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.