Shaping the University of the Future

1. Front Matter

   Pages i-xviii

   PDF

2. Introduction

   • Stephen James Marshall

   Pages 1-30

3. Making Sense of the Context for Change in Higher Education

   1. Front Matter

      Pages 31-31

      PDF

   2. Part I Introduction

      • Stephen James Marshall

      Pages 33-45

   3. The Scale and Scope of Higher Education

      • Stephen James Marshall

      Pages 47-75

   4. Internal and External Stakeholders in Higher Education

      • Stephen James Marshall

      Pages 77-102

   5. Financial Challenges, Constraints and Consequences of Funding Higher Education

      • Stephen James Marshall

      Pages 103-121

   6. Qualifications as a Defining Feature of Higher Education

      • Stephen James Marshall

      Pages 123-139

4. Technology

   1. Front Matter

      Pages 141-141

      PDF

   2. Part II Introduction

      • Stephen James Marshall

      Pages 143-145

   3. Technology as a Catalyst for Change

      • Stephen James Marshall

      Pages 147-166

   4. Lessons from the Failure of the Virtual University

      • Stephen James Marshall

      Pages 167-196

   5. Technology and Modern Students—The Digital Natives Fallacy

      • Stephen James Marshall

      Pages 197-211

   6. Open Education: A Parable of Change in Higher Education

      • Stephen James Marshall

      Pages 213-251

   7. The Modern Technological University

      • Stephen James Marshall

      Pages 253-280

5. Sensemaking and Change in Higher Education

   1. Front Matter

      Pages 281-281

      PDF

   2. Part III Introduction

      • Stephen James Marshall

      Pages 283-287

   3. Making Sense of the University’s Purposes, Values and Culture

      • Stephen James Marshall

      Pages 289-313

   4. Quality as Sense-Making

      • Stephen James Marshall

      Pages 315-347

   5. Using Evidence to Guide Sense-Making

      • Stephen James Marshall

      Pages 349-386

This book focuses on developing an understanding of the complex interplay of forces acting on individual universities and higher education systems to enable leaders and practitioners to take purposeful and strategic action. It explores the challenging landscape of higher education and the pressures that are reshaping the university as a societal institution, describing the complex interplay of technological, sociological, political and economic forces driving change. The issues analysed are global in scope, reflecting the diversity of contexts, but also the common nature of the challenges facing institutions individually and collectively. The analysis draws on the lessons learnt and evidence from over fifty organisational case studies undertaken by the author over the past decade, exploring organisational change in higher education institutions in New Zealand, Australia, the United States and the United Kingdom, and on his engagement as president of the ACODE organisation with colleagues responsible for learning technological change in Australasia. The book helps institutions respond to technological change purposefully, in ways that build upon a clear understanding of the complex nature of the existing institution, its students and the organisational context.

• E-learning Technology
• Technology and changing universities
• University strategies for Massively Online Open Courses
• Organizational change in higher education
• Organizational change in universities
• Transformative change of universities
• Transformative change of higher education
• Sense-making and sense-giving
• Leading change in higher education
• Leading change in universities
• Innovation in higher education
• Disruptive change in higher education
• Strategies for change
• impact of technology on higher education

“This book is inquisitive, insightful, and constructive. … this book can be enlightening for academic researchers, teacher trainers, administrators, policymakers, and learners interested in cutting-edge research on new and emerging technologies in education. It is also good for university leaders to explore how to use technology in education and to understand how its use has shaped the concepts of education and higher learning.” (Hua-Ling Guo and Ya-Ting Huang, Higher Education, Vol. 79, 2020)

• Victoria University of Wellington, Wellington, New Zealand

  Stephen James Marshall

Dr Stephen Marshall is an Associate Professor in Educational Technology at the Victoria University of Wellington Centre for Academic Development and president of the Australasian Council on Open and Distance Education. Stephen is a member of the New Zealand Ministry of Education Tertiary E-Learning Reference Group, associate editor of the Australasian Journal of Educational Technology, and Co-Editor of the Higher Education Research and Development journal. Stephen leads Victoria University Digital Vision and Strategy for Learning and Teaching initiatives and researches in the areas of e-learning benchmarking, plagiarism and academic integrity, intellectual property, and the development of educational policy and strategy supporting and encouraging the effective use of technology. He is co-creator of the internationally recognised and applied e-learning maturity model and is currently developing a national capability framework for tertiary education for the New Zealand Tertiary Education Commission.

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