The reflection on university management is based on the question about the shape of universities of the future. Civic, responsible, sustainable, virtual, digital, and many other universities can be mentioned among the concepts present in the literature. All these names describe an important distinctive feature of a university, which will gain more and more importance in the future. However, given the fundamental importance of the radical change taking place, it seems that the most appropriate name, reflecting the essence of the emerging new formation, is "digital university." This is because of the importance of digital transformation, which has been developing for several decades, bringing deep and multidirectional changes in the areas of technology, economy, society, and culture. It is a disruptive civilizational transition and, although stretched over many decades, it is revolutionary in nature, significantly changing our lives in the Anthropocene. The book has three cognitive and pragmatic objectives: to provide a new perspective on the changing academic organization and management; to reflect on higher education management concepts and methods; and to present an overview of university management, governance, and leadership, useful from the perspective of academic managers, and other stakeholders. The Open Access version of this book, available at www.taylorfrancis. com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Computer supported collaboration in academia is becoming increasingly important for two reasons. Firstly, there is a drive to make the most effective use of the resources available to universities, and secondly, there is a growing belief in the pedagogical benefits of using computer support in teaching. In this volume, an international collection of authors from both academia and industry examines ways in which universities can make effective use of asynchronous collaboration. All aspects of academic life are covered, from teaching and research through to support and management. The Digital University contains a range of material, from research-oriented chapters through to the experiences of senior university management in attempting to make their institutions as efficient as they need to be to survive in the 21st century.

This is the thoroughly revised second edition of one of the first books to provide an overview of how key aspects of university life - such as teaching, academic research, administration, management and course design - are being affected by digital and web-enabled technologies. More than three-quarters of the material has been revised and updated. Still further, three new chapters now address the following aspects: the virtual classroom, vicarious learning, and educational metadata. The main body of the text focuses on asynchronous collaboration by examining the following four key topics: principles, experiences, evaluation, and benefits. A timely and up-most important guide to all aspects of modern university education in the digital age.

Why we organize our personal digital data the way we do and how design of new PIM systems can help us manage our information more efficiently. Each of us has an ever-growing collection of personal digital data: documents, photographs, PowerPoint presentations, videos, music, emails and texts sent and received. To access any of this, we have to find it. The ease (or difficulty) of finding something depends on how we organize our digital stuff. In this book, personal information management (PIM) experts Ofer Bergman and Steve Whittaker explain why we organize our personal digital data the way we do and how the design of new PIM systems can help us manage our collections more efficiently. Bergman and Whittaker report that many of us use hierarchical folders for our personal digital organizing. Critics of this method point out that information is hidden from sight in folders that are often within other folders so that we have to remember the exact location of information to access it. Because of this, information scientists suggest other methods: search, more flexible than navigating folders; tags, which allow multiple categorizations; and group information management. Yet Bergman and Whittaker have found in their pioneering PIM research that these other methods that work best for public information management don't work as well for personal information management. Bergman and Whittaker describe personal information collection as curation: we preserve and organize this data to ensure our future access to it. Unlike other information management fields, in PIM the same user organizes and retrieves the information. After explaining the cognitive and psychological reasons that so many prefer folders, Bergman and Whittaker propose the user-subjective approach to PIM, which does not replace folder hierarchies but exploits these unique characteristics of PIM.

This is the thoroughly revised second edition of one of the first books to provide an overview of how key aspects of university life - such as teaching, academic research, administration, management and course design - are being affected by digital and web-enabled technologies. More than three-quarters of the material has been revised and updated. Still further, three new chapters now address the following aspects: the virtual classroom, vicarious learning, and educational metadata. The main body of the text focuses on asynchronous collaboration by examining the following four key topics: principles, experiences, evaluation, and benefits. A timely and up-most important guide to all aspects of modern university education in the digital age.

"In The Digital University, Michael Adrian Peters and Petar Jandric offer an insightful overview of the impacts of digital media in the work of the university, as well as a visionary manifesto articulating 'What is to be done.' This book is essential reading for any scholar concerned about the fate of academic life in these strangely dreadful yet nevertheless promising times."-William Cope, University of Illinois, Urbana-Champaign, United States

Literacy in the Digital University is an innovative volume bringing together perspectives from two fields of enquiry and practice: ‘literacies and learning’ and ‘learning technologies’. With their own histories and trajectories, these fields have seldom overlapped either in practice, theory, or research. In tackling this divide head on, the volume breaks new ground. It illustrates how complementary and contrasting approaches to literacy and technology can be brought together in productive ways and considers the implications of this for practitioners working across a wide range of contexts. The book showcases work from well-respected authorities in the two fields in order to provide the foundations for new conversations about learning and practice in the digital university. It will be of particular relevance to university teachers and researchers, educational developers and learning technologists, library staff, university managers and policy makers, and, not least, learners themselves, particularly those studying at post-graduate level.

