Skip to main content Accessibility help
×
Hostname: page-component-586b7cd67f-2brh9 Total loading time: 0 Render date: 2024-11-20T17:26:18.875Z Has data issue: false hasContentIssue false

Part I - (R)evolution of the Higher Education Sector

Published online by Cambridge University Press:  09 June 2022

Andreas Kaplan
Affiliation:
ESCP Business School Berlin
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Bachan, R. (2017) Grade Inflation in UK Higher Education. Studies in Higher Education, 42(8), 15801600.Google Scholar
Bossu, C., Pete, J., Prinsloo, P., and Agbu, J. F. (2019) How to Tame a Dragon: Scoping Diversity, Inclusion and Equity in the Context of an OER Project. Pan-Commonwealth Forum 9 (PCF), Edinburgh, 9–11 September. Burnaby, Commonwealth of Learning.Google Scholar
Charitonos, K., and Littlejohn, A. (2021) Professional Learning in Healthcare Settings in Resource-limited Environments: What Are the Tensions for Professionals’ Knowing and Learning about Antimicrobial Resistance? Studies in Continuing Education.Google Scholar
Cole, M., and Engeström, Y. (1993) A Cultural-Historical Approach to Distributed Cognition. In Salomon, G., ed., Distributed Cognitions: Psychological and Educational Considerations. Cambridge: Cambridge University Press, 146.Google Scholar
Coughlan, T., Lister, K., and Freear, N. (2019) Our Journey: Designing and Utilising a Tool to Support Students to Represent Their Study Journeys. 13th Annual International Technology, Education and Development Conference (INTED) 2019, Valencia, 11–13 March. Valencia, IATED, 31403147.CrossRefGoogle Scholar
Coughlan, T., Lister, K., Seale, J., Scanlon, E., and Weller, M. (2019) Accessible Inclusive Learning: Futures. In Ferguson, R., Jones, A. and Scanlon, E., eds., Educational Visions: The Lessons from Forty Years of Innovation. London: Ubiquity Press, 7592.CrossRefGoogle Scholar
Cross, S., Sharples, M., Healing, G., and Ellis, J. (2019) Distance Learners’ Use of Handheld Technologies. The International Review of Research in Open and Distributed Learning, 20(2), 119.Google Scholar
Edwards, C., and Gaved, M. (2020) Understanding Student Experience: A Pathways Model. Seventh ACM Conference on Learning@ Scale. Virtual event, USA, 12–14 August. New York, Association for Computing Machinery, 265268.CrossRefGoogle Scholar
Farrow, R. (2020). The Role of MOOCs in Promoting Social Inclusion through Employability: A Rapid Assessment of Evidence. Italian Journal of Educational Technology, 28(3), 189209.Google Scholar
Gaved, M., Calderón Lüning, E., Unteidig, A., Davies, G., and Stevens, J. (2019) Power, Roles and Adding Value: Reflecting on the Challenges of Bridging across Research and Action on an International Community Networking Project. 17th CIRN Conference 2019, 6–8 November. Monash University, Italy.Google Scholar
Herodotou, C., Sharples, M., and Scanlon, E. (2018) Citizen Inquiry: Synthesizing Science and Inquiry Learning. London: Taylor & Francis.Google Scholar
Herodotou, C., Villasclaras-Fernández, E., and Sharples, M. (2015) Exploring the World by the Scientific Method: The nQuire Website and Sensor Toolkit for Mobile Devices. Teaching Earth Sciences magazine (TES), 40(1), 125.Google Scholar
Iniesto, F. (2020). An Investigation into the Accessibility of Massive Open Online Courses (MOOCs). Doctoral dissertation. The Open University. http://oro.open.ac.uk/70010/.Google Scholar
Iniesto, F., and Rodrigo, C. (2019) YourMOOC4all: A Recommender System for MOOCs Based on Collaborative Filtering Implementing UDL. European Conference on Technology Enhanced Learning. Delft, The Netherlands, 16–20 September. Cham, Springer, 746750.Google Scholar
Jones, M. H., Chyriwsky, S. M., Croston, J., Kolb, U., Schwenzer, S. P., and Urquhar, S. (2020) Online Teamwork in Space Science and Astronomy at the Open University. 3rd Symposium on Space Educational Activities. Leicester, UK, 16–18 September. Leicester, University of Leicester Press, 126127.Google Scholar
Kaplan, A. M., and Haenlein, M. (2016) Higher Education and the Digital Revolution: About MOOCs, SPOCs, Social Media, and the Cookie Monster. Business Horizons, 59, 441459.CrossRefGoogle Scholar
