Roberta Malee Bassett, PhD is Global Lead for Tertiary Education at the World Bank, where she leads reform efforts addressing issues such as finance, governance, and quality assurance; internationalization; equity/access; research/innovation/competitiveness; skills; and remote delivery/learning. Before joining the Bank, Dr Bassett worked for many years in both university administration and academia, having served in such …
Group Rector & Chief Academic Officer, Global University Systems UK and Rector& President University of Europe, GermanyProf Dr Maurits van Rooijen (Breda, the Netherlands 1956) studied economics history with a doctorate in Geography at Utrecht University, where he also held his first academic position. He has published widely in green and sustainable urbanisation and was …
Dr. Assaleh has been the Vice Chancellor for Academic Affairs at Ajman University (AU) since 2017. In this capacity, he oversees the academic operations of the nine University colleges, the Deanship of Students Services, the Deanship of Graduate Studies and Research, the Center for Continuing Education and Enterprises (CCEE), the Office of International Academic Affairs, …
Dr Kurt Deketelaere is since 2009 the Secretary-General of the League of European Research Universities (LERU). He is also a full professor of law at the University of Leuven in Belgium and a visiting professor of law at the University of Helsinki in Finland. He is a specialist in EU research, innovation, education, energy, environment and …
Dr. Larry Johnson is an acknowledged expert on the long-term trends and patterns in all things digital, to include social media, mobile technologies, networks and the cloud, and much more. He has devoted the bulk of his formal career to understanding and articulating the arc of digital technology, via research, reports, books, papers, and for more …
Professor Mark Brown is Ireland’s first Chair of Digital Learning and Director of the National Institute for Digital Learning (NIDL) located at Dublin City University. Mark is currently Treasurer of the European Distance and E-learning Network (EDEN) and he is also an EDEN Fellow. He serves on the Supervisory Board of the European Association of …
Dr. Hilligje van’t Land serves the global higher education community as Secretary General of the International Association of Universities (IAU) – global NGO with UNESCO Associate Status. For the past two decades, she has fostered the key role of higher education in societal transformation. She supervises the overall programme activities of the IAU, develops the Association’s …
Professor Dato Dr Noor Azizi Ismail is the Vice Chancellor of Universiti Malaysia Kelantan. Prior to the recent appointment, he served as Deputy Director General of Higher Education, Ministry of Education Malaysia; Deputy Vice Chancellor (Research and Innovation) and Dean of Graduate School of Business, Universiti Utara Malaysia. He earned his PhD in Accounting Information …
Professor Tawana Kupe is the Vice-Chancellor and Principal of the University of Pretoria. He holds a BA Honours and Masters degree in English from the University of Zimbabwe, and a DPhil in Media Studies from University of Oslo, Norway. An Honorary Doctorate in Humanities was bestowed on him by Michigan State University in December 2019. …
Ahmed Bawa is the CEO of Universities South Africa. Until 2016, he was Vice-Chancellor and Principal of Durban University of Technology. He also served as Deputy Vice-Chancellor and Principal of the Durban Centre of the University of Natal (later to be the University of KwaZulu-Natal). At the City University of New York, he was faculty …
Forum Organizer
Ensuring AI as a Common Good for Education and for Humanity
The speech promotes the adoption of digital humanism as the guiding principle for the use of Artificial Intelligence in education. It provides an introduction to the latest report released by UNESCO in 2021, AI and Education: Guidance for Policy-makers. In order to guide policy-makers, four key questions ware posed: 1) How to ensure ethical and equitable use of AI in Education? 2) How can AI be used to deliver unfulfilled promises? 3) How can AI enable the learning and digital humanism we want? 4) What are AI literacy and AI skills needed for human-AI collaboration? AI in Education is covered in the following key areas of AI and education policies:
(1) governing and regulating the use of AI in education with focuses on: Protecting data privacy, preventing algorithm discrimination e, regulating intrusive AI-powered tools, promoting human agency in the context of human-machine collaboration, and revealing uncharted ethical issues
(2) AI as a common good to deliver unfulfilled promises in education: examples will be shared on the use of AI in addressing language barriers to access to education opportunities; enabling learners with disabilities (e.g. vision or hearing); diagnosing learning disabilities (e.g. dyslexia and other reading difficulties, autism spectrum, etc); monitoring learning problems and failures.
(3) AI as a public good to support pedagogies needed in the future: It reviews the current status of the use of AI in education and recommends that the use of AI in education should move from automating low-skill tasks with AI to supporting higher-order tasks and skills for our learners.
(4) AI competencies as a cornerstone of the AI era: a 2021 UNESCO Report on Developing AI Competencies found that only 11 countries reported having endorsed K-12 AI curricula for K-12 schools, while an additional four (Germany, Jordan, Bulgaria and Saudi Arabia) are in the process. Detailed recommendations on developing and implementing AI curricula will be shared.
