Guidelines for governance of HE institutions
November 2016 by the D-TRANSFORM partnership
It has already been indicated on more than one occasion, that the digital culture of governing bodies is essential for a successful digital transition in education, because these governing bodies will define and drive the transformation strategies of their establishments. In particular, information about digital trends, gathering the most promising experimentations, knowledge of future users and their typical practices, in-depth awareness of the new demands of the professional world – these are all key factors for defining a strategic vision and developing an action plan to implement that vision.
The Guidelines for governance of HE institutions, as well as the previous reports (O1.A1, O1.A2 and O1.A3), reveals the themes that are crucial, enabling enlightened governance that is suited to today’s challenges.
Download the report here (pdf):
Open Educational Resource, a lever for digital transition of higher education?
April 2016 by the D-TRANSFORM partnership
Easy access to educational content for the largest number is deeply rooted in our European history. The question of freely available digital open educational resources (OER) has nonetheless been a particular point of focus in the last ten years for various countries and also for international institutions, particularly in Europe. The production and diffusion of these resources have taken different aspects. They have either taken the form of “reservoirs” of educational resources whose location and access need to be facilitated, or the form of structured and rhythmic training modules comprised of classes, exercises, discussion forums, and evaluations, as is the case with on line education programs and Mooc. Whatever the form, two principles underlie this process: education for all as it is defended by UNESCO and “free”, “open”, “collaborative”, “coproduction” practices etc. carried by the web world for the sake of greater agility and global efficiency.
The media have reflected some great successes, even presenting Mooc as “the” lever for a radical transformation of educational patterns and for a better universal access to knowledge. Firm recommendations have been edicted at national and international level, efforts to mutualise actions have been launched, OER are now included in the field of digital public policies (see our Public Digital Policies in Higher Education – A comparative survey between Spain, France, Italy and the United Kingdom).
Has this mobilization around OER borne fruit in terms of a wider access to knowledge for all? Facing a dual trend of commoditisation and opening up of education at world level, are OER an instrument of domination or a tool of equal opportunities and diversity? Is the trend towards sharing maximum resources or rather towards a contextualized and private usage?
Furthermore, will the development of OER lead to an innovation and a transformation of our educational systems linked with the digital evolution of our economy, our society and our culture? What place should it consequently be given to mobilize and educate “leaders” of our systems and institutions?
The objective of this report is to answer these questions, focusing on two main areas:
- the first area will concern open education confronting the ideals of this concept with reality
- the second area will question observations and perspectives in terms of evolution of higher education and the role played by OER.
In order to give context to these issues, the present report will start with a reminder of historic and geographic perspectives related to OER and Mooc before providing a general background in terms of digital governance and digital services offered to teachers and students in the various studied institutions studied.
Business models for opening up education – Sustainability of MOOCs, OER and related online education approaches in higher education in Europe
April 2016 by the D-TRANSFORM partnership
This D-TRANSFORM report is designed to provide guidance for senior managers in higher education institutions, mainly in four Member States of the EU – France, Italy, Spain and UK – when they come to consider whether to deploy MOOCs and related approaches, and how to justify such decisions in terms of business models and strategic relevance.
There is a focus on public sector institutions, but the full range of university provision is considered, including the open universities and innovative private providers of higher education.
In order to give the work the widest possible relevance to Europe, three other European countries are looked at (Hungary, Ireland and and Belgium Francophone Community) and guidelines given so that readers can research information for their own countries in order to create relevant business models.
The report looks in detail at business models for US-based MOOC aggregators such as Udacity and Coursera, but with the focus on lessons that can be adapted for the European scene. This differs in several ways from the US, including on accreditation issues. It also draws insights from the range of OER, MOOC and online learning developments across Europe.
The report aims to be up to date with MOOC developments until March 2016. Many interesting developments have only fully come to light in the last few months.
DOWNLOAD the report (English version)
Public Digital Policies in Higher Education – A comparative survey between Spain, France, Italy and the United Kingdom
January 2016 by the D-TRANSFORM partnership
The project team is to publish a series of surveys about digital transformation of higher education in Europe providing:
- the state-of the art on national policies
- the analysis of business models
- the implementation of Open Educational resources
The surveys will be included in a final report making recommendations for university governance concerning e-learning as a lever of transformation of higher education in Europe. The 1st survey focuses on a comparative analysis of national policies for university digital transformation, implemented since the beginning of the 21st century. The main outcome of the survey is that no generalization is possible. . While all policies can be categorized within the general trends of the digital transformation, the dynamic of each higher education system puts different actors at the centre, according to the general logics of the systems. The challenge is then to produce conclusions that allow each partner country to engage in a transformation adapted to its own national context.
Mutations and transformation of higher education institutions
January 2015 by the D-TRANSFORM partnership
Since the late eighties and particularly in Europe, University is an organization which handles mutations and transformations. Overly rare are the studies which analyze the features of universities, as intricate organizations, and reveal, in an international and comparative perspective, their utmost diversity. Whether it is about sociability or student rallying, the available courses, operating and academic administration forms, or kaleidoscope of the part assigned by teachers themselves, turned into “academic entrepreneurs” (experts, counsellor, manager, initiator of certificates, branches, laboratories, etc.). DOWNLOAD PDF
D-TRANSFORM: Transforming Universities for the Digital Age
Paris, 18-03-2015. The D-TRANSFORM project team announces the launch of the project website DOWNLOAD Press release
Lancement du réseau « D-TRANSFORM »
Paris, octobre 2014. DOWNLOAD Press release