Future in higher education: digital university

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dc.authorid0009-0006-1242-9172
dc.authorid0009-0006-1242-9172en_US
dc.contributor.advisorTeker, Suaten_US
dc.contributor.authorEşkinat, Alien_US
dc.contributor.otherIşık Üniversitesi, Lisansüstü Eğitim Enstitüsü, Çağdaş İşletme Yönetimi Doktora Programıen_US
dc.date.accessioned2023-08-21T07:38:16Z
dc.date.available2023-08-21T07:38:16Z
dc.date.issued2023-06-13
dc.departmentIşık Üniversitesi, Lisansüstü Eğitim Enstitüsü, Çağdaş İşletme Yönetimi Doktora Programıen_US
dc.descriptionText in English ; Abstract: English and Turkishen_US
dc.descriptionIncludes bibliographical references (leaves 152-168)en_US
dc.descriptionxiii, 237 leavesen_US
dc.description.abstractCurrently, higher education institutions are facing the necessity to adapt their educational delivery methods and operate in a globalized marketplace. Universities must reconsider how they provide access to their courses anywhere and at any time. Not only do they need to meet the increasing digital expectations of Generation Z students, but they also have to be prepared for the upcoming Generation Alpha. The concept of higher education and the evaluation of its main actors, universities, have been widely discussed since the Medieval age. The first-generation University 1.0 emerged as information transfer centers in the 11th Century. Following that, the second-generation University 2.0 appeared as information transfer and research centers in the 19th Century. The 1970s witnessed the emergence of the thirdgeneration University 3.0, which encompassed information transfer, research, and application (university-industry) centers. Subsequently, the fourth-generation University 4.0 flourished as a digitalized university, relying on technological and social innovations during the digital transformation era of the 2000s. The aim of this thesis is to provide a forward-looking perspective on the upcoming fifth-generation University 5.0, particularly its projected rise by the 2030s as a digital university targeting the global market and conducting education activities in a translocal and transtemporal manner worldwide. Through an extensive literature review, this prediction was confirmed, considering the growing impact of digital transformation, technological innovations, and the attitudes and expectations of the existing Generation Z university students and their successors, Generation Alpha. To further investigate this, a research survey was conducted with three different groups: university students, academics, and employers/managers, comprising a total of 346 participants. The survey questionnaire was designed based on four main pillars of questions, employing a composite approach to clarify the eight hypotheses of this study. The findings revealed a significant and linear relationship between the participants' importance assigned to digital education and their importance placed on digitalization. Additionally, a significant and linear relationship was observed between the importance given to digital education and the importance given to university education. Both students' preferences and university strategies currently exhibit a positive approach towards the hybrid education model. Furthermore, a similar attitude is projected for the future prevalence of virtual education models after the 2030s. As a result, this study anticipates that universities will increasingly offer hybrid model education based on market demand until 2030, with varying adoption rates across different disciplines such as medicine, engineering, social sciences, and others. Beyond 2030, traditional universities will continue to utilize blended learning, while digital higher education institutions of University 5.0 will experience inevitable growth.en_US
