Power, Responsibility & Wisdom: Exploring the Issues at the Core of Ethical Decision-Making and Leadership

Decision-making ostensibly requires the exercise of Power. But that use of Power must be counterbalanced with Responsibility in order to make good decisions. Infusing Wisdom into the decision-making process necessarily incorporates an ethical component and involves both the identification and evaluation of relationships. Wise decision-making, therefore, requires the application of Wisdom which transcends simple, short-lived factual proficiency. It is this careful weighing of Wisdom, Power, Knowledge, and Responsibility which must guide our business leaders and be taught to our business students

Maximizing Competency Education and Blended Learning: Insights from Experts

In May 2014, CompetencyWorks brought together twenty-three technical assistance providers to examine their catalytic role in implementing next generation learning models, share each other's knowledge and expertise about blended learning and competency education, and discuss next steps to move the field forward with a focus on equity and quality. Our strategy maintains that by building the knowledge and networks of technical assistance providers, these groups can play an even more catalytic role in advancing the field. The objective of the convening was to help educate and level set the understanding of competency education and its design elements, as well as to build knowledge about using blended learning modalities within competency-based environments. This paper attempts to draw together the wide-ranging conversations from the convening to provide background knowledge for educators to understand what it will take to transform from traditional to personalized, competency-based systems that take full advantage of blended learning

Landscape Study in Wireless and Mobile Learning in the post-16 sector

In the post-16 sector (further and higher education, and adult and community learning) there is a need to understand how wireless and mobile technologies can contribute to improving the student experience of learning, and help institutions fulfil their missions in an age of incomparably fast technological change. In the context of this interest and growing need, a Landscape Study project was commissioned by JISC through the Innovation strand of the JISC e-Learning Programme in 2004-5. Our project aims were to take a birds-eye view of developments and practice in the UK and internationally, and to communicate our findings to a broad and varied audience. The Summary report is accompanied by 3 associated reports on 'Current Uses', 'Potential Uses' and 'Strategic Aspects'. (The four reports are available in one single document here.

Transition UGent: a bottom-up initiative towards a more sustainable university

The vibrant think-tank ‘Transition UGent’ engaged over 250 academics, students and people from the university management in suggesting objectives and actions for the Sustainability Policy of Ghent University (Belgium). Founded in 2012, this bottom-up initiative succeeded to place sustainability high on the policy agenda of our university. Through discussions within 9 working groups and using the transition management method, Transition UGent developed system analyses, sustainability visions and transition paths on 9 fields of Ghent University: mobility, energy, food, waste, nature and green, water, art, education and research. At the moment, many visions and ideas find their way into concrete actions and policies. In our presentation we focused on the broad participative process, on the most remarkable structural results (e.g. a formal and ambitious Sustainability Vision and a student-led Sustainability Office) and on recent actions and experiments (e.g. a sustainability assessment on food supply in student restaurants, artistic COP21 activities, ambitious mobility plans, food leftovers projects, an education network on sustainability controversies, a transdisciplinary platform on Sustainable Cities). We concluded with some recommendations and reflections on this transition approach, on the important role of ‘policy entrepreneurs’ and student involvement, on lock-ins and bottlenecks, and on convincing skeptical leaders

Reviews

Brian Clegg, Mining The Internet — Information Gathering and Research on the Net, Kogan Page: London, 1999. ISBN: 0–7494–3025–7. Paperback, 147 pages, £9.99

The e-revolution and post-compulsory education: using e-business models to deliver quality education

The best practices of e-business are revolutionising not just technology itself but the whole process through which services are provided; and from which important lessons can be learnt by post-compulsory educational institutions. This book aims to move debates about ICT and higher education beyond a simple focus on e-learning by considering the provision of post-compulsory education as a whole. It considers what we mean by e-business, why e-business approaches are relevant to universities and colleges and the key issues this raises for post-secondary education