New Strategies for a Culture of Change and Innovation in Universities -- Introduction: Changing Cultures in Higher Education -- New Challenges for Universities: Why They Must Change -- Learning Innovation for the Twenty-First Century -- “They had People Called Professors…!” Changing Worlds of Learning: Strengthening Informal Learning in Formal Institutions? -- Transforming Universities -- Stories of Change: The University of Zurich, Switzerland -- Shaping Learning Cultures: A Strategic Challenge for Universities -- Faculty Development in Context: Changing Learning Cultures in Higher Education -- Open Content, Open Learning 2.0: Using Wikis and Blogs in Higher Education -- Stories of Change: The National University of Ireland, Galway -- Strategic Integration of Open Educational Resources in Higher Education -- New Directions for Higher Education: Challenges, Opportunities, and Outcomes -- Making User-Generated Content Communities Work in Higher Education – The Importance of Setting Incentives -- Strategic Issues in University Information Management -- Creating the Future: Changing Culture Through Leadership Capacity Development -- Using Appreciative Inquiry for an e-Learning Change Management Programme: The ENTICE Project at Brunel University -- Fostering Connectivity and Reflection as Strategic Investment for Change -- eCompetence and Faculty Engagement for e-learning -- Stories of Change: The K.U. Leuven, Belgium -- What is e-Competence? Conceptual Framework and Implications for Faculty Engagement -- Learning in Communities -- Supporting Changing Cultures Through Emerging Practices -- Conspiracies and Competences -- Education Innovation: Case Studies in e-Learning and Face-to-Face Teaching in Higher Education: What is the Best? -- The Homo Zappiens and its Consequences for Learning in Universities -- Roles and Domains to Teach in Online Learning Environments: Educational ICT Competency Framework for University Teachers -- Stories of Change: e/merge @ the University of Cape Town -- The Impact of Collaborative e-Learning on Concepts of Teaching -- Stories of Change: TieVie – The Support Service for Finnish Universities Toward the Information Society -- Innovation and Quality through e-learning in Universities -- Stories of Change: The Ruhr University of Bochum -- Moving from Control to Culture in Higher Education Quality -- Quality for Global Knowledge-Intensive Organizations: A Step-by-Step Guide -- Innovation and Quality for New Learning Cultures -- Can Web 2.0 and Social Software Help Transform How We Measure Quality in Teaching, Learning, and Research? -- The Development of a Theoretically Sound Concept of Quality Criteria: As in the Case of the Accreditation for Technology-Enhanced Learning EFMD-CEL -- The MedidaPrix Award: An Agent for Changing Higher Education e-Learning Practice -- The UNIQUe Label: Supporting a Culture of Innovation and Quality in Higher Education -- The Organizational Impact of Open Educational Resources.

More and more educational scenarios and learning landscapes are developed using blogs, wikis, podcasts and e-portfolios. Web 2.0 tools give learners more control, by allowing them to easily create, share or reuse their own learning materials, and these tools also enable social learning networks that bridge the border between formal and informal learning. However, practices of strategic innovation of universities, faculty development, assessment, evaluation and quality assurance have not fully accommodated these changes in technology and teaching. Ehlers and Schneckenberg present strategic approaches for innovation in universities. The contributions explore new models for developing and engaging faculty in technology-enhanced education, and they detail underlying reasons for why quality assessment and evaluation in new – and often informal – learning scenarios have to change. Their book is a practical guide for educators, aimed at answering these questions. It describes what E-learning 2.0 is, which basic elements of Web 2.0 it builds on, and how E-learning 2.0 differs from Learning 1.0. The book also details a number of quality methods and examples, such as self-assessment, peer-review, social recommendation, and peer-learning, using illustrative cases and giving practical recommendations. Overall, it offers a step-by-step guide for educators so that they can choose their own quality assurance or assessment methods, or develop their own evaluation methodology for specific learning scenarios. The book addresses everyone involved in higher education – university leaders, chief information officers, change and quality assurance managers, and faculty developers. Pedagogical advisers and consultants will find new insights and practices for the integration and management of novel learning technologies in higher education. The volume fosters in lecturers and teachers a sound understanding of the need and strategy for change, and it provides them with practical recommendations on competence and quality methodologies.