It is difficult to discuss higher education without
mentioning the innovative movement within such industries. Both non-profits and
for-profits have opted into the innovation change in order to reduce costs and
increase graduation rates. Such changes are partially home grown and partially
forced by the industry based upon new economic challenges the nation finds
itself dealing with.
Educators feel that the push for change comes from outside
market forces that demand new skill levels (Kirschner, 2012). Those professors
and administrators who were the originators of new knowledge have a push to be
on the forefront of new educational and technology based systems. The market
desires a higher prepared student that is capable of handling a more complex
work environment with more complex tools.
According to a study conducted by Public Agenda many
administrators are focusing on short-term gains that have impacted their
colleges versus fully engaging themselves in the technology revolution (Immerwahr,
Johnson, & Rochkind, 2011). Participants of the study agreed on the
following:
- A need to provide access to higher education to a new generation of students while still serving older generations.
- A need to provide additional skills for the economy.
- A need to help students succeed within their current educational programs.
- A need to maintain quality in a period of declining revenue and higher costs.
Such change doesn’t come easy. All change comes with a level
of stress as patterns are rooted up and people must master new skills. Research
shows that adaptation to innovation comes with an emotional process that is
independent of the benefits (Wood & Moreau, 2006). The process of learning
new technology requires new levels of personal investment and fear of failure.
Fear is often the demon that holds us back. Fear of change
and the fear of personal mastery over that change are of importance to colleges
and students. As the higher education platform develops into something new,
people will need to master new skills in order to use such technology to its fullest. However, it is often this process that raises skills and lowers
costs.
Despite the fear of change such adjustments are necessary to
maintain market relevancy. According to Moshestto new innovations within
colleges can help reduce costs, improve legal compliance, streamline
operations, and further engage students (2013). It is this overall efficient
and productive output that should be the focus of decisions to engage technology
as an important element to higher education success.
Change is stressful, fear of failure is stressful, declining
budgets are stressful, and student dropout rates are stressful. However, it isn’t
likely to get better unless colleges accept that change is an inevitable part
of their life and the development of any organization. The use of technology and the
instant communication of the Internet have simply changed the environment in a way that institutions must follow. The decades ahead are full of
high technology equipment, virtual work, constant global communication, and leading
edge products. Education should be the leader in preparing people to adjust to
the new skills and mindsets needed to achieve their goals in this new
environment.
Immerwahr, J., Johnson, J. & Rochkind, J. (2011). Still
on the Sidelines. Public Agenda. Retrieved
April 22nd, 2013 from http://www.publicagenda.org/files/STILLONTHESIDELINES.pdf
Kirschner, A. (April 8th, 2012). Innovations in
Higher Education. Ha! The Chronicle of
Higher Education. Retrieved April 22nd, 2013 from http://chronicle.com/article/Innovations-in-Higher/131424/
Moshestto, M. (2013). Embracing
innovation in community college workforce management. Community College Week, 25 (15).
Wood, S. & Monreau, C. (2006). From fear to loathing?
How emotion influences the evaluation of early use of innovations. Journal of Marketing, 70 (3).
