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Give MOOCs some credit: a system-divergent innovation accrediting an AI mass-market MOOC at a Swedish university

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Title: Give MOOCs some credit: a system-divergent innovation accrediting an AI mass-market MOOC at a Swedish university
Authors: Hachem, Hugo-Henrik, Wiggberg, Mattias, Osborne, Tanya, 1987, Gulliksen, Jan, Heintz, Fredrik
Source: Advanced Digital Skills Policy Lab for Academic Transformation (ADAPT) Cogent Education. 12(1)
Subject Terms: System-Divergent innovation, Adult Education and Lifelong Learning, lifelong learning, digitalisation, MOOCs, Social Sciences, higher education, Digitalisation, Higher Education, Sweden
Description: Lifelong learning in higher education (HE), epitomised by Massive Open Online Courses (MOOCs), is valuable for re-skilling and upskilling Sweden's industry workforce in (advanced) digital competencies to remain globally innovative and competitive. Meanwhile, Sweden's non-regulatory approach towards MOOC deployment in HE meant that their accreditation by universities faces strenuous systemic challenges. However, since 2019, one university began accrediting an AI mass-market MOOC following a nationally unique system-divergent innovation, which this case study unpacks by responding to three research questions. First, what were the underlying processes of this system-divergent innovation, and how and why did it occur? Second, what were its key success factors? Furthermore, how sustainable is it? This reflexive case study draws on eight semi-structured interviews with university staff and faculty, which were deductively analysed based on topical literature and concepts from system-divergent innovation and structuration theory. Generated themes were called challenges-as-opportunities and spanned bureaucracy, finances, technological infrastructures, deroutinisation, internal conflicts and external pressure. These themes and their discussion inform policy on three tiers: governmental, sectoral, and institutional. This original work highlights that mmMOOCs' accreditation by universities can play a significant role in bridging lifelong learning and HE in Sweden, and calls for digital maturity and national contagion.
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  Data: Give MOOCs some credit: a system-divergent innovation accrediting an AI mass-market MOOC at a Swedish university
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  Data: <searchLink fieldCode="AR" term="%22Hachem%2C+Hugo-Henrik%22">Hachem, Hugo-Henrik</searchLink><br /><searchLink fieldCode="AR" term="%22Wiggberg%2C+Mattias%22">Wiggberg, Mattias</searchLink><br /><searchLink fieldCode="AR" term="%22Osborne%2C+Tanya%22">Osborne, Tanya</searchLink>, 1987<br /><searchLink fieldCode="AR" term="%22Gulliksen%2C+Jan%22">Gulliksen, Jan</searchLink><br /><searchLink fieldCode="AR" term="%22Heintz%2C+Fredrik%22">Heintz, Fredrik</searchLink>
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  Data: <i>Advanced Digital Skills Policy Lab for Academic Transformation (ADAPT) Cogent Education</i>. 12(1)
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  Data: <searchLink fieldCode="DE" term="%22System-Divergent+innovation%22">System-Divergent innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Education+and+Lifelong+Learning%22">Adult Education and Lifelong Learning</searchLink><br /><searchLink fieldCode="DE" term="%22lifelong+learning%22">lifelong learning</searchLink><br /><searchLink fieldCode="DE" term="%22digitalisation%22">digitalisation</searchLink><br /><searchLink fieldCode="DE" term="%22MOOCs%22">MOOCs</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Sciences%22">Social Sciences</searchLink><br /><searchLink fieldCode="DE" term="%22higher+education%22">higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Digitalisation%22">Digitalisation</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Sweden%22">Sweden</searchLink>
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  Data: Lifelong learning in higher education (HE), epitomised by Massive Open Online Courses (MOOCs), is valuable for re-skilling and upskilling Sweden's industry workforce in (advanced) digital competencies to remain globally innovative and competitive. Meanwhile, Sweden's non-regulatory approach towards MOOC deployment in HE meant that their accreditation by universities faces strenuous systemic challenges. However, since 2019, one university began accrediting an AI mass-market MOOC following a nationally unique system-divergent innovation, which this case study unpacks by responding to three research questions. First, what were the underlying processes of this system-divergent innovation, and how and why did it occur? Second, what were its key success factors? Furthermore, how sustainable is it? This reflexive case study draws on eight semi-structured interviews with university staff and faculty, which were deductively analysed based on topical literature and concepts from system-divergent innovation and structuration theory. Generated themes were called challenges-as-opportunities and spanned bureaucracy, finances, technological infrastructures, deroutinisation, internal conflicts and external pressure. These themes and their discussion inform policy on three tiers: governmental, sectoral, and institutional. This original work highlights that mmMOOCs' accreditation by universities can play a significant role in bridging lifelong learning and HE in Sweden, and calls for digital maturity and national contagion.
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      – SubjectFull: Adult Education and Lifelong Learning
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