Online Learning Best Practices Adoption After COVID – Adaptive Learning
Online learning best practices frameworks have been used to manage online learning courses design, development, assessment and delivery. Today and with the impact of COVID19, there was a direct shift toward virtual learning and focus to a rapid shift towards the digital tools while getting a wide gap with student’s needs, learning styles and needs. Instructors get more pressure to develop their own teaching style, building their ways to develop their digital learning environment, however, deploying the online learning best practices was not as expected, and focusing on students’ needs witness a big lose. This session will cover how the online learning best practices and adaptive learning can help instructors to get to the students need and support their day-to-day learning. Push them to complete their programs successfully and achieving their learning outcomes.
Higher Education post Covid-19 : what will we have learned and (what) are we able to change for the better?
The post covid era is what we are all aspiring to. Some call to ‘build back better’. At the IAU, we call for higher education to better taylor to the needs of society both at local and global level. Universities and other higher education institutions need to take into consideration lessons learned throughout the pandemic, in order to rethink the way in which they operate, teach, foster and produce research and engage with the community. Reimagining itself will not be synonym for universities to reinvent themselves entirely yet for university leaders and all university and HEI stakeholders to reflect, rethink, adapt and co-construct a better kind of higher education and research that will offer the much needed higher education that will help educate thoughtful, ethical, leaders for a future. They have a unique opportunity to develop in a way that can lead to a better engagement with the global goals and to offer what is needed to develop the kind of society we want to live in and in a world we better care for. Dr. Hilligje van’t Land will be pleased to present the outcomes of the IAU Global Surveys on the impact of COVID 19 on Higher Education.
Keynote Address I – Steering tertiary education out of the crisis: Lessons from the COVID-19
For decades, tertiary education systems have been managed with the assumption that stability and continuity are sufficient for their purpose. Several recent shocks, including the financial crisis of the early 2000s, the transformative impacts of technology, and most recently, the COVID-19 pandemic (which combined the former two crisis issues with the disruptions of the global health crisis), have required rethinking in how to be more strategic and purposeful in leading tertiary education. This talk will present these issues within the new World Bank policy advisory framework for tertiary education, STEERing Tertiary Education: Toward Resilient Systems that Deliver for All., to offer one methodology for assessing system-level fitness for high quality and relevant tertiary education today and in years to come.
Keynote Address III : Re-inventing Higher Education Post COVID-19: what does the data show?
Drawing on the deep and rich databases that underpin the THE World University Rankings and THE Impact Rankings, focused on the Sustainable Development Goals, and taking insights from THE’s annual University Leaders’ Survey and THE Student Pulse survey, THE Chief Knowledge Officer Phil Baty will explore the shifting sands of the global knowledge economy, lessons learned from the global response to the pandemic, the extent of disruption coming to the university sector, and will suggest a new focus for universities worldwide.
Debate: Did our Educational System Lose Relevance? What Leaders of HE Have to Say
Workshop 2: Teaching and Learning after the Storm: Re-thinking our Practices
The Covid-19 pandemic has raised significant challenges for the higher education community and in particular for teaching staff; nonetheless universities and colleges have proven to be agile and managed to rapidly transition to emergency remote teaching. With the extending of universities’ closure institutions have strived to improve their practices of teaching online. As many prepare to go back fully on campus, we must think and prepare for the next stage beyond the pandemic. The world we live in is constantly changing and what we teach and how we teach is also rapidly evolving. We must think about what has the pandemic taught us and how can our teaching and learning practices be reshaped to develop the skills students will require to survive and thrive during and after the pandemic. We need to reconsider how we can achieve better student outcomes and foster improved student engagement and most importantly we need to think of how we can leverage on the investment and experiences we have gained during our online teaching. This workshop will emphasis on the key elements academic leaders should consider in designing and delivering their curriculum post the pandemic.
The agenda of the workshop will cover the following topics:
Workshop 1: Formulating and leading your institutional digital learning strategy
A hands-on virtual workshop for administrators
Facilitated by Dr. Fernando Senior and Dr. Debra Mashek
While digital and online learning has flourished over the past decades and has altered the landscape of higher education worldwide, the global COVID-19 pandemic force institutions, ready or not, to quickly pivot into this new learning, administrative, and business paradigm. Like an iceberg, what is visible from the surface is the obvious need to install a technological infrastructure that extends the physical campus into a virtual space. New practices in marketing, enrollment, learner support, and teaching follow this. But what hides below the surface are essential elements that need to be present for a unique, sustainable, and prosperous journey into the new digital world.
