Hastings College of Arts and Technology: report from the Inspectorate (FEFC inspection report; 60/94 and 53/98)

Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1993-94 and 1997-98

Information Systems Audit for University Governance in Bucharest Academy of Economic Studies

Today’s successful audit leaders never lose sight of the importance of continually assessing and improving the organizations’ university governance structure. Focusing on small and large mission, and using practical exercises and individual activities, the auditors will help gain the skills necessary to review and improve university governance structure, while developing techniques to assess risk management activities. Attendees will leave with an understanding of legal and regulatory guidelines as they pertain to university governance and discuss in-depth issues such as business ethics, transparency and disclosure, IT governance and university risks management. Identification, evaluation and management of university risks, is an important element of the university governance system. Today, the Bucharest Academy of Economic Studies is in a complex process to realize a university governance integrate information system. In context of this paperwork there are presented the main aspects for developing and implementing in actual phase information systems audit, to recognize the risks and establish the necessary measures to eliminate them.University Governance, IT Governance, IS Audit, Risks Management, Performance

North Hertfordshire College: report from the Inspectorate (FEFC inspection report; 30/94)

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record contains such report for the period 1993-94

Pershore and Hindlip College: report from the Inspectorate (FEFC inspection report; 54/94 and 84/99)

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record comprises two of these reports for periods 1993-94 and 1998-99

Models for online, open, flexible and technology enhanced higher education across the globe – a comparative analysis

Digital technology has become near ubiquitous in many countries today or is on a path to reach this state in the near future. Across the globe the share of internet users, for instance, has jumped in the last ten years. In Europe most countries have a share of internet users near to or above 90% in 2016 (last year available for international comparisons), in China the current share is 53%, but this has grown from just 16% in 2007, even in Ethiopia the share has grown from 0.4% to 15.4% in the same period (data from ITU). At the same time expectations of widespread adoption of digital solutions in higher education have been rising. In 2017 the New Media Consortium’s Horizon Report predicted that adaptive learning would take less than a year to be widely adopted (Adams Becker et al., 2017). And projects such as ‘Virtually Inspired’ are showcasing creative examples of how new technologies are already being harnessed to improve the quality of teaching and learning. Furthermore, discussion of the United Nations’ Sustainable Development Goals emphasise the key potentials that digital technology holds for achieving the goals for education in 2030 (UNESCO, 2017). These developments lead university and college leadership to the question of how they should position their institution. What type of digitalisation initiatives can be found practice beyond best practices and future potentials? This is the question that this study attempts to answer. It sets out to analyse how higher education providers from across the world are harnessing digitalisation to improve teaching and learning and learner support and to identify emerging types of practice. For this, it focuses on the dimensions of flexibility of provision (in terms of time, place and pace) and openness of provision (in terms of who has access to learning and support and who is involved in the design of learning provision), as both of these dimensions can significantly benefit from integration of digital solutions. The method of information collation used by the study was a global survey of higher education institutions (HEIs) covering all world continents, more than thirty countries and 69 cases. The survey found that nearly three-quarters of all HEIs have at least one strategic focus and typologies were developed based on this analysis to group HEIs with similar strategic focuses. Overall, the findings suggest that most higher education providers are just at the beginning of developing comprehensive strategies for harnessing digitalisation. For this reason, the authors of this study believe that providers can benefit from the outcomes of this study’s research, as it can be used by university and college leadership for benchmarking similarities and differences and for cooperative peer learning between institutions. The database of cases and the guidelines for reviewing current strategies, which accompany this study, aim to facilitate this learning and evaluation process

Dearne Valley College (FEFC Inspection Report; 77/95 and 39/98)

Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1995 and 199

Bilston Community College: report from the Inspectorate (FEFC inspection report; 69/94 and 42/99)

Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1994 and 1998/99

The Importance of Artificial Intelligence and Technological Entrepreneurship on Firm Level

This publication-based dissertation analyzes the importance of artificial intelligence (AI) and technological entrepreneurship on firm level over six chapters. The essence of this dissertation consists of four independent research papers developed for publication in academic journals whose peer review process is double-blinded. The first chapter offers a general introduction to the subject matter and provides a summary of the four research papers in this dissertation. The second chapter is a systematic literature review that focuses on the importance of AI in strategic management. The third chapter is a research paper that examines the significance of technology-driven entrepreneurship activities and provides crucial lessons from small and medium-sized enterprises operating in the manufacturing industry. The fourth chapter is a research paper that empirically examines how top management can encourage and facilitate AI-enabled business model innovation. The fifth chapter comprises a teaching case study and provides and understanding of how to implement an AI-based analytical tool in a firm. The sixth chapter outlines the main findings and contributions of this dissertation