Tuesday, November 25, 2014

Time-Starved Managers Turn To Innovative Mini-MBAs Online - Seb Murray, Business Because

“It acts as a complement,” says Peter Methot, managing director of executive education at Rutgers Business School, which runs up to 18 “mini MBAs” on topics such as entrepreneurship and digital marketing. “The mini-MBA also serves the purpose of focusing on a specific subject matter in a condensed period of time,” he adds. Where MBA degrees are expensive, mini courses cost as little as $5,000 and have relaxed entry requirements. They are targeting middle-managers, according to Alan Middleton, executive director of the Schulich School of Business’ Executive Education Centre. “The mini-MBA tends to get people later on in their careers,” he says, who want to move into broader responsibilities or more senior roles. “They don’t really have time to go back [to business school] for a year or an 18 month program,” Alan adds. http://www.businessbecause.com/news/mba-distance-learning/2914/time-starved-managers-to-to-innovative-mini-mbas-online

U Oklahoma's Janux Flips the MOOC - Dian Schaffhauser, Campus Technology

The University of Oklahoma's Janux learning platform makes the university's online courses available to students all over the world for free. Courses have covered computer science, history, political science, chemistry, education and earth and energy; however, not all of them are necessarily run-of-the-mill college offerings. The most popular Janux class has turned out to be Chemistry of Beer, taught by a professor in the Department of Chemistry and Biochemistry. OU students earn one credit for the beer course; the number of credits given for other courses varies. For example, the same faculty member, Mark Morvant, is also teaching a General Chemistry class, which is worth five credit hours. The classes last for 16 weeks — the same length as the standard semester — and some have a set schedule, where the instructor and students interact in real time. http://campustechnology.com/articles/2014/11/17/u-oklahomas-janux-flips-the-mooc.aspx

What does student success mean in higher ed today? - Melissa Ezarik, University Business

The go-to data point used to indicate whether an institution is helping students reach success has tended to be its graduation rate. Post-graduation employment is another indicator that colleges and universities will note for ROI-focused students and families. While these signs of success aren’t going anywhere, the definition of student success has evolved to include many more areas. http://www.universitybusiness.com/article/what-does-student-success-mean-higher-ed-today

Monday, November 24, 2014

Dropping Out, Again: Why So Many College Students Never Graduate - NONA WILLIS ARONOWITZ, NBC News

“Most universities are entirely organized around the residential student, around the type of four-year experience most policymakers in D.C. had,” said Bob Hansen, CEO of UPCEA. “There’s been a fundamental failure on their part to change.” Nontraditional students often have no choice but to go to school part time, which ultimately fails to engage them, said Ben Miller, senior policy analyst at New America Foundation. “What we have to face is that part-time enrollment is just not a path that leads to graduation at a high rate,” he said. “For someone who’s taking so few classes,” and will therefore finish very far in the future, “the question of whether it’s worth their time and money is increasingly harder to say yes to.” http://www.nbcnews.com/news/education/dropping-out-again-why-so-many-college-students-never-graduate-n246956

Moody's: Tuition Revenue Growing Slower than Inflation - Inside Higher Ed

Enrollment declines and the inability to increase actual tuition charges are putting pressure on colleges’ bottom lines, a new report by Moody’s Investors Service makes clear. Net tuition revenue will be unlikely to exceed inflation at half the public universities and 40 percent of the private colleges Moody’s surveyed. Moody’s received replies from 170 private colleges and universities and 120 publics. At the same time, smaller entering classes foreshadow continued and future strains on higher education revenue. About 37 percent of publics and 45 percent of privates project enrollment declines in the current fiscal year, which began this summer for most institutions. https://www.insidehighered.com/quicktakes/2014/11/19/moodys-tuition-revenue-growing-slower-inflation

For some students, virtual labs replace hands-on science experiments - Carla Rivera, LA Times