The Workshop invites higher education administrators to formulate a preliminary institutional digital learning strategy, which is often not given the priority it warrants in light of its importance. Such a strategy represents a cornerstone that will shape the digital identity of the institution. Additionally, it is also imperative to consider the strategies that will foster collaboration within the institution.
The Workshop is a virtual hands-on experience internationally offered as part of a physical and virtual event to allow high-level administrators to experience what it is like to be an online learner and to interact with all participants, regardless of their modality of participation in the event.
The experience includes asynchronous and synchronous activities, templates, guidelines, and individual and group activities. Participants will complete a series of exercises leading to
1) identifying essential elements in their institutional digital learning strategy, and
2) identifying strategies to champion the institutional collaboration required to mobilize their institutions.
The Workshop is structured in the following phases:
1. Access to a pre-conference asynchronous activity where participants can review a
welcoming message from the facilitators, download resources and templates, and access a
forum to meet and greet other participants and the facilitators.
2. A three-hour synchronous work session divided into:
I. The Why: A discussion about the new digital education paradigm and why institutions need to understand its implications.
II. The What: A discussion about guidelines and best practices and individual and group activities to guide the institutional digital learning strategy formulation.
III. The How: A discussion about guidelines and best practices to cultivate collaboration among diverse stakeholders as campuses vision, plan, and implement their digital learning strategy.
3. Participants will have an opportunity to share their most significant concluding insights
during a group reflection (or collective harvest).
Panel Discussion I: Lessons Learned From COVID-19: How to Adapt, Overcome & Enhance a Sustainable Higher Education Model
Crisis requires society to renew itself, albeit in a disruptive way. The current Covid-19 pandemic has transformed our ways of working, living, and connecting to each other on a global level. While the pandemic has triggered along a range of short-, medium- and longer-term challenges; it has also triggered innovations and long waited changes for the future. We have seen universities and colleges innovating to fight the outbreak; faculty have rapidly shifted their teaching online, student affairs division started re-thinking its support services such as: online advising, virtual career fairs and online graduation; new forms of collaborations were established, online conferences and events became more frequent and common, etc.
This panel will focus on what did the HE sector learn from the pandemic and how it can capitalize on such lessons. It will also discuss how are higher education institutions undergoing radical transformations driven by the need to survive and sustain. Overall, the panel aims at achieving the following objectives:
Webinar 2: Internationalization in Higher Education in a Post COVID-19 Era: Thinking and Planning Ahead
These extraordinary times have changed many of the ways that higher education institutions view internationalization. When the pandemic started early 2020, higher education institutions across the globe not only stopped the international mobility for students and academics but many had to re-visit their research agendas and other collaborative activities (i.e. cancelling of international travel and the cancellation or postponement of physical scientific conferences and events) and re-allocated resources.
Yet at the same time the pandemic has provided many opportunities for virtual mobility, online collaborations and online learning as an alternative form which may have the potential to reshape how the sector may address internationalization in the future. So what does the future hold for internationalization in higher education? where should higher education focus current efforts and best prepare for the ‘new normal’
This webinar aims at addressing the impact of COVID-19 on HE internationalization and international academic mobility both globally and regionally as well as highlighting how institutions should plan ahead of the pandemic. Generally, the key topics discussed in this webinar include:
Webinar 1: Exploring the Future of HE: Leveraging on Micro-credentials to Offer Flexible Learning Pathways
Micro-credentials are quickly emerging as a response to the urgent need to reskill and upskill many who find their future disrupted by COVID-19. They are becoming a key component of many government strategies for upskilling and reskilling. Generally, micro-credentials are designed to help close the skills gap and get people back to work. They also reflect a trend toward on-demand, short-form learning that is focused on skills, competencies and specific capabilities — a shift away from long-form learning, such as degrees and diplomas.
