This special issue aims to share emerging and insightful theoretical, pedagogical, and analytical research examining the ongoing reshaping of higher education, catalysed and stimulated by technology. We are interested in work that considers how the fundamental nature of higher education is being influenced by significant change arising from dynamic and unpredictable national and global contexts, and how technology contributes to that changing context and the pedagogical responses made by learners, teachers, institutions and systems.
This special issue is particularly interested in work that examines (a) impacts on higher education such as pedagogical redesign, assessment reform, and identity change; (b) processes of research and development such as transdisciplinary action research, post-design case methodology, and knowledge construction and intellectual property; and (c) projections of higher education in learning and teaching environments for inclusive education, higher degree research supervision, academia-industry collaboration and community engagement. Submissions should present material beyond individual case studies of specific technologies and their adoption and present work that looks for wider theoretical, pedagogical and organisational insight applicable across the national and global higher education environment. We are also very interested in seeing contributions that speak to a diverse set of voices, values and communities and the ways that technology and pedagogical change is differently experienced.
We expect that this special issue will provide our international readership with insights as to the underlying mechanisms of technologically stimulated change and enable researchers, educators, and policy-makers to create awareness and preparedness for ongoing shifts in the experience of higher education.