Despite the increasing ubiquity of the term, the concept of the digital university remains diffuse and indeterminate. This book examines what the term 'digital university' should encapsulate and the resulting challenges, possibilities and implications that digital technology and practice brings to higher education. Critiquing the current state of definition of the digital university construct, the authors propose a more holistic, integrated account that acknowledges the inherent diffuseness of the concept. The authors also question the extent to which digital technologies and practices can allow us to re-think the location of universities and curricula; and how they can extend higher education as a public good within the current wider political context. Framed inside a critical pedagogy perspective, this volume debates the role of the university in fostering the learning environments, skills and capabilities needed for critical engagement, active open participation and reflection in the digital age. This pioneering volume will be of interest and value to students and scholars of digital education, as well as policy makers and practitioners.

The Digital Archives Handbook provides archivists a roadmap to create and care for digital archives. Written by archival experts and practitioners, Purcell brings together theoretical and practical approaches to creating, managing, and preserving digital archives. The first section is focused on processes and practices, including chapters on acquisitions, appraisal, arrangement, description, delivery, preservation, forensics, curation, and intellectual property. The second section is focused on digital collections and specific environments where archivists are managing digital collections. These chapters review digital collections in categories including performing arts, oral history, architectural and design records, congressional collections, and email. The book discuss the core components of digital archives—the technological infrastructure that provides storage, access, and long-term preservation; the people or organizations that create or donate digital material to archives programs, as well as the researchers use them; and the digital collections themselves, full of significant research content in a variety of formats with a multitude of research possibilities. The chapters emphasize that the people and the collections that make up digital archives are just as important as the technology. Also highlighted are the importance of donors and creators of digital archives. Building digital archives parallels the cycle of donor work—planning, cultivation, and stewardship. During each stage, archivists work with donors to ensure that the digital collections will be arranged, described, preserved, and made accessible for years to come. Archivists must take proactive and informed actions to build valuable digital collections. Knowing where digital materials come from, how those materials were created, what materials are important, what formats or topical areas are included, and how to serve those collections to researchers in the long term is central to archival work. This handbook is designed to generate new discussions about how archivists of the twenty-first century can overcome current challenges and chart paths that anticipate, rather than merely react to, future donations of digital archives.

This book explores how digital transformation is reshaping the manner in which higher education sectors emerge, work, and evolve and how auditors should respond to this challenging and risky digital audit universe in transforming the higher education system. It serves to help professionals to understand the reality of performing the Chief Audit Executive (CAE) role in today’s evolving business economy, specifically in the higher education sector. It compares and contrasts the stated IIA standards with the challenges and realities auditors may face and provides alternative scenarios to gaining a "seat at the table." This book also provides insight into critical lessons learned when executing the CAE role relevant for digitally transforming universities. The main purpose of this study is to rethink the audit culture in the digital era and reveal the key characteristics that are open for improvement so that digitally transforming universities can be audited according to the higher education standards with a digitally supported value-added audit approach. Based on this approach, the audit culture is reassessed considering the digital university conceptual framework and business model. There are two main points to consider for the digital university work environment: traceability and auditability. In this respect, policy recommendations are made for best practices to achieve value-added digital audits in transforming universities. The book has been written from both the reality and academic perspectives of two experienced authors. Sezer is a past CAE, CEO, and long-term senior internal auditor who has worked in the internal audit role for various listed companies, financial institutions, and government entities. Erman has extensive information technology and university accreditation knowledge in the global higher education sector. This brings a blend of value-added approaches to the readers and speaks to issues about understanding and dealing with audit culture and business evolution in digitally transforming organizations along with the requirements for upholding IIA standards. Geared toward the experienced or new CAE, University Auditing in the Digital Era: Challenges and Lessons for Higher Education Professionals and CAEs can be a tool for all auditors to understand some of the challenges, issues, and potential alternative solutions when executing the role of university auditing. In addition, it can be a valuable reference for university administrators and CIOs, as well as academics and all stakeholders related to the higher education sector.