232
J. Schulz et al.
and also develop and share knowledge within their organisations. In consequence,
the use of transdisciplinary approaches also means exchanging knowledge between
organisations that start bargaining processes, and developing framing narratives in
institutional settings. This will raise awareness beyond projects to whole systems
such as higher education.
12.1.2 New Ways of Knowledge Generation, Dissemination
and Management: Higher Education Research
with a Focus on E-Learning, Organisational
Development and Digitalisation
The institutional and sectoral development of academic education practice has rarely
been addressed in the context of higher education research. While a major interest of
education research is linked to understanding specific didactic effects, the interdisciplinary approach is crucial to cope with the complexity of organisational relationships
and the institutional contexts in which the digitalisation of higher education takes
place. Decision-making and the forecasting of such processes appear to be challenging in this sector. Dimensions to be covered include the following aspects or
areas of research and practice:
• Structures and actors,
• Administration, governance and organisational development,
• Didactics and competence development, and
• Educational technologies and technical infrastructures.
The professions represented in higher education development committees should
ideally reflect these four points. But what does this mean for knowledge practices
in a completely digitised knowledge society with more and more immaterial goods?
Indeed, it is also possible to recruit expertise at any time and disseminate it through
various exchange formats within research or practice communities, or to elaborate
such expertise in projects via digital media and relevant formats of collaboration. As
a result, higher education research must consider society in general in order to gain
an appropriate understanding of how knowledge is generated, shared and transferred.
Extending such understanding would also require ideas about spatial organisation
beyond the embedding of this knowledge-related practice in the physical space of
educational buildings.
J. Schulz et al.
and also develop and share knowledge within their organisations. In consequence,
the use of transdisciplinary approaches also means exchanging knowledge between
organisations that start bargaining processes, and developing framing narratives in
institutional settings. This will raise awareness beyond projects to whole systems
such as higher education.
12.1.2 New Ways of Knowledge Generation, Dissemination
and Management: Higher Education Research
with a Focus on E-Learning, Organisational
Development and Digitalisation
The institutional and sectoral development of academic education practice has rarely
been addressed in the context of higher education research. While a major interest of
education research is linked to understanding specific didactic effects, the interdisciplinary approach is crucial to cope with the complexity of organisational relationships
and the institutional contexts in which the digitalisation of higher education takes
place. Decision-making and the forecasting of such processes appear to be challenging in this sector. Dimensions to be covered include the following aspects or
areas of research and practice:
• Structures and actors,
• Administration, governance and organisational development,
• Didactics and competence development, and
• Educational technologies and technical infrastructures.
The professions represented in higher education development committees should
ideally reflect these four points. But what does this mean for knowledge practices
in a completely digitised knowledge society with more and more immaterial goods?
Indeed, it is also possible to recruit expertise at any time and disseminate it through
various exchange formats within research or practice communities, or to elaborate
such expertise in projects via digital media and relevant formats of collaboration. As
a result, higher education research must consider society in general in order to gain
an appropriate understanding of how knowledge is generated, shared and transferred.
Extending such understanding would also require ideas about spatial organisation
beyond the embedding of this knowledge-related practice in the physical space of
educational buildings.