10th International Conference on ICT for Intelligent Systems in New York

Authors - Kunihiko Takamatsu, Sayaka Matsumoto, Nobuko Miyairi, Kin-Leong Pey, Alison Elizabeth Lloyd, Roy Tan, Eng Hong Ong, Jingwen Mu, Fiona Rebecca Sutherland, Mun Heng Tsoi, Sin Yi Yap, Hidekazu Iwamoto, Tokuro Matsuo, Noriko Ito, Tsunenori Inakura, Shotaro Imai, Nobuhiko Seki, Ford Lumban Gaol, Takafumi Kirimura, Taion Kunisaki, Kenya Bannaka, Ikuhiro Noda, Ryosuke Kozaki, Aoi Kishida, Katsuhiko Murakami, Yasuo Nakata, Masao Mori
Abstract - Contemporary higher education institutions face increasingly complex challenges—including hybrid teaching, governance reform, and digital transformation—that traditional divisions between academic and administrative roles struggle to address. In this context, new hybrid faculty roles are needed to support organizational learning and innovation across institutional boundaries. This study explores how Abduction-Driven Management Faculty can contribute to expanding Knowledge Networks in Higher Education through the Eduinformatics framework. Contemporary higher education faces multifaceted challenges requiring interdisciplinary approaches. Eduinformatics, integrating educational principles with informatics methodologies, offers a structured framework for addressing these complexities. The research examines knowledge creation through the Knowledge Network Tag Model, where "tags" function as catalysts connecting seemingly unrelated knowledge components. Abduction, as a creative inference process, complements this model by generating explanatory hypotheses from observed phenomena. Post-pandemic transformations have high-lighted the need for hybrid faculty roles that transcend traditional administrative-academic boundaries. The study presents innovative positions like "Professor for Institute Management" that enable boundary-spanning activities. By engaging in international forums and creating environments for "designed serendipity," management faculty can foster abductive reasoning and institutional innovation. This approach, structured through frameworks like ABDU-M, enhances universities' capacity to adapt to rapidly changing educational landscapes by identifying patterns and generating hypotheses from complex educational data.