dc.description.abstractÇağımızda yüksek öğretim kurumları eğitimlerini yeni yöntemlerle sunmak ve küresel bir pazarda faaliyet göstermek gerçeğiyle karşı karşıyadır. Bu nedenle üniversiteler, zaman ve lokasyon kavramı olmaksızın derslerine nasıl erişim sağlayabileceklerini yeniden değerlendirmek zorundadır. Bununla birlikte yüksek öğretim kurumları sadece Z Kuşağı öğrencilerinin artan dijital dönüşüm beklentilerini karşılamakla kalmayıp, aynı zamanda yaklaşan Alfa Kuşağı fırtınasına da hazır olmalıdır. Orta Çağ'dan bu yana, yükseköğretim kavramı ve ana aktörleri üniversitelerin gelişim süreçleri tartışılan bir konudur. Birinci nesil Üniversite 1.0, 11. Yüzyılda bilgi aktarım merkezleri olarak başlatılırken, ikinci nesil Üniversite 2.0, 19. Yüzyılda bilgi aktarımı ve araştırma merkezleri olarak karşımıza çıktı. 1970'ler ise bilgi aktarım, araştırma ve uygulama (üniversite-sanayi) merkezleri olarak üçüncü nesil Üniversite 3.0'ı getirdi. Ardından dördüncü nesil Üniversite 4.0, 2000'li yılların dijital dönüşüm çağının atmosferinde teknolojik ve sosyal inovasyonlara bağlı olarak dijitalleşen bir üniversite olarak gelişti. Bu tezin amacı, özellikle 2030'lardan itibaren tüm dünyayı tek bir Pazar olarak hedefleyen ve eğitim faaliyetlerini küresel olarak farklı coğrafyalarda aynı anda yürütürken dijital üniversite kimliğini taşıyan, gelecek beşinci nesil Üniversite 5.0'a ileriye dönük bir yaklaşım sağlamaktır. Bu yaklaşım, gerçekleştirilen literatür taramasının sonunda, hem teknolojide yeni gelişimler ve çağdaş anlayış kavramlarının getirdiği sürekli artan dijital dönüşümün etkileri, hem de mevcut üniversite öğrencileri olan Z kuşağı ve onların halefi Alpha'nın beklentileri ile ilgili olarak doğrulanmıştır. Bu çerçevede, bu çalışmanın 8 hipotezini değerlendirmek için üniversite öğrencileri, akademisyenler ve işverenler/yöneticiler olmak üzere 3 farklı grupta 346 katılımcı ile 4 ana soru grubu üzerinde bütünleşik bir yaklaşımla tasarlanmış bir anket ile araştırma çalışması gerçekleştirilmiştir. Elde edilen bulgular incelendiğinde, katılımcıların dijital eğitime verdikleri önem ile dijitalleşmeye verdikleri önem arasında doğrusal ve anlamlı bir ilişki olduğu tespit edilirken, dijital eğitime verilen önem ve üniversite eğitimine verilen önem arasında da doğrusal ve anlamlı bir ilişki olduğu da tespit edilmiştir. Neticede, hem üniversite öğrencilerinin tercihleri hem de üniversitelerin stratejileri halihazırda hibrit eğitim modeline olumlu bir yaklaşım göstermektedir. Ayrıca 2030'lardan sonra sanal eğitim modeline geçiş öngörüsünde de aynı yaklaşım görülmektedir. Sonuç olarak, bu çalışma, üniversitelerin 2030 yılına kadar hibrit eğitim modelini uygulamaya geçireceğini, 2030'dan sonra ise geleneksel üniversiteler hibrit eğitim modelini kullanmaya devam ederken, Üniversite 5.0 jenerasyonu dijital üniversitelerin kaçınılmaz gelişiminin başlayacağını göstermektedir.en_US
dc.description.tableofcontentsINTRODUCTIONen_US
dc.description.tableofcontentsINDUSTRIAL REVOLUTIONSen_US
dc.description.tableofcontentsHISTORICAL EVOLUTIONS OF UNIVERSITIESen_US
dc.description.tableofcontentsFirst Generation Universitiesen_US
dc.description.tableofcontentsSecond Generation Universitiesen_US
dc.description.tableofcontentsThird Generation Universitiesen_US
dc.description.tableofcontentsFourth Generation Universitiesen_US
dc.description.tableofcontentsFifth Generation Universitiesen_US
dc.description.tableofcontentsINNOVATIONS IN DIGITAL AGEen_US
dc.description.tableofcontentsVirtual Realityen_US
dc.description.tableofcontentsAugmented Realityen_US
dc.description.tableofcontentsBlockchainen_US
dc.description.tableofcontentsWeb 3.0en_US
dc.description.tableofcontentsMetaverseen_US
dc.description.tableofcontentsDIGITAL STORM TOWARDS HIGHER EDUCATIONen_US
dc.description.tableofcontentsLearning Practicesen_US
dc.description.tableofcontentsMixed Reality (MR)en_US
dc.description.tableofcontentsArtificial Intelligenceen_US
dc.description.tableofcontentsBlockchain in Higher Educationen_US
dc.description.tableofcontentsVirtual Assistantsen_US
dc.description.tableofcontentsOverview of Digital Stormen_US
dc.description.tableofcontentsGENERATION DIFFERENCES: GENERATION X, Y, Z, ALPHAen_US
dc.description.tableofcontentsGeneration X and Generation Yen_US
dc.description.tableofcontentsGeneration Zen_US
dc.description.tableofcontentsGeneration Alphaen_US
dc.description.tableofcontentsTransformation of Generations in Digitalization and Work Lifeen_US
dc.description.tableofcontentsGeneration Y and Work Lifeen_US
dc.description.tableofcontentsGeneration Z and Work Lifeen_US
dc.description.tableofcontentsGeneration Alpha and Work Lifeen_US
dc.description.tableofcontentsReflections from the Past to the Futureen_US
dc.description.tableofcontentsTRENDS DETERMINING FUTURE IN HIGHER EDUCATIONen_US
dc.description.tableofcontentsPreparing for Digital Universityen_US
