Calls for papers

 

International Journal of Learning and Change

 

Special Issue on: "Redesigning Higher Education: The Need for Change and Innovation"

Guest Editors:
Dr. Kanupriya Misra Bakhru and Prof. Alka Sharma, Jaypee Institute of Information Technology, India

According to the World Bank, Higher Education – also known as tertiary education – can build a strong society, end extreme poverty and boost shared prosperity. The higher education system sits at the apex of the education system, supporting the lower levels of education, preparing professionals and skilled labour, and serving as an incubator for research (World Bank, 2017). It not only makes individuals employable with adequate and relevant skills, but also contributes to the betterment of society through knowledge creation and dissemination. Knowledge plays a growing role in the global economy, driving economic growth and productivity. Economic studies have shown a positive relationship between education and economic growth; particularly those that take into account the quality of education (Barro 2013; Hanushek and Woessmann 2008, 2012).

However, in an environment undergoing rapid changes, higher education faces perennial challenges of access, equity and diversity (World Bank, 2017). There is a need to (re)design curricula and pedagogies to equip higher education students to be and to become responsible actors, researchers and innovators in a complex world and to address sustainability challenges (Tassone et al., 2017). This necessitates change and innovation in every aspect of higher education that can be best served by seeking continued innovation in curricular programmes, delivery mechanisms, support services and operations. A culture of innovation is necessary for survival and higher education has not been immune to this escalating global interest in innovation (Tierney and Lanford, 2016). Recent changes demands a rethink of our main models for conceptualising innovation (for example, national, regional, sectoral and technological innovation systems, or the Triple Helix) (Ranga and Etzkowitz, 2013). A Triple Helix is required to model university-industry-government interactions. It postulates that the interaction in university-industry-government is the key to improving the conditions for innovation in a knowledge based society (Etzkowitz, 2003). Initially two different variants of higher education were identified: the first was the Napolean Model and the second was the German (or Humboldt’s) Model. The Triple Helix adapts much better to Humboldt’s model where universities have greater levels of autonomy, allowing them a much closer interaction with the market and a better position when negotiating with and relating to the state (Robinson-Garcia and Jimenez-Contreras, 2017). The concept of the Triple Helix of university-industry-government relationships was initiated in the 1990s by Etzkowitz (1993) and Etzkowitz and Leydesdorff (1995). Through subsequent development, a significant body of Triple Helix theoretical and empirical research has grown over the last two decades that provides a general framework for exploring complex innovation dynamics and which informs national, regional and international innovation and development policy-making (Ranga and Etzkowitz, 2013).

Recent change and innovations have completely transformed the job market. The education that students receive today is not adequate for a world that is constantly evolving. These changes are today impacting the jobs in the industry, many of which have become redundant or are getting replaced by automation, artificial intelligence, robotics, cloud technologies and new business architectures (FICCI and Ernst & Young, 2016). The flexibility afforded by new technologies today can facilitate gains in many facets of higher education operations, provided the system is willing and able to adopt the technologies (White and Glickman, 2007). Higher education institutions are seeking ways to increase revenue through entrepreneurial ventures that emphasise innovative research and teaching (Daniels and Spector, 2016; European University Association, 2014; Marginson, 2013; Rhoades and Slaughter, 2004). Education technology (Edtech) in higher education is being promoted as having the potential to transform teaching and learning (Conole, 2014; Laurillard, 2008). Skill is emerging as the new currency across businesses globally and has become imperative across job profiles and sectors. The higher education sector thus needs to transform itself to remain relevant to the changing landscape.

Both micro- and macro-level studies are invited for this special issue. Quantitative and qualitative approaches are also welcome. We encourage authors to come forward with promising topics to diversify and widen research on the given theme.

Subject Coverage
Suitable topics include, but are not limited, to the following:

• Teaching with technology in higher education
• Research and innovation in higher education
• New teaching pedagogies in higher education
• Student-centric curriculum and teaching
• Redefining role of teachers in higher education
• Entrepreneurship education
• Education for marginalised groups and women
• Leadership in higher education
• Employability skills
• Innovation models in higher education
• Quality and standards in rural and remote higher education institutes

Notes for Prospective Authors

Submitted papers should not have been previously published nor be currently under consideration for publication elsewhere. (N.B. Conference papers may only be submitted if the paper has been completely re-written and if appropriate written permissions have been obtained from any copyright holders of the original paper).