As colleges and universities start focusing on micro-credentials, they need to take into consideration a number of key issues which will ensure they do not miss out on the opportunity to achieve meaningful outcomes and help people secure skills-based employment. This 3-hour webinar will discuss what micro-credentials are, how they will help the transform of Higher Education and how they can fit into higher education systems. Case studies and examples of national and institutional efforts will be discussed. Key topics addressed during the webinar include:
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Case Studies’ Presentation Parallel Streams| 26th February, 2020
| Track 3 | The Role of Universities in Re-skilling and Upskilling the Workforce |
Room: Diamond 3 |
| Chaired by: Dr. Yahaya Naguib, Menofia University & CLICKS’s Representative in Egypt, Egypt. |
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| 14:00-14:05 | Welcoming by Chair | |
| 14:05-14:25 | Muscat University, Oman: Re-Skilling and Up-Skilling, Learning and Unlearning: New Approaches for a New Age. Prof.Yusra Mouzughi, Vice Chancellor, Muscat University, Sultanate of Oman |
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| 14:25-14:30 | Questions & Answers | |
| 14:30-14:50 | Transformation of Medical Education for the Future: From Informative to Transformative. Prof. Hossam Hamdy, Professor of Pediatric Surgery and Medical Education and Chancellor, Gulf Medical University, UAE |
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| 14:50-14:55 | Questions & Answers | |
| 14:55- 15:15 | Unemployment Crisis in Nigeria and Information Technology: A Case Study of the Impact of the OAU-ACE in ICT-Driven Knowledge Park. Dr. G. Adesola Aderounmu, COAN Centre Leader, OAU-ACEDE and Dean, Faculty of Technology, Obafemi Awolowo University and Michael O. Faborode, Secretary General Committee of Vice Chancellors of Nigeria, Nigeria. |
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| 15:15- 15:20 | Questions & Answers | |
| 15:20-15:40 | Coffee Break | |
| 15:45-16:05 | How are Companies Supporting the Development of Universities for Upskilling of the Workforce? Four Mini Case Studies in Asia and Africa and their Implications. Dr. François Thérin, Senior Consultant, Xolas, France |
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| 16:05-16:10 | Questions & Answers | |
| 16:10- 16:30 | Enhancing Skills Development and Employability for the 4th Industrial Revolution: A University’s Response in Nigeria. Dr. Jainaba M.L. Kah, Associate Professor of Management & Public Policy, Coordinator of Graduate Programs, School of Business and Entrepreneurship and Prof. Muhammadou M.O. Kah, Vice President of Academic Affairs/Provost, American University of Nigeria, Nigeria. |
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| 16:30-16:35 | Questions & Answers | |
| 16:35-16:55 | Mentoring in Higher Education: A Case Study from Iqra University. Dr. Fatima Dar, Director, Centre for Teaching Excellence and Learning Innovation and Prof. Wasim Qazi, President and Vice-Chancellor, Iqra University, Pakistan |
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| 16:55-17:00 | Questions & Answers | |
| 17:00- 17:10 | Session Closure by Chair |
Case Studies’ Presentation Parallel Streams| 26th February, 2020
| Track 2 | Preparing Future Graduates through Re-Engineering Learning and Teaching |
Room: Diamond 2 |
| Chaired by: Prof. Rachid Hadj-Hamou, CEO, Elite Academy, UAE | ||
| 14:00-14:05 | Welcoming by Chair | |
| 14:05-14:25 | Preparing University Graduates for the Fourth Industry Revolution – A Case Study from Bahrain. Dr. Wafa Almansoori, Education & Training Quality Authority, Kingdom of Bahrain |
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| 14:25-14:30 | Questions & Answers | |
| 14:30-14:50 | Effective Use of Data in Designing Individualized and Adaptive Learning Experiences, Dr. Joynicole Martinez, CEO, The Alchemist Agency, USA |
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| 14:50-14:55 | Questions & Answers | |
| 14:55- 15:15 | Developing an Employability Framework at Higher Education Institutions:Fostering work-ready university graduates for the 21st Century. Dr. Alia, Vice Dean of the College of Humanities, Prince Sultan University, KSA |
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| 15:15- 15:20 | Questions & Answers | |
| 15:20-15:40 | Coffee Break | |
| 15:45-16:05 | Pillars of the Liberal Arts – Developing Skills for Fourth Industrial Revolution Employability in Abu Dhabi. Nancy W. Gleason, New York University Abu Dhabi, UAE |
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| 16:05-16:10 | Questions & Answers | |
| 16:10- 16:30 | The University of the Future: University as a Service (UaaS)within an Open Innovation Ecosystem. Prof. Yousef Al-Assaf, President, Rochester Institute of Technology- Dubai, UAE |
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| 16:30-16:35 | Questions & Answers | |
| 16:35- 16:45 | Session Closure by Chair |
Case Studies’ Presentation Parallel Streams| 26th February, 2020
| Track 1 | The 4th Industry Revolution and the HE Ecosystem | Room: Diamond 1 |
| Chaired by: Dr. Tess Goodlife, CLICKS’s International Associate, Oman | ||
| 14:00-14:05 | Welcoming by Chair | |
| 14:05-14:25 | Mergers and Acquisitions in Higher Education: Strengthening the Ability to Advance Institutions by Creating Mutually Beneficial Partnerships. Dr. Jeffrey D. Senese, Professor and President, Saint Leo University, USA |
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| 14:25-14:30 | Questions & Answers | |
| 14:30-14:50 | Evolution of the OAU African Centre for Engineering Innovation and Design Education (OAU-ACEDE). Michael O. Faborode, Secretary General Committee of Vice Chancellors of Nigeria; Dr. Thomas Lee, Chief Scientific Officer, Quanser, University of Waterloo, Canada; Dr. G. Adesola Aderounmu, COAN Centre Leader, OAU-ACEDE and Dean, Faculty of Technology, Obafemi Awolowo University, Nigeria and Paul Gilbert MD & CEO, Quanser, Canada |
