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The generation “Z” was born into the digital information society, with smartphones, tablet PCs and social media replacing a huge chunk of the traditional learning tools and earlier forms of educational enquiry. As this generation of “virtual learners” is entering into both the workplace and the higher education classrooms, the yesteryears traditional teaching and learning methods have become obsolete. Learner-centered instruction designs enabled by modern ICT are taking preference over expository teaching methods. However, at the same time, most of the educational sectors have surprisingly lacked behind compared to how modern day ICT have infiltrated into every sphere of the larger society. In this study, we contend that even though most academic curriculum has arguably remained the same since the 1950s (Gonzalez et al., 2000), there is a looming change that will befall on how the 21st century education is organized. We use arguments for the adoption of videography in business education and the entrepreneurship discipline in particular to elucidate the challenges and competitive landscape of ICT infiltration into the mainstream academia.

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Videography in the 21&amp;lt;sup&amp;gt;st&amp;lt;/sup&amp;gt; Century Higher Education: Insights and Propositions from the Entrepreneurship Discipline