Kukulska-Hulme, A. (2020) Mobile and Personal Learning for Newcomers to a City. Electronic Journal of Foreign Language Teaching, 17(1), 93103.CrossRefGoogle Scholar
Lister, K., Coughlan, T., Iniesto, F., Freear, N., and Devine, P. (2020) Accessible Conversational User Interfaces: Considerations for Design. 17th International Web for All Conference. Taipei, Taiwan, 20–21 April. New York, Association for Computing Machinery, 111.Google Scholar
Littlejohn, A., Margaryan, A., Vojt, G., and Lukic, D. (2017) Learning from Incidents Questionnaire (LFIQ): The Validation of an Instrument Designed to Measure the Quality of Learning from Incidents in Organisations. Safety Science, 99(A), 8093.CrossRefGoogle Scholar
McFaul, H., and FitzGerald, E. (2020) A Realist Evaluation of Student Use of a Virtual Reality Smartphone Application in Undergraduate Legal Education. British Journal of Educational Technology, 51(2), 572589.Google Scholar
Minocha, S. Tudor, A., and Tilling, S. (2017) Affordances of Mobile Virtual Reality and their Role in Learning and Teaching. 31st British Human Computer Interaction Conference. Sunderland, UK, 3–6 July. London, BCS Learning and Development, 110.Google Scholar
Murphy, V. L. (2020) Learning from Incidents and Implementing Action: Exploring Expectations and Contradictions in the Energy Sector. Doctoral dissertation. The Open University. http://oro.open.ac.uk/69533/.Google Scholar
Murphy, V. L., Coiro, J., and Kiili, C. (2019) Exploring Patterns in Student Dialogue While Using a Digital Platform Designed to Support Online Inquiry. Journal of Interactive Media in Education, 2019(1), 113.CrossRefGoogle Scholar
Pitt, R., Jordan, K., de los Arcos, B., Farrow, R., and Weller, M. (2020) Supporting Open Educational Practices through Open Textbooks. Distance Education, 41(2), 303318.Google Scholar
Rets, I., Coughlan, T., Stickler, U., and Astruc, L. (2020) Accessibility of Open Educational Resources: How Well Are They Suited for English Learners? Open Learning: The Journal of Open, Distance and e-Learning, 120.CrossRefGoogle Scholar
Scanlon, E., and Conole, G. (2018) Interdisciplinarity in Technology Enhanced Learning: An Interview Study. Journal of Interactive Media in Education, 2018(1), 18.CrossRefGoogle Scholar
Scanlon, E., Herodotou, C., Sharples, M., and McLeod, K. (2020) nQuire: Citizens Acting as Scientists in Massive Open Online Learning. Seventh ACM Conference on Learning@ Scale. Virtual Event, USA, 12–14 August. New York, Association for Computing Machinery, 257260.CrossRefGoogle Scholar
Scanlon, E., McAndrew, P., and O’Shea, T. (2015). Designing for Educational Technology to Enhance the Experience of Learners in Distance Education: How Open Educational Resources, Learning Design and MOOCs Are Influencing Learning. Journal of Interactive Media in Education, 2015(1), 19.CrossRefGoogle Scholar
Sharples, M., Scanlon, E., Ainsworth, S., Anastopoulou, S., Collins, T., Crook, C., Jones, A., Kerawalla, L, Mulholland, P., and O’Malley, C. (2014) Personal Inquiry: Orchestrating Science Investigations within and beyond the Classroom. The Journal of the Learning Sciences, 24(2), 308341.Google Scholar
Times Higher Education (2020). The Future of Digital Assessment: Covid-19, Short Courses and Beyond. www.timeshighereducation.com/hub/inspera/p/future-digital-assessment-Covid-19-short-courses-and-beyond.Google Scholar
Villasclaras-Fernandez, E., Sharples, M., Kelley, S., and Scanlon, E. (2013) nQuire for the Open Science Lab: Supporting Communities of Inquiry Learning. European Conference on Technology Enhanced Learning. Paphos, Cyprus, 17–21 September. Berlin, Springer, 585588.Google Scholar
Weller, M. (2020) 25 Years of Ed Tech. Athabasca: Athabasca University Press.Google Scholar
Weller, M., Farrow, R., and Pitt, B. (2019) GO-GN: Lessons in Building an Open Research Community. Pan-Commonwealth Forum 9 (PCF). Edinburgh, 9–11 September. Burnaby, Commonwealth of Learning., 1–5.Google Scholar
