3 Questions for Susan Aldridge — from insidehighered.com by Edward J. Maloney and Joshua Kim
Excerpt:
According to RNL research (2022), over each of the last five years, face-to-face undergraduate and graduate enrollments had a net decline, while online enrollments have seen significant expansion. The pandemic further accelerated online growth. University presidents and provosts are taking advantage of the post-pandemic environment to transform their universities by building digital ecosystems.
Students Often Prefer In-Person Classes . . . Until They Don’t — from er.educause.edu by Perry Samson, Professor in the Department of Climate and Space Sciences and Engineering at the University of Michigan.
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I’d like to thank Mr. Ryan Craig for the following resources (via his weekly e-newsletter):
Reducing Barriers: Indeed Removes Degree Requirements From Eligible Roles — from inside.indeed.jobs
In keeping with this commitment, we have removed university degree requirements from all eligible job profiles. This change has impacted 700+ job profiles across all of our business units and we will continue to use our degree evaluation process when creating new job profiles. Removing this barrier will allow us to engage, attract, and hire a wider pool of qualified applicants applying for jobs across Indeed.
Why America Has So Few Doctors — from theatlantic.com by Derek Thompson
As a matter of basic economics, fewer doctors means less care and more expensive services.
Trying to give students in low-wage majors some extra skills they can cash in on — from hechingerreport.org by Olivia Sanchez
A pilot program offers microcredentials that can help students find success after graduation
The best lighting for video conferencing, according to experts— from blog.webex.com
Contents:
Right Now, Your Best Employees Are Eyeing the Exits –– from chronicle.com by Marci K. Walton
To stay, they need better pay, reasonable hours, and an end to mission-based gaslighting.
Excerpt:
Right now, your best midlevel manager is updating her résumé. Your hardest-working director is controlling his excitement after learning the salary range for a private-sector opening. Your most trustworthy entry-level professional is writing a resignation letter because her new corporate position doubles her pay and doesn’t require nights or weekends.
Two years of pandemic life have left campus staff members beyond burned out. They are done. And they are leaving or thinking about it in droves. I know because I was one of them. After nearly 13 years working in residence life — a field to which I was deeply committed — I left higher education last March for the private sector. The move increased my salary by 50 percent and cut my workload in half.
This tweet was mentioned/linked to in the above article:
Last week, I hosted two webinars for people in higher ed who are exploring their options outside of the field. It was highly reflective in nature and I can’t stop thinking about what I heard from this group. #sachat #sapro #sagrad #highered 1/21
— Marci Walton (@marcikwalton) February 2, 2022
Triumphs and Troubles in Online Learning Abroad — from edsurge.com by Robert Ubell
Excerpt:
In Canada, for example, about two-thirds of colleges offer online degrees—and many have for years. While here in the U.S., a far smaller number grant degrees online.
I thought it would be good to do some digging to explore a more nuanced appreciation of the status of virtual instruction outside the U.S.
From DSC:
I would also like to mention that there’s a lot happening in Australia and in India along these lines, and likely in many other countries as well. But I think that one can only cover so much in one posting. 🙂
The doctor is in—the video call — from mckinsey.com
Excerpt:
More patients than ever were willing to try virtual health services after COVID-19 emerged. Last year, the use of telehealth care was 38 times higher than prepandemic levels, as appointments such as follow-ups could easily be delivered remotely. A recent McKinsey survey shows that up to $265 billion in Medicare spending could shift to patients’ homes by 2025, with greater physician participation in the transition from telehealth to at-home care.
From facility to home: How healthcare could shift by 2025 — from mckinsey.com by Oleg Bestsennyy, Michelle Chmielewski, Anne Koffel, and Amit Shah
Also see the other charts via their daily chart feature:
Using Telehealth to Expand Student Access to Care — from techlearning.com by Erik Ofgang
Renee Kotsopoulo, director of health services for the Garland ISD in Texas, helped bring telehealth to her students and believes technology can help keep kids healthy and in school.
Can Teletherapy Companies Ease the Campus Mental-Health Crisis? — from chronicle.com by Kate Hidalgo Bellows
From DSC:
Telehealth has been booming during the pandemic. I think telelegal will ride on the coattails of telehealth.
The innovation imperative: Lessons from high-growth companies — from deloitte.com by Khalid Kark, Tim Smith, Lou DiLorenzo Jr, and Mike Bechtel
Successful innovation functions display unique characteristics, one of them being technology’s prominent role in driving these initiatives. How can CIOs and technology leaders seize this opportunity and ensure they play a pivotal role in their company’s growth?
Excerpt:
Many enterprises now have an innovation function, whether it be a team that is dedicated to seeking out new opportunities or an executive tasked with finding new ways of working. But according to the latest Deloitte survey, only half of innovation efforts are achieving their desired value, and companies with successful innovation functions have unique characteristics. The study revealed that most leading companies view innovation as something both new—which can include new applications of existing tools—and improved—which may mean simply a measurable advance over legacy alternatives. This covers everything from incremental gains to moonshots.
Also see Deloitte’s Ten Types of Innovations.
Is there a skills gap in learning design? — from neilmosley.com by Neil Mosley
Excerpt:
Another deficiency in higher education has also been the dearth of support there is for learning design. Roles such as Learning Designer or Instructional Designer have been relatively niche in UK higher education, they have tended to exist only in online or distance education settings.
This seems to be changing a little and there’s been more of these roles created over the past two years. Hopefully, as a result of growing recognition of the design and planning work that’s needed in higher education as the teaching and study experience grows in complexity.
Whilst broadly positive, this has thrown up another problem – the inconsistency and variability of skills amongst those that might refer to themselves as a Learning or Instructional Designer.
From DSC:
Though this is from the UK, these perspectives and the issues Neil raises are also very much present here in the United States. Neil raises some important questions, such as:
Addendum on 2/19/22:
And if the last two years have taught us anything, it’s that this collective movement toward learning experience design will be essential to help striving students go on better, more productive, and personally meaningful educational journeys. Indeed, we must help spread the word that education is more than a collection of classes. It may include classes, but it is so much more. At its best, it is a carefully and thoughtfully crafted and curated family of experiences that can help striving students change their lives!
From DSC:
Hmmm…another interesting item:
Ranking 4,500 Colleges by ROI (2022) — from cew.georgetown.edu
Excerpt:
Using new data from the College Scorecard, we ranked 4,500 colleges and universities by return on investment. The rankings follow the methodology of our 2019 report, A First Try at ROI: Ranking 4,500 Colleges.
The rankings include a new metric that measures the share of students at an institution whose earnings 10 years after enrollment are higher than those of workers with a high school diploma as their highest level of education. An average of 60 percent of college students across institutions earn more than a high school graduate after 10 years. However, at 1,233 postsecondary institutions (30 percent), more than half of their students 10 years after enrollment are earning less than a high school graduate. Our previous research indicates that these low earnings may relate to low graduation rates and disparities in earnings by gender and race and ethnicity.
