dangers of the status quo

Some serious 50,000-foot level thinking and debates occurring tomorrow in NYC!

On 09/16/2013, in 21st century, 24x7x365 access, changing business models, cost of getting a degree, dangers of the status quo, Daniel S. Christian, digital learning, education reform, education technology, emerging technologies, engagement / engaging students, future of higher education, game-changing environment, higher education, innovation, leadership, MOOCs -- Massive Open Online Courses, more voice more choice more control, New "Amazon.com" of Higher Education, new business models, online learning, online media, online tutoring, personalized/customized learning, reinvent, social learning / networks, staying relevant, strategy, student-related, surviving, teaching & learning, by Daniel Christian

Check out the agenda:

7:00 a.m.

REGISTRATION

7:45 – 8:45 a.m. The Hall

BREAKFAST PANEL: BRIDGING THE KNOWLEDGE GAP
Technology is giving educators and students more tools to promote the exchange of ideas and expertise. That exchange is key to improved knowledge and empowerment, but without a level playing field, equal access and the right tools, we will never take full advantage of the opportunity to connect. Panelists will discuss the knowledge gap and how new technologies and motivated citizens are bridging that gap to support formal education as well as lifelong learning.
Sponsored by Bank of America

Aditya Bhasin, consumer marketing, analytics and digital banking executive, Bank of America
Gov. Jack Markell, Governor of Delaware
Ted Mitchell, President and C.E.O., NewSchools Venture Fund
Jennifer Tescher, President and C.E.O., The Center for Financial Services Innovation
Joanne Weiss, Former Chief of Staff to the Secretary, U.S. Department of Education

Moderated by John Merrow, Education Correspondent, PBS NewsHour

9 – 9:10 a.m.

WELCOME
Arthur Sulzberger Jr., publisher, The New York Times

9:10 – 9:45 a.m.

KEYNOTE ADDRESS
Sal Khan, founder of the Khan Academy

including 9:30-9:45 audience questions

9:45 – 10:30 a.m.

DEBATE: HAS THE UNIVERSITY AS AN INSTITUTION HAD ITS DAY?
Higher education has always been an array of autonomous institutions, each with their own courses, their own faculty, and their own requirements for their own degrees. But online education is starting to break down those lines in ways that are likely to lead to a lot more shared courses, consortia and credit transfers. In addition, there are a growing number of companies (not schools) providing higher education courses outside of the traditional higher education institutions. As we move towards the possibility of a multi-institution, multicredit qualification, is the traditional higher education institution in danger of losing applicants, income and identity?

Anant Agarwal, president, edX
Sal Khan, founder, The Khan Academy
Biddy Martin, president, Amherst College
Nancy Zimpher, Chancellor, SUNY

Moderated by David Leonhardt, Washington bureau chief, The New York Times

including 10:15 – 10:30 audience questions

10:30 – 11 a.m.

COFFEE BREAK

11 – 11:45 a.m.

THE DEALBOOK PANEL: WHAT’S THE NEW ERA BUSINESS MODEL FOR HIGHER EDUCATION?
The traditional idea that education is something the government provides, free, for the public good, is coming under assault from an increasing assortment of new ventures offering for-profit schools, for-profit online courses, tests, curricula, interactive whiteboard, learning management systems, paid-for verified certificates of achievement, e-books, e-tutoring, e-study groups and more. Which areas have the most potential growth — and where is the smart investment going?

Donn Davis, co-founder, Revolution
Tony Florence, general partner, NEA
Deborah Quazzo, founder and managing partner, GSV Advisors

Moderated by Andrew Ross Sorkin, columnist/editor DealBook, The New York Times

Including 11:30 – 11:45 audience questions

11:45 a.m. – 12:10 p.m.

CONVERSATION: THE DISRUPTION OF HIGHER EDUCATION

Michael Horn, co-founder, The Clayton Christenen Institute for Disruptive Innovation
In conversation with David Leonhardt, Washington bureau chief, The New York Times

12:10 – 12:45 p.m.

AUDIENCE DISCUSSION: INCREASING STUDENT ENGAGEMENT
Student attrition is as high as 90 percent for some of the biggest online courses, and remains a problem even
in smaller-scale courses when compared with traditional face-to-face classes. The problem is exacerbated for
community college students who enroll in online courses, or for low-performing students. How can we increase student engagement in online classes, particularly among students who lack competence or confidence?

