This should have been a clue to the obvious. Public education is fundamentally different from business, so to what extent can disruptive innovation theory actually apply? It falls apart in the second phase precisely because education is not business. “Market share” is largely irrelevant, “performance improvements” are multi-variant and not amenable to easy categorization, and teachers are more than just “labor.”
Second, students are not merely consumers of higher education; they also actively construct their college careers. They develop a plan for their coursework, their project work, their extracurricular activities, and their social network.
Sternberg’s first point is that the higher education market is diverse, consumers are looking for different things. That is true, but I find this second point more compelling insofar as it does not simply reduce education to a commodity.
We were, by many measures, neglected, although we preferred to think of it as European (sounds better).
Yes, the “European” education we received at the New School.
When it comes to their own career paths, provosts appear skeptical of the desirability of their bosses’ jobs. Relatively few provosts want them.
Seems there is a real divide between being the Chief Academic Officer and the Chief Executive Officer.
Leaders of all institutions — public and private — should read this report as a cautionary tale about the profoundly adverse impacts of a culture of silence and indifference at the top.
The strangest thing about this MOOC obsession is the idea that something that very wealthy private institutions offer for free, at a loss, as a service to humanity, must somehow represent the magic numbers in the higher-education lottery. It’s new, it’s “innovative,” and it’s big, the thinking goes. So it must be the answer.
It can easily be used in a car in a parking lot while you’re waiting for your kids.
Faculty will need to learn how to leverage these new modes of interacting with students.
Our power is always going to be in the faculty,” she says. “They’re the people with the ideas. I feel sometimes in higher education we’re forgetting that.
Susan Herbst, president of UConn, expanding on why she set a target of hiring 300 faculty over the next four years.i
Here is the TED talk from Peter Norvig outlining his Massively Open Online Course (MOOC) on Artificial Intelligence.
Dragas has virtually no support for the decision on U.Va.’s Grounds — opposition has come from all the deans, the faculty senate, the provost and even her handpicked designee as interim president, McIntire School of Commerce Dean Carl P. Zeithaml, who has backed away from the position.
But she does have a key supporter in Paul Tudor Jones, a Connecticut billionaire and U.Va. alumnus and donor — the university’s John Paul Jones Arena is named for his father. Jones wrote an opinion column for The Daily Progress in Charlottesville last Sunday, outlining some of the same concerns that Dragas raised about challenges facing the university.
In general, this is a balanced article on Dragas, but it is remarkable that so many at UVa oppose the Board’s decision.
Universities are communities composed of numerous stakeholders, all of whose voices should be reflected in decision making. Leadership calls for relentless consultation, the balancing of goals, of conflicting ambitions and agendas along with contrasting, often antithetical, priorities. Choices are inevitable. Presidents, faculty, and boards must find common ground, especially in difficult financial circumstances. A unilateral act by one part of the triumvirate (as is the situation at UVa) diminishes not only the power structure but also the soundness of the institution.
I have been reticent to make proclamations about the #UVa situation because I am in no position to be privy to the real dynamics of the situation, but this statement by Stephen Trachtenberg, president emeritus of George Washington University, resonates with what I understand about institutions of higher education.
What does it mean when a university press fails? It means not that its authors are not successful or that its press was not run well. Rather it means that its university has abandoned part of its scholarly mission: namely, supporting the publication of books that are the lifeblood of its faculty — and academia.
I am not sure the comparison with athletics on the financial side is sound because of the difference in revenue generated and the scope of influence. But from a wider perspective about what we in higher education ought to value, the juxtaposition is apt.
The governor advocates a greater focus on vocational training, frequently using the example of welding as a high-demand skill. Representatives of public and private higher education and business make up the commission.
Given this vision of Penn State from the Governor, we ought to move with alacrity toward this vision of a new public research university.