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The technological imperative is writ large across university campuses – helping to create spaces and places for our students to flourish, as we flip, blend and merge our pedagogies to engage the generation “Z “ students – the first ones to arrive in HE with internet access from an early age.
The big data affordances of learner analytics with algorithms to monitor, log, and prompt us to intervene has the potential to automate our progression worries and responses. The drivers for change are evident. The current polarisation of the UK “politick” is reflected in policy for higher education in the UK. The needs of employers are paramount, and education for “public good” has been swept away in pressures to have digital savvy and knowledgeable graduates.