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| 14:50-14:55 | Questions & Answers | |
| 14:55-15:15 | Digital Futures Research Hub: A Multidisciplinary ResearchProgram for Impactful Research. M.M. Lai, P.C. Woods, S.L. Tan and H.A. Abdul-Rashid, Vice President for Research & Innovation, Multimedia University, Malaysia |
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| 15:15-15:20 | Questions & Answers | |
| 15:20-15:40 | Coffee Break | |
| 15:45-16:05 | Internationalization through digitalization? Strategical and organizational Pre-Conditions for Student Experience. Michael Hörig, Head of Division and Alexander H. Knoth, Senior Expert Digitalisation, The German Academic Exchange Service, Germany |
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| 16:05-16:10 | Questions & Answers | |
| 16:10-16:30 | Institutionalization of Interdisciplinary Approaches in Higher Education: A Case Study of IU from Pakistan. Dr. Nazia Bano, Assistant Professor and Dr. Shams Hamid, Professor and Dean, Faculty of Arts, Fashion Design, Education and Social Sciences Iqra University, Pakistan. |
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| 16:30-16:35 | Questions & Answers | |
| 16:35-16:45 | Session Closure by Chair |
Abstract
Higher education institutions – including research universities, universities of applied science, and community colleges – are exploring innovative practices to engage with their ecosystems and help firms innovate, communities solve societal challenges, and individuals thrive vis-à-vis the future of work. What was once called the “third mission” of HEIs, has become a broader concept that requires HEIs to connect proactively with their ecosystems and networks. Higher education institutions can promote students’ entrepreneurial skills – creativity, team work, accountability, etc. – and can cooperate with business of all size to improve their innovation capacity and productivity. To engage with such activities, higher education systems and institutions need to adopt governance and leadership innovations and to generate synergies with other policy sectors including internationalisation, regional development, industrial innovation, SDGs, etc. Within this context, to support governments and institutions, the OECD and the European Commission have implemented HEInnovate; a holistic guiding framework promoting international policy dialogue and good practices.
HE in the Era of the 4th IR: Policies and Strategies to Educate for Current and Future Industrial Revolutions
The 4th IR has given a new motivation to educational transformation. In recent years, advancements in robotics, virtual reality, cloud technology, big data, artificial intelligence, the internet of things and other technologies, etc have presented many exciting opportunities for the sector which have the potential to transform society for the better. While the
opportunities universities will need to have clear roadmaps, strategies and policies to embrace change.
Education systems, curricula and modes of delivery will need to be more responsive, and flexible. In order to educate for the fourth and future industrial revolutions. There is will be a need to adopt and integrate new technologies, reconsider the way we teach and assess our students and facilitate real lifelong learning opportunities. Universities and colleges will need to expand the sort of qualifications and learning paths they offer.
This round table aims at considering how to reshape the higher education eco system into an adaptable, flexible and relevant social environment to ensure that universities can continue to be relevant and educate for today and for the future. What strategies and policies will need to be put in place at global, regional, national and institutional level.
Empowering the Future Graduate: How can Universities Prepare Agile Lifelong Learners?
The skills needed to thrive in today\’s rapidly changing environment and economy are continually shifting, requiring many workers to pursue additional education. According to the McKinsey report, 11.5 million workers over age 50 are at risk of losing their jobs to automation and current technologies could take over about 30% of activities in 60% of jobs. Another study undertaken by the Institute for the Future predicted that 85% of the jobs that today’s students will do in 2030 don’t exist yet This may be a ‘wakeup call’ for universities to be more agile in their role and approach to lifelong learning; it may offer both a challenge and an opportunity to universities.
This particular round table will engage participants in exploring how universities can prepare students for a rapidly changing world; what fundamental shifts universities will need to consider for the future in the context of globalization, demographic change, the shift to ‘on-demand’ learning and the rapid technological advancement; what models will need to be considered; what essential skills will university have to focus on in order to develop agile life long learners and what role will universities play in promoting and delivering more formal LLL(what models and what new possibilities?).
Creating Positive Synergies Across Various Sectors in Support of the Future
The fourth industrial revolution (4IR) is brining unprecedent changes to the workplace including the forecasted loss of many jobs through automation and artificial intelligence (AI); the need for re-skilling and the emergence of new professions. Governments are in need to prepare their populations for significant shifts in labor market demands and Universities will need to re-consider the programs they offer and the way they do things in order to continue to remain relevant.