dc.description.tableofcontentsRise of Hybrid Education in the 2020sen_US
dc.description.tableofcontentsDigital University Towards University 5.0en_US
dc.description.tableofcontentsThe Effect of Metaversityen_US
dc.description.tableofcontentsSociety 5.0 and University 5.0en_US
dc.description.tableofcontentsCase of University of Edinburghen_US
dc.description.tableofcontentsMetaversity and Facebook Supported Digital Campusesen_US
dc.description.tableofcontentsUniversity Education Next 10 Years: Open Universityen_US
dc.description.tableofcontentsComparative Cost Analysis: Traditional vs Digital Universityen_US
dc.description.tableofcontentsDrivers of Digitalization in Higher Educationen_US
dc.description.tableofcontentsA SURVEY FOR DIGITAL UNIVERSITYen_US
dc.description.tableofcontentsSurvey Findingsen_US
dc.description.tableofcontentsResults of Surveyen_US
dc.description.tableofcontentsCluster Analysisen_US
dc.description.tableofcontentsExploratory and Confirmatory Factor Analysisen_US
dc.description.tableofcontentsCONCLUSIONen_US
dc.description.tableofcontentsImplicationsen_US
dc.description.tableofcontentsDeterminants of digital storm for higher educationen_US
dc.description.tableofcontentsComparison of recent generationsen_US
dc.description.tableofcontentsMajor actors in delivery of higher education servicesen_US
dc.description.tableofcontentsAssumptions in building university for industry 5.0 / society 5.0en_US
dc.description.tableofcontentsA traditional university modelen_US
dc.description.tableofcontentsA digital university modelen_US
dc.description.tableofcontentsA digital university cost structureen_US
dc.description.tableofcontentsAnnual cost difference between a traditional and a digital universityen_US
dc.description.tableofcontentsSurvey questionnaireen_US
dc.description.tableofcontentsSummary of survey questionnaire resultsen_US
dc.description.tableofcontentsSelected cross tabulationsen_US
dc.description.tableofcontentsDescriptive statisticsen_US
dc.description.tableofcontentsDistribution of place of residenceen_US
dc.description.tableofcontentsCronbach’s Alpha test table data applied to dataen_US
dc.description.tableofcontentsNormal distribution testsen_US
dc.description.tableofcontentsIndependent groups T-test tableen_US
dc.description.tableofcontentsOne-way Anova test for education with the signification of digitalizationen_US
dc.description.tableofcontentsOne-way Anova test on the signification of digitalization with social statusen_US
dc.description.tableofcontentsImportance given to digital education normal distribution test tableen_US
dc.description.tableofcontentsGender and importance given to digital education independent groups T-Testen_US
dc.description.tableofcontentsIndependent groups T-test continuation tableen_US
dc.description.tableofcontentsLevels of education and importance given to digital education one-way Anova testen_US
dc.description.tableofcontentsSocial status and importance given to digital education one-way Anova testen_US
dc.description.tableofcontentsSignificance of digitalization and digital education importance normal distribution testsen_US
dc.description.tableofcontentsImportance given to digital education and signification of digitalization Pearson Correlation analysisen_US
dc.description.tableofcontentsHigher education importance and digital education importance normal distribution testsen_US
dc.description.tableofcontentsImportance given to digital education and importance given to higher education Pearson Correlation analysisen_US
dc.description.tableofcontentsX-scale exploratory factor analysis resultsen_US
dc.description.tableofcontentsX-scale confirmatory factor analysis resultsen_US
dc.description.tableofcontentsY-scale exploratory factor Analysis resultsen_US
dc.description.tableofcontentsY-scale confirmatory factor analysis resultsen_US
dc.description.tableofcontentsZ-scale exploratory factor analysis resultsen_US
dc.description.tableofcontentsZ-scale confirmatory factor analysis resultsen_US
dc.description.tableofcontentsO-scale exploratory factor analysis resultsen_US
dc.description.tableofcontentsO-scale exploratory factor analysis resultsen_US
dc.description.tableofcontentsHigher education during the industrial revolutionsen_US
dc.description.tableofcontentsEvolution of industrial revolutionsen_US
