Prof. Stuart Perrin
Xi’an Jiaotong-Liverpool University (XJTLU), China
Education ecosystems, entrepreneurial education, academic literacies and its application to the international university, English as a lingua franca, Second Language acquisition and identity.
Professor Stuart Perrin was appointed Associate Principal of XJTLU Entrepreneur College (Taicang) by Xi’an Jiaotong-Liverpool University (XJTLU) in August 2019. He is responsible for developing the XJTLU Entrepreneur College (Taicang), which is part of a new and unique campus that XJTLU is developing in Taicang. Having opened in September 202, stuart is exploring the university’s unique Syntegrative Education model within the new campus.
Professor Stuart Perrin is a Principal Fellow of the Higher Education Academy (PFHEA).
Before taking up the role as Associate Principal, Stuart was the inaugural Dean for International Affairs at XJTLU, with responsibility for leading the internationalization agenda at the university, including issues relating to the appointment and development of international faculty.
Prior to his appointment as Dean for International Affairs, he was Dean for Learning and Teaching for four years, combining the role with that of Director of the Language Centre. In the role of Director of the Language Centre, Stuart was responsible for overseeing English, Chinese and Spanish language modules across all years, and developing writing support initiatives in the university.
Title: Higher Education in the new era through the lense of Ecology of Knowledge(s)
Abstract: Higher education is coming under increasing pressure from a myriad of directions, including issues around funding, increased competition globally, advances in technology, and questions about the worth of a university education
in today’s world. Central to this is the growth of entrepreneurial education, and the increase/increased use of Artificial Intelligence (AI). The potential for change to how education has traditionally been taught is significant, particularly to ensure that education, and especially degrees, offer value based on employability potential (Tomlinson, 2008), and that degree programmes are future ready for Industry 4.0.
This has resulted in a need to re-evaluate how education ecosystems should be managed to ensure continued success. Drawing on the concepts of ‘Ecology of Knowledge’, this paper will discuss how AI enabled knowledge practices and their interventions enable or restrict future concepts of education, with specific reference to entrepreneurial education. It will highlight the context driven hierarchies that are needed for new era management to be successful in the disruptive world of AI infused higher education, providing suggestions for change and highlighting challenges.