How intensive faculty support and international collaboration helped higher education manage its digital transformation
Higher education has been headed towards more digital delivery of teaching and learning for years, but when the Covid-19 pandemic shuttered campuses, that evolution had to be jump-started. Some institutions were well placed in terms of technology, with a workable digital infrastructure in place. Others had to improvise. But all were trialling a new mode of work that challenged their faculty and what was possible.
Eighteen months later, higher education leaders reflected on the shift to digital at a round-table discussion hosted by Times Higher Education in partnership with PwC. Discussing some of the challenges they faced in supporting their faculty through the change, the panellists outlined some of the benefits that a hybrid system brought, and how international collaboration with third-party institutions complemented their on-campus faculty expertise.
Mamokgethi Phakeng, vice-chancellor of the University of Cape Town, said her institution was fortunate when the pandemic struck. It was already moving to blended learning; the crisis simply hastened this process. But Phakeng said training was crucial to helping staff cope with the new way of working.
“We started having formal sessions to not only help our academic staff, but for other academic staff around South Africa,” said Phakeng. The sessions were free, attended virtually, and were extended to institutions across the country, helping to create a culture of collaboration. “Some academics went in boots and all,” Phakeng said. “They became much more creative than we ever thought [possible].”
This experience was echoed across the panel. Carolyn Evans, president and vice-chancellor at Griffith University, said that town halls and regular informal sessions helped faculty adjust to the blended model. There were many successes, not least in being able to attract more international guest lecturers. “To be able to bring them in digitally is absolutely fantastic,” Evans said.
Ayesha Abdulla, executive dean of business at the Higher Colleges of Technology, said that managing the digital transformation was part of employees’ personal development. “We spent a lot of time bringing the faculty up to speed with the technology,” she said.
The panel sounded a note of caution regarding access to digital tools. Not all staff and students have the home environment or the tools they require to learn online. “It was not the case that all our staff – and certainly all students – had access to computers at home, [or] had access to internet at home,” Evans said.
Institutions must also remember that, while innovation is impressive, it must ultimately serve learners. “Our staff who were really technologically advanced were pushing the boundaries, they weren’t necessarily bringing the students with them,” Evans warned. While the benefits of digital transformation are clear, institutions must make sure no one is left behind.
The panel:
- Ayesha Abdulla, executive dean of business, Higher Colleges of Technology
- Carolyn Evans, president and vice-chancellor, Griffith University
- Sally Jeffery, global education and skills network leader, PwC
- Alistair Lawrence, special projects editor, Times Higher Education (chair)
- Mamokgethi Phakeng, vice-chancellor, University of Cape Town
Watch the round table on demand above or on the THE Connect YouTube channel.
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