HIGHER EDUCATION LEADERSHIP SERIES
The workshop will be facilitated by world renowned experts in Higher Education; Teaching and Learning; Game-Based Learning; Technology in Education; Students Support; Gradates Employment; Leadership; Knowledge Management and Digital Transformation.
Today, more than ever before in human history, the wealth or poverty of nations depends on the quality of higher education (HE) institutions (universities, colleges and research institutes). The various challenges as a result of the Covid-19 global pandemic lockdown in the digital economy are leading to remarkable changes in the way forward-looking nations capacitate their graduates. In this era of global skills and knowledge race post Covid-19, all universities cannot fail to realise, accept and accomplish its natural and ascribed roles as a strategic agent for economic recovery and national development. Universities must confront new realities rapidly manifesting themselves in a diversely complex and fast-changing world post Covid-19 global pandemic. Business as usual will not suffice. Universities need to be expansively re-focused in order to become more sensitive and responsive to its mission of developing graduates who, in addition to conventional graduate training, are also able to fight the intellectual battle for self-confidence and self-assertion as equal players in the global and intensely competitive digital economy post Covid-19.
Whilst there has been a tremendous growth in size, the expansion of HE in almost all parts of the world particularly MENA countries has caused average quality of education to decline as resources are stretched increasingly thin. Essentially, the expansion has been less differentiated and, therefore, ill-planned to confront emergent development needs. Rather, what is evident is a stupendous replication of traditional disciplinary-based techniques of knowledge production. These have, nevertheless, increased the richness of knowledge about the universe we live in but without apparently translating or transforming the catchment societal environments in terms of measurable productive capacities. There are also grave concerns that HE in most developing countries (DCs) is becoming increasingly obsolete which, in part, is why development programmes are stultified even from the outset. There are also serious issues regarding the under-performance in research – state of academic research is less-than-satisfactory in almost all universities in DCs. Therefore, DCs HE institutions must confront the ‘new realities’ evident in the environments in which they operate. Many scholars and policy makers have called for a transformative innovation agenda which embraces radical change for new synthesis and approaches for transforming HE in the DCs.
Youth in the DCs particularly MENA region are growing fast and governments in these regions expect their universities and research institutes to make a leading contribution by producing graduates ready to grasp the various opportunities generated in the digital economy. It is therefore important that all HE institutions and societies to consider the youth in all their curriculum design, programs development as well as fulfilling their role as major agents in the realisation of the various future strategic visions in most countries in DCs. According to recent reports by the World Bank, with a large youth representation and youth unemployment ratio, the Arab region faces a potential crisis and the education sector should be reformed to include specific qualifications and specialisations in the digital economy. The private sector can play a larger role in helping governments and academia focus investments on high-priority and high demand skills, thus young students are ready for employment the moment they graduate.
- The workshop covers materials for all levels from supervisory through to senior level.
- Higher education officials: minsters, undersecretaries, vice chancellors, deans, head of department, etc.
- Academics and researchers.
- Students, youth, NGOs (voluntary) and civil society groups (public).
- Professionals, businesses and other stakeholders particularly the private sector managers responsible for leading change and transformation efforts.
- Managers and directors responsible for transformation, projects, programmes, knowledge, innovation or change management.
- Experienced managers who have significant futures oriented management responsibilities, and who are interested in reflecting on their own experience and discovering new ideas.
Included in the course fee, the following learning materials will be provided:
- All overhead slides/transparencies.
- Case studies (print and video) used on the course.
- Certificate of attendance from WASD.
BLOCK 4: Application of Game-Based Learning as a Platform for Reflective Learning Associated with Entrepreneurial Skills in Higher Education
The application of unique approaches to experiential education and game-based learning provides a range of opportunities for architecting reflective thinking and learning into entrepreneurship educational programs. This block aims to provide a foundation for the application of game-based learning in teaching entrepreneurship. Instructional methods and assessment tools will be examined that could easily be applied in online or face-to-face classrooms situations.