The wide-ranging study was conducted by the consulting firm McKinsey & Co. in conjunction with online student hub Chegg. It involved more than 4,900 graduates, most of whom finished college between 2009 and 2012, and suggests that graduates are growing increasingly disillusioned with the employment outcomes of their education.
Professionals are increasingly in demand as the economy recovers, but the pathways for graduates to gain entrance into their chosen profession can be arduous. It’s up to higher education institutions to help smooth the road between the academy and a career.
No stranger to TED, Sir Ken Robinson delivered a talk on "Education's Death Valley" where he outlines 3 principles that are crucial for the mind to flourish. He then goes into how current education culture works against those principles.
What is the value of a college degree? Why do some college graduates get multiple job offers, while others end up with jobs that do not require a college degree? Not all college degrees are valued equally in the marketplace. Academic performance, major, and college selectivity do matter. Students should consider all these factors before applying to college rather than finding out after graduation.
It’s college commencement season. Across the country, moms and dads, grandparents, and other family members are gathering on campus quads, football fields, and in basketball arenas to celebrate
Alberto Acereda, Ph.D.'s insight:
Key idea: We need more authoritative and accurate ways of measuring the value that a college adds to a student’s life than some arbitrary rankings system created by a magazine that doesn’t even publish anymore.
Do you have questions about how other states are transforming their education systems to competency-based schools? Here is your chance to hear directly from two state leaders and ask all of your questions.
Jackson Community College, one of a number of two-year institutions in Michigan that recently earned the right to offer four-year degrees, may soon follow in the footsteps of comparable institutions in Florida by dropping the word "Community".
When community college trustees delve into this new world, the hope is that they balance issues of demand and expediency with those relating to quality, accountability, institutional autonomy, and above everything else, student success and completion.
Community college efforts to help plus 50 adults complete degrees and certificates are essential and part of a growing movement, notes this address by Jamie Merisotis, president and CEO of the Lumina Foundation. This video was shown to attendees at the 2013 "Plus 50 Conference: From Credentials to Careers," which was held in San Francisco in April 2013. Video provided courtesy of the Lumina Foundation.
Among other topics, eLearning Papers 33 explores whether MOOCs may be a viable solution for education in developing countries and analyses the role of these emerging courses in the education system, especially in higher education. Furthermore, valuable examples from the field are presented, such as the quad-blogging concept and a game-based MOOC developed to promote entrepreneurship education.
As tuition soars at universities across the U.S., the value of a university degree is dropping. Prestigious diplomas are still well-regarded but they only reveal one dimension of a given individual’s educational experience. In response to the problem, alternative credentialing platforms are seeking to quantify skills learned both online and in the real world. As cheap and convenient online competitors pop out of the woodwork, look for these alternative credentialing approaches to provide students with a more comprehensive way to show off what they’ve learned. Badges, certificates and new methods for translating skills to credits are challenging traditional views of college degrees.
Corporate governance is a much-discussed topic, and the operation of corporations has proven a fertile field for investigative journalism. But even though many colleges and universities are multibillion-dollar-a-year operations, the subject of university governance has been largely neglected. This is unfortunate because university governance raises fascinating questions of great public interest involving the complex intersection of law, morals, and education. Nasar v. Columbia is a case in point.
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