This new publication aims to build on that methodology to be a valuable resource for universities, colleges, community colleges, not-for-profits, and other organizations that serve postsecondary institutions by providing best practices for catalyzing, enabling and sustaining innovation culture.
Perhaps a true business model is emerging for MOOCs? We never thought free was a sustainable model. This arrangement also puts ASU in a great position to be the “credit bundler” we discussed in an earlier post. The business model itself may not be that innovative, what is important is who uses the model first and, in this case, ASU gains first mover advantage and could profit handsomely from doing so.
Michael Crow, president of Arizona State U., sees himself as a “knowledge enterprise architect.” His populist prescription for colleges amounts to a finger in the eye of the higher-education establishment.
A new ETS study finds that Millennials, who will dominate the U.S. labor market for the next 50 years, may face another problem: They’re less prepared for today’s job market than many of their international peers, putting them (and the country) at a distinct disadvantage in an increasingly global economy.
Only 13% of Americans strongly agree college graduates in this country are well-prepared for success in the workplace. That's down from 14% two years ago and 19% three years ago. This is effectively a "no confidence" vote in college graduates' work readiness, and if we don't work to fix it, there will be catastrophic effects for the American education system and economy.
Many Americans are completely caught up in the costly, pointless, and often damaging obsession with getting their children into our supposedly elite colleges and universities. His new book, Where You Go Is Not Who You’ll Be, is his effort at talking sense into parents and students about this.
The program that Santa Monica has been trying out is SuccessNavigator, an assessment developed by the Educational Testing Service. Some 25,000 students on about 150 college campuses (half of them community colleges) have taken the personal survey since it was released, in July 2013. It was designed to help colleges get a more holistic picture of students’ chances of succeeding in college. The assessment, which costs colleges $6 per student, provides feedback to students, their advisers, and instructors, on the specific hurdles students may face and links them with campus resources that can help.
ASU and edX is aiming at the package of general course requirements, enabling students to assemble an accredited set of mainly first-year classes to use at ASU or to gain credits that they can transfer to another college or university.
Faculty members should also consider how undergraduate departmental majors can connect more organically with one another and with the wider curriculum of the institution. This interest is not served simply by creating new interdisciplinary programs, since too often these have simply resulted in a proliferation of departmentlike entities and have failed to create greater intellectual coherence in the undergraduate experience as a whole.
IMS Global has unveiled its Digital Credentialing Initiative which aims to promote the adoption, integration and transferability of digital credentials in education and the workplace. The initiative is said to improve the current IMS interoperability standards and seeks to extend Open Badges adoption and transfer across and within institutions and corporations.
While a certain amount of spending is essential for any investment, our political leaders should focus their efforts on fostering an education system that provides a higher-quality education at a lower cost. This means creating a system that is more flexible and innovative – one with multiple, high-quality pathways to the middle class rather than a single one passing through a traditional college education. It also means giving schools a more direct stake in their students’ success – in contrast to a status quo where schools have a stronger incentive to fill seats than to consider how their students fare after graduation.
The CED report found that most employers interviewed and studied provide funding or programs for workers interested in obtaining relevant work-related training and education. However, the average employer is not concerned with ensuring that all their employees obtain college degrees specifically. Their focus is instead on investing in the skills and competencies of their employees.
Arizona State University has yet to brief its accreditor about plans to award credit through massive open online courses to thousands of students at the same time. While the university is unconcerned, accreditation experts are unsure if federal or regional regulations could derail the initiative.
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