The main purpose of this round table is to consider various strategies and approaches to create smart synergies between the higher education, government and industry sectors in order to capitalize on the opportunities brought by the 4th IR and effectively and efficiently address associated challenges. Participants will discuss how such collaborations would look like, what would be needed to maximize their benefits and consider examples of new frameworks in which collaboration between government, industry, and higher education institutions can prevent lagging behind in this rapidly changing and uncertain future.
Our Golden Moment: Leading What’s Next
While the pandemic has “stress tested” higher education across the world, it has also brought about tectonic changes that leaders must understand and address. Dr. O’Brien, a former college president, provost, and technology leader, will share what he and EDUCAUSE research suggests leaders need to know as they think about what’s next. In many ways, times are challenging; in many ways we are experiencing a “golden moment” with the opportunity for positive change.
Blackboard Brief:
Blackboard is an EdTech leader offering a portfolio of connected capabilities aimed at making measurable and sustainable impact on the student experience. Our mission is to serve the global education community and enable student and institutional success with innovative technologies and services.
Blackboard partners with clients to facilitate engaging learning experiences—experiences that are seamless, intuitive and insightful. In the classroom, across campus, from enrollment to graduation, institutions are using Blackboard solutions to deliver the type of connected learning, support network and community today’s lifelong students demand.
Our solutions provide institutions education insights that are accessible, relevant and actionable.
In partnership with Blackboard, institutions are using data to inform decisions and change behaviors. They are leveraging data from all touchpoints and delivering insights at every level, providing the right information, to the right person, at the right time. With education insight, institutions are enhancing understanding, making informed decisions and defining and validating institutional performance.
Our portfolio of solutions is open, scalable and integrated to support excellence in all things teaching & learning. Institutions are seeking technology ecosystems that fit the specific needs of their users. As Blackboard partners, they are establishing adaptable platforms that simplify integration across all solutions and work seamlessly across existing systems. Institutions are maximizing resources, creating dynamic ecosystems and anticipating the future driving academic effectiveness.
With 100 million users across 90 countries, an unmatched partner ecosystem, the most comprehensive student success solutions and best-in-class technology, Blackboard is education\’s partner in change.
Please fill the form below, to download the brochure
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Quality Assurance in higher education has undergone significant change over the last ten years. Driven by governments, technology and universities themselves the policies and processes for quality assurance have had to react to a multitude of external pressures. In the UK, there has been a divergence in methodologies to cope with the changes going on in the sector both in the nations of the UK and internationally.
As this year’s theme points out, the higher education sector ecosystem itself will need to rapidly evolve to meet the changing demands of new technologies and ways of learning. In the next ten years, universities must be both at the forefront of developments in the fourth and future industrial revolutions, and adapting to accommodate new ways of learning. Higher education quality assurance will need to be able to support that innovation and adaptation through developments of procedures and of external QA Agencies themselves.”
Dr. Osama Obeidat is the Chief Executive Officer of Queen Rania Teacher Academy. He
brings more than 20 years of experience in education quality, policy, evaluation, reform,
among other areas. Previously, he was with Abu Dhabi Department of Education and
Knowledge where he worked for 6 years as the Director of the school inspection system,
which monitors and evaluates the quality of education in all public and private schools at
the Emirate of Abu Dhabi.
Before moving to Abu Dhabi, Dr. Osama established and managed multiple monitoring
and evaluation systems in Jordan. He also consulted for several local and international
organizations such as the World Bank, UNICEF, EDT, Ministries of Education in Saudi
Arabia, Oman, Rwanda, and Iraq.
Dr. Osama’s academic experience include working for 5 years as a professor and
researcher of education at the Hashemite University in Jordan. He also worked for 3 years
as an Assistant to the Director, Institute of International Studies in Education at the
University of Pittsburgh-USA.
Dr. Osama holds a PhD in International and Development of Education from the University
of Pittsburgh in 2003, a Certificate in Evaluation Practices from George Washington
University as well as an Executive Leadership Certificate from INSEAD.
Abstract :
In 2018, the European Commission published a \”Digital Education Action Plan\”, which builds on two Communications which it adopted in May 2017 : \”A renewed EU Agenda for Higher Education and School development\” and \”Excellent teaching for a great start in life\”.
These documents outline a number of relevant policy objectives, which remain more valid than ever. These include : support for high-quality education; improving its relevance; developing Europeans’ digital skills and making them more visible; boosting innovation and digital competences in all education institutions; opening up education systems.
