The convergence of technology and globalisation continues to demand changes that will be, in any sense, global in their scope and in their implications for management education. The overlapping impact of hybrid work, e-learning and the rise of artificial intelligence will transform education, the construction and delivery of the student experience and indeed, the value of the core assumptions that constitute our understanding of quality in education. As we stand on the cusp of these changes, a host of questions surely arise. Such questions include but are certainly not limited to the following:
Will digital technology widen participation and increase social mobility, as many hope, or will it, in fact, create a two-tier system of education? Do we now occupy a world where standardised online programmes are for the many and face-to-face teaching becomes a premium experience for the chosen few?
What will be the impact of emerging technologies like ChatGPT and other variants of AI for both teaching staff and students?
How will digital technology redefine the role of universities and other providers of higher education?
Beyond the traditional institutions of higher education, how is technology changing the design and delivery of management learning?
For this special issue of the Journal of Applied Learning & Teaching, we invite contributions that address the challenges for management practice, education and learning that arise due to digital disruption. Contributors are, of course, free to navigate their own route through and within these issues and around the dilemmas that they pose for educators and for policy-makers. Nonetheless, we welcome contributions which :
● Explore the rise of online and hybrid learning programmes.
● Examine the impact of digital learning tools.
● Consider how government and accreditation bodies are evolving policies to keep pace (or not) with digital change.
● Examine how digital technology is changing the learning experience itself for both learners and teaching staff.
● Reach beyond the institutions of education themselves and consider how digital disruption is changing relationships with wider economies and societies.
The purpose of this special issue is to collate a collection of articles which become reference points for understanding the impact of digital disruption now and how we should think about it when designing future learning programmes and strategies.
The guest Editor of this special issue is Dr. Andrew Taylor. He has co-authored and edited five books around digital change and sustainability and has a single-authored executive guide to disruption due out at the end of the year. As Managing Director of a management training and development company (Connect CEE) since 2000 and Managing Director of a not-for-profit foundation (Transilvania Executive Education) that delivers an executive MBA in Romania (validated by Buckingham University), Andrew is deeply immersed in blurring the boundaries of management learning.
We are looking for papers of 4-8000 words length to be submitted by 1st October 2024. We are looking for all types of papers, but preference will be given to research-led work. Please see the below link for guidance: