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19 août 2013

UK students still satisfied but effect of higher fees yet to be felt

http://enews.ksu.edu.sa/wp-content/uploads/2011/10/UWN.jpgBy David Jobbins. UK students’ satisfaction with their courses is being maintained, according to the 2013 National Student Survey, published last Tuesday. The survey, conducted annually by Ipsos MORI since 2005, gathers opinions mainly from final-year undergraduates on the quality of their courses. Aimed at current students, the survey asks undergraduates to provide “honest feedback” on what it has been like to study their course at their institution.
The 2013 survey shows that 85% of respondents are satisfied overall with their course – the same proportion as in 2012. A further 7% were neither satisfied nor dissatisfied, while 7% were dissatisfied. The vast majority of students responding to the survey began their courses in 2010, two years before the government introduced its controversial policy under which universities in England were permitted to charge tuition fees of up to £9,000 (US$14,000) a year. More...
19 août 2013

Uproar over affirmative action exemption for medical schools

http://enews.ksu.edu.sa/wp-content/uploads/2011/10/UWN.jpgBy Alya Mishra. A ruling by India’s Supreme Court that appointments for highly specialised teaching positions in medical colleges cannot be subject to affirmative action caste-based quotas has led to a political uproar that has disrupted the current session of parliament, where a number of higher education bills are pending. The issue of caste reservations is highly political, with elections due in five states and national elections scheduled for 2014. Political parties frequently curry favour with specific caste groups or ‘vote banks’ by promising quotas in government jobs. Medical positions are among the most prestigious of these. More...
19 août 2013

Few surprises in 2013 Shanghai ranking of universities

By Karen MacGregor. The United States held steady in the just-published Academic Ranking of World Universities, or ARWU, dominating global higher education with 17 universities in the top 20 and 149 in the top 500 – one fewer than last year. Some institutions swapped places in the top 20 but they were all still there except for the University of Tokyo, which slipped a place to make way for the Swiss Federal Institute of Technology, ETH Zurich. “In continental Europe, ETH Zurich becomes the first university in the region listed among the world top 20 in the history of the ARWU, the ranking stated when releasing the results on Thursday. More...
19 août 2013

Government plans to monitor graduate employment

http://enews.ksu.edu.sa/wp-content/uploads/2011/10/UWN.jpgBy Eugene Vorotnikov. Russia’s government plans to increase its control over higher education quality by regularly monitoring graduate employment. The first monitoring exercise will be completed in November, with the results to be taken into account in compiling national university rankings in 2014. According to the Ministry of Education, universities that have the worst records regarding graduate employment will be closed and their licences will be revoked. The government plans to draw on Western experience of graduate employment monitoring, using the Financial Times Global MBA Ranking as a guide in designing its own system. More...
19 août 2013

Red tape strangling universities must be cut – Report

http://enews.ksu.edu.sa/wp-content/uploads/2011/10/UWN.jpgBy Geoff Maslen. Australia’s universities are burdened by massive quantities of red tape imposed on them by federal and state government regulations, differing acts set down by parliament and the need to provide the same information to various government departments. Last week, a report of a national review into higher education red tape called for a significant reduction, with the higher education sector’s main regulatory body having its functions sharply curtailed. The Tertiary Education Quality and Standards Agency was established in 2011 to act, along with a higher education standards panel and an Australian qualifications framework council, as an agency for maintaining quality. More...
19 août 2013

Academics in South Korea top business funding index

By Karen MacGregor. Academics in South Korea attract the largest amounts of funding per capita in the world from big business, according to a new index – on average US$97,900 per researcher. Next come academics in Singapore, The Netherlands, South Africa and Belgium. Ireland (US$8,300 per academic) and Portugal (US$8,600) are at the bottom of the list of 30 countries surveyed for the World Academic Summit Innovation Index, which calculates what big companies invest annually in academics to conduct research and innovation work on their behalf. The index, compiled by Times Higher Education ahead of its inaugural World Academic Summit to be held in October, was produced from Thomson Reuters data used by the THE World University Rankings. It examines one of the 13 indicators in isolation: ‘Industry Income – Innovation: Research income from industry/academic staff’. More...
18 août 2013

Why teach a MOOC?

http://voice.instructure.com/Portals/166399/images/webpage_logo.pngBy Carrie Saarinen. C.S. Lewis said, “You can never get a cup of tea large enough or a book long enough to suit me.” Some people feel the same way about online courses, hence, the MOOC was born.
Working on the front lines of Canvas Network, I’ve learned there are plenty of great reasons to embrace MOOCs. Sometimes I talk with people who’ve thought long and hard about the philosophy behind MOOCs, while others approach it from a carefree "I just want to try it!" perspective. Whatever your mentality, teaching a MOOC is a great experience with lots of practical value. Here are a few reasons to consider teaching a MOOC. More...

18 août 2013

cMOOCs: Putting Collaboration First

http://campustechnology.com/design/EDU/campustechnology/img/bg_hd.gifBy Jeannie Crowley. While the term "MOOC" brings to mind thousands of students viewing recorded lectures without much interaction, alternative models are fostering creativity and collaboration with peers. What is a MOOC? The term has dominated the online education conversation over the past year, yet there is still a lot of ambiguity surrounding its definition. Even a look at the components of the acronym itself--massive open online course--can lead to more questions than answers:

  • Massive:What is the threshold for massive? Is the threshold relative to the size of the institution?
  • Open:Is the platform open source? Can anyone lead a course? Can any institution offer a course? Can any student enroll? Are all of the materials open? (Free and open are not synonymous.) Is it accessible for diverse learners and languages?
  • Online: How do we define online? Are we thinking about SMS/mobile-only courses? What about blended learning?
  • Course:What makes it a course? Why are we trying to replicate face-to-face experiences (courses) in a new medium? Is the traditional semester approach ideal for online environments?

It is tempting to create a one-size-fits-all definition of a MOOC based on our answers to these questions. More...

18 août 2013

MOOCs click with Indians

http://t3.gstatic.com/images?q=tbn:ANd9GcRJf1ZjfWof_FcHKniUqD4w2IILmM60cDj7nh2FxWA0DDWiVPYoVJ8jBeQBy . Sankalp Garud, 17, has taken a course in mathematical thinking at Stanford, calculus at UPenn , social psychology at Wesleyan and mechanics at MIT. All while staying put in Ghatkopar.   In Delhi, media manager Tituraj Kashyap is learning about the history of photojournalism from the star professors at University of London and is topping it with a songwriting course from the Boston-based Berklee College of Music. Techie Anand Sathe's academic basket includes eight courses ranging from machine learning to the theory of irrational behavior (the latter — taught by Dan Ariely from Duke University — is one of the most popular MOOCs). More...

18 août 2013

How MOOCs Can Help India

http://www.scientificamerican.com/assets/img/logo_new.jpg. Online courses may help alleviate faculty shortages and improve education. Digital technologies have the potential to dramatically transform Indian higher education. A new model built around massive open online courses (MOOCs) that are developed locally and combined with those provided by top universities abroad could deliver higher education on a scale and at a quality not possible before.  University enrollment in India is huge and growing. It surpassed the U.S.'s enrollment in 2010 and became second only to China that year. Every day in India 5,000 students enroll at a university and 10 new institutions open their doors. More...

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