Zhang, M., and Quintana, C. (2012) Scaffolding Strategies for Supporting Middle School Students’ Online Inquiry Processes. Computers & Education, 58(1), 181196.Google Scholar

References

Agasisti, T., and Soncin, M. (2021) Higher Education in Troubled Times: On the Impact of Covid-19 in Italy. Studies in Higher Education, 46(1), 8695.Google Scholar
Chirikov, I., Semenova, T., Maloshonok, N., Bettinger, E., and Kizilcec, R. F. (2020) Online Education Platforms Scale College STEM Instruction with Equivalent Learning Outcomes at Lower Cost. Science advances, 6(15), eaay5324.Google Scholar
de Boer, H. (2021) COVID-19 in Dutch Higher Education. Studies in Higher Education, 46(1), 96106.Google Scholar
Driscoll, A., Jicha, K., Hunt, A. N., Tichavsky, L., and Thompson, G. (2012) Can Online Courses Deliver In-class Results? A Comparison of Student Performance and Satisfaction in an Online versus a Face-to-Face Introductory Sociology Course. Teaching Sociology, 40(4), 312331.Google Scholar
Horzum, M. B., Önder, İ., and Beşoluk, Ş. (2014) Chronotype and Academic Achievement among Online Learning Students. Learning and Individual Differences, 30, 106111.CrossRefGoogle Scholar
Huen, L. L. E., Chan, T. W. G., Wai-Man, M. Y., and Wing, Y. K. (2007) Do Medical Students in Hong Kong Have Enough Sleep? Sleep and Biological Rhythms, 5(3), 226230.CrossRefGoogle Scholar
Kaplan, A. M. (2020) Covid-19: A (Potential) Chance for the Digitalization of Higher Education. In Bunkanwanicha, P., Coeurderoy, R. and Ben-Slimane, S., eds., Managing a Post-Covid19 Era. ESCP Impact Papers. ESCP Business School, 307311.Google Scholar
Kaplan, A. M., and Haenlein, M. (2016) Higher Education and the Digital Revolution: About MOOCs, SPOCs, Social Media, and the Cookie Monster. Business Horizons, 59(4), 441450.CrossRefGoogle Scholar
Khalili, M., and Ostafichuk, P. M. (2020) Online Interaction Tools: Impacts on Students’ Participation and Learning. Proceedings of the Canadian Engineering Education Association (CEEA), 18.Google Scholar
Kizilcec, R., Saltarelli, A., Reich, J., and Cohen, G. (2017) Closing Global Achievement Gaps in MOOCs. Science, 355(6322), 251252.Google Scholar
Li, F., Zhou, M., and Fan, B. (2014) Can Distance Education Increase Educational Equality? Evidence from the Expansion of Chinese Higher Education. Studies in Higher Education, 39(10), 18111822.Google Scholar
Markova, T., Glazkova, I., and Zaborova, E. (2017) Quality Issues of Online Distance Learning. Procedia-Social and Behavioral Sciences, 237, 685691.CrossRefGoogle Scholar
Ni, A. Y. (2013) Comparing the Effectiveness of Classroom and Online Learning: Teaching Research Methods. Journal of Public Affairs Education, 19(2), 199215.CrossRefGoogle Scholar
Paul, J., and Jefferson, F. (2019) A Comparative Analysis of Student Performance in an Online vs. Face-to-Face Environmental Science Course from 2009 to 2016. Frontiers in Computer Science, 1, 17.CrossRefGoogle Scholar
Platonova, D., and Semyonov, D. (2018) Russia: The Institutional Landscape of Russian Higher Education. In Huisman, J., Smolentseva, A. and Froumin, I., eds., 25 Years of Transformations of Higher Education Systems in Post-Soviet Countries: Reform and Continuity. London: Palgrave Macmillan, 337362.Google Scholar
Pradella, M. (2018) Is There a Future for the University Campus? Studiosity. www.studiosity.com/blog/universities-of-the-future.Google Scholar
Roscorla, T. (2012) What Will Higher Education Look Like in 25 Years? Government Technology. www.govtech.com/What-Will-Higher-Education-Look-Like-in-25-Years.html.Google Scholar
Rose, S., and Ramanan, S. (2017) Effect of Sleep Deprivation on the Academic Performance and Cognitive Functions among the College Students: A Cross Sectional Study. Journal of Chalmeda Anand Rao Institute of Medical Sciences, 14(2), 5156.Google Scholar
Roshchina, Y. M., Roshchin, S. U., and Rudakov, V. N. (2018) The Demand for Massive Open Online Courses (MOOC): Evidence from Russian Education. Educational Studies Moscow, 1, 174199. doi.org/10.17323/1814-9545-2018-1-174-199.Google Scholar
