transforming universities for the digital age: policies, business models, resources

D-TRANSFORMTransforming Universities

for the Digital AgePolicies – Business Models - Resources

András Szűcs, Secretary General, EDEN

D-TRANSFORM

Title: DigiTal Resources As a New Strategic FactOr for a Renovation and Modernization in HE

Type: Initiative supported by the ERASMUS+(2014- 2017)

Budget: 1 M$

Goal: implement training programs for leaders of European universities on the role of e-education in shaping university strategies for transformation with focus on the impact of digital resources (OERs and MOOCs)

Partnership and IAC

• Fondation Maison Des Sciences De L’Homme, FR• Université de Lorraine, FR• Sero Consulting Ltd, UK• Fundacio per a la Universitat Oberta de Catalunya, ES• Politecnico di Milano - METID , IT• European Distance and E-Learning Network, UK• Budapest University of Technology and Economics, HU

International Advisory Board

Our Agenda

Guidelines (2015-2016)Business model, public policiesCase studies (focus on OER and MOOC)Recommendations for university strategy based on the

use of e-education

Two leadership schools for university governance Barcelona, November 14-18 2016 Paris, 2017

MOOC (2017)

1st leadership school Barcelona, 14-18 November 2016

Target audience:

Rectors, Vice-Rectors, Deans, Directors

What to expect:• world-class speakers• Practical input from European universities and experts leading the

field in digital developments for learning.• Excellent networking opportunities with high level officials• An increased knowledge base of policies• New skills, particularly in strategy, benchmarking and

creation of business models

1st Leadership schoolKey topics

• Understanding Millennials, digital visitors and digital natives

• Digital libraries and digitally enabled study spaces

• Overcoming academic resistance to ICT-based teaching

• New approaches to assessment online: automation, authentication,

• MOOCs - exploring openness in education, engaging with society

• Lessons to be learned from innovative providers

• Change management techniques at European universities

D-TRANSFORM MOOC

• An open online course to complement and model leadership

schools

• MOOC delivery in 2017 (currently working on: benchmarking,

context definition)

Offerings:

• A social MOOC whose aim is to– raise awareness of digital resources (OERs and MOOCs) as a strategic factor for

HEI transformation

– promote executive reflection

– offer networking opportunities

Expected outcomes

Via leadership schools• Increase the cost-effectiveness of international

programs• Improve international attractiveness • Implement co-design of international programs

Via the online kit• Reach a worldwide audience• Have a strategic tool to implement international

leaders’ training programs on new key issues

PUBLIC DIGITAL POLICIES IN HIGHER EDUCATION

• A comparative survey between Spain, France, Italy and the United Kingdom

• Desk research and survey of ‘90s till today• Including EU policies

EU policies are not always successful in promoting change

Critical voices

• First revision: Financing the digital infrastructure, digital literacy (ECDL), digital learning competences was a failure…

• Suggestion: increase the network connections (broadband, holistic approach) resulting in the LLL program and Open Access

• Revision strategy was also deemed a failure: too ambitious, not very specified budgets. HE fell behind

Europe 2020

• No dramatic novelty: smart, sustainable and inclusive growth– One union for innovation (HE and research)– Youth in action (mobility and integration)– Digital strategy for Europe (digital culture)– A strategy for new competences and jobs

Opening up education program

ICT is yet again in the centreDeficiences:

– Weak adequation between the education offer and the demand for professional competences coming from the economy

– Still limited access to university education– High dropout rate– Difficulty to find a funding able to fulfil universities’

needs-> OER & MOOC

Four countries – four paths in digital policies

• France: omnipresent State, dependence on government directives

• Italy: relative autonomy • Spain: non-state trio of actors (Catalonia, Telefónica,

Santander)• UK: discontinuity in public policies, great successes and

big failures (University for Industry, UK eUniversity)

Business Models for Opening Up Education

Sustainability of MOOCs, OER and related online education approaches in

higher education in Europe

Resource: Paul D. BACSICH - Sero Consulting Ltd, for D-TRANSFORM

The context in which business models must operate: OER

• Almost every state has some form of OER activity, however when funding decreases it does also (UK, the Netherlands)

• Except to France and Slovenia, there is no state financing of OER

• OER material forms on the whole a very small fraction of the amount of content a typical student is required to consume – even in open universities.


MOOCs

• Most states have low level of MOOC activity,

except UK, France and Spain

• Except France there is no national policy for MOOCs.

• However MOOC provisions are sometimes higher that one would

assume based on University strategies and business models

• The total number of learning hours delivered by MOOCs in a

country is a tiny fraction of overall learning hours


Business models: MOOC 1.

• The two main MOOC business models are freemium, where everything that

really makes the course valuable to learners is paid for by them; and loss-

leader, where the institution recovers its costs through increased income on

other activities fostered by the MOOCs.

• There is a third business model – civic role – of interest to these institutions

expected to have a social mission to the community or the world, and well-

funded.

• A fourth model – hovering – suggests focus on MOOCs while awaiting the

return of better market conditions or increased government support of DOL.


Business models: MOOC 2.

• Research into online learning may be another business model in a few

institutions.

• Zero courses (courses with zero ECTS points, e.g. for teaching generic

skills) may be justified.

• MOOC aggregators have an additional model, third party – selling student

data.

• The business models for MOOCs become considerably more feasible if

institutions extend “HE” to include elements of vocational and professional

training.