Yvonne Chan, principal, Vaughn Next Century Learning Center
John Palfrey Jr, head of school, Phillips Academy, Andover
Diane Tavenner, founder and C.E.O., Summit Public Schools

Moderated by Bill Keller, Op-Ed columnist, The New York Times

12:45 – 1:15 p.m.

COLUMNIST CONVERSATION

Senator Bob Kerrey, executive chairman, Minerva Institute

in conversation with Bill Keller, Op-Ed columnist, The New York Times

1:15 – 3:00 p.m.

LUNCH PANEL A: INCREASING HIGHER EDUCATION AFFORDABILTY AND COMPLETION THROUGH ONLINE INNOVATIONS
A thoughtful conversation about innovative online models that are lowering the cost of degrees and increasing degree completion. How do these models work – and where are they going?
Sponsored by Capella

(Held in The Hall)

Mark Becker, President, Georgia State University
Scott Kinney, President, Capella University
Jamie Merisotis, President and C.E.O., Lumina Foundation
Burck Smith, Founder and C.E.O., StraighterLine

Moderated by Melody Barnes, C.E.O., Melody Barnes Solutions (former Director of the White House Domestic Policy Council)

1:15 – 3:00 p.m.

LUNCH PANEL B: A MATHEMATICIAN, SCIENTIST, DOCTOR, AND SOCIOLOGIST WALK INTO A ZOMBIE APOCALYPSE…WHO SURVIVES?
What skills give you the best shot at surviving a zombie apocalypse? Can you do anything to increase your odds of survival? Get an extended preview of UC Irvine’s MOOC “Society, Science, Survival: Lessons from AMC’s The Walking Dead” as we explore what math, science, public health, and sociology have to do with a zombie apocalypse and, in particular, survival. At the end of the panel, the audience will vote on who stands the best chance of survival: mathematician, scientist, doctor, or sociologist.
Sponsored by Instructure

(Held on 15th Floor)

Joanne Christopherson, Associate Director of the Demographic and Social Analysis M.A. Program, University of California, Irvine
Michael Dennin, Professor of physics and astronomy, University of California, Irvine
Sarah Eichhorn, Assistant Vice Chair for undergraduate studies in the mathematics department, University of California, Irvine
Melissa Loble, Associate Dean of distance learning, University of California, Irvine

Moderated by Josh Coates, CEO, Instructure

3 – 3:30 p.m.

COLUMNIST CONVERSATION
In an increasingly connected world, how do we ensure our students are being prepared to compete in a knowledge-based, global economy? What role does technology play in education, and what does the future of learning look like?

Arne Duncan, US Secretary of Education

interviewed by David Leonhardt, Washington bureau chief, The New York Times

3:30 – 4:15 p.m.

IS ONLINE THE GREAT EQUALIZER?
There is no doubt that we are in the middle of an online education revolution, which offers huge potential to broaden access to education and therefore, in theory, level the playing field for students from lower-income, lower-privileged backgrounds. But evidence to date shows that the increasing number of poorly designed courses could actually have the reverse effect and put vulnerable students at an even bigger disadvantage.

Karen Cator, C.E.O., Digital Promise
Dean Florez, president, 20 Million Minds Foundation
Candace Thille, director of the Open Learning Initiative (OLI) and assistant professor of education, Stanford University
David Wiley, founder, Lumen Learning

Moderated by Tina Rosenberg, Op-Ed Columnist, The New York Times

Including 4:00 – 4:15 p.m. audience questions

4:15 – 4:45 p.m.

COFFEE BREAK

4:45 – 5 p.m.

COLUMNIST CONVERSATION

Daphne Koller, co-founder, Coursera

in conversation with Ethan Bronner, Deputy National Editor, The New York Times

5 – 5:45 p.m

GAMECHANGERS: HOW WILL ONLINE EDUCATION REVOLUTIONIZE WHAT WE KNOW AND UNDERSTAND ABOUT LEARNING?
Traditionally, pedagogical research has been done in tiny groups; but new-generation classes of 60,000 students make it possible to do large scale testing and provide potentially game-changing research on how students learn best. Using the Big Data from online courses, we have access to new information about what pedagogical approaches work best. MOOCs, and many more traditional online classes, can track every keystroke, every homework assignment and every test answer a student provides. This can produce a huge amount of data on how long students pay attention to a lecture, where they get stuck in a problem set, what they do to get unstuck, what format and pacing of lectures, demonstrations, labs and quizzes lead to the best outcomes, and so on. How can we use Big Data for the good of the education profession, and not for “Big Brother”?