Salmi, J. (2020) Learning from the Past, Coping with the Present, Readying for the Future: Impact of COVID-19 on Higher Education from an Equity Perspective, Lumina Foundation.Google Scholar
Saunders, S. (2019) Flexible and Accessible: How to Make Online Learning Effective. Studiosity. www.studiosity.com/blog/flexible-and-accessible-how-to-make-online-learning-effective.Google Scholar
Urtel, M. G. (2008) Assessing Academic Performance between Traditional and Distance Education Course Formats. Journal of Educational Technology & Society, 11(1), 322330.Google Scholar
Yang, B., and Huang, C. (2021) Turn Crisis into Opportunity in Response to COVID-19: Experience from a Chinese University and Future Prospects. Studies in Higher Education, 46(1), 121132.CrossRefGoogle Scholar
Zimmerman, B. J. (2008) Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects. American Educational Research Journal, 45(1), 166183.Google Scholar

References

Adnan, M., and Anwar, K. (2020) Online Learning amid the COVID-19 Pandemic: Students’ Perspectives. Journal of Pedagogical Sociology and Psychology, 2(1). www.doi.org/10.33902/JPSP.2020261309.Google Scholar
Elliot, M. (2018) Out of the Maze – Building Digitally Inclusive Communities (Report). The Workshop, Wellington, New Zealand.Google Scholar
Farley, H., and Willems, J. (2017) Digital Equity: Diversity, Inclusion and Access for Incarcerated Students in a Digital Age. In Patridge, H., Davis, K. and Thomas, J., eds., Me, Us, IT! Proceedings ASCILITE2017: 34th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education. 4–6 December 2017, 68–72Google Scholar
Glushkova, S., Belotserkovich, D., Morgunova, N., and Yuzhakova, Y. (2019) The Role of Smart Phones and the Internet in Developing Countries. ESPACIOS, 40(27), 1018.Google Scholar
Kaplan, A. M., and Haenlein, M. (2016) Higher Education and the Digital Revolution: About MOOCs, SPOCs, Social Media, and the Cookie Monster. Business Horizons, 441450.Google Scholar
Martica, C., Hope., S., and Zubairi, S. (2016) The Role of Digital Exclusion in Social Exclusion. London: Ipsos MORI.Google Scholar
O’Malley, B. (2020) Digital Divide ‘Catastrophic’ for Many Students. World University News.Google Scholar
Rossikhina, H., Rossikhin, V., and Kaganovska, T. (2019) Problems of Education Digitalisation in Ukraine. Advances in Economics, Business and Management Research, 105.Google Scholar
Serafino, P. (2019) Exploring the UK’s Digital Divide. Office for National Statistics, United Kingdom.Google Scholar
van Deursen, A. J., and van Dijk, J. (2019) The First-Level Digital Divide Shifts from Inequalities in Physical Access to Inequalities in Material access. Sage, 21(2), 354375.Google Scholar
van Dijk, J. A. (2005) The Deepening Divide: Inequality in the Information Society. London: Sage.Google Scholar
World Bank (2016) Digital Dividends Overview. Washington, DC, World Bank. doi:101596/978-1-4648-0671-1.Google Scholar
Zheng, Y., Ma, Y., Zheng, J., and Xie., X. (2020) Cardio-vascular System. Nature Revies Cardiology, 17, 259260.Google Scholar
Zu, Z. Y., Di Jiang, M., Xu, P. P., Ni, Q. Q., Lu, G. M., and Jiang, L. (2020) Coronavirus Disease 2019 (COVID-2019): A Perspective from China. Radiology, 296(2), 1525.Google Scholar

References

Altbach, P., and De Wit, H. (2020 ) Postpandemic Outlook for Higher Education Is Bleakest for the Poorest. International Higher Education, The Global Picture No. 102, Special Issue 2020, 35.Google Scholar
Badzińska, E., and Timonen, L. (2020) Exploring the University-Based Entrepreneurial Activities in International Collaboration: Development Cases of HEIs. Journal of Intercultural Management, Sciendo, 12(2), 130.Google Scholar
BMBF (2019) Internationalisation of Education, Science and Research: Strategy of the Federal Government. Bundesministerium für Bildung und Forschung, Bonn, Germany.Google Scholar
Brouder, P., Teoh, S., Salazar, N., Mostafanezhad, M., Pung, J., Lapointe, D., Desbiolles, F., Haywood, M., Hall, M., and Balslev, H. (2020) Reflections and Discussions: Tourism Matters in the New Normal Post COVID-19, Tourism Geographies, 22(3), 735746.Google Scholar
Bruhn, E. (2020) Virtual Internationalization in Higher Education. Bielefeld, 2020.Google Scholar
