It happened to newspapers. It happened to magazines. It happened to books. Now it’s happening to higher education: another industry thrown into turmoil and shock because its business model has been overturned by the Internet.
The uncomfortable truth: The prestige of a diploma from a prestige university comes not from graduating but from getting in. To maintain their prestige, Ivy League universities must limit the number of people who are admitted.
As MOOCs become more common, it will become easier and easier to get something awfully close to an Ivy League education through the Web. Then there are those for-profit universities: Southern New Hampshire University may be no threat to Yale today, but over the next decade, will raise the question of what the point of Yale is.
This 13th edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education.
The report presents six key trends (including blended learning, deeper learning and cultures of innovation), six significant challenges (including blended formal and informal learning, digital literacy and personalized learning), and six important developments in educational technology (including BYOD, learning analytics, adaptive learning and virtual reality).
Marc Tessier-Lavigne, president of The Rockefeller University in New York City, will become Stanford University's 11th president on September. Tessier-Lavigne, 56, a pioneering neuroscientist, former Stanford faculty member and outspoken advocate for higher education, will succeed John L. Hennessy.
At Stanford, Tessier-Lavigne will oversee a research university of 7,000 undergraduate students, 9,000 graduate students and 2,100 faculty members in seven schools, with a budget of over $5.5 billion.
The Massachusetts Institute of Technology is expected to expand research programs that explore online and digital education at all levels, from pre-K through higher education, as the result of a 2014 institute-wide task force focused on the future of education.
The MIT Integrated Learning Initiative will use science to better understand how people learn, which will benefit not only students on campus, but also teacher training and those around the world learning through digital platforms.
Universities' expertise should be used to solve society's complex problems and public engagement needs to be integrated into both faculty-reward systems and students' educational experiences.
Robert J. Jones, president of the University at Albany, spoke with The Chronicle about how college leaders need to make the case that community engagement not only is in the public's best interest but also is in universities' best interest.
The University of Colorado Boulder has started a movement to improve the quality of science education. And the LAs (Learning Assistant: an undergraduate trained and paid to help teach fellow students) are at the center of this work.
CU Boulder still has big lectures, but science and engineering classes also feature weekly small group discussions, labs and demonstrations facilitated by the LAs under the supervision of grad students. The LAs take a course on pedagogy and research-driven teaching techniques.
Innovation in higher education has mostly been relegated to individual campuses, often in the form of a small pilot program. But what colleges want now is scale. Academia is turning to the power of crowdsourcing to solve one of its most pressing problems: how to better serve and adapt to the changing needs of first-year students.
The project, “Re-Imagining the First Year of college,” is designed to provide campuses with a safe space to experiment and fail. The goal is for each campus to have a more comprehensive strategy for student success with measurable results.
Until recently the study of higher education and its international dimensions was the field of a small group of research centres and scholars, primarily in the developed world. But the official launch of the ESRC/HEFCE Centre for Global Higher Education, or CGHE, is about to change that. The CGHE is the largest research centre in the world specifically focused on higher education and its future development.
If teaching is a major part of the university’s mission, why is it not valued as much as research? We need to examine why, exactly, it is taken for granted that teaching work is less valued and less prestigious than research.
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, 2016.
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.
Tecnológico de Monterrey | Av Eugenio Garza Sada 2501, Monterrey, NL, México