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2 juin 2013

What my free online education taught me

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By Jonathan Blum, TheStreet Staff. Expect the $475 billion market for higher ed to be cut in half by the rise of no-cost online college courses. It's almost June. Time for dads and grads, and enumerating the living from the dead in the collapsing U.S. market for higher education. Because if my month of learning collegiate-level data science via Coursera -- a Mountain View Calif., provider no-cost online courses -- is any indication, it's time for parents, educators, employers, students and investors (not to mention college real estate speculators) to learn how ugly it's going to get for institutions charging a lot to learn a lot. Investors are already familiar with the course syllabus: Just like in the music, financial services and corporate IT sectors, it's absolutely, positively possible to get high-quality, first-rate content (in this case, a job-fetching college education) for nothing. Read more...

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2 juin 2013

An Irrefutable Data-Based Argument For Going To College

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By Max Nisen. Many recent studies and reports have lamented the relatively meager job market open to graduates, especially those outside of rapidly growing fields. In an exhaustive research review of the return on investment of a college education, the University of Toronto's Philip Oreopoulos and Uros Petronijevic find that not only college is as good an investment as ever, even as the supply of graduates has exploded. The most convincing argument as to why that's happened? Technology. As computers and information technology get adopted, there are more jobs that require non-routine, abstract thinking — exactly what colleges hope to develop. In about 1980, the demand for college-related skills started to beat supply, and that's never stopped. The following chart highlights that despite a massive increase in the supply of college graduates, the premium in wages for college graduates has continued to rise. Read more...

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2 juin 2013

Income-Based Diversity Lags at Some Universities

By RICHARD PÉREZ-PEÑA. Opponents of race-based affirmative action in college admissions urge that colleges use a different tool to encourage diversity: giving a leg up to poor students. But many educators see real limits to how eager colleges are to enroll more poor students, no matter how qualified — and the reason is money. Read more...

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2 juin 2013

Foreign Interns Head to China

By Yenni Kwok. Angelika Lisek, a Polish finance student at the University of Glasgow, is no stranger to working during the holidays: waiting tables, selling books door to door or helping her mother at her architecture company. But she knows that her two-month internship in Shanghai last year is what will give her a competitive edge. “We are ambitious — we don’t want to relax,” said Ms. Lisek, describing students like her who seek internships abroad. She was in her second year at the university when she saw a work opportunity in China. Read more...

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2 juin 2013

Universities Team With Online Course Provider

By Tamar Lewin. Coursera, the California company that offers free college classes online, is forming partnerships with 10 large public university systems and public flagship universities to create courses that students can take for credit, either fully online or with classroom sessions. Read more...

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2 juin 2013

Has an Australian platform cracked the MOOCs code?

Australia's Open2Study announces completion rates above 25 per cent - almost four times higher than the industry average - despite research suggesting average MOOCs completion rates below seven per cent. The major challenge for MOOCs and free online education is that despite attracting mass volumes of students, most people fail to complete the course and therefore do not achieve the learning objectives. Read more...

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Tags: Asie-Pacifique

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2 juin 2013

Where Do Enrollment Managers Fit In Campus Organization?

By James Scannell. Today’s enrollment challenges have impacted all sectors and strata of colleges and universities. Campus leaders are questioning whether their organizational models, as well as the roles and responsibilities of key enrollment players, are aligned for optimal enrollment success. The questions aren’t new. As early as the mid-1970s, the Boston College Alumni Magazine, in an article entitled “To the Organized Go the Students,” noted that “enrollment management is a process that brings together often disparate functions having to do with recruiting, funding, tracking, retaining, and employing students as they move toward, within, and away from the institution.” Read more...

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2 juin 2013

5 Benefits of Providing More Value to the On-Campus Student

By Brian Spero. For most colleges and universities, having students live on campus can provide a number of benefits, both in revenue and in classroom performance. So how can an institution maximize the benefits while creating an atmosphere that not only attracts a growing number of students, but also ensures that their experience is mutually beneficial? A comprehensive approach that emanates from the concept of providing improved value for the on-campus resident can have far reaching benefits for both student and school. Read more...

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2 juin 2013

How Human Resources Can Ease Leadership Changes

By Carol Patton. Smooth onboarding by Human Resources gets incoming campus leadership off to good start. Chances are, your institution is or may soon be recruiting for leadership positions, such as president, chancellor, or vice president. At Alfred University (N.Y.), for example, the search is underway for a new provost, and within the next five years, the institution plans to recruit two vice presidents and a president, says Mark Guinan, HR director at the private university, which supports approximately 1,000 employees and 2,300 students. Read more...

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2 juin 2013

The Science of Teacher Evaluation Manipulation

By Amanda Murdie. Hopefully, another semester has come to a close for you and you’re catching up on some much needed research/sleep. After I’ve doled out grades for my students, I usually get a nice big stack of evaluations of my teaching abilities, filled out by those very same students who squeaked by with a “C-“in my class. At my previous university, it was the ONLY way my teaching was evaluated; for better or worse, no senior faculty or peers ever evaluated my teaching content, style, or skills in the classroom. A whopping 40% of my annual evaluation came from what my students recorded on bubble-sheets and, occasionally, their written comments. As a social scientist, I have had some general questions about the validity and the reliability of the whole process. Do students really know a good teacher when they see one? Isn’t this a little bit like letting the inmates evaluate the prison warden? I was glad to know that there has been a ton written on the topic, some of which has been summarized as implying that student evaluations of instructors are “highly reliable” and “at least moderately valid.” Others, however, disagree or call for more research. Read more...

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