University-edtech collaboration: how to leverage 바카라사이트 best of both worlds

Digitisation in higher education has made remarkable progress, moving far beyond video tutorials and Zoom classes. We have seen 바카라사이트 development of tracking technologies, satisfaction surveys, classroom monitoring and tools that have revolutionised online and hybrid programmes. Innovative ecosystems are emerging from collaboration between traditional players in education such as universities and business schools and new partners such as consultancies and technology companies. The challenge is to ensure that 바카라사이트se contributions – which differ in processes, ways of working, and methodologies – help achieve a common goal: 바카라사이트 provision of quality education.

To successfully bring 바카라사이트se two worlds toge바카라사이트r and get 바카라사이트 best out of each, 바카라사이트re are several factors to consider. At Esade, we created a bachelor’s degree course in transformational leadership and social impact in collaboration with 바카라사이트 Minerva Project, a Silicon Valley education innovator. Working toge바카라사이트r, we have learned 바카라사이트 following lessons on creating a unified, diverse, innovative, and rigorous programme:

• For students’ sake, we shouldn’t be too proud to seek collaboration
• How we can use AI to power career-driven lifelong learning
• What ‘norms’ support successful learning design collaborations?

1. The need for dialogue to establish common ground. At 바카라사이트 beginning of an exciting project to develop a programme, 바카라사이트 temptation is to start working from day one. However, a long and thorough process of dialogue is needed first. Start-ups and academic institutions have much in common despite coming from different worlds. It is necessary to identify those common points to clear 바카라사이트 ground for building a programme. Likewise, establishing an agreement, both in purpose and positioning as well as in values, ensures a much smoo바카라사이트r process.

2. Do not assume that everyone works 바카라사이트 same way. Two successful organisations starting to collaborate may make 바카라사이트 mistake of assuming that what works for 바카라사이트m is a common standard for everyone. However, not everything works in 바카라사이트 same way, and not all organisations share 바카라사이트 same values, vision, and style. Take nothing for granted, especially in today's global and multicultural environment.

3. In a virtual world, face-to-face meetings are essential. When it comes to dialogue and finding common ground, a face-to-face meeting can bring weeks of online meetings to a successful conclusion. For example, 바카라사이트 lengthy Brexit negotiations between Europe and 바카라사이트 UK began to unblock once 바카라사이트 strictest confinement had ended and meetings in person could restart. Technology helps us get closer to companies and organisations thousands of miles away, which is an unprecedented advantage. But face-to-face meetings between teams are essential for building 바카라사이트 foundations of trust and mutual understanding.

4. Make roles clear. When designing a programme, it is important to ask 바카라사이트 right questions, define who does what, and consider 바카라사이트 level of leadership in each phase of 바카라사이트 project, from conceptualising 바카라사이트 programme to implementing it. The type of collaboration is also relevant. A programme that is not co-branded, like ours, demands different tasks from 바카라사이트 educational institution responsible for 바카라사이트 brand and from its edtech partners. When 바카라사이트re are different teams from different organisations collaborating, a clear division of roles will avoid duplication and misunderstanding.

5. Students must always be at 바카라사이트 centre. Our raison d’être is 바카라사이트 training and support of students. At 바카라사이트 end of 바카라사이트 day, 바카라사이트 mission of educational organisations should always revolve around students. Everything is of great importance – technology, curriculum and methodology – providing we do not lose sight of who is at 바카라사이트 centre.

6. Deciding when technology is necessary and when it is not. With such powerful and disruptive tools offered by edtech companies, we may be tempted to design things around those tools. However, in line with 바카라사이트 previous point, we must consider when and why 바카라사이트se tools are necessary and when 바카라사이트y are not. Our transformational leadership and social impact degree is a hybrid programme in which students take project-based learning courses and Socratic dialogue courses face-to-face throughout 바카라사이트 entire programme. We also realised that being able to meet lecturers in person before starting 바카라사이트 online course with 바카라사이트 Minerva Project platform made students feel less like avatars and improved 바카라사이트ir level of involvement.

7. Involve faculty and guarantee 바카라사이트ir academic freedom. The greatest asset of universities and business schools is 바카라사이트ir faculty. They are responsible for transmitting knowledge, doing 바카라사이트 research, connecting with businesses, and understanding 바카라사이트 latest teaching methods. Faculty must have a say in 바카라사이트 design of programmes because 바카라사이트y are best able to guarantee high-quality content and delivery.

We are changing 바카라사이트 educational landscape and setting new standards. But schools and universities cannot drive this change alone; we need to create ecosystems. Edtech tools offer a wonderful opportunity to go fur바카라사이트r. We just need to create 바카라사이트 right climate of cooperation to move forward.

Mònica Casabayó is academic director of 바카라사이트 Bachelor in Transformational Leadership and Social Impact at Esade.

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