dc.description.tableofcontentsFive generation of universitiesen_US
dc.description.tableofcontentsExample applications on an AR campus metaverseen_US
dc.description.tableofcontentsPrimary environments on the university campusen_US
dc.description.tableofcontentsContent edition for AR metaverseen_US
dc.description.tableofcontentsInnovations of digital ageen_US
dc.description.tableofcontentsMixed Reality (MR) in the US universitiesen_US
dc.description.tableofcontentsArtificial Intelligence in practiceen_US
dc.description.tableofcontentsBlockchain in practiceen_US
dc.description.tableofcontentsVirtual Assistants in practiceen_US
dc.description.tableofcontentsHistory and features of generationsen_US
dc.description.tableofcontentsFour key actions identified to achieve the shift in focusen_US
dc.description.tableofcontentsMeaning of a digital campusen_US
dc.description.tableofcontentsBenefits of online and blended learningen_US
dc.description.tableofcontentsForms of a digital universityen_US
dc.description.tableofcontentsEvolving tasks of metaversityen_US
dc.description.tableofcontentsA corner at CUHKS and billboard on campusen_US
dc.description.tableofcontentsLocation-based services, editor for content creation and tradeland purchase servicesen_US
dc.description.tableofcontentsSociety throughout historyen_US
dc.description.tableofcontentsUniversity generations during society throughout historyen_US
dc.description.tableofcontentsThe six aims emerging from the near future teaching projecten_US
dc.description.tableofcontentsDigital university campuses across the USen_US
dc.description.tableofcontentsTen sketches of new pedagogies that might transform educationen_US
dc.description.tableofcontentsThe main drivers of alteration for higher educationen_US
dc.description.tableofcontentsAverage score of signification of digitalization by genderen_US
dc.description.tableofcontentsSignification of digitalization by education levelsen_US
dc.description.tableofcontentsSignification of digitalization according to social statusen_US
dc.description.tableofcontentsSignification of digitalization by sectoren_US
dc.description.tableofcontentsImportance given to digital education by genderen_US
dc.description.tableofcontentsImportance given to digital education by education levelen_US
dc.description.tableofcontentsImportance given to digital education by social statusen_US
dc.description.tableofcontentsImportance given to digital education by sectoren_US
dc.description.tableofcontentsSignification of digitalization and the importance given to digital Educationen_US
dc.description.tableofcontentsImportance given to digital education and importance given to higher educationen_US
dc.description.tableofcontentsCluster qualityen_US
dc.description.tableofcontentsX-scale confirmatory factor analysisen_US
dc.description.tableofcontentsY-scale confirmatory factor analysis resultsen_US
dc.description.tableofcontentsZ-scale confirmatory factor analysis resultsen_US
dc.description.tableofcontentsO-scale confirmatory factor analysis resultsen_US
dc.identifier.citationEşkinat, A. (2023). Future in higher education: digital university. İstanbul: Işık Üniversitesi Lisansüstü Eğitim Enstitüsü.en_US
dc.identifier.urihttps://hdl.handle.net/11729/5677
dc.institutionauthorEşkinat, Alien_US
dc.language.isoenen_US
dc.publisherIşık Üniversitesien_US
dc.relation.publicationcategoryTezen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectDigital transformationen_US
dc.subjectUniversity 5.0en_US
dc.subjectDigital universityen_US
dc.subjectHybrid educationen_US
dc.subjectVirtual educationen_US
dc.subjectDijital dönüşümen_US
dc.subjectÜniversite 5.0en_US
dc.subjectDijital üniversiteen_US
dc.subjectHibrit eğitimen_US
dc.subjectSanal eğitimen_US
dc.subject.lccLB2395.7 .E85 2023
dc.subject.lcshDistance education -- Effect of technological innovations on.en_US
dc.subject.lcshEducation -- Computer network resources.en_US
dc.subject.lcshInternet in education.en_US
dc.subject.lcshEducational technology.en_US
dc.subject.lcshEducation, Higher -- Effect of technological innovations on.en_US
dc.subject.lcshEducation, Higher -- Digital age.en_US
dc.titleFuture in higher education: digital universityen_US
dc.title.alternativeYükseköğretimde gelecek: dijital üniversiteen_US
dc.typeDoctoral Thesisen_US
dspace.entity.typePublication

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