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Introduction
The landscape of higher education globally continues to shift remarkably. This is due to the increasingly global education marketplace and emerging technologies. Therefore, all universities need to respond to the opportunities and threats brought by these changes. The higher education landscape in recent years has grown much more competitive in the past years. According to the UNESCO Institute of Statistics, in the 1970s, there were 33.7 million students enrolled in higher education institutions compared to 101 million in the year 2000 (Zeleza, 2016). It represented an increase of 205 percent over this period. It clearly shows that higher education is growing at a higher rate. It is also accompanied by extraordinary changes such as emerging technologies and the need for innovation in the marketplace. The element of the topic also reflected in real-life examples.
Theoretical key aspects of the topic
The higher education in going an unprecedented technological revolution around the globe and the changes are having a significant impact on academic life. Higher education is being faced by major changes due to the current demands in the marketplaces. Universities around the globe update their curriculum after a certain duration. It enables them to provide the appropriate content that is required and fits in the market place. The technology revolution has brought smart campuses and classrooms and the internetinternet of things IoT is expected to make student and staff life more convenient, safe, and engaging (Aldowah, Rehman, Ghazal, & Umar, 2017).
These changes will facilitate risk management since the technologies will play an important role in managing online privacy and academic integrity as well as helping with shifts in assessment design and evaluation. The higher education landscape experiences greater changes due to the demands in the marketplace. Technologies are transforming corporate work, manufacturing, and retail business, thus providing new opportunities for the companies to explore and posing major threats to those that do not adapt to the changes. Therefore, students need to be well equipped to match the current expectations in the marketplace. There are daunting challenges that confront colleges and universities, but they have been slower to acknowledge them.
At present, universities and colleges are much worried about the competition from schools or training systems using online learning technology. It is an emerging technology that creates greater opportunities for improved learning strategies and as well poses threats to other institutions that have not adapted to the technology. This is one aspect of technological changes that are already underway. Australian universities such as Edith Cowan University (ECU) has greatly tried to incorporate the emerging technologies in their learning so that they can provide enough content to meet the demands in the marketplace. ECU is a modern descendant of the first institution of higher education in Western Australia (Cope et al., 2016). The university offers more than 300 courses across two metropolitan campuses in Mount Lawley and Joondalup and other regional campuses. The university responds to the change in the higher education landscape by developing a number of research centers with its areas of research like health and wellness, education, environment and sustainability, ICT and electrical engineering, business and society, communications, security, law, and justice. Several of these research centers are categorized as major national research facilities and Western Australia centers of excellence in science and innovation. These research centers enable them to be positioned to meet the requirements of providing quality education to students.
Universities and colleges need to respond to the changes in the higher education landscape by adapting to emerging technologies, often even before their educational value has been proven. Higher education has experimented with technological advances as diverse as the blackboard and the personal computer. Universities in Australia, such as UWA, have adopted E-learning to facilitate more learning approaches. Opportunities in emerging technologies are used to equip students with more knowledge and ease the complexities that were faced in education. Some technologies have become permanent parts of higher education. Currently, technologies such as slide rule and 16-millimeter movie projectors have been replaced by more sophisticated and more cost-effective technologies that have emerged to take their place.
Changes in the higher education landscape
Technologies bring great changes to the higher education landscape. The internetinternet plays a bigger in learning. Schools will maintain a tight connection between the online world and their physical campuses and communities (Lovell, 2015). Theoretically, the higher education landscape is undergoing a radical transformation. In the marketplace, a period of unprecedented change has created a mix of responses with one overriding outcome observable worldwide. In the learning environment, the social, political, economic, and technological changes responsible for the changes have been further compounded by constantly developing theories of learning as the core of the community. There are permanent changes in the teaching and learning landscape.
Demonstrate how changes are reflected in real-life examples
In real-life examples, the changes in higher education as brought an increase to the number of university students enrolled in Australian Universities. There are over 1.8 million students that are enrolled in Australian higher education ad also nearly five thousand registered training organizations offering vocational education and training (Altbach, Reisberg, & Rumbley, 2019). About 25 percent of the higher education enrolments are full fee-paying international students. It demonstrates that there is an increased need for higher education. These changes are brought by the need for more knowledge to cope with emerging technological growth. It greatly enables people to remain competitive in the marketplace the needs utilization of technological opportunities.
New technologies have disrupted and continue to disrupt traditional teaching models. Student success will continue to be the driving force of higher education. The changes have brought competition in the marketplace, with students personally investing more financial resources in higher education. On the other hand, universities around the globe are reimagining their relationships with students as learners, thinkers, and partners. Current and prospective students expect high-quality teaching and services and career outcomes that are commensurate with their financial investment in their university degrees (Matthews, Garratt, & Macdonald, 2018). The Australia sector is performing well at present, and the education system needs more improvement to fit the current technologies needed for students to compete in the current marketplace. Technological advancements are reshaping higher education. Institutions of higher learning need to cope with current changes for them to remain competitive in the marketplace.
