Delivery of higher education qualifications is divided between the Universities and to a much lesser extent the Vocational Education sector. Degrees and above levels of Australian Qualification Framework (AQF) Universities in Australian have traditionally delivered the majority of degree qualifications. There is increasing demand for higher education qualifications this is changing the University sector with greater numbers of the population accessing Universities for qualifications. Changes in the workforce needs for qualifications and lifelong learning mean that "older "learners are entering &/or returning to Universities to gain new and higher level qualifications.
- Economy and business markets
Education is increasingly driven by competitive global market forces. The demand for higher
levels of skills and qualifications for work is a political imperative with industry demand
for people with relevant qualifications and skills for now and the future workforce.
Quality
The higher education and vocational education sectors are both required to be compliant
with national quality standards for provision of education. Quality and reputation of the
Universities is critical for marketing and branding that attracts international and local
students. The reputation of Universities being built not only on education but also
on research. Decreasing funding for research in universities means that universities must
seek commercial funding and partnerships to support research.
The challenge is to deliver quality education outcomes efficiently and effectively through
increasingly flexible modes of delivery whilst maintaining quality and reputation.
As described in INSIDE HIGHER ED article NYU reinvents itself as a "global network University,"http://www.insidehighered.com/news/2013/03/11/nyu-establishes-campuses-and-sites-around-globe
:
with national quality standards for provision of education. Quality and reputation of the
Universities is critical for marketing and branding that attracts international and local
students. The reputation of Universities being built not only on education but also
on research. Decreasing funding for research in universities means that universities must
seek commercial funding and partnerships to support research.
The challenge is to deliver quality education outcomes efficiently and effectively through
increasingly flexible modes of delivery whilst maintaining quality and reputation.
As described in INSIDE HIGHER ED article NYU reinvents itself as a "global network University,"http://www.insidehighered.com/news/2013/03/11/nyu-establishes-campuses-and-sites-around-globe
:
Technologies;
Changes in technologies and globalisation create new opportunities for leaders in the Higher education sector. Education leaders must commit with long term vision and goals to change the infrastructure of universities as education leaders are challenged to provide
Infrastructure that is relevant for now and the future. EDUCAUSE recently released a list of
Higher Education's Top-Ten Strategic Technologies in 2014 | EDUCAUSE.edu according to the report Learning analytics will dominate planning and personalised learning in the next one to three years.
Education design with integrated technology
Development of Infrastructure with Wi-Fi in Universities is critical to support Bring Your Own Everything (BYOE) . Old style classrooms are no longer considered effective or attractive to engage students in learning. Interactivity with student centred authentic learning is required for engagement of students. Feedback and support must be integrated into course delivery and assessment models to maintain student's in courses to successful completion. Higher education learning environments need to be student centred with learning spaces that are developed to support students collaboration and engagement in learning.
Churchill, D., King, M., Webster, B., & Fox, B. (2013). Integrating Learning Design, Interactivity, and
Technology. In M. Gosper, J. Hedberg, H. Carter (Eds.) Electric Dreams. Proceedings ascilite Sydney 2013. (pp. 1-4).Retrieved 12th March, 2014, from http://www.ascilite.org.au/conferences/sydney13/procs/filename.pdf
Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). NMC Horizon Report: 2014 Higher Education Edition. Austin, Texas: The New Media Consortium,
(p.4). Retrieved 12th March, 2014, from http://www.nmc.org/pdf/2014-nmc-horizon-report-he-EN.pdf
Education design will be increasingly personalised through flexible learning models of delivery. Blended learning and flipped classrooms will provide new opportunities and learning challenges for students and teaching staff. Contemporary university campuses need to plan ahead and provide technology and professional development that will drive learning for now and the future.
Johnson, Adams Becker, Estrada, & Freeman 2014 in the NMC horizon report 2014 Higher Education edition identify emerging trends and technologies that are predicted to be critical for higher education in the next three horizons of one, three and five years. This is a short video overview of the report
Johnson, Adams Becker, Estrada, & Freeman 2014 in the NMC horizon report 2014 Higher Education edition identify emerging trends and technologies that are predicted to be critical for higher education in the next three horizons of one, three and five years. This is a short video overview of the report
for the full report go to NMC Horizon Report: 2014 Higher Education Edition. Austin, Texas: The New Media Consortium, http://www.nmc.org/pdf/2014-nmc-horizon-report-he-EN.pdf
Technology. In M. Gosper, J. Hedberg, H. Carter (Eds.) Electric Dreams. Proceedings ascilite Sydney 2013. (pp. 1-4).Retrieved 12th March, 2014, from http://www.ascilite.org.au/conferences/sydney13/procs/filename.pdf
Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). NMC Horizon Report: 2014 Higher Education Edition. Austin, Texas: The New Media Consortium,
(p.4). Retrieved 12th March, 2014, from http://www.nmc.org/pdf/2014-nmc-horizon-report-he-EN.pdf
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