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1 results

  • Chapter 24 - About Training Educators to Become Drivers for Change

  • from Part VI - Careers and Professionalisation
  • Edited by Andreas Kaplan
  • Book:
    Digital Transformation and Disruption of Higher Education
    Published online:
    09 June 2022
    Print publication:
    23 June 2022, pp 316-332

  • Summary

    Despite the increasing need to respond to changes in society and work, Higher Education (HE) remains slow to innovate and adapt (Serdyukov, 2017). The traditional model of education which was developed for a uniform, elite cohort, excludes many individuals. To realise the value of education in a modern society we need to consider Innovative and inclusive approaches to learning which can be enabled by digital technologies. This requires educators to re-examine their role and how they can influence change within current, rigid HE structures. Higher Education Institutes (HEIs) are in unusual circumstances in that academic staff have significant influence over change (Armstrong 2014). This can be advantageous as encouraging an innovative mind-set at individual levels of the organization can potentially lead to significant impact (Serdyukov, 2017; Jakovljevic, 2018). This chapter will explore barriers to innovation in HE, and the role of educators in enabling digital transformation. It will discuss a transformative Faculty Development model aimed at nurturing educators as agents for change in a digital age.