Are Universities Redundant?

Arvanitakis, James; Hornsby, David

doi:10.1057/9781137538697_2

Cited by 22 publications

(33 citation statements)

References 3 publications

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“…Students are expressing dissatisfaction about value for money they have paid in fees (Frank et al 2019). Arvanitakis and Hornsby (2016) argue that universities who do not change to address social change could become redundant and assert that universities need to inculcate a set of cultural skills and practices that educate students beyond their disciplinary knowledge. Recognizing the vulnerabilities of the current university models, large corporate companies and digital platforms are entering the education market by offering contextual rather than a scientific type of knowledge (Gibbons 1998).…”

Section: Academia On the Vergementioning

confidence: 99%

The Dawn of the Academic Revolution: An Individual Contribution to Shaping the Future of Universities

Savić

2020

World Futures Review

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A dramatic global socio-economic transformation is challenging the traditional university models. Disruptive technologies are quickly changing the way we live and work, inducing shifts in occupational structures and pushing demand toward new skills and competences. Several factors such as the rise of neoliberalism and knowledge economy, the 2008 global economic crisis, Fourth Industrial Revolution, the 2020 COVID-19 pandemic, the continuing emergence of online learning, the amount of student debt, and employers’ dissatisfaction are generating pressure to reconsider global higher education systems. The key stakeholder groups—governments, education institutions, employers, and learners are seeking for new models that are more learner-oriented. The power struggle between various tensions within the current volatile, uncertain, complex, and ambiguous landscape generates a range of scenarios for the universities’ futures. Regardless of which scenario prevails, it is likely that academia will undergo a significantly dynamic transformation in the near future. Following a literature review shaped by personal experience in higher education, the author analyzes macro factors that may affect higher education in the forthcoming decade, with the aim of supporting strategic planning by universities. By generating a set of potential scenarios—Transformative, Market, and Fortress, the author identifies three possible futures to add to the debate about the direction and intensity of the required higher education transformation.

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Section: Academia On the Vergementioning

confidence: 99%

The Dawn of the Academic Revolution: An Individual Contribution to Shaping the Future of Universities

Savić

2020

World Futures Review

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“…Some have positioned these roles in opposition, suggesting that a focus on employability is at the detriment of outcomes that are important to students’ social and personal development. However, in the literature, there is much crossover if not total overlap between the broad categories of attributes identified as important to employers and industry bodies (Hajkowicz et al, 2016; National Association of Colleges and Employers (NACE), 2015; National Network, 2015), those that have been identified as necessary to develop citizen scholars (Arvanitakis and Hornsby, 2016a) and those actually articulated by universities (Oliver, 2011).…”

Section: The Evolution Of Higher Educationmentioning

confidence: 99%

“…In doing so, it gave students the opportunity to demonstrate both their employability and the ‘hallmarks’ of a citizen scholar, including creativity and innovation, resilience, working across teams and across experiences and design thinking (e.g. people-centred and ethical leadership) (Arvanitakis and Hornsby, 2016a). While interviews with recipients of the award suggest that their biggest motivation for applying for the credential was the opportunity to differentiate themselves and demonstrate their employability, the assessment artefacts themselves more strongly emphasised applicants’ desire to contribute to the world around them.…”

Section: Conclusion – Shaping Identities and Worldviewsmentioning

confidence: 99%

The potential of digital credentials to engage students with capabilities of importance to scholars and citizens

Miller

Jorre

West

et al. 2017

Active Learning in Higher Education

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Digital credentials (or badges) allow evidence of achievement to be more detailed than is possible through grades, and can be shared more broadly than is possible through the academic transcript. Here, we illustrate the potential use of digital credentials in higher education through sharing an approach that utilised digital credentials to recognise the achievement of students who demonstrate outstanding achievement of specific graduate attributes. More specifically, we explore the potential use of digital credentials to contribute to the development of citizen scholars through engaging students at the course (degree) level, promoting experiential learning and facilitating public sharing. The credentialing strategy described was designed to enhance employability, and the standards and criteria associated with the award were developed in collaboration with industry partners to give students the opportunity to differentiate themselves in the graduate job market. However, student applications, perceptions of the application process and feedback from industry partners who assessed the submissions suggest that an unintended, but positive, outcome of the credentialing strategy was promotion of students’ personal identity and broader social engagement. We suggest that digital credentials at course level could be a useful tool to engage students with graduate attributes, foster graduate identity and develop graduates who are active and engaged citizens.