Daphne Koller, co-founder, Coursera
Alec Ross, senior advisor on innovation and former senior advisor to Secretary Hillary Clinton at the U.S. State Department
Paula Singer, C.E.O. Global Products and Services, Laureate Education

Moderated by Ethan Bronner, Deputy National Editor, The New York Times

including 5:30 – 5:45 p.m. audience questions

5:45 – 6 p.m.

COLUMNIST CONVERSATION

Amol Bhave, student, MIT

in conversation with Tina Rosenberg, Op-Ed Columnist, The New York Times

6 p.m.

CLOSING REMARKS

Gerald Marzorati, editorial director and general manager, conferences, The New York Times

Finally!!! A spate of small private liberal arts colleges are dramatically slashing their sticker prices!

On 09/16/2013, in 21st century, cost of getting a degree, dangers of the status quo, Daniel S. Christian, experimentation, funding / grants, future of higher education, game-changing environment, higher education, innovation, liberal arts, New "Amazon.com" of Higher Education, student-related, universities, by Daniel Christian

Paper (Tuition) Cuts — from insidehighered.com by Ry Rivard

Excerpt (emphasis DSC):

A spate of small private liberal arts colleges are dramatically slashing their sticker prices in an effort to, they say, tell the truth about the real cost of college, help families and attract new students.

The price cuts – which, for some students, may be more on paper than actual reductions in out-of-pocket expenses – are not a new phenomenon, but the rate at which small colleges are adopting the maneuver, as well as tuition freezes, appears to be picking up speed.

…

“We realized just how incredibly affordable we were once you cut through all the published rates,” said President Betsy Fleming.

Some students and families, of course, didn’t realize that either, and so may have shied away from applying. “We looked at it as being very confusing,” she said, “saying, Well, we cost this much, but don’t worry, we’ll help you figure out how to make it affordable.”

From DSC:
It’s about time! I’ve been suggesting for the last 5 years that there’s a Walmart of Education developing — i.e. degrees at 50%+ discounts from what they once were. This development — in the forms of MOOCs, partnerships, consortia, other — has caused an enormous downward pressure on the price of a degree.

While I realize this won’t affect what many students are paying out-of-pocket anyway, I’m still hopeful that this trend will:

Encourage those students on the fence about attending college to still go to college
Continue and that it will encourage other colleges and universities to do the same
Force colleges and universities to innovate/experiment more, to be more responsive and in much more significant ways
Significantly lessen the “sticker shock” experienced by many people out there when considering what to do about their sons’/daughters’ educations
Lessen the needs to devote a significant amount of time to understanding the labyrinth of financial aid packages and options out there

This is a welcome and long overdue step.

Addendum from DSC:
I just ran across “Colleges in U.S. offer highest-ever discount to entice students”, which encourages me further.

Higher education is headed for a shakeout, analysts warn [Marcus]

On 09/11/2013, in budgets, business side of he, dangers of the status quo, Daniel S. Christian, disruption, future of higher education, game-changing environment, higher education, New "Amazon.com" of Higher Education, online learning, by Daniel Christian

Higher education is headed for a shakeout, analysts warn — from hechingerreport.org by Jon Marcus

Excerpt (emphasis DSC):

“A growing percentage of our colleges and universities are in real financial trouble,” the financial consulting firm Bain & Company concluded in a report—one-third of them, to be exact, according to Bain, which found that these institutions’ operating costs are rising faster than revenues and investment returns can cover them.

That’s because, as enrollments decline and families become more sensitive to price, colleges are cutting deeply into their revenue by giving discounts to attract students. The result is that, even though their sticker prices seem to be ballooning faster than the inflation rate, many of these schools are falling further and further behind.

Also see:

Could online learning mean fewer buildings for Iowa colleges? — from educationdive.com by Daniel Shumski

Daniel S. Christian - Think Virtual -- April 2012

Will it take joining a consortium to survive/thrive in the new world of higher education? (Will it even be called higher education?)

On 09/11/2013, in business, business side of he, consortiums, corporate / business world, corporate universities / corporate training, cost of getting a degree, dangers of the status quo, Daniel S. Christian, education reform, education technology, elearning, emerging technologies, experimentation, future of higher education, game-changing environment, Google, higher education, innovation, learning ecosystem, Learning from the Living [Class] Room, MOOCs -- Massive Open Online Courses, New "Amazon.com" of Higher Education, online learning, open courseware and systems, platforms, staying relevant, surviving, trends, using teams, by Daniel Christian

EdX announces partnership with Google — from web.mit.edu; w/ thanks to Mr. John Shank for the Scoop on this
Google and edX to collaborate on an open-source learning platform and research, among other things.