Cal State L.A. biology students are breeding fruit flies to learn how mutations, such as white eyes or curved wings, are passed to future generations. On other campuses, subjects on treadmills are monitored for changes in blood pressure and heart rate. These are fairly common lab experiments, except for one thing: They are being conducted via computer. At colleges and universities across the country, students increasingly are using online simulations, animation and other technologies to replicate — and, some say, improve upon — the hands-on experience of a typical lab. http://www.latimes.com/local/education/la-me-college-labs-20141115-story.html

Sunday, November 23, 2014

Experts See Traditional Campus, Online Education Mix Becoming the Norm - Jamaal Abdul-Alim, Diverse Education

When it comes to making higher education more affordable in the future, the question of whether to go to school online or to a traditional campus won’t be an either-or proposition—it will be a question of how much of which. That was one of the major points made during a panel discussion on college access and affordability Thursday at a National Education Week “Thought Leader Summit” held at the National Press Club. As competency-based credentials and online courses become more common on the landscape of higher education, students will have to decide whether football, fraternities and other things to be found on traditional campuses are worth thousands of dollars more than less costly alternatives, one of the panelists suggested. http://diverseeducation.com/article/67922/

Why I Am Teaching a Course Called “Wasting Time on the Internet” - KENNETH GOLDSMITH, the New Yorker

Come January, fifteen University of Pennsylvania creative-writing students and I will sit silently in a room with nothing more than our devices and a Wi-Fi connection, for three hours a week, in a course called “Wasting Time on the Internet.” Although we’ll all be in the same room, our communication will happen exclusively through chat rooms and listservs, or over social media. Distraction and split attention will be mandatory. So will aimless drifting and intuitive surfing. The students will be encouraged to get lost on the Web, disappearing for three hours in a Situationist-inspired dérive, drowsily emerging from the digital haze only when class is over. We will enter a collective dreamspace, an experience out of which the students will be expected to render works of literature. To bolster their practice, they’ll explore the long history of the recuperation of boredom and time-wasting, through critical texts by thinkers such as Guy Debord, Mary Kelly, Erving Goffman, Raymond Williams, and John Cage. http://www.newyorker.com/books/page-turner/wasting-time-on-the-internet

How This 25-Year-Old Made $66,000 In A Month By Teaching An Online Course - LIBBY KANE, Business Insider

Nick Walter spent four days reading Apple's documentation of the newly-released programming language Swift, "kind of translating into English and giving some extra examples." Apple announced its release on June 2, and four days later Walter posted 50 videos, or one full course, to the online education site Udemy. It was an introduction to Swift for beginners, called Swift By Examples. That first month, his course earned him $45,000. Udemy charges students a set price — in this case, $99 — to access the online course as many times as they want. If these students find the course through a link sent by Walter, he gets 97% of the money. If they find the course through Udemy, he splits the money 50/50 with the company. http://www.businessinsider.com/man-made-money-teaching-online-apple-course-2014-11

Saturday, November 22, 2014

Online MBA Education Infographic - Best Education Infographics

Ohio University’s MBA program offers this Online MBA Education Infographic about the rise of the online MBA degree. With over 6.7 million students enrolled in online education, a Master of Business Administration is the #1 most popular online graduate degree offered by 355 accredited programs. Many people believe that online degrees don’t carry as much weight as an on-campus degrees, but 77% of academic leaders say that online learning is of equal quality or better than “Face-to-Face” learning. For part-time students, it takes about 3 years to complete an online MBA. See link below for details. http://elearninginfographics.com/rise-online-mba-education-infographic/

Cousera pledges free MOOC certificates for military vets - Keith Button, Education Dive

Coursera, the for-profit education technology company and massive open online course (MOOC) provider, is offering each of the 21 million U.S. military veterans a free voucher to receive a verified certificate for one of hundreds of courses to help veterans land jobs. Coursera and the U.S. Department of Veterans Affairs will launch 20 veteran “learning hubs” throughout the country to promote interactive learning for veterans, as well as online accessibility and support. http://www.educationdive.com/news/cousera-pledges-free-mooc-certificates-for-military-vets/332613/

