Change in higher education; the orientation

The forces of change in higher education are diverse and significant. Experts believe these forces range from technology and globalization to shifting student and employer expectations. The impact of any one of these drivers is significant and in total is transformative. Experts predict this “perfect storm” (Mayberry, 2011) requires transformation in higher education practices to make a quality postsecondary education affordable (Christensen, Horn, Caldera & Soares, 2011), relevant, accessible, and desirable. Changing demographics and shifting expectations for the learning environment require universities to examine teaching and learning practices. The 2009 peak of 3.3 million high school graduates is not likely to be seen again until 2020 and colleges in the North and the Northeast can anticipate significant enrollment declines over the next decade (Perfetto, 2010). Incoming freshmen are increasingly web-entrenched, as high schools continue to implement web- based tools (Smith & Caruso, 2010). College students believe use of academic technologies in their courses improves learning but report that upon graduation, the academic technologies they used in their coursework hasn’t adequately prepared them for the workplace (Smith & Caruso, 2010).


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