Disruptive conduct: the impact of disruptive technologies on social relations in higher education

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“…Incorporating new technologies in teaching and learning approaches involves a redefinition of the teaching approach and curriculum, and takes into account the 'networked' model, based on multidirectional flows of information, which is constantly adapted. In addition, there is a need to address the pedagogic usage of technology, instead of implementing technology without a priori thinking on how to fit it in a particular pedagogy [8][9][10][11][12].…”

Governance and Adaptation to Innovative Modes of Higher Education Provision

“…They also include changes in teaching methods, curricula and programmes, which, for example, allow the institution to reach a different student demographic, for example, through partnerships outside of the university. And, as highlighted by the literature, new technologies need to be incorporated in pedagogic usage of technology, rather 102 / 217 than being implemented without a priori purpose (Bayne & Ross 2014;Brennan et al 2014;Flavin 2013). …”

“… Lack of embeddedness of pedagogical approaches in technology (Flavin 2013)  Lack of flexibility and adaptability in institutions (Istance 2011)  Skills shortage (Freeman 2012;Jones et al 2012)  Student expectations (Jaldemark & Lindberg 2013) In order to help us shape the project recommendations (research question Q4, Which recommendations can be issued regarding higher education management in innovative provision? ), the review addressed the state of the literature regarding the role of governance and management in innovation.…”

“… A culture of creativity and openness (Brennan et al 2014)  Frequent re-evaluation (Brennan et al 2014)  Autonomous initiative of teaching staff (Flavin 2013)  Development of a vision and support for innovation 'enablers' or early adopters (Freeman 2012;Brennan et al 2014)  Appreciation for the collaborative and adaptive nature of the information-sharing process in technology (Alexander 2006) Barriers include:…”

“…Incorporating new technologies in teaching and learning approaches involves a redefinition of the teaching approach and curriculum, and takes into account the 'networked' model, based on multidirectional flows of information, which is constantly adapted. In addition, the pedagogic usage of technology needs to be addressed instead of implementing technology without a priori purpose (rather than a unidirectional, 'textbook' model) (Tuomi 2013;Bayne & Ross 2014;Brennan et al 2014;Flavin 2013;Selingo 2013). …”