Review\nProselytizing for the adoption of design thinking as the transformative process that will save higher education, this book further asserts that universities need design organizations and presents the authors' own educational design organization, the Hub for Innovation in Learning and Technology, as a model for other universities to follow. Each theoretical topic is illuminated with a case study drawn from the Hub's projects. A highly timely contribution; this is a moment when we need a book that tells us how to enact the change that is so desperately needed. 
―Madlen Simon, Associate Dean for Academic Affairs and Outreach, University of Maryland, College Park\nMany people in higher education will find this book valuable and inspiring. Original and important, it addresses an incredibly significant and timely topic: the need for rethinking how institutions in higher education respond to changes in the environment (such as pandemics, relevance, budget crises, etc.). 
―Bryan T. Stinchfield, Franklin & Marshall College\nAn indispensable guide for anyone who wants to shake up higher education. 
―Jake Knapp, New York Times–bestselling author of Sprint: How to Solve Big Problems and Test New Ideas in Just Five Days\nThis book shows how profound change in higher education requires a truly different approach like learning experience design. 
―Niels Floor, founder of LXD.org\nIt's time to design the next iteration of higher education. 
There is no question that higher education faces significant challenges. Most of today's universities aren't prepared to tackle issues like demographic change, the continued defunding of public education, cost pressures, and the opportunities and challenges of educational technologies. Then, of course, there is the shock of the COVID-19 pandemic, which will reverberate for years and may very well usher higher education into an era of significant structural change. Some critics argue that a premium should be placed on change functions―that is to say, on creativity, innovation, organizational learning, and change management. Yet few institutions of higher education have functions focused on thoughtful, iterative problem-solving and opportunity identification. 
The authors of Design for Change in Higher Education argue that we must imagine and actively make our way to new institutional forms. They assert that design―a practical art that is conceptually rich and visible in its concreteness―must become a core internal competency of the university. They propose one grounded in the practical experiences of a specific educational design organization: Michigan State University's Hub for Innovation in Learning and Technology, which all three authors have helped to run. The Hub was created to address issues of participation, impact, and scale in moving learning innovations from the individual to the collective and from the classroom to the institution. Framing each chapter around a case study of design practice in higher education, the book uses that case study as the foundation on which to build design theory for higher education. It is complemented by an online playbook featuring tactics that can be used and adapted by others interested in facilitating their own design work. 
Touching on learning experience design (LXD) as an increasingly critical practice, the authors also develop a constructivist view of designing conversations. A playbook that grounds theory in practice, Design for Change in Higher Education is aimed at faculty, staff, and students engaged in the important work of imagining new forms of education.

Design for Change in Higher Education

Education & Teaching

Grabill, Jeffrey T.

Gretter, Sarah

Skogsberg, Erik

Higher & Continuing Education

Johns Hopkins University Press

The author invites readers to play with the idea that Cervantes's narrative innovation--best illustrated through Don Quixote--was underpinned by a series of novelistic explorations afforded by the power of jealousy to disrupt reality. Throughout his literary career, Cervantes constantly wove the theme of jealousy into stories that integrated dialogue, laughter, self-parody, and most importantly, the subjectivity of engaging with an ever-changing reality. This process is what exemplified, according to Bakhtin, the narrative innovation that was the novelistic genre.Using insights from the field of clinical psychology and theories of the novel--with a particular focus on Bakhtin's approach to novelistic images--each chapter of this monograph explores novelistic aspects of jealousy as to highlight the development of Cervantes's narrative innovation. Through the experiences of Anselmo, Carrizales, and Auristela, but also those of Lauso, Reinaldos, Cañizares, and Andrés, the book explores concepts like curiosity, satire, and love as manifestations of the novelistic affordances of jealousy.Exposing his jealous characters' struggles in their fight against the fear of losing control over their subjective truth, Cervantes uncovered how reliance on our own imagination and beliefs as a source of unique truth can lead to unfortunate consequences, while also isolating individuals who then become victims of their own minds. By contrasting the inner conflicts experienced by Cervantes's jealous characters, Gretter presents insights about narrative innovation, subjectivity, and dialogue that, hundreds of years later, shed a light on our Quixotic trust in today's digital world of ideas.

Disrupting Reality: Cervantes, Jealousy, and Narrative Innovation (41) (Documentación Cervantina)

Literature & Fiction

History & Criticism

Juan de la Cuesta-Hispanic Monographs

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