Average College Grad Now Leaves School With $28,400 in Debt - Kim Clark, Time

A new report from the Project on Student Debt shows that many recent grads are drowning in student loans, but also offers advice for avoiding this destiny. Student debt has hit another record—with the typical 2013 college grad who borrowed commencing post-collegiate life with loan bills totaling $28,400, according to a Project on Student Debt report released Thursday. That number is up 2% over the class of 2012, who owed $27,850. http://time.com/money/3581803/average-student-loan-debt-2013/

Friday, November 21, 2014

Standardized Tests for the Job Market - Paul Fain, Inside Higher Ed

Angst over the perceived “skills gap” and a dearth of trained workers is growing. Meanwhile, many complain that typical college transcripts say little about what someone knows and can do in the workplace. One way for employers to find better job applicants might be to require all potential hires to take a test. This “GRE-for-job” assessment could measure both soft and hard skills. Employers might even require all job-seekers to get a minimum cutoff score. There is a growing market for such workplace readiness tests in the U.S. One of the most established is ACT's WorkKeys. The suite of 11 assessments help employers select, hire, train and retain a “high-performance workforce,” according to the nonprofit testing firm. https://www.insidehighered.com/news/2014/11/14/indian-companys-skills-test-college-graduates

The Shrinking Academic Workforce - Doug Lederman, Inside Higher Ed

The academic workforce is shrinking. Not by much, mind you: the number of faculty members and administrators at colleges eligible to award federal financial aid declined by a mere 7,500 from 2012 to 2013, according to new Education Department statistics. But the dip, however small, is the first in many years. The percentage drop in the number of employees, which the National Center for Education Statistics puts at 0.19 percent, to 3,969,396 in 2013 from 3,976,803 in 2012, is actually larger than the enrollment decline that the report also documents. Overall enrollments fell by about 300,000 (to 20.85 million from 21.15 million) in 2013, about evenly split between for-profit institutions and public two-year institutions. https://www.insidehighered.com/news/2014/11/14/number-college-employees-declines-slightly

Open Pedagogy: Connection, Community, and Transparency: A Q&A with Tom Woodward - Mary Grush, Campus Technology

Open pedagogy, as defined by David Wiley, focuses primarily on the relationship between the open licensing of content and the additional options students and instructors then have to remix that content as part of the work of the course. He stresses the move away from "disposable assignments." That is undoubtedly important and powerful. Still, a broader consideration may be useful. Looking at open pedagogy as a general philosophy of openness (and connection) in all elements of the pedagogical process, while messy, provides some interesting possibilities. Open is a purposeful path towards connection and community. Open pedagogy could be considered as a blend of strategies, technologies, and networked communities that make the process and products of education more transparent, understandable, and available to all the people involved. http://campustechnology.com/articles/2014/11/12/open-pedagogy-connection-community-and-transparency.aspx

Thursday, November 20, 2014

Report: 82.6% of higher ed faculty have not taught online-only course at current school - Keith Button, Education Dive

Only 17.4% of college and university faculty have taught an exclusively online course at their current school, according to a national survey taking during the 2013-2014 school year. For faculty at public four-year higher education institutions, 27.2% have taught an exclusively online course within the last two years, compared to 8.5% at private universities. http://www.educationdive.com/news/report-826-of-higher-ed-faculty-have-not-taught-online-only-course-at-cu/332620/