Budd, L., and Ison, S. (2020) Responsible Transport: A Post-COVID Agenda for Transport Policy and Practice. Transportation Research Interdisciplinary Perspectives, 6, 15.Google Scholar
Buitendijk, S., Ward, H., Shimshon, G., Sam, A., Sharma, D, and Harris, M. (2020) COVID-19: An Opportunity to Rethink Global Cooperation in Higher Education and Research. BMJ Global Health, 5(7), 13.Google Scholar
Byrnes, K., Kiely, P., Dunne, C., McDermott, K, and Coffey, J. (2021) Communication, Collaboration and Contagion: ‘Virtualisation’ of Anatomy during COVID-19. Clin Anat, 34(1), 8289.CrossRefGoogle ScholarPubMed
Caniglia, G., Luederitz, C., Groß, M., Muhr, M., John, B., Keeler, L., Wehrden, H. V., Laubichler, M. D., Wiek, A., and Lang, D. (2017) Transnational Collaboration for Sustainability in Higher Education: Lessons from a Systematic Review. Journal of Cleaner Production, 168, 764779.Google Scholar
Crawford, J, Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P., and Lam, S. (2020) COVID-19: 20 Countries’ Higher Education Intra-Period Digital Pedagogy Responses. Journal of Applied Learning & Teaching, 3(1), 120.Google Scholar
Cresswell, T. (2021) Valuing Mobility in a Post COVID-19 World. Mobilities, 16, 5165.Google Scholar
Cronin, C., Cochrane, T., and Gordon, A. (2016) Nurturing Global Collaboration and Networked Learning in Higher Education. Research in Learning Technology, 24, 114.Google Scholar
DAAD (2021) Nachhaltige Mobilität: Wie organisieren wir Internationalisierung von Hochschulbildung und Wissenschaft zukünftig klimagerecht? DAAD Perspektiven.Google Scholar
DAAD (2020a) DAAD Strategie 2025. Bonn: Brandt GmbH, Druck plus Medien.Google Scholar
DAAD (2020b) DAAD Annual Report 2019. Stuttgart: W. Kohlhammer Druckerei GmbH + Co KG.Google Scholar
DAAD and Uni-Assist (2020) Gemeinsame Pressemitteilung des Deutschen Akademischen Austauschdienstes und uni-assist e.V.: Weltweites Interesse an Deutschland ungebrochen groß. am 31.08.2020.Google Scholar
De Wit, H. (2013) An Introduction to Higher Education Internationalisation. Centre for Higher Education Internationalisation (CHEI), Università Cattolica del Sacro Cuore, Milan, Vita e Pensiero.Google Scholar
Deimann, M., Friedrich, J., Neubert, P., and Stelter, A. (2020) Das digitale Sommersemester 2020: Was sagt die Forschung? Hochschulforum Digitalisierung.Google Scholar
d’Orville, H. (2020) COVID-19 Causes Unprecedented Educational Disruption: Is There a Road towards a New Normal? Prospects, 49, 1115.CrossRefGoogle Scholar
EMN and OECD. (2020) Impact of COVID-19 on International Students in EU and OECD Member States – EMN-OECD Inform. Brussels: European Migration Network.Google Scholar
Enderwick, P., and Buckley, P. (2020) Rising Regionalization: Will the Post–COVID-19 World See a Retreat from Globalization? Transnational Corporations Journal, 27(2), 99122.Google Scholar
EVOLVE Project Team (2020). The Impact of Virtual Exchange on Student Learning in Higher Education: EVOLVE Project Report.Google Scholar
Felbermayr, G., and Görg, H. (2020) Die Folgen von Covid-19 für die Globalisierung, Perspektiven der Wirtschaftspolitik.Google Scholar
Frey, H., Westkämper, E., and Beste, D. (2020) Globalisierung nach der Corona-Krise oder wie eine resiliente Produktion gelingen kann – Ein Essay. Wiesbaden: Springer.Google Scholar
Friedrich, J. (2020) CHECK – Digitalisierung an deutschen Hochschulen im Sommersemester 2020, Gütersloh, Switzerland.Google Scholar
Hacker, J., vom Brocke, J., Handali, J., Otto, M., and Schneider, J. (2020) Virtually in This Together: How Web-Conferencing Systems Enabled a New Virtual Togetherness during the COVID-19 Crisis. European Journal of Information Systems, 29(5), 563584.CrossRefGoogle Scholar
Hofman, B. (2020) Wird Covid-19 die Weltordnung ändern? In Kortmann, B. and Schulze, G., eds., Jenseits von Corona: Unsere Welt nach der Pandemie –Perspektiven aus der Wissenschaft. Bielefeld: Transcript Verlag.Google Scholar
HRK (2020). Guidelines and Standards in International University Cooperation: Resolution of the Executive Board on 6 April 2020.Google Scholar
