the sustainability of education. The Research on Open Educational Resources for Development (ROER4D) project seeks to build on and contribute to the body of research on how OER can help to improve access, enhance quality and reduce the cost of education in the Global South. This volume examines aspects of educator and student adoption of OER and engagement in Open Educational Practices (OEP) in secondary and tertiary education as well as teacher professional development in 21 countries in South America, Sub-Saharan Africa and South and Southeast Asia. The ROER4D studies and syntheses presented here aim to help inform Open Education advocacy, policy, practice and research in developing countries

Accelerating Impact: Exploring Best Practices, Challenges, and Innovations in Impact Enterprise Acceleration

The world faces tremendous social and environmental problems. Despite global economic growth, 1.2 billion people still live in extreme poverty.1 More than 1.5 million children under five die from diseases that could be prevented by existing vaccines.2 One-fifth of the world's population faces water scarcity.3 More money will be needed to address these issues than philanthropic organizations and governments have at their disposal. Recognizing this challenge, they are seeking innovative ideas that leverage their resources. At the same time, private sector actors are bringing market-based solutions to the space, as they look to generate profits alongside social impact. Working together, these different actors can successfully deliver innovative, market-based solutions that address the problems facing poor and vulnerable people globally. An impact enterprise is one such promising solution. Impact enterprises are organizations that intentionally seek to grow and sustain financial viability, realize increasing social impact, and influence the broader system in which they operate.4 Collectively, they have the flexibility needed to adapt to the changing dynamics of problems and can deliver inventive and timely solutions

Barriers to Digital Services Adoption in Bangladesh

This report uncovered many barriers to digital services in Bangladesh with a particular focus on access to digital connectivity, digital financial services, e-health, and online education. The 5 As of technology access were used as a framework to uncover barriers across these areas as well as connectivity. The report found significant barriers to the use of digital services regarding availability, affordability, awareness, ability, and agency across connectivity and the three digital service areas. The findings of the 5 As analysis are summarised as follow. First, 97% of Bangladesh is covered by a mobile signal. However, not everyone has continuous access or access to the same speed (e.g. 2g, 3g, 4g). 97 % of Bangladesh is covered by a mobile signal. However, not everyone has continuous access or access to the same speed (e.g. 2g, 3g, 4g). Second, Mobile phone ownership and connectivity eat up a greater share of income for the poor. Although bKash, Bangladesh’s leading mobile money providers is inexpensive when compared to mobile money providers in other countries and does not burden the poor with regressive pricing strategies, people living below the poverty line are still less likely to use it. Third, 67% of people in Bangladesh do not have Internet awareness (LIRNEasia 2018). Awareness is also low for digital services. Fourth, not knowing how to use the Internet is the main barrier they faced by 67% of offline Bangladeshis. Fifth, women are less likely to be mobile phone owners and Internet users than men globally (ITU, 2017). This trend is especially pronounced in Bangladesh where 58% of women vs. 87% of men own mobile phones (a 34% gap) and 7% of women vs. 18% of men use the Internet (a 62% gap) (After Access 2018b)