The Action Plan focuses on implementation and the need to stimulate, support and scale up purposeful use of digital and innovative education practices. It draws on a wide range of education and training stakeholders including business, research, NGOs, as well as, non-formal education where relevant. It has three priorities : (1) Making better use of digital technology for teaching and learning; (2) Developing relevant digital competences and skills for the digital transformation; (3) Improving education through better data analysis and foresight.
For each priority, the Action Plan sets out measures to help EU Member States address the challenges. These include: (i) providing tools to help educators and trainers make better use of technology including better internet connectivity; (ii) targeted action to develop relevant digital competences; (iii) reinforced and new efforts to improve education via better evidence and analysis.
The keynote presentation will focus on all these elements from the perspective of a forward looking European HE institution.
At PwC, our purpose is to build trust in society and solve important problems. We’re a network of firms in 158 countries with over 250,000 people who are committed to delivering quality in assurance, advisory and tax services. Find out more and tell us what matters to you by visiting us at www.pwc.com.
Established in the Middle East for 40 years, PwC has 22 offices across 12 countries in the region with around 5,200 people.
We are Advance HE:
We believe excellence is achieved by people. We are dedicated to helping higher education shape its future. Providing insight, so you can use the foresight. Enhancing organisational performance, to deliver sustainable change. Developing and connecting people, so they can share best practice. Accrediting achievement, so you can be recognised. Removing the barriers, so you can succeed. Driving positive change, to make higher education better for all.
We focus on supporting transformative leadership and management, teaching and learning, equality, diversity and inclusion, and effective governance, including the importance of accreditation of teaching and learning programmes, Athena SWAN, and the Race Equality Charter. We support the higher education sector by convening and facilitating continual enhancement; building on our established networks and communities of practice; and, concurrently, building our resources, insights and knowledge in support of ‘what works’ and best practice in the areas our members tell us are priorities for them.
Contact: solutions@advance-he.ac.uk
Panel Discussion II: “Looking beyond the 4th Industry Revolution: How to Plan the HE Sector for Relevance in the Future”
Panel Brief
The Fourth Industrial Revolution has brought fundamental changes into almost every aspect of our lives; however as opposed to earlier industrial revolutions; the speed, breadth and depth of this revolution is forcing us to quickly adapt and rethink about the purpose of our universities, how will we educate for the fourth and future industrial revolutions how will be able to create value and support tomorrow’s knowledge based economy.
During the panel discussion, various panelists will discuss how higher education has responded to previous industrial revolutions around the world and what difference and new aspects are emerging from the 4th IR. They will attempt to address three core questions:
• Is the education sector catching up with the fourth industrial revolution?
• What should the sector do to adapt to rapid disruptive changes ?
• How do we plan and reconstruct our education systems so that they remain relevant?
Chair
Solveig Nicklos, Dean, Abu Dhabi School of Government (ADSG), UAE
Panelists
> Dr. Jeffrey D. Senese, President, Saint Leo University, USA
> Dr. Mervat Chouman, Vice President, Planning and Development, Effat University, KSA
> Prof. Ali Hamie, Vice-President, Academic Affairs at Arts, Sciences & Technology University, Lebanon Consultant, Lebanese Parliament, Information & Communication Committee
> Prof. Muhammadou M.O. Kah, Vice President of Academic Affairs, Provost, American University of Nigeria, Yola, Adamawa State, Nigeria
> Mr. Ghanim Al Falasi, Senior Vice President of People Happiness and Innovation Corporate Services, Vice Chairman of Smart City Project Committee, Dubai Silicon Oasis Authority, UAE
Panel Discussion I: “The 4th Industry Revolution and the HE Ecosystem: The Changing Paradigms”
Panel Brief
The 4th IR is demanding for profound changes in the model and approaches adopted by the HE sector. The education system must accept the idea of becoming more diverse, less formal, and in many ways un-conventional in order to be responsive to the rapid changes we are witnessing. The concept of lifelong learning and enabling learners to explore their potential, ability to learn and become agile learners should be considered as a top priority by HEIs. We must expedite the strategies that will allow us to close the gap between education and industry and create better synergies with the workplace to ensure we produce graduate that the business needs.
Throughout various interventions panelists will discuss various megatrends reshaping the HE sector and discuss what changes are occurring today in our HE ecosystem as a result of the 4th IR. The panelists will also suggest a roadmap for higher education institutions, policymakers and regulators to enable the HE Ecosystem to both adopt and adapt to these changes
Chair
Professor Ghassan Aouad, President, Applied Science University, Bahrain
Panelists
– Dr. Kevin Mitchell, Chancellor, American University of Sharjah, UAE
– Prof. Makhanya Mandla, Vice Chancellor, University of South Africa (UNISA), South Africa
– Prof. Khalid Al-Begain, President of Kuwait College of Science and Technology, Kuwait
– Dr. Lahcen Haddad, World Learning Trustee (US) & Toulouse Business School Professor (France & Morocco)
Workshop 3| University 4.0: Meeting the Demands of the 4th IR: A Strategic Imperative
Workshop Overview
The era of the 4th IR demands from University leaders and decision makers to re-think the way it used to do ”business” and examine how it can effectively respond to the significant shifts in labour market demands and benefit from the many advantages technological advancements are bringing to the table while appreciating also the challenges that may be encountered.
