Fostering Equality in Education: The Blockchain Business Model for Higher Education (BBM-HE)

Son-Turan, Semen

doi:10.3390/su14052955

Cited by 17 publications

(14 citation statements)

References 48 publications

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“…Current research has only provided an overview of the business setting, such as meeting the global agenda of Industry 4.0 to modernize university operations which aims to create rich and diverse business systems [47]. Moreover, few discrete studies were completed on technology to sustain business, such as blockchain technology [52] to control the sales of energy [53], a circular economy created by recycling waste [54], building stock sustenance [55], and revenue generation using car parking spaces [56]. Research, to date, has only highlighted the possibility of improving efficiency through smart technology [49].…”

Section: Discussionmentioning

confidence: 99%

“…This created connection between universities and industry [50] for economic benefits by maximizing funds and providing the best service to campus stakeholders with open business opportunities for web developers [51]. Dedicated smart systems are developed, including the "Blockchain Business Model for Higher Education" (BBM-HE) created to transform business model for tokenized education [52]. In addition, the control and energy management system to boost and sell energy to the grid [53], the smart waste management system which recycles solid wastes for circular economy [54], the BIM-based smart system in the saving of building stock for investment [55] and finally, a smart parking platform providing profits for participants through electric vehicles [56] to lower costs, improve user experience and maintain a certain level of revenue [57] are also developed.…”

Section: Business Servicesmentioning

confidence: 99%

“…Furthermore, a Blockchain-based energy trading platform [56] increasing sustainable energy by green energy suppliers [70], integrating automated distribution systems and energy storage technologies [71], and a Hybrid Firefly Lion Algorithm (FLA) [72] for optimizing energy management were also developed. Other innovations included a data governance platform [26], the (R)evoCampus [60], OnCampus mobile platform [73], and a Blockchain Business Model for Higher Education (BBM-HE) [52]. Additionally, smart parking innovations, such as an IoT Raspberry Pi-based parking management system (IoT-PiPMS) [74], and a Cloud-based Automated Parking System [75], were developed.…”

Section: Innovation Ecosystemmentioning

confidence: 99%

“…Industry 4.0 and sustainable development goals [47,48] were among the global agendas which triggered transformations in higher education institutions (HEIs) for influencing future generations to deal with global issues [52]. Therefore, HEIs have begun focusing on sustainability management throughout the globe [105] facilitated effectively by advanced technology for sustainable development [106].…”

Section: Sustainable Developmentmentioning

confidence: 99%

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The Making of Smart Campus: A Review and Conceptual Framework

et al. 2023

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Smart campus is an emerging concept enabled by digital transformation opportunities in higher education. Smart campuses are often perceived as miniature replicas of smart cities and serve as living labs for smart technology research, development, and adoption, along with their traditional teaching, learning and research functions. There is currently a limited understanding of how the smart campus is conceptualized and practiced. This paper addresses this gap by using a systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach. The study uses four major domains of the smart campus, i.e., society, economy, environment, and governance, to classify existing research. These domains are each aligned to the central smart campus concepts of digital technology and big data. The analysis found little evidence of a comprehensive real-world application of the smart campus towards addressing all four domains. This highlights the infancy of the current conceptualization and practice. The findings contribute to the development of a new conceptual foundation and research directions for the smart campus notion and informs its practice through a conceptual framework. The findings reported in this paper offer a firm basis for comprehensive smart campus conceptualization, and also provide directions for future research and development of smart campuses.

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Section: Discussionmentioning

confidence: 99%

Section: Business Servicesmentioning

confidence: 99%

Section: Innovation Ecosystemmentioning

confidence: 99%

Section: Sustainable Developmentmentioning

confidence: 99%

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The Making of Smart Campus: A Review and Conceptual Framework

et al. 2023

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“…The extant literature that link education blockchain to the SDGs are scarce and mostly in the field of business administration (Gilder, 2018; Son‐Turan, 2022; Yeung, 2018). Literature about SDG10 ‘Reduced Inequalities’ and SDG9 ‘Industry, Innovation, Infrastructure’ are dominated by technology‐centred theoretical speculations within the general context of educational mobility, accessibility, and social inclusion in higher education (Cheung & Wong, 2017; Kwok & Treiblmaie, 2022; Yeung, 2018).…”

Section: Overview Of the Blockchain Use In Educationmentioning

confidence: 99%

Blockchain technology for sustainable education

Savelyeva

Park

2022

Brit J Educational Tech

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Blockchain—a digitally distributed, decentralised, peer‐to‐peer shared ledger technology that exists across a delimited network—is recognised as a disruptive technology for the next socioeconomic mega trend. Most of the researchers in education theoretically speculate upon blockchain's extraordinary potentials for enterprises, finance, administration, and management of education. Little attention has been paid, however, to the problems of socially inclusive knowledge transformation, sustainability, and equitable access to quality education for marginalised communities. This paper aims to describe an approach and method for leveraging education blockchain as a possible means to advance the UN Sustainable Development Goals (SDGs) for the social inclusion of marginalised communities of teachers and learners. This theoretical paper adopts a reflective research approach to critically analyse the current state of blockchain applications in education, and discuss its prospects for building educational commons for sustainable development. This paper contributes to the field of educational technology by exploring blockchain's prospects to building educational commons through four strategies: (a) network cooperation; (b) diversity of interacting agents; (c) shared resources; and (d) educational logistics. It also contributes to the conceptualisation of knowledge transformation for sustainable education by modelling blockchain‐supported educational commons and informing educational practitioners and technological innovation policy makers. What is already known about this topic Blockchain is a digitally distributed, decentralised, peer‐to‐peer shared ledger technology that can be adopted across education networks. Blockchain is regarded as a disruptive technology and a key driver of the next socioeconomic mega trend. The extant literature on blockchain in education are technology‐centred and limited to applications in financing, administration, and management of education. Blockchain's potential to achieve the Sustainable Development Goals (SDGs) in education and in favour of marginalised communities remain unexplored. What this paper adds A critique of the mainstream literature and its utilitarian and business‐oriented paradigm for leveraging blockchain technology in education. An operational definition of ‘education blockchain’ as a set of affordances of a blockchain technology that empowers educators and learners to achieve sustainability of their education system. Conceptualisation of a ‘sustainable education blockchain’ for the knowledge transformation of marginalised communities. A framework of blockchain for building educational commons through network cooperation, diversity of interactive agents, shared resources and educational logistics. Implications for practice and/or policy This paper calls for re‐orienting blockchain technology in education from pro‐profit to human‐centred adoption. This is to ensure a balance among technological advances, knowledge transformation, and safeguarding of privacy and i...

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