- Copyright Page
- Preface and Acknowledgements
- List of Figures
- List of Tables
- List of Contributors
- The Description and Comparison of Societal Systems of Higher Education and University Management
- Criticality, Academic Autonomy, and Societal Progress
- Socializing Human Capital for Twenty-First Century Educational Goals: Suggestive Empirical Findings from Multinational Research
- Changing the Nature and Role of Universities: The Effects of Funding and Governance Reforms on Universities as Accountable Organizational Actors
- Recent Trends in East and West University Governance: Two Kinds of Hollowness
- Cycles of Evolution of Ideal Types of Universities: Causes and Consequences for the University Mission—The Case of Poland
- The Implications of a Diversifying Workforce for Institutional Governance and Management in Higher Education
- The Collegial Tradition in English Higher Education: What Is It, What Sustains It, and How Viable Is Its Future?
- Managing a University in Turbulent Times
- Critical Factors and Forces Influencing Higher Education in the Twenty-First Century
- A New World of Communications in Higher Education and Its Implications
- Leading in Higher Education
- Policy and Practice in University–Business Relations
- Macro Changes and the Implications for Equality and Social and Gender Justice in Higher Education
- Macro Changes and the Implications for Higher Education Research: A Case Study in the Health Sector and Graduate Practice
- Canada in a Global System of Higher Education: The Role of Community Engagement
- Developing and Maintaining Transnational Research Collaborations: A Case Study of Australian Universities
- Scholarship in the University: An Ecological Perspective
- Higher Education Finance: Global Realities, Policy Options, and Common Misunderstandings
- Educating for the Cooperative Society: The Role of Government in Building Human and Social Capital
- Educating for the Cooperative Society: The Role of Industry in Building Human and Social Capital
- Educating for the Cooperative Society: The Role of Universities, Research, and the Academic Professions in Fostering Good Citizenship
- Governments Need To, and Do, Trust Universities
- Education and Technological Unemployment in the Fourth Industrial Revolution
- Educating for the Innovative Society: The Role of Indian Institutes of Technology in India
- Policy Implications for Equity, Gender, and Widening Participation in Higher Education
- Reactions, Reflections, and Renewal: The Significance of Higher Education for Intellectual, Societal, and Personal Advancement
- Maintaining the Contribution of Higher Education to Societal Progress
Abstract and Keywords
This chapter explores the implications of rapid, seemingly continuous change in information and communications technologies (ICTs) for HE institutions and their education missions. The chapter begins by touching on long-standing debates around technological and social determinism, and technological optimism and pessimism, before exploring ways in which ICTs are deeply and increasingly tightly woven into HE institutions and practices. The review is centred on a series of overlapping and intersecting key questions, including (i) the influence of ICTs on educational access and equity, (ii) the opportunities and limitations of autopedagogy, (iii) tightly intertwined technical, pedagogical, and industrial matters, (iv) the evolving role of ICTs in surveillance, support, safety, and pedagogy, and (v) the potential for ICTs to accelerate the push for open access to research scholarship and data. The chapter will be of interest to scholars, policy makers, and practitioners with interests at the intersection of HE and ICTs.
Liam Phelan is a Senior Lecturer in the School of Environmental and Life Sciences at the University of Newcastle, Australia, and an adjunct with Johns Hopkins University, USA. Liam’s research and supervision expertise spans two fields: environmental studies, particularly climate change and finance, and teaching and learning in higher education, particularly online education. Liam is interested in trans-disciplinary research towards addressing complex problems, such as effectively and justly mitigating climate change, and achieving equitable access to education for all.
Antony Drew is Assistant Dean International for the Faculty of Business and Law at the University of Newcastle, Australia and Senior Lecturer in International Business and Management. In his management role, he is responsible for managing all aspects of the Faculty’s international portfolio including developing and managing inbound and outbound student movement opportunities, transnational educational opportunities, international research collaboration, and enhancing the Faculty’s international presence. His research focus is in comparative education systems, using frameworks from institutional theory, economic sociology, cross-cultural psychology, and international business, in order to better analyse how business and educational institutions evolve over time in different societies. He has published in peer-reviewed publications including Education and Training, Educational Technology Research and Development, Journal of Teaching in International Business, Advances in International Management, and the Handbook of East Asian Entrepreneurship and has presented papers on his research at a number of international conferences.
Andrew Yardy is an Instructional Designer in the Centre for Teaching and Learning at the University of Newcastle, Australia. Andrew has extensive experience in developing and implementing information technology and information communications technologies in higher education settings. Andrew has particular knowledge and insights into current and future IT and ITC developments and the implications for higher education practice.
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