Excerpt (emphasis DSC):

As part of the collaboration with Google, edX plans to build out and operate MOOC.org, a new website that will help educational institutions, businesses and teachers build and host online courses for a global audience. The site — slated to go live next year — will be powered by Open edX and built on Google infrastructure.
…
EdX, founded in 2012 and headquartered in Cambridge, is a nonprofit organization comprised of 28 leading global institutions, called the xConsortium. According to EdX, its aims are to transform online and on-campus learning through novel methodologies, gamelike experiences and research, among other things.

Also see:

.

Excerpt:

Today, Google will begin working with edX as a contributor to the open source platform, Open edX. We are taking our learnings from Course Builder and applying them to Open edX to further innovate on an open source MOOC platform. We look forward to contributing to edX’s new site, MOOC.org, a new service for online learning which will allow any academic institution, business and individual to create and host online courses.

Also see:

From DSC:
Creating media-rich, professionally-done, well-designed, interactive materials can be expensive — especially if back-end analytics, programming, AI, etc. are called for. Such capital-intensive work may require the use of teams…of partnerships…of alliances…of consortia.

Once created though, such materials could be made available at a low cost, as the costs would be spread out on a large number of people/institutions — i.e. The Walmart of Education.

If the corporate world starts going further down this path…

On 09/09/2013, in 21st century, dangers of the status quo, Daniel S. Christian, future of higher education, game-changing environment, higher education, MOOCs -- Massive Open Online Courses, professional development, reinvent, staying relevant, workplace, by Daniel Christian

Udacity teams up with Google, AT&T and other tech giants for Open Education Alliance— from gigaom.com by Ki Mae Heussner

Summary:

Online education startup Udacity says it’s partnering with a group of leading technology companies to better prepare students for work in the 21st century.

From DSC:
If the corporate world starts going further down this path — opting for alternatives to the historical means of filtering job candidates and for preparing their future hires — the only thing that I will be able to say with certainty is that the record will show that those of us working within higher ed didn’t learn a thing from/about:

The Internet’s affect on other industries
The disruptive power of technologies
The need to reinvent oneself — and to innovate and adapt

Work-based learning schemes: the future of employment [Belliveau]

On 09/03/2013, in 21st century, career development, corporate / business world, corporate universities / corporate training, cost of getting a degree, dangers of the status quo, Daniel S. Christian, education reform, future, innovation, professional development, real-world assignments, student-related, surviving, training / L&D, trends, UK, workplace, by Daniel Christian

Work-based learning schemes: the future of employment — from hrzone.com by Vincent Belliveau; with thanks to Roger Francis for Scooping this item

Excerpt (emphasis DSC):

Apprenticeships are run by colleges who partner with local organisations to offer work experience. However, businesses are now going one step further and introducing their own work placement schemes. John Lewis recently revealed plans to develop its internal vocational qualifications programme through the ‘University of John Lewis’. The scheme offers a range of work based qualifications, giving staff the opportunity to gain externally recognised credentials and progress in their career simultaneously. This is a part of a growing trend, with accountancy firms KPMG and PwC and fast food restaurants KFC and McDonalds offering similar opportunities, transforming how they recruit and develop.

These schemes are beneficial to both the organisation and the candidate. By employing new recruits, businesses do not need to compensate for the bad habits that employees may have picked up at a different organisation or at university, allowing them to shape the candidates they want. By taking the time to introduce a programme that invests in employees futures, companies such as John Lewis will build employee loyalty and by association, productivity in their organisation.

Also see:

IBM’s Department of Education — from nextcity.org by Greg Lindsay

Accreditation and only doing what one’s peers do in higher ed: Not serving society well

On 08/30/2013, in accreditation, dangers of the status quo, Daniel S. Christian, education reform, experimentation, future of higher education, game-changing environment, higher education, innovation, new business models, staying relevant, surviving, United States, by Daniel Christian

Issue #1: Accreditation

OPINION: How to make college better & more affordable — from edsurge.com by Paul Freedman
One powerful answer: Reform the accreditation process

Excerpt (emphasis DSC):

How can our diverse, 4,300 two- and four-year schools collectively be failing to produce the outcomes we need, at the scale we need them, all at the same time?

