Digital Transformation in Nordic Higher Education

ISBN-13: 9783031277603 / Angielski

R?mulo Pinheiro; Cathrine Edelhard T?mte; Linda Barman

Opis

This open access book expands the scholarly and policy debates surrounding digital transformation in higher education. The authors adopt a pluralistic conceptual framework which uncovers three analytical elements – contexts, mediations, and type of effects – for unpacking empirical manifestations. The publicly funded higher education systems in Nordic countries provide solid empirical insights into how digital transformations have gained ground before and during the COVID-19 pandemic, and chapter contributions demonstrate how international digitalisation trends (such as in the global EdTech industry) impact on the core activities of higher education institutions (HEIs). The findings underscore the importance of assessments that consider multiple sub-systems within HEIs, as well as the complex relationships between them. By unpacking Nordic dynamics in the light of global processes and developments, the approach adopted and the results generated are of relevance to a much broader, global audience of students and researchers in higher education.

Spis treści

Part I: Digital transformation in higher education: setting the stage

Chapter 1: Digital Transformations in Nordic Higher Education: A Step Towards Unpacking a Multifaceted and Emergent Phenomenon

Rómulo Pinheiro, Cathrine Tømte, Linda Barman, Lise Degn, & Lars Geschwind

Chapter 2: The Rise of EdTech Platforms in Higher Education: Mapping Themes from Emerging Critical Literature

Luiz Henrique A. de Andrade, Duncan A. Thomas & Vito Laterza

Chapter 3: Dual Digitalisation – a Framework for Digital Transformation of Higher Education

Egil Øvrelid, Bendik Bygstad, Sten Ludvigsen, & Morten Dæhlen

 

Part II: New and emerging teaching and learning practices

Chapter 4: Educating for professional digital competence? Exploring teacher education in a new learning space

Cathrine E. Tømte & Aleksandra Lazareva

Chapter 5: Beyond implementation: Enabling sustainable transformation of digital teaching and learning in higher education

Hege Hermansen & Andreas Lund

Chapter 6: Engendering Collaborative Transformative Learning in an Institutional xMOOC

Ammar Singh & Halvdan G. S. Haugsbakken

Chapter 7: Moving forward or going backwards? Understanding digital transformation from teachers’ perspectives of assessing students’ digitally

Linda Barman & Maria Weurlander

 

Part III: Organizational manifestations of digital transformation – before and following Covid-19

Chapter 8: Who are the frontline workers of digital transformation in higher education? A conceptual elaboration

Antonia Scholkmann

Chapter 9: Digitalization as a strategic goal: the missed potential of profiling Danish universities in the digitalization era?

Lise Degn

Chapter 10: Digital Transformations in Higher Education as a Result of the COVID-19 Pandemic: a Scoping Review

Sabine Wollscheid, Antonia Scholkmann, Marco Capasso & Dorothy Sutherland Olsen

Chapter 11: Implementing digital transformation in higher education following COVID-19: A Norwegian case study

Vito Laterza, Michael Asante Cathrine Tømte & Rómulo Pinheiro

 

Part IV: What next?

Chapter 12: Possible scenarios for the future of digital transformations in higher education

Cathrine Tømte, Rómulo Pinheiro, Linda Barman, Lise Degn & Lars Geschwind

O autorze

Rómulo Pinheiro is Professor of Public Policy and Administration and Deputy Head in the Department of Political Science and Management at the University of Agder, Norway.

Cathrine Edelhard Tømte is Professor in the Department of Information Systems and Deputy Director of the Center for Digital Transformation (CeDiT) at University of Agder, and Visiting Professor for the Science of Learning and Technology (SLATE),  University of Bergen, Norway.

Linda Barman is a lecturer at the Department of Learning in Engineering Sciences, KTH Royal Institute of Technology, Sweden.

Lise Degn is Associate Professor in the Department of Political Science, Danish Centre for Studies in Research and Research Policy (CFA), Aarhus University, Denmark.

Lars Geschwind is Professor in Engineering Education Policy and Managment, coordinator of the research group HEOS (Higher Education Organization Studies) and Head of the Learning in STEM Division at KTH Royal Institute of Technology, Sweden.   

Blurb

This open access book expands the scholarly and policy debates surrounding digital transformation in higher education. The authors adopt a pluralistic conceptual framework which uncovers three analytical elements – contexts, mediations, and type of effects – for unpacking empirical manifestations. The publicly funded higher education systems in Nordic countries provide solid empirical insights into how digital transformations have gained ground before and during the COVID-19 pandemic, and chapter contributions demonstrate how international digitalisation trends (such as in the global EdTech industry) impact on the core activities of higher education institutions (HEIs). The findings underscore the importance of assessments that consider multiple sub-systems within HEIs, as well as the complex relationships between them. By unpacking Nordic dynamics in the light of global processes and developments, the approach adopted and the results generated are of relevance to a much broader, global audience of students and researchers in higher education.

 

Rómulo Pinheiro is Professor of Public Policy and Administration and Deputy Head in the Department of Political Science and Management at the University of Agder, Norway.

Cathrine Edelhard Tømte is Professor in the Department of Information Systems and Deputy Director of the Center for Digital Transformation (CeDiT) at University of Agder, and Professor in the Center for the Science of Learning and Technology (SLATE), University of Bergen, Norway.

Linda Barman is a lecturer at the Department of Learning in Engineering Sciences, KTH Royal Institute of Technology, Sweden.

Lise Degn is Associate Professor in the Department of Political Science, Danish Centre for Studies in Research and Research Policy (CFA), Aarhus University, Denmark.

 Lars Geschwind is Professor in Engineering Education Policy and Management, coordinator of the research group HEOS (Higher Education Organization Studies) and Head of the Learning in STEM Division at KTH Royal Institute of Technology, Sweden.