Integrated Information and Communication Technology Strategies for Competitive Higher Education in Asia and the Pacific

Developing countries in Asia and the Pacific are rapidly reaching middle income economic status. Their competitive advantage is shifting from labor-intensive industries and natural resource-based economies to knowledge-based economies that innovate and create new products and services. Early adoption of information and communication technology (ICT) can allow countries to leapfrog over the traditional development pathway into production of knowledge-based products and services. Since higher education institutions (HEIs) are considered a primary engine of economic growth, adoption of ICT is imperative for securing competitive advantage. ICT is thought to be one of the fastest growing industries and is frequently heralded as a transforming influence on higher education systems globally and, consequently, is enhancing the competitive advantage of countries. It is increasingly becoming evident that an institution-wide ICT strategy covering all evolving functions of competitive HEIs is necessary. Such a system may be designed as an integrated platform but implemented in phases.

Innovations in Knowledge and Learning for Competitive Higher Education in Asia and the Pacific

Competitive advantage in a knowledge economy is dependent on the ability to innovate and create new knowledge products and services, and to find innovative applications for them. Higher education institutions in Asia and the Pacific, modelled on industrial age thinking that demands excellence in routinized capacities, lack the ability to innovate and create new knowledge enterprises. The transition to a knowledge economy is affecting the purpose, content, pedagogy, and methodologies of higher education. Nontraditional stakeholders such as professional bodies, industry experts, think tanks, research institutes, and field experts/practitioners are now involved not only in planning but in providing higher education services. The traditional model of “knowledge versus skills” is no longer relevant. Higher education programs must consider lived experiences, contextual knowledge, and indigenous knowledge.

Formalising the vernacular: Social media skills in higher education

This paper discusses the issue of social media skills using a literacy framework. Firstly, it argues that social media skills are a form of vernacular, or ‘everyday’, literacy and articulates the issues associated with trying to formalise these skills within the curriculum. Secondly, it calls for greater explicit attention to social media skills within higher education, by arguing that social media literacies are a part of new literacies. It evaluates QUT’s “Create a Better Online You” suite of social media resources in light of this framework, and discusses the role of libraries in addressing social media skills.

Enhancing learning for research higher degree students

Universities’ push toward the production of high quality research is not limited to academic staff and experienced researchers. In this environment of research rich agendas, Higher Degree Research (HDR) students are increasingly expected to engage in the publishing of good quality papers in high impact journals. IFN001: Advanced Information Research Skills (AIRS) is a credit bearing mandatory coursework requirement for Queensland University of Technology (QUT) doctorates. Since its inception in 1989, this unique blended learning program has provided the foundations for new researchers to produce original and innovative research. AIRS was redeveloped in 2012, and has now been evaluated with reference to the university’s strategic research priorities. Our research is the first comprehensive evaluation of the program from the learner perspective. We measured whether the program develops essential transferrable skills and graduate capabilities to ensure best practice in the areas of publishing and data management. In particular, we explored whether AIRS prepares students to be agile researchers with the skills to adapt to different research contexts both within and outside academia. The target group for our study consisted of HDR students and supervisors at QUT. Both quantitative and qualitative research methods were used for data collection. Gathering data was by survey and focus groups with qualitative responses analyzed using NVivo. The results of the survey show that 82% of students surveyed believe that AIRS assisted their research process and helped them learn skills they need as a researcher. The 18% of respondents who expressed reservation about the benefits of AIRS were also examined to determine the key areas of concern. These included trends related to the timing of the program early in the candidature and a belief among some students that their previous research experience was sufficient for postgraduate study. New insights have been gained into how to better support HDR learners in partnership with supervisors and how to enhance learning experiences of specific cohorts, including international students and mature learners.

Establishing a framework for transforming student engagement, success and retention in higher education institutions

This poster summarises the outcomes of a national project to develop and provide a holistic framework consisting of a series of sequential and increasingly sophisticated stages that will allow higher education institutions (HEIs) to manage and improve their student engagement and retention strategies/programs.

Designing for user engagement: The ALTC exchange for higher education

The Australasian Society for Computers in Learning in Tertiary Education (ascilite) has recently completed research to inform development of the ALTC Exchange, a new online service for learning and teaching in Australia. The research investigated resource identification and contribution, engagement with the repository and user community, and associated peer review and commentary processes. This article focuses on the data obtained and recommendations developed for engagement of potential end users. It reports a literature review and findings, including an international perspective on the ALTC Exchange, with specific focus on prospective user needs, contexts of use and policies necessary to facilitate engagement of the higher education sector with the ALTC Exchange

Unemployment and private returns to higher education in Argentina (1974-2002)

Resumen: El trabajo analiza la evolución de los retornos privados a la educación superior en Argentina durante el período 1974–2002 y cómo éstos se vieron afectados por el desempleo. La conclusión es que los retornos a la educación son mayores si se los corrige teniendo en cuenta el desempleo para cada nivel educativo, ya que a mayor nivel, menor tasa de desempleo. Al evaluar invertir en educación no se debería considerar simplemente el diferencial de ingresos sino también la mayor probabilidad de tener un trabajo. Esto es relevante en un país como Argentina que pasó de tener tasas de desempleo cercanas a 5% en la década del ochenta a tener tasas de dos dígitos a fines del siglo XX y comienzos del XXI.

FleSSR project: Sustainable business models for community cloud infrastructure in the UK higher education sector

Cloud-based infrastructure essentially comprises two offerings, cloud-based compute and cloud-based storage. These are perhaps best typified for most people by the two main components of the Amazon Web Services (AWS)1 public cloud offer, the Elastic Compute Cloud (EC2)2 and the Simple Storage Service (S3)3, though, of course, there are many other related services offered by Amazon and many other providers of similar public cloud infrastructure across the Internet.

Multiple table factor analysis applied to the higher education competences

Due to the recent implantation of the Bologna process, the definition of competences in Higher Education is an important matter that deserves special attention and requires a detailed analysis. For that reason, we study the importance given to severa! competences for the professional activity and the degree to which these competences have been achieved through the received education. The answers include also competences observed in two periods of time given by individuals of multiple characteristics. In this context and in order to obtain synthesized results, we propose the use of Multiple Table Factor Analysis. Through this analysis, individuals are described by severa! groups, showing the most important variability factors of the individuals and allowing the analysis of the common structure ofthe different data tables. The obtained results will allow us finding out the existence or absence of a common structure in the answers of the various data tables, knowing which competences have similar answer structure in the groups of variables, as well as characterizing those answers through the individuals.

Technology in higher education: defining the strategic leader

A joint report between Jisc and EDUCAUSE on the changing role of the IT leader.

Learning in a Digital Age: Extending higher education opportunities for lifelong learning

Learning in a Digital Age is one in a series of Effective Practice guides. It demonstrates, through a range of case studies, how institutions are using technology to attract and retain diverse groups of learners, offer professional development opportunities for their staff, and enhance engagement and collaboration with employers and other organisations with a stake in effective lifelong learning.

Herald Higher Education Awards

Jisc is sponsoring the innovation technology excellence category in the inaugural Herald Higher Education Awards, the first awards to recognise best practice specifically in Scottish higher education. Jason Miles-Campbell, head of Jisc Scotland and Jisc Northern Ireland, tells us about the awards and how to enter.

Presenting research expertise information online: a guide for higher education institutions

Helping HEIs plan the use of online channels to communicate information about the expertise of researchers within their institution so that it meets the needs of business and community users, as well researchers themselves