How can this be?
…
…why have these solutions not yet driven the fundamental change the system needs? Innovators that could bring costs down and help our system stay on the leading-edge are being stifled by little-known organizations that possess tremendous unregulated power in higher education: accreditors. As a result, our system is sick–plagued by an institutionalized lack of adaptation.

…

If they are indeed stewards of the public trust responsible for ensuring the quality of our higher education system, then they are also responsible for its outcomes and therefore share a large portion of the blame for the failures in higher education that we see today. Accreditation is the one constant across all US higher education institutions.

…

The problem? Ivy Bridge wanted to change the status quo.

Also see:

A relevant side note from DSC:
The following statement in Downgrading Elite Colleges (InsideHigherEd.com) shows the impact of this straitjacketing, status quo situation (emphasis mine):

“We do see pressure on small private colleges as a group and that’s primarily because they don’t have a lot of different things they can do, so they are primarily dependent on tuition revenue,” said a Moody’s analyst, Edie Behr.

Moody’s advises institutions to try to diversify their revenue streams.

That is not an easy task, said Oberlin’s vice president for finance, Ronald Watts.

.
…they don’t have a lot of different things they can do…
…that is not an easy task…

.

From DSC:
Are these statements true? If so, why?
Is accreditation part of the issue/solution?
Who should be on the accrediting bodies? Whose agenda(s) do they represent?

(Related) Issue #2: Only doing what one’s peer groups are doing.

From DSC:
If the entire boat is sinking, does it matter what your peers are doing?!? Isn’t it time for bigger thinking? Bolder thinking? More (and careful/well-thought-through) experimentation?

Paul Freedman states this as well in his article:

I have heard people in the industry compare the current state of higher education to a sinking ship. If that is accurate, then accreditors should be viewed as the ones who are literally nailing down the deck chairs to the Titanic. We need to keep the students we are all dedicated to serving from going down with the ship. We, as the education industry and as US citizens, need to fight for accreditation reform.

I ask these questions and pose the above picture not to promote panic — but rather to strongly encourage change. Institutions of higher education need to adapt in order to stay relevant, survive, and to properly equip future generations for the world they will be entering.

If not, students will find other ways to be successful — and so will corporations.

Addendum on 9/3/13:

Higher Ed Accrediting Commissions: Transparency for thee, not for me — from mfeldstein.com by Phil Hill
Excerpt:
Why do I keep covering accreditation issues on e-Literate, a blog nominally about online learning and educational technology? The reason is that accrediting commissions have enormous influence on higher education institutions, particularly as the industry wrestles with questions of which changes are necessary, which changes are worth trying but might not work, and which changes should be avoided. If there really is a shift in the DOE’s views on accreditation or in the accrediting commissions’ interpretation of standards, then that could have fairly profound cascade effects on competency-based learning programs, private online colleges, MOOCs, and online service providers.That is also why the lack of transparency from the accrediting commissions is so troubling. They are making decisions that have profound effects on many institutions, not just the specific schools under review.

Moody’s report forecasts a gloomy future for public universities [Kelderman]

On 08/16/2013, in business side of he, cost of getting a degree, dangers of the status quo, Daniel S. Christian, experimentation, future of higher education, game-changing environment, higher education, innovation, MOOCs -- Massive Open Online Courses, New "Amazon.com" of Higher Education, by Daniel Christian

Moody’s report forecasts a gloomy future for public universities — from insidehighered.com by Eric Kelderman

Excerpt:

Moody’s analysis of median fiscal data from 2012 show that enrollment at public colleges was essentially flat, revenues grew less than 2 percent, and expenses increased more than 3 percent—nearly twice as fast as inflation.

Also see:

Pricing pressures likely to hurt private colleges, S&P says — insidehighered.com
Louisiana colleges hit hard in budget cuts — from educationdive.com by Daniel Shumski
More college students living at home to cut costs — from educationdive.com by Daniel Shumski

Reflections on “Twitter buys open source training company Marakana to power new ‘Twitter University’ for engineers” [Lunden]

On 08/14/2013, in 21st century, corporate / business world, corporate universities / corporate training, dangers of the status quo, Daniel S. Christian, disruption, education technology, emerging technologies, experimentation, flipping -- inverted learning, future of higher education, game-changing environment, higher education, innovation, learning ecosystem, Learning from the Living [Class] Room, New "Amazon.com" of Higher Education, workplace, by Daniel Christian

Twitter buys open source training company Marakana to power new “Twitter University” for engineers — from techcrunch.com by Ingrid Lunden

Excerpt:

Twitter today announced its latest acquisition, along with a move into offering richer resources to attract better engineering talent to the company. It has bought Marakana, an open-source technical training company; and in turn, Marakana will be the force behind a new effort called Twitter University. School mascot: a blue bird, not a whale.

