Key point: A new report finds that universities will quickly need to adapt to a new reality due to demographic shifts, geopolitical challenges, changing workplace demands and high student expectations for a quality digital experience.
Original author and publication date: PR Newswire – January 24, 2022
Futurizonte Editor’s Note: For almost two and a half millennia, universities were able to adapt and survive many challenges, including moving to a historical era to another one. Will universities be able to do it again?
From the article:
A new EY report, Are universities of the past still the future?, argues that universities in advanced economies are facing a number of existential issues in the wake of the COVID-19 pandemic.
If they’re not willing to rethink their purpose and how they deliver value, some of the challenges thrown up by the COVID-19 pandemic could rapidly develop into existential threats. It is time to start asking difficult questions, challenge the status quo and look at the opportunities the pandemic has created to rethink how and where higher education is delivered – and to whom.”
The report, published on the International Day of Education, recommends that universities take a “future-back” approach, looking ahead to 2030 to understand how five bold scenarios could require a radical transformation of their operating models if they are to remain competitive:
What if the cost of learning is driven down to zero? The advent of widespread digital and distance learning is already radically reimagining the classroom as we know it. Universities must use digital learning experiences to augment what makes them unique and reinvent their learning delivery around that to meet the needs of tomorrow’s students and lifelong learners.
What if learning journeys are entirely flexible and customizable? The power is shifting rapidly into the hands of the learner. Universities need to recognize this and provide the type of personalized, flexible learning options that students desire.
What if higher education providers are accountable for results? Universities have lost their monopoly on accreditation, and non-degree, lifelong-learning credentials are becoming mainstream. Universities have to prepare for a world where location or brand reputation is less important to learners than the measurable quality and effectiveness of their teaching and learning outcomes in helping learners reach their individual career and life aspirations.