Q&A: Lamar Alexander On Education In The New Congress - Claudio Sanchez, NPR

Lamar Alexander, presumptive new chair of Senate Education Committee: "I think ratings are fine, but the U.S. Congress and Department of Education don't have any business trying to develop a rating system for 6,000 higher education institutions in the country. All we'll get is a lot of controversy, a lot of regulations and a lot of confusion. I mean, how is Washington going to compare Nashville Auto-Diesel College [currently known as Lincoln College of Technology] and Harvard? Leave that to accrediting agencies. Have a lot of transparency so students and families can find out all they can about colleges. We have a marketplace of colleges and universities. It has produced the best system of higher education in the world. We don't need the federal government overregulating it." http://www.npr.org/blogs/ed/2014/11/11/363055451/q-a-lamar-alexander-on-education-in-the-new-congress

Tuition and Borrowing Growth Slows - Kaitlin Mulhere, Inside Higher Ed

But while the rate of price increases is slowing, the accumulation is still formidable, as Sandy Baum, one of the report’s authors, points out. For public four-year colleges, the published tuition and fee prices are 3.25 times higher than they were 30 years ago. At public two year-year and private four-year colleges, the prices are 2.5 times higher. Published price increases vary by degree type. At public universities, tuition for students earning a bachelor’s degree has increased 10 percent beyond inflation in the past five years, compared with 16 percent for master’s programs and 17 percent for doctoral programs in the same period. The trend for the past five years was different at private nonprofit colleges, where bachelor’s-degree tuition increased the most – 13 percent beyond inflation – and master’s and doctoral programs increased 7 percent and 9 percent, respectively.About 60 percent of students who earned bachelor’s degrees in 2012-13 from public and private nonprofit colleges graduated with debt. The average amount per borrower was $27,300, an increase of 13 percent over the past five years. https://www.insidehighered.com/news/2014/11/13/report-shows-slowdown-tuition-increases-education-borrowing

Wednesday, November 19, 2014

What Professors Are Thinking - Colleen Flaherty, Inside Higher Ed

Faculty members may not be flocking to all-online class formats, but they’re using technology and other pedagogies to make their classrooms more student-centered. Faculty members are divided, however, along racial, ethnic and gender lines about the state of diversity and climate at their institutions. And while non-tenure-track faculty members seem to be getting some advance notice for courses, they’re still denied basic resources with which to do their jobs. Those are some of the major findings of a new report from the Higher Education Research Institute at the University of California at Los Angeles. The institute’s Undergraduate Teaching Faculty survey is published every few years. https://www.insidehighered.com/news/2014/11/13/national-survey-suggests-greater-focus-teaching-ongoing-concerns-about-diversity

More Business Schools Invest In Virtual Learning - Seb Murray, Business Because

Stanford GSB became the latest leading business school to ramp up its online education offering last week, with a new program for executives that will be delivered entirely through a digital platform. Business schools have been thinking of ways to monetize their free online programs known as Moocs, or massive open online courses, and see off the threat posed by learning technology companies such as Coursera and FutureLearn. Stanford’s new LEAD Certificate program aims to recreate the school’s on-campus experience through instructional video, online exercises, group projects and live-streamed events. It will use technology developed by NovoEd, a distance learning company which also provides tech to business schools Wharton, Darden and Haas. http://www.businessbecause.com/news/mba-distance-learning/2904/business-schools-bet-on-virtual-learning-for-global-growth

Yale’s Former President — Now Coursera’s CEO — Settles Into Silicon Valley - Nellie Bowles, Re-Code

“Over time, yes, there will be some substitution of online degrees for brick-and-mortar, sure,” he said. “But it’ll happen slowly. Access is first, not disruption.” His next move with Coursera will be to expand its “specializations,” like computer science, which offer certificates recognized by companies, and to expand on-demand course offerings. Right now, most of the Coursera courses are offered the way university classes are (livestreamed Tuesday afternoon, 4 pm to 6 pm or some such), but this mirroring is silly on the Internet, Levin argued. “Professors have this idea that students arrive at one time, work in lockstep,” he said. “That’s not what Internet users want. They might want to binge in one day.” https://recode.net/2014/11/11/yales-former-president-now-courseras-ceo-settles-into-silicon-valley/