Digital Transformations in Nordic Higher Education

✍ Scribed by Rómulo Pinheiro (editor), Cathrine Edelhard Tømte (editor), Linda Barman (editor), Lise Degn (editor), Lars Geschwind (editor)

• Publisher: Palgrave Macmillan
• Year: 2023
• Tongue: English
• Leaves: 286
• Category: Library

✦ Synopsis

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.

✦ Table of Contents

Acknowledgements
Contents
Notes on Contributors
List of Figures
List of Tables
Part I Digital Transformations in Higher Education: Setting the Stage
1 Digital Transformations in Nordic Higher Education: A Step Towards Unpacking a Multifaceted and Emergent Phenomenon
Setting the Stage
Unpacking Digital Transformations: A Conceptual Framework
Volume’s Contributions
References
2 The Rise of EdTech Platforms in Higher Education: Mapping Themes from Emerging Critical Literature
Introduction
Rising EdTech in Context: HE Digitalisation and Marketisation
Review of Key Themes
Meta-Theme 1: Platformisation or  from Product to Platform
Sub-Theme 1.1: Datafication or  from Interactions to Data
Sub-Theme 1.2: Assetisation or from Commodity to Asset
Sub-Theme 1.3: Modularisation or from Continuum to Fragmentation
Sub-Theme 1.4: Crowdification or from Class to Crowd
Sub-Theme 1.5: Peer-To-Peering or from University to Web
Meta-Theme 2: Learnification or from Student to Consumer-Learner
Sub-Theme 2.1: Unbundling or from Programmes to Courses
Sub-Theme 2.2: Skillisation and Short-Circuiting or from Education to Skills and Tasks
Discussion
References
3 Dual Digitalization: A Framework for Digital Transformations of Higher Education
Introduction
Digitalization in Higher Education: Identifying and Connecting Separate Streams
Digitalization in Higher Education
Digitalization of Education
Digitalization of the Subjects
Data Science
Summing-Up
Framework
Method
Data Collection
Data Analysis
Findings—Three Phases of Digital Innovation in Higher Education
Phase 1: Two Separate Processes (Unintegrated Digital Resources)
Phase 2: Convergence of Education and Digital Subjects
Phase 3: Institutionalization in a Digital Learning Space
Discussion
How Can We Conceptualize Dual Digitalization?
How Can We Manage Dual Digitalization?
Conclusion
References
Part II New and Emerging Teaching and Learning Practices
4 Educating for Professional Digital Competence? Exploring Teacher Education in a New Learning Space
Introduction: Digital Transformation and New Learning Spaces
The Digital Transformation of Teacher Education in Norway
Undervisningsverkstedet as a Future Classroom Lab
Undervisningsverkstedet and Future Classroom Labs as Learning Spaces
Research Approach: Student Teachers with Their Teachers in the UV
Teacher Interviews
The Teachers’ Plans for the UV Session with Their Student Teachers
Teacher Perspectives on the Physical Learning Space, Stations, and Available Resources
Exploring the UV with an Inquiry-Based Learning Approach
Teacher as Facilitator or Spectator?
Teachers’ Expectations of How Students Are To Learn in UV
How Can the UV as a Learning Space Promote Collaboration and Socialising?
Exploration of New Digital Devices and Tools Used in Schools
How to Use Digital Devices Pedagogically (and Technically)
Discussion: New Learning Spaces and New Ways of Learning?
Conclusion: UV as a Learning Space that Fosters Digital Competence
References
5 Beyond Implementation: Enabling Sustainable Transformations of Digital Teaching and Learning in Higher Education
Introduction
Sustainable Transformations of Digital Practices: A Theoretical Perspective
Societal Traditions
Institutional Practices
Activity Settings
Actions
Towards Sustainable Transformations? Exploring Change Efforts at a Faculty of Education
Initial Responses to the Crisis Situation
Continued Efforts Towards More Systemic Change
Discussion
References
6 Engendering Transformative Learning in an Institutional xMOOC
Introduction
Defining a Research Perspective
Methodology
Methods and Data
Data Analysis
Findings
The Learning Design of an Institutional xMOOC
Student Assessment of the Institutional xMOOC
Overall Assessment of the Course
Students’ Learning Strategies
Video as Learning Resources
Learning by Doing Assignment Tasks
Learning by Peer Feedback (Peer Review)
Learning by Doing Multiple-Choice Questions
Individual Guidance from Instructors
Discussion
How Can Learning Resources Contribute to Transformative Learning?
Conclusion and Pedagogical Implications of the Findings
References
7 Moving Forward or Going Backwards? Understanding Digital Transformations from Teachers’ Perspectives of Assessing Students Digitally
Introduction
Assessment of Students’ Performances Using Digital Technology
Assessment in Swedish Higher Education
Theoretical Framework
Method
Findings
Transformation of the Assessment Process
Rethinking Student Competencies and Learning Requirements
Redesign of Courses and Assignments
Discussion
References
Part III Organizational Manifestations of Digital Transformations—Before and Following COVID-19
8 Who Are the Frontline Workers of Digital Transformations in Higher Education? A Conceptual Elaboration
Introduction
Digital Transformations of Higher Education as Street-Level Bureaucracy and Frontline Work
Frontline Workers of Digital Transformations of Higher Education
Faculty
Students
Educational Developers
Administrative Staff
Where to from Here?
References
9 Digitalization as a Strategic Goal—The Missed Potential of Profiling Danish Universities in the Digitalization Era?
Introduction
Theoretical Framework
Policy Ideas in Danish Higher Education
Research Design
Data and Analytical Approach
Findings
Translations of Digitalization
Digitalization in/of Education
Digitalization in/of Research
Digitalization in/of Organization
Digitalization as a Societal Condition
Discussion
Concluding Remarks—Digitalization as a Missed Strategic Opportunity?
References
10 Digital Transformations in Higher Education in Result of the COVID-19 Pandemic: Findings from a Scoping Review
Introduction
Aim and Research Questions
Method: Scoping Review Approach
Search Strategy
Data Collection
Analytical Categories: Knowledge for and Knowledge about DTHE
Description and Mapping of the Literature
Geography
Disciplines
Stakeholder Perspectives
Discussion
Limitations and Implications for Further Research
References
11 Implementing Digital Transformations in Higher Education Following COVID-19: A Norwegian Case Study
Introduction
Digital Transformations in/of Nordic Higher Education
Digital Transformations Enters the Field of Higher Education
Recent and Ongoing Policy Developments in Norway
Norwegian Higher Education as a Case
Readiness for Change
Change Valence
Change Efficacy
Case Study & Methodology
Findings and Analysis
Antecedents—The “History” of Digital Transformations at the Case University
Change Valence
Change Efficacy
Digital Transformations, COVID-19, and Beyond: Concluding Remarks
References
Part IV What Next?
12 Possible Scenarios for the Future of Digital Transformations in Higher Education
References
Index