HRK (2021). Internationale Hochschulkooperationen: Ein Angebot der Hochschulrektorenkonferenz. February 1st, 2021. www.internationale-hochschulkooperationen.de/home.html.Google Scholar
International Association of Universities (2020) Regional/National Perspectives on the Impact of COVID 19 on Higher Education. International Association of Universities, August 2020.Google Scholar
Jager, S., Peng, H., Albá Duran, J., and Oggel, G.A. (2021). Virtual Exchange as Innovative Practice across Europe: Awareness and Use in Higher Education. EVOLVE Project Monitoring Study 2020.Google Scholar
Kaplan, A. (2021) Higher Education at the Crossroads of Disruption: The University of the 21st Century. Bingley: Emerald.Google Scholar
Kauppi, S., Muukkonen, H., Suorsa, T., and Takala, M. (2020) I Still Miss Human Contact, but This Is More flexible: Paradoxes in Virtual Learning Interaction and Multidisciplinary Collaboration. British Journal of Educational Technology, 51, 11011116.Google Scholar
Kercher, J., and Plasa, T. (2020) COVID-19 and the Impact on International Student Mobility in Germany: Results of a DAAD Survey Conducted among International Offices of German universities. DAAD Working Paper.Google Scholar
Kinsella, C., Santos, P., Postigo-Hidalgo, I., Folgueiras-González, A., Passchier, T., Szillat, K. et al. (2020) Preparedness Needs Research: How Fundamental Science and International Collaboration Accelerated the Response to COVID-19. PLoS Pathog 16(10): e1008902.Google Scholar
Kontinen, T., and Nguyahambi, A. (2020) Disrupting Habits of North–South Research Collaboration: Learning in Co-authoring. The European Journal of Development Research, 32(3), 529543.Google Scholar
Lörz, M., Marczuk, A., Zimmer, L., Multrus, F., and Buchholz, S. (2020) Studieren unter Corona-Bedingungen: Studierende bewerten das erste Digitalsemester. DZHW Brief 5|2020.Google Scholar
Marinoni, G., Van’t Land, H., and Jensen, T. (2020) The Impact of COVID-19 on Higher Education around the World: IAU Global Survey Report. International Association of Universities.Google Scholar
Martel, M. (2020) COVID-19 Effects on U.S. Higher Education Campuses: From Emergency Response to Planning for Future Student Mobility. COVID-19 Snapshot Survey Series.Google Scholar
Matthiessen, H. (2021) Digitale Lehre im Zuge der Corona-Pandemie: Ergebnisse einer Umfrage bei Dozentinnen und Dozenten geförderter DAAD-Projekte. DAAD Arbeitspapier.Google Scholar
Meredith, M., and Quiroz-Niño, C. (2021) Facilitating Knowledge Democracy in a Global North/South Academic Collaboration, Educational Action Research, 118.CrossRefGoogle Scholar
Nunes, S., and Cooke, P. (2021) New Global Tourism Innovation in a Post-Coronavirus era. European Planning Studies, 29(1), 119.Google Scholar
O’Dowd, R. (2018) From Telecollaboration to Virtual Exchange: State-of-the-Art and the Role of UNICollaboration in Moving Forward. Journal of Virtual Exchange, 1, 123.Google Scholar
Oleksiyenko, A., Blanco, G., Hayhoe, R., Jackson, L., Lee, J., Metcalfe, A., Sivasubramaniam, M., and Zha, Q. (2020) Comparative and International Higher Education in a New Key? Thoughts on the Post-pandemic Prospects of Scholarship. Compare: A Journal of Comparative and International Education, November, 612628.Google Scholar
Palacios-Callender, M., and Roberts, S. (2018). Scientific Collaboration of Cuban Researchers Working in Europe: Understanding Relations between Origin and Destination Countries. Scientometrics, 117, 125.Google Scholar
Qinchang, G., Chengliang, L., and Du, D. (2019) Globalization of Science and International Scientific Collaboration: A Network Perspective. Geoforum, 105, 112.Google Scholar
Ratten, V. (2020) Coronavirus and International Business: An Entrepreneurial Ecosystem Perspective. Thunderbird International Business Review, 62(5), 629634.Google Scholar
Ray, S., and Srivastava, S. (2020) Virtualization of Science Education: A Lesson from the COVID-19 Pandemic. J Proteins Proteom 11, 7780.Google Scholar
Renaud, L. (2020). Reconsidering Global Mobility: Distancing from Mass Cruise Tourism in the Aftermath of COVID-19. Tourism Geographies, 22(3), 679689.Google Scholar
