DRIVERS OF CHANGE IN HIGHER EDUCATION

Change is constant, yet the rate of change in higher education is accelerating. The theme of ‘change’ was pervasive throughout the course; described change as profound and creating chaos and conflict. Yet at the same time, change as an opportunity for institutions to find its  Star, meaning its strengths —to energize the institution by focusing on those identified.

The first step in adapting and thriving in a period of chaos is to objectively and carefully examine the drivers of change that are affecting a given sector. In our case education, we can narrow it down to three primary forces driving change.

1.      The abundance of quality content available on the web. Students have access to more content than ever before, which changes the paradigm of the student/teacher relationship. The professor teaching in a classroom is not the primary method for accessing scholarly expertise; content is no longer bound by cost, location or time.

2.      Interactive applications and platforms on the web accessible due to cloud technology. Blogs, Slide share and Learning Management Platforms such as Moodle, are just a few examples of tools that are changing how education (content) is delivered and accessed. Online learning, are examples of learning that was not available ten, or even five years ago.

3.      Mobile devices with Internet connectivity capability.  Millions of people around the globe, even in third world countries are owners of mobile devices that connect to the Internet. This capability drives not just educational change, but cultural and societal change as well.
Learning is adaptive learning platforms. Where student learning is customized through online programs that adapt and respond to students strengths and weaknesses. Learning is an example of a company that delivers adaptive learning programs. Blended and Online learning that are based upon models of constructivism Students are involved and active participants within learning, either constructing their learning with content and student peers constructivism, or connecting with nodes within a network, making connections and acquiring knowledge as a result. Learning is moving towards treating students as part of the learning, not as passive ‘vessels’.    

CHANGE BASED ON ADVANCED DEVELOPMENT

1) The traditional college experience where students attend college or universities will change; will be augmented with online learning, flipped classrooms, and blended learning. The community will become part of the education experience, where students work within the community to solve problems (project based learning) or work as part of their education. Four years of attendance will be the exception, less will be the norm.

2) Do-it-yourself college:  Students will adopt the ‘build-your-own-degree plan’. Colleges are becoming unbundled, which means students will be able to choose preferred courses and assessment of skill for credit. This model will grow as costs for college continue to be out-of-reach for the average family.

3) Lifelong learning, competency based: Students will become learners for life, where learning is one long, continuous process. It will not stop after high school, or even after college, but will continue will play a role, as will courses offered through other venues, perhaps face-to-face, online or through iTunes U.  This model has much potential.

Conclusion
The future is bright for higher education. Resistance to change can be a significant barrier to the developments needed within education, but those that resist will eventually be forced to get on board or be left behind. Those that do change and adapt will have the opportunity to reach students as never before – educate people of all ages to be productive, educated and contributing members of society. It all begins with embracing change, and changing our thinking.

BY MDODO REBECCA J

BAPRM-42614