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The Inconvenient Truth About Digital Transformation in Higher Education

The Inconvenient Truth About Digital Transformation in Higher Education

Roslind Xaviour Thambusamy, Parmjit Singh, Mohd Adlan Ramly
Copyright: © 2019 |Pages: 16
ISBN13: 9781522574385|ISBN10: 1522574387|ISBN13 Softcover: 9781522586050|EISBN13: 9781522574392
DOI: 10.4018/978-1-5225-7438-5.ch014
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MLA

Thambusamy, Roslind Xaviour, et al. "The Inconvenient Truth About Digital Transformation in Higher Education." Faculty Roles and Changing Expectations in the New Age, edited by Yukiko Inoue-Smith, IGI Global, 2019, pp. 232-247. https://doi.org/10.4018/978-1-5225-7438-5.ch014

APA

Thambusamy, R. X., Singh, P., & Ramly, M. A. (2019). The Inconvenient Truth About Digital Transformation in Higher Education. In Y. Inoue-Smith (Ed.), Faculty Roles and Changing Expectations in the New Age (pp. 232-247). IGI Global. https://doi.org/10.4018/978-1-5225-7438-5.ch014

Chicago

Thambusamy, Roslind Xaviour, Parmjit Singh, and Mohd Adlan Ramly. "The Inconvenient Truth About Digital Transformation in Higher Education." In Faculty Roles and Changing Expectations in the New Age, edited by Yukiko Inoue-Smith, 232-247. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7438-5.ch014

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Abstract

The proliferation of technology into the teaching and learning process has drawn ire in certain quarters of education. This chapter takes up this train of thought to elucidate on certain aspects of the digital transformation of higher education processes which threaten to suffocate the humanistic aspects of the educative process. Special focuses are placed on the pervasive and invasive encroachment of technology into all aspects of teaching, learning, and assessment in terms of its actual value to the end users—the students. The authors highlight how universities are now reflecting Giroux's neoliberalism and Ritzer's McDonaldization in their management and, consequently, depriving instructors and students of the opportunity to true quality education that should pivot on humanistic values and not the accumulation of grades. Apart from these theoretical bases, the authors present arguments drawn from empirical evidence and their own experience as long-serving academics.

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