Home Tag "higher education"

Grand Challenges: A New Approach to Digital Transformation

In the latest issue of the Educause Review, Educause researchers Susan Grajek and D. Christopher Brooks write that Grand Challenges should be issued to encourage institutions to solve some of the biggest issues in higher education and that a digital transformation could be the best way to solve those challenges. For the uninitiated, a Grand Challenge “describes desired outcomes to problems that are extremely difficult (but not impossible) to solve and that are widespread, if not global, in scope.”

Interoperability, Not Third-Party Assessors, Is the Answer: A Response to Creating Seamless Credit Transfer

It’s always a joy and a challenge for me to read the work of Michael Horn and Richard Price coming out of the Christensen Institute. I revel in the creativity of ideas, the diversity of examples and the parallels they make to other industries and times in higher education. And it’s a challenge in the climb-a-mountain-for-a-better-view variety. The document "Creating Seamless Credit Transfer: A parallel higher ed system to support America through and beyond the recession" did not disappoint in the ideals I hold for these scholars’ thinking.

Reimagining the Public University

In the Winter 2020 issue of National Affairs, James Piereson and Naomi Schaefer Riley write about the past, present, and future of state flagship universities. Can these schools remain financially solvent while educating residents at the low tuition rates that were common in past decades? Based on a recent Washington Post survey of 50 such institutions, the authors answer “no.” While not all of these findings are news, the authors astutely assess negative changes in public higher education and recommend the true reforms needed.

Why Skills Training Can’t Replace Higher Education

 

In a recent Harvard Business Review article, “Why Skills Training Can’t Replace Higher Education,” Dr. George Kuh posits that “much of the current media-reported posturing by policy makers and pundits about the failure of U.S. colleges and universities to adequately prepare people for the 21st-century workplace is either ill-informed or misguided.” Dr. Kuh, chancellor’s professor emeritus of higher education at Indiana University, describes today’s media narrative as one focused on the need for vocational skills versus “useless liberal arts programs.” Multiple badges and certificates will be issued to indicate proficiency in certain skills and in the future, a trusted entity will “rack and stack” a combination of them to issue the equivalent of a college degree.  He acknowledges that “short-term vocational skills-based programs are critically important and well-suited for many.” However, he also questions why this should be the desired policy for addressing the needs of the 21st-century workplace.

 

Dr. Kuh notes that “workplaces, societal institutions, and the world order are only going to get more complicated and challenging to navigate and manage, increasing the need for people with accumulated wisdom, interpersonal and practical competence, and more than a splash of critical thinking, analytical reasoning, and altruism.” He also notes that there are “no short cuts” to enabling people to deepen learning, develop resilience, and convert information into action. Shortening education in order to bolster productivity is shortsighted for many reasons, and he expects that many learners from traditionally underrepresented groups will likely gravitate toward these shorter and less expensive training programs at the risk of delaying or denying themselves a foundational baccalaureate degree. He calls on business leaders to speak about what the country needs from our postsecondary system and for a re-balancing to occur based on their experience leading their corporations through this era of rapid, technology-driven change.

 

The Uncertain Future of American Public Higher Education by Daniel M. Johnson

Former University of Toledo President Daniel Johnson’s career, spanning many years and roles at multiple institutions, provides him with an insider’s perspective on higher education. In his introduction, while he acknowledges defending the system for the last 25 years of his career, he also notes that assessing it from the outside gives him a new point of view.

According to Dr. Johnson, paradigms can change and “the paradigm that provides the conceptual, pedagogical, legal, regulatory and financial structures for advanced learning and certification has multiple cracks – some large and some small – all seriously weakening the infrastructure, the very framework, and foundation upon which our public colleges and universities currently rest.” The failure of the higher education paradigm to meet the challenges of today’s education environment brings substantial pressure for change. He maintains that the current manners and modes in which higher education functions are costly and ineffectual and have been for years. Our future success depends on how we prepare our students to find meaningful roles in an economy driven by artificial intelligence, robotics, and an explosion of digitally-based enterprises and industries.

APUS Leaders Discuss the Value of Technology-Driven Learning in Higher Education

APUS Associate Dean of Alternative Learning Cali Morrison and APUS Provost Dr. Vernon Smith were each recently appointed to new leadership positions with the WICHE Cooperative for Educational Technologies (WCET), one of the leading authorities on the practice, policy, and advocacy of technology-enhanced learning in higher education. Cali recently sat down with Dr. Smith to discuss the value of APUS's long-standing relationship with WCET and their respective new advisory roles.