Transformational Change in Brunei Higher Education: A Case Study of Universiti Brunei Darussalam
Higher Education Research
Volume 2, Issue 3, June 2017, Pages: 76-85
Received: Mar. 1, 2017; Accepted: Mar. 20, 2017; Published: Apr. 14, 2017
Views 1345      Downloads 79
Author
Mahani Hamdan, UBD School of Business and Economics, Universiti Brunei Darussalam, Tungku Link, Brunei Darussalam
Article Tools
Follow on us
Abstract
Transformation through revolutionary changes, rather than through an evolutionary process, is increasingly shaping the global higher education scene. Universiti. Brunei Darussalam (UBD), as an exemplary institution in Brunei, has over the years reformed its core activities and focus, in line with changes in technology, and already implemented several game changing initiatives to respond to higher expectations and changing demands from a wide and diverse group of stakeholders. Little or no research has been done to understand and analyse the extent and challenges of transformational change in UBD. The impact on organisational learning and performance with emphasis on global skills and restructuring of curricula will re-shape the global higher education market.
Keywords
Transformation, Globalisation, Collaboration
To cite this article
Mahani Hamdan, Transformational Change in Brunei Higher Education: A Case Study of Universiti Brunei Darussalam, Higher Education Research. Vol. 2, No. 3, 2017, pp. 76-85. doi: 10.11648/j.her.20170203.11
Copyright
Copyright © 2017 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
References
[1]
Ackerman, L. (1997). Development, Transition or Transformation: The Question of Change in Organisations. In Van Eynde, D., Hoy, J., & Van Eynde, D (Eds.), Organisation Development Classics. San Francisco, Jossey Bass.
[2]
Cevallos, F. J. (2013). Against the Windmills: The Commoditisation of Higher Education. Presidential Perspectives: Responding to the Commoditisation of Higher Education (2012-2013 Series). Retrieved from http://www.presidentialperspectives.org/pdf/2013/2013-Chapter-0-and-1-Against-the-Windmills-HE-Commoditization-Cevallos.pdf
[3]
de Wit, H. (2005). Rationales for Internationalisation of Higher Education. Retrieved from http://www.ipv.pt/millenium/wit11.htm
[4]
de Wit, H. (2016). Competition or collaboration for change? University World News. Retrieved from http://www.universityworldnews.com/article.php?story=20160421103022691
[5]
Dziuban, C. D., Hartman, J. L., & Moskal, P. D. (2004). Blended Learning. Research Bulletin, Educause Centre of Applied Research, 2004 (7), 1-12.
[6]
Ettenson, R., & Knowles, J. (2008). Don’t Confuse Reputation with Brand. MIT Sloan Management Review, 49 (2), 19-21.
[7]
Fok, W. P. (2007). Internationalisation of Higher Education in Hong Kong. International Education Journal, 8 (1), 184-193.
[8]
Greenaway, D., Hine, R., & Milner, C. (1995). Vertical and Horizontal Intra-industry Trade: A Cross Industry Analysis for the United Kingdom. Economic Journal, Royal Economic Society, 105 (433), 1505-18.
[9]
Hecht, B. (2013). Collaboration is the New Competition. Harvard Business Review. Retrieved from https://hbr.org/2013/01/collaboration-is-the-new-compe
[10]
Kreutz, C. (2008). Complexity Trap: Local vs. Global Knowledge in Development Work. Retrieved from https://www.crisscrossed.net/2008/05/12/complexity-trap-local-vs-global-knowledge-in-development-work/
[11]
Maierbrugger, A. (2013). Brunei’s Brain Drain Problem Can Be Addressed. Investvine. Retrieved from http://investvine.com/bruneis-brain-drain-problem-can-be-addressed/
[12]
Morrison, D. (2013). Is Blended Learning the Best of Both Worlds? Online Learning Insights. Retrieved from https://onlinelearninginsights.wordpress.com/2013/01/17/is-blended-learning-the-best-of-both-worlds/
[13]
Naidoo, R. (2016). The Competition Fetish in Higher Education: Varieties, Animators and Consequences. British Journal of Sociology of Education, 37 (1), 1-10.
[14]
Neimi, H. (2002). Active Learning – a Cultural Change Needed in Teacher Education and in Schools. Teaching and Teacher Education, 18, 763-780.
[15]
OECD. (2011). Higher Education Institutes. Actor Brief: Higher Education Institutes (HEIs). Retrieved from http://www.oecd.org/innovation/policyplatform/48373782.pdf
[16]
Robertson, R. (1992). Globalisation: Social Theory and Global Culture. UK: Sage Publications.
[17]
Saunders, S. (2013). Defining Internationalisation vs. Globalisation within Higher Education. University Outlook. Retrieved from http://universityoutlook.com/topics/international/defining-internationalisation-vs-globalisation-wthin-higher-education.
[18]
Somo, L. (2016). Reputation vs Brand: What’s the difference? Mail & Guardian (Special Reports). Retrieved from http://mg.co.za/article/2016-09-30-reputation-vs-brand-whats-the-difference/
[19]
Walker, M. (2013). Feedback and feedforward: Student Responses and their Implications. In Merry, S., Price, M., Carless, D., & Taras, M. (Eds), Reconceptualising Feedback in Higher Education: Developing a Dialogue with Students (pp. 103-112). New York: Routledge.
[20]
Wareing, S. (2014). How a University Research Strategy Can Support and Complement Learning and Teaching. Bucks New University. Retrieved from https://bucks.ac.uk/whoswho/vc_office/blog/research_alligned_with_teaching_pvc_018/
ADDRESS
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
U.S.A.
Tel: (001)347-983-5186