All papers are refereed through a peer review process.

All papers must be submitted online. To submit a paper, please read our Submitting articles page.

Important Dates

Manuscripts due by: 5 September, 2018

 

References

 

1. Barro, R. J. (2013) ‘Education and economic growth’, Annals of Economics and Finance, 14, No.2, pp. 301–328.
2. Conole, G. (2014) 'The use of technology in distance education' in Zawacki-Richter O. and Anderson T. (Eds.), Online distance education: Towards a research agenda, Athabasca University Press, Edmonton, pp. 217–236.
3. Daniels, R. J., and Spector, P. (2016) 'Converging paths: Public and private research universities in the 21st century', TIAA Institute, New York.
4. Etzkowitz, H. (1993) ‘Technology transfer: the second academic revolution’, Technology Access Report, No 6, pp 7–9.
5. Etzkowitz, H. (2003) ‘Innovation in Innovation: The Triple Helix of University-Industry-Government Relations’, Social Science Information, Vol. 42, No. 3, pp. 293- 337.
6. Etzkowitz, H., and Leydesdorff, L. (1995), ‘The Triple Helix: university–industry–government relations: a laboratory for knowledge-based economic development’, EASST Review, Vol. 14, pp 14–19.
7. European University Association (2014) 'EUA Public Funding Observatory 2014', European University Association, Brussels, Belgium.
8. FICCI and Ernst & Young (2016) 'Future of Jobs and its implications on Indian Higher Education', Ernst & Young LLP., New Delhi, pp.4-6.
9. Hanushek, E. A., and Woessmann L. (2008) ‘The Role of Cognitive Skills in Economic Development’, Journal of Economic Literature, Vol 46, No.3, pp. 607–668.
10. Hanushek, E. A., and Woessmann L. (2012) ‘Do Better Schools Lead to More Growth? Cognitive skills, Economic Outcomes, and Causation’, Journal of Economic Growth, Vol. 17, No. 4, pp. 267–321.
11. Laurillard, D. (2008) 'Technology enhanced learning as a tool for pedagogical innovation', Journal of Philosophy of Education, Vol. 42, No.3/4, pp.521–533.
12. Marginson, S. (2013) 'Labor’s failure to ground public funding' in Marginson S. (Ed.), Tertiary Education Policy in Australia, Centre for the Study of Higher Education, Melbourne, pp. 59-71.
13. Ranga, M. and Etzkowitz H. (2013) ‘Triple Helix Systems: An Analytical Framework for Innovation Policy and Practice in the Knowledge Society’, Industry and Higher Education, Vol. 27, No. 4, pp. 237-262.
14. Rhoades, G., and Slaughter, S. (2004) 'Academic capitalism in the new economy: Challenges and choices', American Academic, Vol.1, No,1, pp.37–59.
15. Robinson-Garcia, N., and Jimenez-Contreras, E. (2017). ‘Analyzing the disciplinary focus of universities: Can rankings be a one-size-fits-all?’ in Downing, K., F.A. Ganotice (eds), World University Rankings and the Future of Higher Education, IGI Global, pp. 161-185.
16. Tassone, V. C., O’Mahony, C., McKenna, E., Eppink, H. J. and Wals, A. E. J. (2017) ‘(Re-)designing higher education curricula in times of systemic dysfunction: a responsible research and innovation perspective’, Higher Education, Springer, Open Access, pp.1-16.
17. Tierney W.G. and Lanford M. (2016) 'Cultivating strategic innovation in higher education', TIAA Institute, Teachers Insurance and Annuity Association of America (TIAA), New York, pp.3-4.
18. White, S. C. and Glickman, T. S. (2007) 'Innovation in higher education: Implications for the future', New Directions for Higher Education, No.137, pp.97–105.
19. World Bank (2017) ‘Higher Education for Development: An Evaluation of the World Bank Group’s Support’. World Bank, Washington, DC.