New and emerging technologies promise integrative systems affording to a nuanced and personalized student experience creating opportunities for relevant, flexible, and deep learning. The systems that manage higher learning have changed dramatically since they offer more ways to support personalization, meet universal design standards, and play a larger role in assessment for learning. A key promise of emerging technologies is to further active learning through blended approaches. Emerging technologies leads to increased risk of student content learned in class to be outdated. The technological demands make students to have continuous development education. Students have to manage this risk by actively learning the current technology trends in the marketplace.
It is important to demonstrate how the changes are reflected in real-life examples and also to reflect the theme of universities in the global, competitive, and technology-driven business landscape. Universities ensure they provide the most recommended content and technology-driven business skills. The landscape of higher education, the growing variety of higher education institutions, the cultural environment, and the competitive ecosystem are changing rapidly disruptively (Mahroeian & Daniel, 2016). In the current globally competitive, highly dynamic environment, job preparation is even more important to students, and the general education curriculum can appear tangential to those needs.
Reflecting on how theory is aligned with the practical examples
There are practical examples of how the increasingly global education marketplace and emerging technologies have affected higher education. Globalization has forced higher education institutions to examine their participation in the international environment and assess their involvement in a transparent world. Technology has created a new expanse of potential markets for higher education in a global market place. Globalization has eradicated some of the typical roles exploited by prior generations. The potential for pluralization of power in global higher education, the mobility of people, information, and ideas expands the influence of technology, globalization, and higher education. Policies and programs are implemented by universities to respond to globalization. Higher education is viewed as a major stimulus for both economic and social development.
How to manage change in the global education marketplace and emerging technologies
The global future is developing through communication, innovation, and collaboration- all of which are dependent on technology. Internet technology is now a global marketplace, a global workspace, and a global meeting place that provides a vast array of opportunities to learning. In recent times, there has been a significant change in the pattern of teaching and learning processes, which have transformed from the test- or video-based tutorials to online adaptive and interactive assessments. It is important to manage these changes to avoid facing risks that are associated with that wrong use of technology. Risk is defined as the probability of occurrence of an event or condition that may have a positive or adverse effect on the project objectives. Risk management is the process that is designed to achieve, eradicate, or reduce risk to a suitable level. Learning content management system and content development systems can be used to manage changes in the higher education landscape. Drawing conclusions and making recommendations; and
Recommendations
The best way for risk management is the right way to use technology in the provision of higher learning. It is recommended that the right use of technology can bring better opportunities for higher education. The following are the recommendations;
- Collaboration in real-time- universities need to respond to technology changes by facilitating collaboration in real-time (Bohnen et al., 2016). Students can share ideas in real-time and be able to see what the other students are doing. It also allows project-based learning to be monitored, documented, and done outside of the school hours.
- Use technology to motivate students- technology positively impacts the classroom because it motivates students to learn. Many students are more stimulated and eager to learn when they can interact with the hands-on learning tools that educational technology provides.
- Use technology for better research- it is recommended that technology can be used to conduct better research in higher education. Technology makes research simple and more efficient. The research can be used to determine the current trends that are required in the marketplace globally.
Conclusion
The landscape of higher education globally has been encountered by unprecedented changes that are driven by emerging technologies and the global education marketplace. The higher education landscape in recent years has grown much more competitive than in the past. Universities design ways of responding to these changes by developing the way they can use technology positively. Opportunities in emerging technologies are used to equip students with more knowledge and ease the complexities that were faced in education. Some technologies have become permanent parts of higher education. Policies and programs are implemented by universities to respond to globalization. Higher education is viewed as a major stimulus for both economic and social development.
References
Aldowah, H., Rehman, S. U., Ghazal, S., & Umar, I. N. (2017, September). Internet of Things in higher education: a study on future learning. In Journal of Physics: Conference Series (Vol. 892, No. 1, p. 012017). IOP Publishing.
Altbach, P. G., Reisberg, L., & Rumbley, L. E. (2019). Trends in global higher education: Tracking an academic revolution. Brill.
Bohnen, J. D., George, B. C., Williams, R. G., Schuller, M. C., DaRosa, D. A., Torbeck, L., … & Choi, J. N. (2016). The feasibility of real-time intraoperative performance assessment with SIMPL (System for Improving and Measuring Procedural Learning): early experience from a multi-institutional trial. Journal of surgical education, 73(6), e118-e130.
Cope, V. C., Sundin, D., Smyth, A., Wang, C., Baum, G., Ewens, B., & Foxall, F. (2016). The hidden benefits of writing retreats: Academic development and social interaction for nurses.
Lovell, B. (2015). ‘We are a tight community’: social groups and social identity in medical undergraduates. Medical education, 49(10), 1016-1027.
Mahroeian, H., & Daniel, B. K. (2016, June). The dynamic landscape of higher education: The role of big data and analytics. In EdMedia+ Innovate Learning (pp. 1320-1325). Association for the Advancement of Computing in Education (AACE).
Matthews, K. E., Garratt, C., & Macdonald, D. (2018). The higher education landscape: trends and implications.
Zeleza, P. T. (2016). The transformation of global higher education, 1945-2015. Springer.