Introduction

Education as such and particularly Higher Education (HE) in the contemporary times was anyway due for some serious dusting off of traditionality and be transformed into a modern agent of learning. Additionally, the advent of digital technologies in the realm of the Fourth Industrial Revolution (Industry 4.0) had already consolidated the framework for a sweeping disruptive change in the global education landscape. However, like any other sectors faced with the storm of disruption, the leaders of the education sector were also being conservative of old values and methods to somehow straddle-off the imminent disruption [by the forces (and realities) of the Fourth Industrial Revolution].

Then, something changed by the spring of 2020 that everything in the world is in a Great Reset on account of the Covid-19 pandemic. Understandably, Higher Education (HE) and related sectors which were having their pre-existing issues are now suddenly faced with the problem of adapting to the realities of Industry 4.0 ‘right now‘ itself. As such, it is no more feasible that these sectors take their own sweet time (or even avoid) adaptation to the somewhat slow but natural cycle of disruption that would possibly be culminating somewhere in 2030s.

Therefore, this design note is created to help the leaders and bellwethers of education sector meaningfully transform their businesses to face the new realities of the post-Covid world (amidst the environment of digital disruption created by the Fourth Industrial Revolution)

Scope and Background

Although there are numerous pre-existing issues and challenges in the Higher Education (HE) sector globally, this design note is scoped to focus on few of the most pressing ones in the context of HE businesses in the largest democracy of the world – India. Specifically, this design note seeks to address the following concerns of contemporary Higher Education (HE) in India: (1) crisis of affordability; (2) a crisis of education returns; (3) a broken promise of employability; (4) the differential needs of adult learners; (5) a blurring of the line between corporate training and higher education. [1]

Furthermore, a completely generic design of solutions to an evolving problem space might be limited by uncertainties of many emergent realities. Therefore, a one-size-fit-all approach to design is not discussed herein. Instead, this design note is built around a White Paper that I had been commissioned to write as part of a recent (but pre-Covid-19) consulting engagement with an educational organization in India. The rest of the sections of this design note will cite excerpts (with screenshots) from the said White Paper to help elicit a viable adaptation discourse (as a model) for other HE businesses in India to address some of the above mentioned concerns. Additionally, this design note will also highlight some of the recommended actions for a successful transformation of a typical legacy Higher Education (HE) business — through the creation and marketing of New Ventures that are tuned to the new normal of Education 4.0.

Problem Space

 

Solution Design Note

End Note

This design note is written at a time when the world economy is going through unprecedented tailspin on account of Covid-19 pandemic. Hence, this design note could not make significantly consolidated assumptions of the future trends based on previous data or research. As such, among many emergent realities, this design note is kept as Work-In-Progress status so that it remains open to adaptation, improvements, and overall evolution throughout this challenging time of Covid-19 pandemic.

References

[1] Online Education: Ending an apartheid
[2] Higher education needs dusting off for the 21st century

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