From DSC:
I’ve asked from time to time if the corporate world would develop their own MOOCs…

I’ve suggested that if higher ed doesn’t get much more responsive to the needs of business — as well as to our government — alternatives may likely crop up….

…so I can’t help but wondering if this isn’t an example of that very type of thing occurring (i.e. the corporate world developing alternative paths to getting what they need).

It may not be MOOCs, but disruption will occur one way or another if higher ed doesn’t experiment and innovate with a much greater degree of intensity and fervency. We need to be far more responsive!

The items in this posting are a great illustration of why I call this blog, Learning Ecosystems — how we learn and what we learn about is an ecosystem — both individually and corporately. We have self-organizing systems for learning that constantly change — involving people, institutions, technologies, and more. Very few things are staying in place/the same these days — and the very pace of change has changed. If we were to look at our learning ecosystems through a gigantic “microscope”, the organisms and nodes would be very active these days!

Also see:

.

Excerpt (emphasis DSC):

To fix its problem, McAfee turned to a concept sweeping the education scene: Massive Open Online Courses, or MOOCs. By using a tenet of MOOCs called “flipping the classroom,” which means that the majority of learning happens not with a professor lecturing the students but by giving students access to course materials and having them probe, discuss, and debate issues with fellow learners as well as the professor. With that change, McAfee turned its training around in a way that both saved both time and produced more lucrative sales: its sales associates now attribute an average of $500,000 per year in sales to the skills they learned through the new training model.

…

But as MOOCs storm the academic world, the public discussion of their impact is ignoring what could become their most valuable application. Far from being limited to higher education reform, the new learning style’s most important legacy could be its impact on the world of corporate training – which is a $150 billion industry.

The MOOC Business Plan — from campustechnology.com by David Raths
With millions of students taking high-quality MOOCs for free, schools and course providers are now searching for a viable business model.

Excerpt:

Name a product sold in stores for thousands of dollars that can be obtained for free online. If you’re struggling for an answer, don’t be surprised–no company would last very long under those circumstances. Yet that’s exactly the predicament in which higher education finds itself as MOOCs begin to disrupt the traditional post-secondary model. Schools are giving away what was once their most valued treasure–the intellectual property of their faculty–for nothing.

Obviously, it’s not a sustainable business model, so what’s next? Where will the money come from? While it may seem surprising, no one really seems to know. For many colleges and universities, the current environment more closely resembles a high-stakes game of musical chairs–everyone is terrified of being left without a chair when the music stops. But the game is being played by more than just schools. From a business standpoint, higher education is ripe for reinvention, and it has attracted a slew of companies–both old and new–that smell significant profit.

…

For Coursera, this task is already under way. “Some business models are becoming clear,” says Andrew Ng, cofounder of the for-profit company. “Some we are confident will work; others we are still experimenting with.”

“You could have a certificate of a course completed at Duke University [NC]–that could be a valuable credential,” adds Ng. “We have projected that this alone will lead us to sustainability. In the first quarter of the signature track, we brought in $220,000, and in the second quarter, which hasn’t ended yet, we roughly doubled that amount. So we project that by itself that will make us sustainable.”

‘Shake Up’ for Higher Ed — from insidehighered.com by Scott Jaschik

Excerpt:

President Obama vowed Wednesday that he would soon unveil a plan to promote significant reform in higher education — with an emphasis on controlling what colleges charge students and families.

“[I]n the coming months, I will lay out an aggressive strategy to shake up the system, tackle rising costs, and improve value for middle-class students and their families. It is critical that we make sure that college is affordable for every single American who’s willing to work for it,” said Obama, in a speech at Knox College.

…

“Families and taxpayers can’t just keep paying more and more and more into an undisciplined system where costs just keep on going up and up and up. We’ll never have enough loan money, we’ll never have enough grant money, to keep up with costs that are going up 5, 6, 7 percent a year. We’ve got to get more out of what we pay for,” Obama said.

