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New Dynamics in Higher Education

The Rules of the Game have Changed

By IGI Global on Aug 7, 2013
Contributed by Kristen Stauffer, Discipline Manager

The Rules of the Game have Changed IGI Global contributor Ronald Dyer, Doctoral Candidate in Business Administration at Grenoble Ecole de Management, France, was recently chosen to present at the 12th Annual Association of Caribbean Higher Education Administrators (A.C.H.E.A.) Conference, held from July 11-13 at the Hilton Rose Hall in Montego Bay, Jamaica. Entitled "Examining the Relevance of Massive Open Online Course (MOOC) Implementation on the Caribbean University System", Professor Dyer's presentation explored various challenges facing the Caribbean Education System, addressing the potential of MOOCs to confront these challenges.

The Association of Caribbean Higher Education Administrators was founded to promote the highest professional and ethical standards and the continuing development of the management capacity among those who have administrative and managerial responsibilities in higher education in the Caribbean. By focusing on enhancing the skills of individual members through the provision of training and development programmes and opportunities, effective networking and results can be established in this region. At this year’s conference, A.C.H.E.A. explored the theme, "The Rules of the Game have Changed: Responding to the New Dynamics in Higher Education”. Papers and topics covered themes such as: Regulating Higher Education: Implications for Administrators, New Approaches to Higher Education: Strategic Enrollment Management, Financing Higher Education: The Public/Private Partnership Route, as well as others.

Dyer's presentation was an engaging and thoughtful discussion on the potential of MOOCs within Caribbean education: “The challenge of Information and Communication Technology Management within the Caribbean university system remains daunting. On the surface there exists constant need to revisit infrastructure, system architecture, software and relevant hardware in keeping with the myriad number of changes across the global technology landscape. However, a greater challenge is emerging rapidly forcing universities across the globe to re-evaluate their strategic direction as it relates to course delivery. Massive Open Online Courses (MOOCs) represent the next frontier for open and distance education; allowing for dispersion of courses (for free) to participants with a diverse array of digital content spanning sciences, arts, humanities and businesses,” says Dyer.

“The degree of camaraderie amongst colleagues was amazing, the sharing of experiences, challenges and opportunities remind me that despite geographic, cultural and monetary differences we are thinking about the same things and how to make a difference in the world of higher education. Arising from my presentation is to the need to perhaps support further research as to the potential of MOOCs specifically in the Caribbean.”

Mr. Dyer’s recent work with IGI Global is a chapter entitled “Games in Higher Education: Opportunities, Expectations, and Challenges of Curriculum Integration”, which is part of the recently released title New Pedagogical Approaches in Game Enhanced Learning: Curriculum Integration, edited by Sara de Freitas, (Director of Research at the Serious Games Institute, University of Coventry, UK), Michela Ott (Senior Researcher, Institute for Educational Technology of the Italian National Research Council, Italy), Maria Magdalena Popescu (Associate Professor, Carol I National Defence University, Romania), and Ioana Stanescu (Senior Researcher, Advanced Distributed Learning, Romania).

Professor Dyer’s chapter contribution in this publication discusses how in an age of technological tools ranging from social media to virtual environments, higher education institutions need to re-examine the context of their content delivery, creating an opportunity for more realistic learning methodologies across the education spectrum more closely aligned with expectations from the world of work. Today’s learners consist of a cadre of individuals aptly described as “digital natives” (Prensky, 2001) whose proclivity for technology adoption is natural, as most grew up with access to computing technology and have directly experienced its evolutionary path. As such, higher education professionals are now challenged to specifically treat with a generation who perceive technology as a natural extension of their daily lives, recognizing that traditional approaches inclusive of e-learning are no longer sufficient to engage their student population.

Interested in more research on the challenges within higher education? Check out two IGI Global Book Series: Advances in Educational Technologies and Instructional Design (AETID) and Advances in Higher Education and Professional Development (AHEPD). IGI Global currently has 38 book series, each of which hold as many as 16 titles, with a minimum of 4 titles added to each annually. All series contain peer-reviewed reference books focusing on global research by world-renowned experts in the fields of business, education, healthcare, engineering, government, social science, and communications.

If you would like to learn more about A.C.H.E.A., visit the following link: http://sta.uwi.edu/achea.

Use the following link to view related posts on New Pedagogical Approaches in Game Enhanced Learning: Curriculum Integration: Gaming Systems in the Real World: Xbox One, Media Platforms, and the Education Direction.
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