Rüland, J. (2020) Die internationale Ordnung nach Corona. In Kortmann, B. and Schulze, G., eds., Jenseits von Corona: Unsere Welt nach der Pandemie –Perspektiven aus der Wissenschaft. Bielefeld: Transcript Verlag, 275284.Google Scholar
Schwarzer, D. (2020). Auf dem Weg in die Post-Covid-Welt: Drei Beobachtungen aus dem Krisenjahr 2020. DGAP Kommentar, 36. Berlin: Forschungsinstitut der Deutschen Gesellschaft für Auswärtige Politik e.V.Google Scholar
Seinsche, L., Lindert, L.. Neumann, J.. Zeike, S., and Pfaff, H. (2020) Homeoffice- und Präsenzkultur im Bereich IT und technische Dienstleistungen in Zeiten der Covid-19-Pandemie. Project Report.Google Scholar
Siedentop, S., and Zimmer-Hegmann, R. (2020). COVID-19 und die Zukunft der Städte. Verändert die Pandemie das Verständnis von nachhaltiger Stadtentwicklung? Dortmund, ILS-Impulse 1/20.Google Scholar
Steel, K., Thompson, H., and Wright, W. (2019) Opportunities for Intra-university Collaborations in the New Research Environment. Higher Education Research & Development, 38(3), 638652.Google Scholar
Stifterverband für die Deutsche Wissenschaft e. V. (2020) Lage und Entwicklung der Hochschulen aus Sicht ihrer Leitungen, Ausgabe 2020. Hochschul-Barometer.Google Scholar
Stornaiuolo, A. (2016) Teaching in Global Collaborations: Navigating Challenging Conversations through Cosmopolitan Activity.Teaching and Teacher Education 59, 503513.Google Scholar
Tesar, M. (2020). Towards a Post–Covid-19 ‘New Normality?’: Physical and Social Distancing, the Move to Online and Higher Education. Policy Futures in Education, 18, 556559.Google Scholar
UNESCO. (2020) Education in a Post-COVID World: Nine Ideas for Public Action. International Commission on the Futures of Education. United Nations Educational, Scientific and Cultural Organization.Google Scholar
Volkmer, M., and Werner, K., eds. (2020) Die Corona-Gesellschaft: Analysen zur Lage und Perspektiven für die Zukunft. Bielefeld: Transcript Verlag.Google Scholar
Walpole, S., Vyas, A., Maxwell, J., Canny, B. J., Woollard, R., Wellbery, C., Leedham-Green, K. E., Musaeus, P., Tufail-Hanif, U., Pavão, P., and Rother, H. A. (2017) Building an Environmentally Accountable Medical Curriculum through International Collaboration. Med Teach, 39(10), 10401050.Google Scholar
Weisflog, W., and Böckel, A. (2020). Ein studentischer Blick auf den Digital Turn: Auswertung einer bundesweiten Befragung von und für Studierende. Arbeitspapier Nr. 54. Version 1.1. Berlin: Hochschulforum Digitalisierung.Google Scholar
Wissenschaftsrat (2021). Impulse aus der COVID-19-Krise für die Weiterentwicklung des Wissenschaftssystems in Deutschland. Positionspapier. Wissenschaftsrat, Köln.Google Scholar
Zhou, Q. (2020). International Collaboration for Global Accessibility of COVID-19 Vaccines, National Science Review, 7(8) (August), 1269.Google Scholar
Zukunftsinstitut (2020). Der Corona-Effekt: Vier Zukunftsszenarien. Internationale Gesellschaft für Zukunfts- und Trendberatung. White Paper, March 2020.Google Scholar

References

Adam, L. (2003) Information and Communication Technologies in Higher Education in Africa: Initiatives and Challenges. Journal of Higher Education in Africa/Revue de l’enseignement supérieur en Afrique, 1(1), 195221.Google Scholar
Anderson, B., and Simpson, M. (2012) History and Heritage in Distance Education. Journal of Open, Flexible and Distance Learning, 16(2), 110.Google Scholar
Atteh, S. O. (1996) The Crisis in Higher Education in Africa. Issue: A Journal of Opinion, 24(1), 3642.Google Scholar
Casey, D. M. (2008) The Historical Development of Distance Education through Technology. TechTrends, 52(2), 4551.Google Scholar
Christensen, C., and Eyring, H. J. (2011) The Innovative University: Changing the DNA of Higher Education from the Inside Out. San Francisco: Jossey-Bass.Google Scholar
Costello, A., Abbas, M., Allen, A., Ball, S., Bell, S., Bellamy, R., Friel, S., Groce, N., Johnson, A., Kett, M., and Lee, M. (2009) Managing the Health Effects of Climate Change: Lancet and University College London Institute for Global Health Commission. The lancet, 373(9676), 16931733.Google Scholar