From DSC:
At a $175 billion per year support for postsecondary education, if the Federal Government starts redirecting this flow of $$$…I’ll bet we’ll see some change…and rather quickly I might add.

The Walmart of Education (as predicted back in December 2008) is now here, but I don’t think we’ve seen anything yet. To what will we change? At least one major piece of the answer to that question is that we will see the continued — but increasing — use of teams of specialists that will be commissioned to create low-cost, highly-engaging content. Though expensive to create originally, such teams will more than make their money back because of the massive number of students such “courses” will serve.

From the Walmart of Education page on 4/11/09:

…I wanted to offer another idea that might help fund engaging, multimedia-based, online-based learning materials:
(NOTE: The figures I use are not accurate, but rather, they are used for illustration purposes only.)

Let’s reallocate funds towards course development, and then let’s leverage those learning materials throughout the world!

Reallocate funds to course development, and bring costs WAAAAYYYY down and ACCESS WAAAYYY UP!

.

For students: Bring costs waaaayyyyy down and access waaayyy up!

Plus, no more defaulted loans, students could experience richer content, students wouldn’t have to wait as much on financial aid decisions. There would be fewer financial aid headaches; and the resources devoted to figuring out & processing financial aid could be reduced. The issue will be how an institution can differentiate itself in such a new world…but that issue will have to be dealt with in the future anyway.

A powerful prayer from Linda Naranjo-Huebl

On 07/15/2013, in 21st century, dangers of the status quo, faith, hearts -- matters of the heart, society, sociology, by Daniel Christian

From Linda Naranjo-Huebl on Sunday, July 14, 2013 — a day after George Zimmerman was found not guilty of murder in Trayvon Martin’s death

After discussions with my African American friends and a morning of intense prayer and tears, mingled with despair, a prayer:

God of the Universe, come to us in our despair and broken heartedness, and minister life to your children. God of Justice, reach us in our mourning over our African American brothers, fathers, and sons who are not safe on our streets. Stepping outside their homes–as objects of hatred, suspicion and fear–they face the very real threats of harassment, molestation, assault, and death by both police officers and citizens. Let me stand with my sisters who are mothers, daughters, wives, and sisters of black boys and men in the United States. Forgive me when I have let my own privileged position keep me at a safe distance from the fear and heartache that weighs on their hearts and souls every day. Let their despair, fear, anger, and heartbreak be my own. Help them as they struggle to support their sons, brothers, husbands, and fathers as they walk in this hostile world, as they try to encourage them to trust in a God who calls them beloved when the world will not, who will never forsake them in their trials.

Oh how hard it is right now to believe with our brother Martin Luther King Jr. that the “arc of the moral universe is long, but it bends toward justice.” We cry out with the prophet, “Let justice roll on like a river, righteousness like a never-failing stream!” (Amos 5:24). Holy Spirit, grant us faith; help us believe that your justice reigns, that you record all our tears in a bottle and write them in your book (Ps. 56:8), that you will judge the unrighteousness, that you will one day wipe every tear from the eyes of the victims of injustice. Keep us from falling into hopelessness, cynicism, and despair. Take our anger and hopelessness and turn our energies into the work of justice and reconciliation between God and humans and among our human family, for this is the heart of the Gospel of Jesus Christ.

Regards,

Linda Naranjo-Huebl
Associate Professor of English
Calvin College

—————-

Also see:

This video that the Howard University School of Law posted last year.

Lament From a White Father — from huffingtonpost.com by Jim Wallis
Excerpts (emphasis DSC):
It’s time for white people — especially white parents — to listen, to learn, and to speak out on the terribly painful loss of Trayvon Martin. If my white 14-year-old son Luke had walked out that same night, in that same neighborhood, just to get a snack, he would have come back to his dad unharmed — and would still be with me and Joy today. Everyone, being honest with ourselves, knows that is true. But when black 17-year-old Trayvon Martin went out that night, just to get a snack, he ended up dead — and is no longer with his dad and mom. Try to imagine how that feels, as his parents.
…
Listen to the stories from Saturday and Sunday nights, of 12-year-old black boys who asked to sleep in bed with their parents because they were afraid. If black youth in America can’t rely on the police, the law, or their own neighborhood for protection — where can they go?
…
Finally, there is a religious message here for all Christians. If there ever was a time that demonstrated why racially and culturally diverse congregations are needed — that time is now. The body of Christ is meant, instructed, and commanded by Christ to be racially inclusive. If white Christians stay in our mostly-white churches and talk mostly to each other we will never understand how our black brothers and sisters are feeling after a terrible weekend like this one. It was the conversation of every black church in America on this Sunday, but very few white Christians heard that discussion or felt that pain. White Christians cannot and must not leave the sole responsibility of telling the truth about America, how it has failed Trayvon Martin and so many black Americans, solely to their African-American brothers and sisters in Christ. It’s time for white Christians to listen to their black brothers and sisters, to learn their stories, and to speak out for racial justice and reconciliation. The country needs multi-racial communities of faith to show us how to live together.

