Digitalised Higher Education: Key Developments, Questions, and Concerns
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| Title: | Digitalised Higher Education: Key Developments, Questions, and Concerns |
|---|---|
| Language: | English |
| Authors: | Janja Komljenovic, Kean Birch (ORCID |
| Source: | Discourse: Studies in the Cultural Politics of Education. 2025 46(2):276-292. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Higher Education, Technology Uses in Education, Educational Technology, Workshops, Governance, Information Management, Student Experience, Faculty Publishing |
| DOI: | 10.1080/01596306.2024.2408397 |
| ISSN: | 0159-6306 1469-3739 |
| Abstract: | Higher education is already profoundly digitalised. Students, academics, and university administrators routinely use digital technologies, many of which rely on data, including artificial intelligence. Universities aim to operate as data-powered organisations to support institutional efficiency and the personalisation of learning and student experience. These developments are occurring against the backdrop of university digital infrastructure moving to the cloud and the increasing role of 'Big Tech' in the sector. However, there are many unknowns about the aggregate impact of digitalisation on the sector, and hence, questions about potential risks and harms remain unanswered. Our approach in this collective piece is to reflect on particularly relevant and impactful dynamics of higher education digitalisation. We first identify assetisation as an emergent mode of governance linked to the digitalisation of HE, which brings new temporal, relational, and lock-in challenges for universities and their constituents. Second, we examine the macro-level structural transformation of higher education with the increasing role of Big Tech and Big EdTech. We conclude by discussing the consequences of the identified macro power dynamics. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486063 |
| Database: | ERIC |
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| Abstract: | Higher education is already profoundly digitalised. Students, academics, and university administrators routinely use digital technologies, many of which rely on data, including artificial intelligence. Universities aim to operate as data-powered organisations to support institutional efficiency and the personalisation of learning and student experience. These developments are occurring against the backdrop of university digital infrastructure moving to the cloud and the increasing role of 'Big Tech' in the sector. However, there are many unknowns about the aggregate impact of digitalisation on the sector, and hence, questions about potential risks and harms remain unanswered. Our approach in this collective piece is to reflect on particularly relevant and impactful dynamics of higher education digitalisation. We first identify assetisation as an emergent mode of governance linked to the digitalisation of HE, which brings new temporal, relational, and lock-in challenges for universities and their constituents. Second, we examine the macro-level structural transformation of higher education with the increasing role of Big Tech and Big EdTech. We conclude by discussing the consequences of the identified macro power dynamics. |
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| ISSN: | 0159-6306 1469-3739 |
| DOI: | 10.1080/01596306.2024.2408397 |