Costello, A., Maslin, M., Montgomery, H., Johnson, A. M., and Ekins, P. (2011) Global Health and Climate Change: Moving from Denial and Catastrophic Fatalism to Positive Action. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, 369(1942), 18661882.Google Scholar
Ferrein, A., and Meyer, T. (2012) A Brief Overview of Artificial Intelligence in South Africa. AI Magazine, 33(1), 99103.Google Scholar
Grange, T. (2011) Reflections of a Dean. BizEd. November/December. 32Google Scholar
Grey, M., and Ariong, S. B. (2018) Discourses Shaping Development. In Grey, M., ed., The Handbook of Social Work and Social Development in Africa. London: Routledge, 1532.Google Scholar
Gunga, S. O., and Rickets, I. W. (2007) Facing the Challenges of E-Learning in African Universities. British Journal of Educational Technology, 38(5), 896906.Google Scholar
Haenlein, M., and Kaplan, A. M. (2019) A Brief History of Artificial Intelligence: On the Past, Present and Future of Artificial Intelligence. California Management Review, 61(4), 514.CrossRefGoogle Scholar
Kaplan, A. M. (2021) Higher Education at the Crossroads of Disruption: The University of the 21st Century, Great Debates in Higher Education, Bingley: Emerald.Google Scholar
Kaplan, A. M, and Haenlein, M. (2016) Higher Education and the Digital Revolution: About MOOCs, SPOCs, Social Media, and the Cookie Monster. Business Horizons, 59(4), 441450.Google Scholar
Limb, P. (2007) The Politics of Digital ‘Reform and Revolution’: Towards Mainstreaming and African Control of African Digitisation. Innovation, 34, 1827.Google Scholar
Limb, P. (2005). The Digitization of Africa. Africa Today, 52(2), 319.Google Scholar
Nipper, S. (1989) Third Generation Distance Learning and Computer Conferencing. In Mason, R. and Kaye, A., eds., Mindweave: Communication, Computers and Distance Education. Oxford: Permagon Press, 6373.Google Scholar
Okello-Obura, C., and Ssekitto, F. (2015) Web 2.0 Technologies Application in Teaching and Learning by Makerere University Academic Staff. Library Philosophy and Practice, 124(8), 123.Google Scholar
Osei-Hwedie, K., and Bar-on, A. (1999) Sub-Saharan Africa: Community-Driven Social Policies. In Morales-Gomez, D. A., ed., Transnational Social Policies: The New Development Challenges of Globalisation. London: International Development Research Centre, 89‒116.Google Scholar
Paladan, N. (2018) Higher Education Institutions Embracing Digital and Social Media Marketing: A Case of Top 25 Universities in Asia and Africa. Marketing and Branding Research, 5, 159167.Google Scholar
Price-Williams, S. R., Nasser, R. M., and Sasso, P. A. (2020) The Competition of an American Public Good: Performance-Based Funding and Other Neoliberal Tertiary Effects in Higher Education. In Sengupta, E., Blessinger, P. and Mahoney, C., eds., Leadership Strategies for Promoting Social Responsibility in Higher Education, vol. 24. Bingley: Emerald, 175190.Google Scholar
Pucciarelli, F., and Kaplan, A. (2016) Competition and Strategy in Higher Education: Managing Complexity and Uncertainty. Business Horizons, 59(3), 311320.CrossRefGoogle Scholar
Samoff, J., and Carrol, B. (2004) The Promise of Partnership and Continuities of Dependence: External Support to Higher Education in Africa. African Studies Review, 47 (1), 67199.Google Scholar
Shaduk, N. J., and Taok, Y. (2020) The Institution as Learner: Challenging the Metaphor of Debt in Higher Education. In Sengupta, E., Blessinger, P. and Mahony, C., eds., Leadership Strategies for Promoting Sustainability in Higher Education, vol. 24. Bingley: Emerald, 161174.Google Scholar
Sumner, J. (2000) Serving the System: A Critical History of Distance Education. Open Learning, 15(3), 267285.Google Scholar
United Nations (2019) Sustainable Development Goals 2019. New York: United Nations.Google Scholar
Varghese, N. V. (2004) Private Higher Education in Africa. International Institute for Educational Planning (IIEP). UNESCO, Geneva.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×