The Harvard Implicit Bias test
Take this free test with a) the racial ethnic group you are most comfortable with and b) the racial ethnic group you are least comfortable with. Then read the book BlindSpot: Hidden Biases of Good People (2013) by Banaji and Greenwald.

Reflections on “CFO survey reveals doubts about financial sustainability” [Lederman]

On 07/12/2013, in 21st century, business side of he, dangers of the status quo, Daniel S. Christian, future of higher education, game-changing environment, higher education, leadership, strategy, vision/possibilities, by Daniel Christian

CFO survey reveals doubts about financial sustainability — from by Doug Lederman

Excerpt (emphasis DSC):

But what do those with the closest eyes on their own institutions’ bottom lines — chief college and university business officers — think? Turns out they’re not particularly upbeat, either — about their own colleges’ futures or the higher education landscape more generally.

In a new survey by Inside Higher Ed and Gallup, barely a quarter of campus chief financial officers (27 percent) express strong confidence in the viability of their institution’s financial model over five years, and that number drops in half (to 13 percent) when they are asked to look out over a 10-year horizon.

…

And more than 6 in 10 CFOs disagree or strongly disagree with the statement that “reports that a significant number of higher education institutions are facing existential financial crisis are overblown.”

“This is a ‘Houston, we have a problem’ report,” says Jane Wellman, a higher education finance expert. “People who know what they’re talking about think we have a problem down the road if some things don’t get fixed.”

From DSC:
There is danger in the status quo. What further proof do folks need!?! The monkey needs to move onto the back of those who cling to the status quo — they should defend why things shouldn’t change; and after that explanation is done, they can move on to explaining to people how students and their families will pay for college 5-10 years from now. Good luck with that.

Also related/see:

Struggling Thunderbird Business School Finds a For-Profit Lifeline — from wsj.org by Melissa Korn
School takes drastic step to stay afloat

Excerpt:

The Thunderbird School of Global Management, one of the world’s top-ranked business schools, is selling its campus to a for-profit college operator as part of a last-ditch effort to bolster its finances as more people question the value of an M.B.A.

The partnership with Laureate Education Inc. pushed at least two board members to resign in protest last week and angered pockets of its 40,000-person alumni community. Administrators and other insiders said Thunderbird needed to take a drastic step in order to stay afloat.

Reflections on “Millennials’ ball-and-chain: Student loan debt” [USAToday.com]

On 07/02/2013, in cost of getting a degree, dangers of the status quo, Daniel S. Christian, economics, future of higher education, game-changing environment, higher education, New "Amazon.com" of Higher Education, student-related, United States, workplace, by Daniel Christian

.

From DSC:
When I see this type of graphic, I can:

Hear the air going into the higher ed bubble
See more of the storm clouds gathering in higher ed’s perfect storm
Understand why alternatives are receiving so much attention these days — things like MOOCs, badges, open educational resources, new players in the higher ed space, other
See why the U.S. Federal Government is getting impatient with traditional institutions of higher education — but also understand why Americans have another reason to be frustrated with Congress

Learning Ecosystems

Higher education is headed for a shakeout, analysts warn [Marcus]

Will it take joining a consortium to survive/thrive in the new world of higher education? (Will it even be called higher education?)

If the corporate world starts going further down this path…

Accreditation and only doing what one’s peers do in higher ed: Not serving society well

Issue #1: Accreditation

(Related) Issue #2: Only doing what one’s peer groups are doing.

Moody’s report forecasts a gloomy future for public universities [Kelderman]

Reflections on “Twitter buys open source training company Marakana to power new ‘Twitter University’ for engineers” [Lunden]

The MOOC Business Plan [Raths]

Reflections on ‘Shake Up’ for Higher Ed [Jaschik]

A powerful prayer from Linda Naranjo-Huebl

Reflections on “CFO survey reveals doubts about financial sustainability” [Lederman]

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