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Chapter 24 - About Training Educators to Become Drivers for Change

from Part VI - Careers and Professionalisation

Published online by Cambridge University Press:  09 June 2022

By
Emma O’Brien  and
Ileana Hamburg
Edited by
Andreas Kaplan
Andreas Kaplan
Affiliation:
ESCP Business School Berlin
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Summary

Despite the increasing need to respond to changes in society and work, Higher Education (HE) remains slow to innovate and adapt (Serdyukov, 2017). The traditional model of education which was developed for a uniform, elite cohort, excludes many individuals. To realise the value of education in a modern society we need to consider Innovative and inclusive approaches to learning which can be enabled by digital technologies. This requires educators to re-examine their role and how they can influence change within current, rigid HE structures. Higher Education Institutes (HEIs) are in unusual circumstances in that academic staff have significant influence over change (Armstrong 2014). This can be advantageous as encouraging an innovative mind-set at individual levels of the organization can potentially lead to significant impact (Serdyukov, 2017; Jakovljevic, 2018). This chapter will explore barriers to innovation in HE, and the role of educators in enabling digital transformation. It will discuss a transformative Faculty Development model aimed at nurturing educators as agents for change in a digital age.

Keywords

change agentsfaculty developmentheutagogyinnovationteacher agencytransformative learning.
Type
Chapter
Information
Digital Transformation and Disruption of Higher Education , pp. 316 - 332
Publisher: Cambridge University Press
Print publication year: 2022

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