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Yayın Future in higher education: digital university(Işık Üniversitesi, 2023-06-13) Eşkinat, Ali; Teker, Suat; Işık Üniversitesi, Lisansüstü Eğitim Enstitüsü, Çağdaş İşletme Yönetimi Doktora ProgramıCurrently, 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.Yayın Digital era for universities: soon or far(PressAcademia, 2023-07-30) Eşkinat, Ali; Teker, SuatPurpose- Over the Covid-19 crises, most universities keep increasing the use of hybrid model at various levels in all disciplines in their education system forced by the market demand. This paper reviews the evolution of university generations from university 1.0 to university 4.0 using a historical point of view. This paper intends to clarify whether digital era for universities, namely University 5.0, is soon or far advocating that a large number of completely digital universities may breakout and reach everywhere in the world with no barriers of language, time and locations, and competing with local and traditional universities in all sense after year 2030. Methodology- The study employs an online survey via convenience sampling based on quantitative research method. Employers/Managers, Academics and formal University Students were selected as three target population group located all around Turkiye. The aim was to test the 5 hypotheses of this study to clarify the time of digital era for universities. Findings- The analysis reveals that the 5 hypotheses are accepted and seen as valid. The empirical results show a significant difference between the gender variable and the importance given to digital education. Moreover, there was a significant difference in the mean scores of the significance of digitalization and the importance given to digital education based on education level variable. Then, there were differences in the significance of digitalization and the importance given to digital education concerning the social status variable in the collected data. Notably, a linear and significant relationship was revealed between the importance given to digital education by participants and the importance they attributed to digitalization. Furthermore, a linear and significant relationship was found between the importance given to digital education and the importance given to university education. Under these circumstances, the results reveal that digital education is concerned as a fact of digital era and higher education institutions are not immune of this transformation. Conclusion- Based upon the analysis, it can be concluded that the traditional university system will be evolved into a digital university system in a not-too-distant future. In other words, traditional prestigious universities are expected to continue whereas digital universities appear as destructive competitors. For this reason, it may be argued that universities will increase to provide hybrid model education depending on the market demand until 2030, whereby it will be applied at different rates in education disciplines, such as of medicine, engineering, social sciences and many others. After 2030 traditional universities will continue to use blended learning whereas digital higher education institutions will start their inevitable growth.