For universities to be responsive there is a need for a strategic vision and a clear sense of direction with close involvement from external stakeholders including government and industry and strong leadership to prevent universities from lagging behind in this fast changing environment.
This workshop will considers how universities should strategically plan for the future, what sort of opportunities and challenges they must be ready to face and what kind of synergies and collaborations they must establish.
Workshop Objectives:
• Predict the trend that would have the greatest impact and discuss how institutions could best respond
• Determine the best strategies to create synergies between the HE sector, industry and government
• Identify the most profound changes to working practices within Universities
• Set strategic priorities/ directions for universities to enable them to meet the demands of the 4th IR
• Discus the role of leadership into setting priorities and facilitating change
• Provide examples of University 4.0 in action
Workshop Facilitator: Sally Jeffery, Partner and PwC’s Global Education Network Leader
Workshop 2| The Impact of various I-4.0 technologies on the Higher Education Sector
Workshop Overview
In order to educate for the 4th IR and future ones, there is a need for universities to embrace the technologies associated with them. New technologies such as AI, virtual reality, cloud, mobile learning, social network and big data have been reshaping the sector by creating many opportunities that build a learning ecosystem that allows for personalized and flexible learning to take place. Students can be empowered to design their own educational pathways based on their personal goals and pursue lifelong learning pathways. This workshop aims at addressing some of the emerging technologies most likely to impact the HE sector in the next 3 to 5 years and explore how they can be effectively integrated within a clear framework.
Workshop Objectives:
•Identify 7 of the most disruptive technologies having the biggest impact on higher education in the next 3-5 years
•Explore how each of these technologies is or will be re-shaping the higher education sector
•Examine how these technologies can be effectively used within the context of higher education, not only in teaching and learning but in all aspects related to the learning experience
•Address some of the key challenges associates with the use of these technologies
Workshop Facilitator: TBA
Workshop 1| The 4th IR and its Impact on Learning and Teaching
Workshop Overview:
How is the HE Sector preparing for the Fourth Industrial Revolution?
Tim Hinchcliffe
Advance HE’s latest research entitled Building Higher Education Curricula Fit for the Future (2018) indicates that in order to achieve multi-faceted educational outcomes there needs to be a deeper understanding of the ways in which the experiential, participatory and reflective nature of active, work-based learning is not just a transformative experience for students in HE, but also has the potential to transform society through more flexible and cognitively agile workers and citizens who embrace “a fusion of technologies that is blurring the lines between the physical, digital and biological worlds” (HMG, Industrial Strategy 2017: p.32).
The next generation of students may only spend a few years, if any, using the content knowledge acquired during their degree program. They will be expected to communicate with colleagues and clients, ethically and professionally across platforms, disciplines, cultures, national boundaries and cyber-physical interfaces. They will have multiple roles and job titles that currently do not exist, work simultaneously for multiple organizations, in a working life that could span 60 years and they will work from home, in the cloud and alongside robots, making decisions based on data drawn from a wide variety of sources.
In this context, the workshop will give participants the opportunity to explore a range of questions, including:
-What type of attributes and competencies do your graduates have and what will they need in thefuture
-Is your current educational portfolio future-proof and what are its defining features?
-How would you represent your learners’ journey through HE and how would you characterize the ways that they interact with the different elements of the curriculum?
-How are we preparing the next generation of learners for Industry 4.0?
-How are we supporting the development of skills to build and use the technology and data that will underpin Industry 4.0?
-In what ways can we utilize truly interdisciplinary approaches that help to develop more resilient, flexible and cognitively agile learners?
-How can we design teaching and learning opportunities to facilitate this “fusion of technologies”?
-How are we ensuring that HE providers remain civic institutions supporting the needs of local communities and sharing knowledge of what Industry 4.0 will mean to them?
Workshop Objectives:
At the end of the workshop participants will have been enabled to:
-Reflect on the challenges and opportunities associated with the impact of Industry 4.0 on Higher Education globally
-Represent their current state of readiness within their institutional context – from questions of curriculum design to stakeholder engagement
-Design a future-facing, holistic educational experience that takes into account the challenges and opportunities explored in the workshop
-Engage with Gamification facilitation techniques
Workshop Facilitator: Tim Hinchcliffe, Senior Advisor in Teaching and Learning, Advance HE