Modern Technology and the Higher Education Administrator
Leveraging Contemporary Technology for Effective Higher Education Workforce: The Role of the Administrator
Mrs. Sally Lamptey
Principal Administrative Assistant, Kwame Nkrumah University of Science and Technology
Moderator: Mr. Wayne Rock, Quality Assurance Officer, The Hugh Wooding Law School
For administrative tasks such as registration, admissions, alumni engagements, and financial aid processing to become efficient and effective, administrators must utilise modern technologies. How flexible and adaptable will administrators be to the operations of artificial intelligence (AI), data analytics, and digital platforms? The benefits of modern technology come with significant considerations and qualifications that administrators must leverage to be able to support the workforce effectively. Continuous professional development is vital in making sure that staff are effectively prepared to utilise and adapt to contemporary technology. Administrators need to adopt a practical approach to implementing and managing technology with a clear emphasis on the importance of constant training and upskilling to maintain a workforce that can make use of technological advancements fully for the benefit of higher education institutions and their stakeholders. With the adoption of a qualitative approach, the presentation brings to the forefront the intersection of technology, leadership, and workforce development in higher education institutions. Emphasis is placed on strategic approaches administrators can use to leverage technology to build a skilled, adaptable, and ready workforce.
The Future of Higher Education at UWI: Opportunities and Challenges
Dr. Georgina Chami
Lecturer, Institute of International Relations, The UWI
Dr. Brian N. Cockburn
Senior Lecturer in Biochemistry, The UWI, St. Augustine
Moderator: Mrs. Charmain Subero-Salandy, Administrative Officer, The UWI St. Augustine Campus
Universities are at a critical juncture. The conventional model of higher education, characterised by traditional in-person teaching and segmented research across various disciplines, is being challenged by digitalization, the concentration of grant funding, increased global competition from diverse learning alternatives, evolving student preferences and labour market trends. These forces are collectively reducing college enrolment and emphasising more compact and focused learning instruments. Paradoxically, universities are currently more essential than ever. They are showing increased activity in disseminating research findings in widely accessible formats, forging stronger ties at the community level and with private sector partners and addressing urgent global challenges. Universities are embracing entrepreneurship which fosters experiential learning through internships and real-world projects. It enhances the ability of students to think and respond creatively and equips them with competencies necessary to perform in the dynamic workplace environment. Universities are focusing on building innovation ecosystems to support innovative and entrepreneurial communities populated by innovative citizens.
At The UWI, these frameworks are meant to seed development at the societal level and harness regional creativity and resilience. Public and private sector partners continue to look to institutions of higher education to nurture the innovators needed to tackle complex transnational issues like climate change and sustainable development. The pandemic accelerated the adoption and accessibility of digital learning methods and disruptive technology like Artificial Intelligence (AI) in every sector of human societies, perhaps especially in higher education. However, it also emphasised the importance of hands-on, personalised learning approaches. AI’s formidable capabilities make it impossible for institutions to overlook or underestimate. Its profound potential, encompassing both beneficial and detrimental aspects, demands our focused attention and careful consideration as The UWI incorporates this technology into its strategies. The UWI‘s connection with AI is distinctive. It serves as a growing focus of research among university scholars and offers new options for teaching and learning within classrooms. These include educational games, adaptive learning platforms, intelligent tutoring systems, chatbots, automated grading, feedback and individualised support for learners. Moreover, it holds potential for integration into decision-making processes and business operations.
Strategically, The UWI must also position itself to lead the required regional workforce reskilling initiative necessary to support competitiveness. Preparing students for a workplace defined by novelty and the need for a high level of comfort with flexibility and transience increases the pressure on The UWI to work even more closely with stakeholders to remain relevant and essential. It must adapt to shifts in organisational structure, operational practices, and pedagogical methods. It is imperative for The UWI to reassess its strengths within a globalised market and framework for teaching and research. This paper examines the trends influencing the higher education landscape and describes the prospective pathways ahead for The UWI. It draws on existing scholarly literature/research done within the Caribbean and further afield.
Technological Advancements and Remote Work Arrangements in Higher Education Institutions: Exploring Innovations and Opportunities.
