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

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

Online English Language Learning: Theory-Based Course Design and Pedagogy

The demand for higher education is increasing worldwide. To meet this demand, and to provide increased access, flexible forms of delivery are needed. Although online courses are criticized for a lack of interaction, when intentionally designed, they can provide learners with opportunities for collaboration that supports the achievement of desired learning outcomes. The latter may focus on only content mastery, however, rather than on specific learner needs. The diverse learners entering higher education institutions today due to widening access often need help with how to learn and particularly how to learn in an online context. Inclusion of this element in course design supports immediate and future academic success. This study illustrates how online English language courses, based on distance education, learning, and language acquisition theories and related pedagogical approaches, can result not only in improved linguistic skill, but also broader educational outcomes. The significance of this approach is its focus on how to learn and how to facilitate learning rather than simply on what to learn. The theoretical framework is introduced followed by application of the theories for course design and illustrations of instructor/learner interaction

Institutional Policies and Practices for Admitting, Assessing, and Tracking International Students

The United States has the largest market share of international students at 22%, followed by the United Kingdom at 11% (Project Atlas, 2015). The U.S. share has decreased from 28% in 2001 although total numbers ofinternational students are increasing (Project Atlas, 2015). Decreased market share may be due to targeted national strategies in other countries to attract international students. These include immigration policies that not only expedite obtaining a student visa, but provide opportunities to work while studying and permanent jobs and residency after graduation (e.g., Canada, the Netherlands, Germany, Sweden) (Lane, 2015). Nations are also actively recruiting, providing databases with comprehensive information about studying in the country, (e.g., the Netherlands), and offering financial incentives (e.g., Germany)(Lane, 2015). In some cases, countries that once sent students to study abroad (United Arab Emirates, Singapore, Malaysia) are now actively recruiting to host students from their regions (Lane, 2015)

Teaching Online: A Theory-based Approach to Student Success

Concerns about a lack of face-to-face contact with students, a focus on grading rather than teaching, and limited expertise with technology or needed pedagogical strategies, may contribute to instructor reluctance to teach online. The interaction between the instructor and learner and among learners affects the quality and success of online learning, and the learner’s ability to master the outcomes associated with the targeted content or skill area as well as the broad outcomes of higher education such as critical thinking, problem-solving, and communication (Association of American Colleges and Universities, 2015). Success in distance courses is associated with the learners’ ability to take responsibility for controlling the factors that affect learning (Andrade, 2012; Andrade & Bunker, 2011). This paper presents a framework for instructor training for online teaching, and outlines specific strategies for community building and instructor response aimed at developing learner autonomy. The approach is based on the theories of transactional distance—structure, dialogue, and autonomy (Moore, 2013), self-regulated learning—forethought, performance, self-reflection (Zimmerman, 2002), and collaborative control—peer and instructor collaboration to control factors that affect learning (White, 2003). The theories provide a foundation for training and guide instructors in establishing a quality online teaching and learning experience. The approach is illustrated with a teacher training for online English language instructors