In the last five years, there has been an explosion of entrepreneurship programs in higher education. Between 1985 and 2008, the number of entrepreneurship courses in U.S. colleges and universities increased from 250 to over 5,000, and that number has continued to grow.
While schools agree that losing their best and brightest to the startup economy is a problem, they are taking different approaches to solving the problem.
For some schools, the answer lies in direct investment into startups by students. Others have integrated entrepreneurship into the curriculum, while other universities have turning their own research into potential companies through their Technology Transfer Office (TTO).
What if you could earn a technology-centric credential at a similar level to a postgraduate for less than $1,000? And what if earning that high-level credential took about six to nine months?
Welcome to the nanodegree. Currently, Udacity offers eight tech-centric nanodegrees in web development, data analysis, full stack development, mobile development, and tech entrepreneurialism. Nanodegree courses currently enroll about 10,000 students.
So far, 1,000 students have completed nanodegrees and at least 150 students have been directly assisted by Udacity with finding meaningful work. That number is expected to increase through a new job service called Talent Source.
Employers’ search for hires with up-to-the-minute technical and digital skills has given rise to a boom in online classes. On LinkedIn, hundreds of thousands of users note on their profiles that they have taken online classes or earned certificates from coding boot camps.
But those new credentials don’t carry much weight in hiring yet. For now, badges, one-off courses and other micro-credentials are meaningful mostly because they show a person’s openness to learning, the most important skill in the employee, recruiters say.
Last month, EdTech looked at the top schools for innovation in the United States. But the U.S. isn’t the only one excelling in the department of scholastic innovation.
The following are some of the schools around the world with reputations for encouraging out-of-the box thinking: Imperial College London, University of Cambridge, University of Tokyo, Ecole Polytechnique Federale de Lausanne, and the Korea Advanced Institute of Science and Technology.
One of the world’s most sought after employers doesn’t care much about Ivy League credentials or a sterling college transcript. "There is no relationship between where you went to school and how you did five, 10, 15 years into your career. So, we stopped looking at it,” said Laszlo Bock, Vice President of People Operations at Google Inc.
For Google, college degrees and grades don’t indicate whether employees can perform well in the real world. The company is skirting around traditional universities in the process of pursuing an expanding educational business agenda.
It’s college applications season. College counselors do heroic work every year to get high-school students and their parents familiar with other campuses that offer good educations. Yet status-minded families can’t shake their belief that only the pickiest colleges matter.
Now a little-known LinkedIn tool is starting to change the conversation. LinkedIn's “University Pages” is a service that provides a highly detailed portrait of alumni achievements, including an up-to-the-minute roster of star graduates’ career paths.
The University of Georgia estimated that it has saved students $2 million through the adoption of open educational resources (OER) since 2013.
The institution has worked with Affordable Learning Georgia, which manages MERLOT, a OER library of resources. The intent of the list is to help instructors replaced textbooks and other materials with "no-cost" alternatives.
We are in the age of social media and yet few colleges and universities have embraced social recruiting strategies, foregoing the opportunity to expand hiring pools and reach people who may not even have been looking for a new job.
Social recruiting goes to people where they already are — online — and provides an alternate avenue for finding talent. When it comes to attract more diverse faculty, social recruiting could also put universities in contact with people outside of their traditional recruiting pools.
Universities should enhance efforts to ensure that robust career development is part of Ph.D. training. But that’s more than just providing information through seminars and individual development plans.
Differences in interest in faculty careers at research universities across gender and race are not explained by research productivity, research self-efficacy or adviser relationships, the study notes. So efforts to increase the diversity in the sciences should look at other structural factors that are disproportionately leading these groups away from faculty careers.
For some students, getting out of college can be just as difficult as getting in. Most undergrads aren't graduating in four years anymore. Only 59 percent of students who started at four-year schools in the fall of 2006 graduated by 2012, data show.
Among the 10 schools with the highest four-year graduation rate, an average rate of 90.4 percent of students finished on time. This rate is almost 50 percentage points higher than the average rate for all schools that submitted data.
Educational Innovation Weekly Reviewis curated by Tecnológico de Monterrey's Observatory of Educational Innovation. With the highlights of the week on innovation, technology and education. If you require more information about a specific note, please email us: firstname.lastname@example.org. TECNOLÓGICO DE MONTERREY, 2015.
Observatory of Educational Innovation
Tecnológico de Monterrey's Observatory of Educational Innovation: We identify and analyze the educational innovation trends that are shaping the future of learning and education.
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