A Responsive Higher Education Curriculum: Change and Disruptive Innovation

This case illustrates how a large, regional university redesigned its program review, curriculum proposal, and curriculum approval processes to maintain currency and viability and meet regional educational needs. The chapter analyzes the problem, process, and outcomes of the changes, and discusses implications for broader contexts. It introduces the concept of disruptive innovation, discusses innovation and change within higher education, provides context for the institution highlighted in the case study, and outlines the initiatives. It then reviews the innovations from a change process model perspective and considers the implications of the case analysis. The chapter concludes with thoughts on the extent of change needed in higher education to keep pace with a continually-evolving global environment

Effective eLearning and eTeaching — A Theoretical Model

Distance learning is increasingly becoming an option for learners that were previously denied higher education opportunities due to elitist systems, cost, academic preparation, or personal circumstances. It is also a means to help nations meet goals to increase the percentage of individuals with post-secondary education in order to address workforce needs. However, learners and instructors often have concerns with their ability to be successful in a distance learning environment. This chapter presents a theoretical model for eLearning and eTeaching aimed at helping learners and instructors successfully navigate distance learning courses. Examples of course activities corresponding to the model components are shared. A qualitative analysis of learner self-reflections demonstrates the efficacy of the model in terms of increased autonomy, self-regulation, and targeted skills

Pedagogies and Practices: An Institutional Framework for Flexible Learning

Higher education institutions around the world transitioned rapidly from traditional face-to-face courses to some form of synchronous or asynchronous online delivery due to the COVID-19 pandemic. This case study explores how a large, open-admission, regional university developed a robust infrastructure for the development and delivery of flexible delivery modalities, specifically online and hybrid courses. The framework represents a holistic approach to organizational change and the development of new modes of delivery to accommodate a growing and diverse student body. The framework and related infrastructure were in place prior to the pandemic. The case study examines the extent to which the framework was effective in managing the changes resulting from COVID-19 and identifies new strategies that had to be quickly adopted

Business School International Alumni: A Story of Grit

Business is a top choice of study for international students in countries such as the U.S., UK, Australia, and Canada; however, knowledge about the post-graduation experiences of international business school graduates varies across hosting countries and is somewhat limited. Few business schools in the U.S. survey alumni to determine how their learning experiences have impacted their professional success. Fewer still have explored the role of English language proficiency for these graduates. This study collected data from online surveys to examine the on-campus and post-graduation experiences of international alumni to determine factors that impacted their academic and professional success, with an emphasis on English language development. Findings identified five themes—achievement-oriented, long-term commitment, involvement, sense of belonging, and experiential learning. Although participant success was largely due to their own grit, schools of business and their professors could do more to contribute to this success, particularly in the areas of curriculum and pedagogy

Engaging Millennial Students through Community-Engaged Experiential Learning

Millennial students and workers are high-achieving, have a strong desire for ongoing personal and professional development, and tend to be invested in making a sustainable impact on society and in the communities in which they live and work. One avenue to engage these students is community-engaged experiential learning (or service learning). While service learning is not new, this “civically-engaged” pedagogy has increased in popularity and usage. It provides meaningful community-service opportunities that simultaneously teach civic responsibility and encourage life-long civic engagement, while also providing significant real-life, hands-on learning of important skills and vital social understanding. This quantitative study examines the connections between students’ motivations for enrolling in service-learning courses and their perceived likelihood for course and program completion. It also connects student motivations for enrolling in service-learning courses to the literature on millennial students and preparing students for the future workforce. Findings not only identify gains in service-learning motivations overall, but also specific volunteerism motivations that contribute to students’ expressions of intent for course and program completion. The findings also demonstrate that study participants exhibited typical characteristics associated with the millennial generation and that these are strengthened through service-learning participation

Comparative Job Satisfaction and Its Determinants in For-Profit and Nonprofit Employees Across the Globe

Beneficial outcomes of job satisfaction include greater productivity, higher work quality, increased company competitiveness, less turnover, and decreased workplace conflict. Understanding the variables that impact job satisfaction is critical to improving organizational effectiveness. The current research compares job satisfaction factors among for-profit and nonprofit employees globally, using International Social Survey Program data on work orientations. As such, this study contributes new insights from a large-scale international data set to inform employers and researchers about factors that contribute to job satisfaction on a global basis. Findings indicate more commonalities than differences in job satisfaction factors across the two groups

Developing a framework for sustainable growth of flexible learning opportunities

Flexible learning increases access to higher education, particularly for traditionally undeserved students. First-time entrants, who may lack the cultural capital to be successful, may also be more likely to participate in flexible learning than traditional students, and particularly in online and blended courses. We posit that success for all students enrolling in flexible forms of learning can be achieved through course design and responsive pedagogies. For these efforts to be successful, competency frameworks must be developed, and initial and ongoing training provided for teaching staff. This paper discusses a theory-based and practice-informed framework for the scalable expansion of flexible learning, which in our case, encompassed online learning, blended learning, competency-based education, and open educational resources. We provide a context for the framework, introduce the framework, discuss the steps for developing and implementing it, and share initial findings and implications

Self-regulated and technology-enhanced learning: a European perspective

Self-regulation of learning, learning to learn, and their potential stimulation by specific Information and Communication Technologies (ICTs), are main topics in European policy. This issue of the ‘European Educational Research Journal’ (EERJ) focuses on research to develop, integrate, and evaluate self-regulation of learning and the potential and actual uses of ICTs in educational practice. In this paper, we introduce five articles on self-regulated and technology-enhanced learning representing development and research conducted in preschools, primary and secondary schools, and universities of various countries. This research was presented at two symposia of the ‘European Conference on Educational Research’ (ECER) in Cádiz (2012). The symposia were part of the ECER network 16 ‘ICT in education and training’. The research exemplifies three different models of ICT-based learning, ranging from ‘traditional’ via ‘more flexible’ to ‘optimal’ learning. We discuss the main characteristics and outcomes of the five articles. We conclude with theoretical and methodological aspects that may promote further development and research of self-regulated and technology-enhanced learning in a European perspective

Self-regulated and Technology-enhanced learning: a European perspective

Self-regulation of learning, learning to learn, and their potential stimulation by specific Information and Communication Technologies (ICTs), are main topics in European policy. This issue of the ‘European Educational Research Journal’ (EERJ) focuses on research to develop, integrate, and evaluate self-regulation of learning and the potential and actual uses of ICTs in educational practice. In this paper, we introduce five articles on self-regulated and technology-enhanced learning representing development and research conducted in preschools, primary and secondary schools, and universities of various countries. This research was presented at two symposia of the ‘European Conference on Educational Research’ (ECER) in Cádiz (2012). The symposia were part of the ECER network 16 ‘ICT in education and training’. The research exemplifies three different models of ICT-based learning, ranging from ‘traditional’ via ‘more flexible’ to ‘optimal’ learning. We discuss the main characteristics and outcomes of the five articles. We conclude with theoretical and methodological aspects that may promote further development and research of self-regulated and technology-enhanced learning in a European perspective