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“…Many do not appreciate the difference between effective research strategies and grabbing information from Google (Arvanitakis & Hornsby, 2016;Candy, 2000;Gulliver, 2014). Their familiarity provides them with the technical skills, which allow them to navigate the virtual world effortlessly with skills such as the ability to download files with ease.…”

mentioning

confidence: 99%

“…These are skills deemed to be transferable to the workplace, particularly the knowledge-based economy (Bates, 2010;Bennett, Dunne, & Carré, 1999). There is a growing concern about how to prepare students for a globalized world, a concern that has been identified in higher education internationally (Arvanitakis & Hornsby, 2016;Côté, 2007). Moreover, the skills that are identified for internet literacy and the ones equally necessary for students to analyze any source of information irrespective of format, be it conventional print or electronic, are one and the same.…”

mentioning

confidence: 99%

Changes in First-Year Students’ Use of Research Resources: Impacts of an Interdisciplinary Seminar Program on Research and Literacy Learning Outcomes

Murray

Lachowsky

2017

cjsotl-rcacea

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The Internet, which has made information ubiquitous and seemingly infinite, has transformed education. Universities are challenged to educate students to navigate and evaluate critically the undifferentiated information of the Internet so that students gain the ability to transform it into knowledge. To better understand the effects of taking a First-Year Seminar we examined the types of research resources students consulted before and after taking an interdisciplinary graded for-credit First-Year Seminar at a midsize comprehensive public university in Canada. We analyzed 2,576 anonymous questionnaires collected across 102 first-year seminars. After completing a first-year seminar, students consulted more reliable and scholarly resources, irrespective of the semester of enrollment. Generally, there were some improvements noted between first and second semester students. However, comparisons between students who had just completed a seminar in semester one with students who were about to begin a seminar in semester two, reveal that the improved results are not solely attributable to the normal transition and maturation process experienced by students in their first semester of university. L’Internet, qui a rendu l’information omniprésente et apparemment inépuisable, a transformé l’éducation. Les universités sont mises au défi d’enseigner aux étudiants comment naviguer et évaluer de façon critique les informations non différenciées trouvées sur Internet afin que les étudiants puissent apprendre à transformer ces informations en connaissances. Pour mieux comprendre les effets sur les étudiants qui suivent un séminaire de première année, nous avons examiné les divers types de ressources de recherche que les étudiants ont consultées avant et après avoir suivi un séminaire interdisciplinaire noté et menant à l’obtention d’un crédit, dans une université canadienne publique de taille moyenne. Nous avons analysé 2 576 questionnaires anonymes obtenus de 102 séminaires de première année. Après avoir suivi un séminaire de première année, les étudiants ont consulté des ressources plus fiables et plus savantes, indifféremment du semestre dans lequel ils se trouvaient à ce moment-là. En général, on a noté quelques améliorations entre les étudiants de premier semestre et ceux de deuxième semestre. Toutefois, les comparaisons entre les étudiants qui venaient de terminer un séminaire au cours de leur premier semestre et les étudiants qui étaient sur le point de commencer un séminaire au cours de leur deuxième semestre ont révélé que les meilleurs résultats ne sont pas exclusivement attribuables à la transition normale et au processus de maturation dont les étudiants font l’expérience au cours de leur premier semestre.

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Are Universities Redundant?

Cited by 22 publications

References 3 publications

The Dawn of the Academic Revolution: An Individual Contribution to Shaping the Future of Universities

The Dawn of the Academic Revolution: An Individual Contribution to Shaping the Future of Universities

The potential of digital credentials to engage students with capabilities of importance to scholars and citizens

Changes in First-Year Students’ Use of Research Resources: Impacts of an Interdisciplinary Seminar Program on Research and Literacy Learning Outcomes

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