Mr. Keron Brache
Administrative Assistant, The UWI St. Augustine Campus, Faculty of Science & Technology
Moderator: Ms. Janet DeSouza, Administrative Officer, Graduate Studies and Research, The UWI Global Campus
In times of uncertainty and rapid change, Higher Education Institutions (HEIs) face the challenge of ensuring continuous productivity and growth amidst arduous conditions. This evaluation centres on addressing the vital concern of connectivity and accessibility among faculty, staff, and students within HEIs, focusing on surmounting challenges such as displacement, resource constraints, and organisational culture. These factors significantly influence organisational effectiveness and productivity within HEIs. The post-pandemic era has witnessed the emergence of impactful innovations aiding HEIs in strategic decision-making for organisational improvement, stretching the usual practices of Human Resources (HR) to assist administrators in areas such as training and development and performance monitoring. Sustaining such improvement requires shared organisational objectives that thrive in collaborative cultures prioritising safety, efficiency, clarity, and commitment.
Integrating technological advancements into routine business practices is necessary to transcend geographical constraints, foster seamless connectivity, and enhance productivity regardless of location. Cloud-Based Collaboration tools, Virtual Private Networks (VPNs), and Remote Desktop Solutions have emerged as transformative technologies, enabling HEIs to capitalise on remote-work opportunities. Research indicates that organisations adopting these innovations, alongside remote-work arrangements, often experience increased productivity. This improvement is credited to factors such as decreased commute times and adaptable schedules, leading to enhanced work-life balance and higher levels of employee satisfaction. Studies also emphasise the empowerment of stakeholders to operate from any location, underlining the revolutionary possibilities inherent in these approaches. This presentation delves into recent advancements in technology, illuminating their impacts on the operational landscape. As HEIs continue to adapt to the evolving demands of remote work, effective utilisation of these technologies will be instrumental in fostering a seamless and productive work environment.
Instructional Design Strategies for Integrating Virtual Reality Technology in the Computer Networking Curricula - Best Practices to Improve Student Learning Outcomes
Ms. Malisa Richards
Lecturer, Dominica State College
Moderator: Mrs Peta-Gaye McEwan-Lewis, Administrative Officer, Faculty of Law, The UWI Mona Campus
Research was conducted at the Dominica State College to explore the potential of Virtual Reality (VR) as an intervention method with the potential to improve instructional strategies within the computer networking curriculum. Pursuing continuous improvement is a foundational principle within any higher education system, with shared variables such as areas for improvement, implementing changes, and evaluating the effectiveness of those changes against people, processes, and technology. This ongoing quest for improvement also means that administrators must prepare faculty and students for a future where traditional “brick-and-mortar” and virtual reality immersive learning environments (VRILEs) coexist. Furthermore, the COVID-19 pandemic accelerated the industrial adoption of VRILEs, creating an academia-industry gap (Castelló et al., 2023). The advent of emerging technologies, videlicet virtual reality (VR) technology, and its integration into Dominica State College’s computer networking curricula play a significant role as administrators and educators are presented with a gateway to reimagine instructional design leveraging this technology. Hence, researchers have cautioned that the main discussion should focus on bridging the academia-industry gap and reconnecting to the industry (Goczek et al., 2021; Hanushek & Woessmann, 2020). The academia-industry gap created an unprecedented opportunity to critically examine the prevailing educational paradigm and the effectiveness of this significant divergence.
The research aimed to ascertain efficacy in facilitating the integration of Virtual Reality (VR) technology within the established computer networking curriculum. The findings are expected to yield several viable options for such integration, enabling informed decision-making by the relevant administrative bodies.
The surveyed educators brought attention to a myriad of challenges that arise in the context of VR implementation, explicitly focusing on connectivity issues, control and monitoring difficulties, attention and engagement concerns, assessment validity uncertainties, participation uncertainty, feelings of isolation, limited testing capabilities, stability concerns, limited personal interaction, and student seriousness in the context of utilising VR technologies for educational purposes.
The findings also revealed that administrators’ key challenges were finance and resource access. A crucial question emerged for most administrators unfamiliar with the technology: “What is required when integrating virtual reality effectively into the computer networking curricula?” Their concerns primarily focused on costs regarding physical space, hardware and software. A comparatively smaller contingent expressed apprehension regarding the challenges associated with resistance to and adoption of VR technology. Notably, a negligible proportion of administrators enquired about the role of quality assurance mechanisms regarding VR integration within the curriculum. On this premise, some emerging priorities were technical infrastructure, technology change management, risk identification in VR integration, and financial and implementation challenges.