Volume: 2 Issue: 2
Year: 2025, Page: 44-67, Doi: https://doi.org/10.70372/jeltp.v2.i2.3
This paper traces the evolution of Higher Education as a response to societal needs. Using the basic fundamentals of retrospective and inductive grounded theory research, it takes the descriptive approach to examine curricular, delivery and assessment modifications in Higher Education through the Industrial Eras to address the changing needs. It then analyses the current state of society undergoing digital transformation, specifically, industry and workplace transformation, and puts forth the view that gaps have arisen in the incumbent Higher Education Teaching-Learning organization that have to be addressed to meet the requirements of the knowledge- and information-driven digital society and economy. The paper proposes a new Teaching-Learning organization framework to address the gaps and shows the necessity to modify the prevalent Lecture-Tutorial-Practicum credit structure to close the gaps and concludes by briefly explaining how it was incorporated into the university’s academic policy.
Keywords: Higher Education; Academic Credit System; Academic Policy; Teaching Learning Organization; Digital Transformation; Knowledge Economy
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[author(s)]
Meera S Datta, Vinay Sharma, Yogendra Pal, Aman Jha, Vijay Mandke. Higher Education Practice as a Response to Societal Needs: Policy Change in Credit System for Digitally Transforming Society. Journal of Effective Teaching and Learning Practices. 2025; 2(2); 44-67