Where to from Here?

Abstract

We believe our readers will concur that one effect of working through these chapters is the realization of the significant number and varying dimensions along which this subject of emerging work and learning skills may be tracked. It is almost simple-minded, but perhaps prudent, to remind ourselves that it could hardly be otherwise. It is a basic exercise, but often awkward, to merely reflect on what a different phenomenon higher education is across the world, after five to six decades of expansion, de-regulation, and massification,¹ simply in terms of the numbers of students involved.² Alternatively, to reflect (if one even has the capacity) on the range, dimensions, and density of technological change that has taken place over the last three to four decades.³