Shaping the University of the Future

Part I: Making sense of the Context for Change in Higher Education.-
Chapter 1. Introduction.-
Chpater 2. The Scale and Scope of Higher Education.-
Chapter 3. Internal and External Stakeholders in Higher Education.-
Chapter 4. Financial Challenges, Constraints and Consequences of Funding Higher Education.-
Chapter 5. Qualifications as a Defining Feature of Higher Education.-
Part II: Technology.-
Chapter 6. Introduction.-
Chapter 7. Technology as a catalyst for Change.-
Chapter 8. Lessons from the Failure of the Virtual University.-
Chapter 9. Technology and Modern Students - The Digital Natives Fallacy.-
Chapter 10. Open Education: A Parable of Change in Higher Education.-
Part III: Sensemaking and Change in Higher Education.-
Chapter 13. Introduction.-
Chapter 12. The Modern Technological University.-
Chapter 13. Making Sense of the University's Purposes, Values and Culture.-
Chapter 14. Quality as Sense-making.-
Chapter 15. Using Evidence to Guide Sense-making.-
Chapter 16. Making Sense of Change.-
Part IV: Leading Change in Higher Education Through Sense-giving.-
Chapter 17. Introduction.-
Chapter 18. Strategic Planning as Sense-making.-
Chapter 19. Futures Scenarios as Tools for Sense-giving and Sense-making.-
Chapter 20. Sense-giving and Leadership.-
Chapter 21. Conclusion.

Dr Stephen Marshall is an Associate Professor in Educational Technology at the Victoria University of Wellington Centre for Academic Development and president of the Australasian Council on Open and Distance Education. Stephen is a member of the New Zealand Ministry of Education Tertiary E-Learning Reference Group, associate editor of the Australasian Journal of Educational Technology, and Co-Editor of the Higher Education Research and Development journal. Stephen leads Victoria University Digital Vision and Strategy for Learning and Teaching initiatives and researches in the areas of e-learning benchmarking, plagiarism and academic integrity, intellectual property, and the development of educational policy and strategy supporting and encouraging the effective use of technology. He is co-creator of the internationally recognised and applied e-learning maturity model and is currently developing a national capability framework for tertiary education for the New Zealand Tertiary Education Commission.

"This book is inquisitive, insightful, and constructive. ... this book can be enlightening for academic researchers, teacher trainers, administrators, policymakers, and learners interested in cutting-edge research on new and emerging technologies in education. It is also good for university leaders to explore how to use technology in education and to understand how its use has shaped the concepts of education and higher learning." (Hua-Ling Guo and Ya-Ting Huang, Higher Education, Vol. 79, 2020)