Increasing challenges stem from global competition, a diverse workforce, diverse market demands, organizational structure changes, and fluctuating economies and markets (Bouce, 2003; Chalmers, 2007; Fife, 2003; Tabibi, 1997). Interspersed with these changes are the rapidly ever-changing developments in information technology with which organizations and their members need to become intimately involved for acquisition and processing of information from the internal and external environments (Bedard & Taylor, 2010). These challenges lead to real pressures to maintain sustainability in the world economy. As a result, higher education institutions, and the people within, are pushed to produce continuously improving the quality of their services and products. They are asked to effectively manage people and resources while trying to maintain personal and organizational financial viability. Higher education institutions need to ensure that the education they offer meets the expectations of students and the requirements of employers, both today and for the future. As Hénard and Roseveare (2012) noted, higher education institutions are complex organisations where the institution-wide vision and strategy needs to be well-aligned with bottom-up practices and innovations in teaching and learning. Developing higher institutions as effective learning communities where excellent pedagogical practices are developed and shared requires leadership, collaboration and ways to address tensions between innovators and those reluctant to change. UNESCO (2005) defines higher education as programme of study or training for research at the post secondary level provided by universities or other educational institutions that are approved as institutions of higher education by the competent authorities or through registered accreditation systems. Nigeria, like other countries of the world, has always depended on higher education as a precursor of scientific, technological, economic, political, and socio-cultural development. The government of Nigeria is committed to educational improvement and reform as a means toward national transformation and prominence regionally and internationally. This necessarily implies that higher education in Nigeria has to
Transforming Higher Education for a Globalized World Ofojebe & Olibie 3 be of quality, that is, it has to conform to certain acceptable standards in order to attain set objectives. Hence, higher education in Nigeria is designed to achieve the following objectives: • contribution to the national development through high level relevant manpower training. • development and inculcation of proper values for the survival of the individual and the society, • development of intellectual capability of individuals to understand and appreciate their local and external environment.
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- Fall '16
- Farah Nabilla
- Management, MBO