Wednesday Jun 11, 2014

Universities 2030: Learning from the Past to Anticipate the Future

What will the landscape of international higher education look like a generation from now? What challenges and opportunities lie ahead for universities, especially “global” research universities? And what can university leaders do to prepare for the major social, economic, and political changes—both foreseen and unforeseen—that may be on the horizon? The nine essays in this collection proceed on the premise that one way to envision “the global university” of the future is to explore how earlier generations of university leaders prepared for “global” change—or at least responded to change—in the past. As the essays in this collection attest, many of the patterns associated with contemporary “globalization” or “internationalization” are not new; similar processes have been underway for a long time (some would say for centuries).[1] A comparative-historical look at universities’ responses to global change can help today’s higher-education leaders prepare for the future.

Written by leading historians of higher education from around the world, these nine essays identify “key moments” in the internationalization of higher education: moments when universities and university leaders responded to new historical circumstances by reorienting their relationship with the broader world. Covering more than a century of change—from the late nineteenth century to the early twenty-first—they explore different approaches to internationalization across Europe, Asia, Australia, North America, and South America. Notably, while the choice of historical eras was left entirely open, the essays converged around four periods: the 1880s and the international extension of the “modern research university” model; the 1930s and universities’ attempts to cope with international financial and political crises; the 1960s and universities’ role in an emerging postcolonial international development apparatus; and the 2000s and the rise of neoliberal efforts to reform universities in the name of international economic “competitiveness.”

Each of these four periods saw universities adopt new approaches to internationalization in response to major historical-structural changes, and each has clear parallels to today. Among the most important historical-structural challenges that universities confronted were: (1) fluctuating enrollments and funding resources associated with global economic booms and busts; (2) new modes of transportation and communication that facilitated mobility (among students, scholars, and knowledge itself); (3) increasing demands for applied science, technical expertise, and commercial innovation; and (4) ideological reconfigurations accompanying regime changes (e.g., from one internal regime to another, from colonialism to postcolonialism, from the cold war to globalized capitalism, etc.). Like universities today, universities in the past responded to major historical-structural changes by internationalizing: by joining forces across space to meet new expectations and solve problems on an ever-widening scale.

Approaches to internationalization have typically built on prior cultural or institutional ties. In general, only when the benefits of existing ties had been exhausted did universities reach out to foreign (or less familiar) partners. As one might expect, this process of “reaching out” has stretched universities’ traditional cultural, political, and/or intellectual bonds and has invariably presented challenges, particularly when national priorities have differed—for example, with respect to curricular programs, governance structures, norms of academic freedom, etc. Strategies of university internationalization that either ignore or downplay cultural, political, or intellectual differences often fail, especially when the pursuit of new international connections is perceived to weaken national ties. If the essays in this collection agree on anything, they agree that approaches to internationalization that seem to “de-nationalize” the university usually do not succeed (at least not for long).

Please continue reading the other essays at http://globalhighered.wordpress.com/

Four Proven Advantages of Online Learning | Outside Cost, Accessibility or Flexibility

Coursera believes that online courses complement and supplement traditional education (versus a common misconception online will “replace” traditional.) Our research shows that Coursera’s platform, when used concurrently with a traditional classroom setup, is ideal for “blended learning” (i.e., students watch lectures pre-class, then class-time focuses on interactive work and discussion.) Additionally, we agree with Brad Zomick of SkilledUp—an online learning aggregator—who acknowledges an online course “isn’t an alternative at all but rather a different path with its own rewards.”

The advantages of Coursera and our apps for mobile were straightforward and conspicuous from the start: we’re free, open, and flexible to learners’ unique needs and style. Over the past two years, however, the evidence proves there are many more tangible benefits to open, online learning.

In SkilledUp’s “The Advantages of Online Courses [Infographic]”–crafted from findings of leading educational research–four observations stand out from the overt characteristics:

Speedier Learning - “Research shows that online students achieve same or better learning results in about half the time as those in traditional courses”

More Active, Engaged & Motivated - Learners thrive “when working with coursework that is challenging but within their capacity to master.”

Tangible Skill Building - with an “improved attitude toward learning”

Better Teaching Quality - Courses are taught by experts, with various multimedia and cutting-edge technology, and “are usually better organized than traditional courses”

This is only the beginning, Courserians! Everyday we hear your incredible stories on how open online courses enrich your lives and enhance your careers. Meanwhile we study the steady stream of scientific, big-data research proving their worth on a large-scale (such as UPenn’s latest research on the welcomed diversity in Coursera-hosted Wharton MBA courses.) Our motto “Learning without Limits” reminds us that open, online courses give tremendous opportunity to those that might not otherwise have access (or time, or money) to study at a high-caliber institution.

Source: Coursera

Saturday May 31, 2014

New Interaction Hub Statement of Direction Published

The latest PeopleSoft Interaction Hub Statement of Direction is now available on My Oracle Support.  We think this subject will be particularly interesting to customers given the impending release of the PeopleSoft Fluid User Experience and all that offers.  The Statement of Direction describes how we see the Interaction Hub being used with the new user experience and the Hub's continued place in a PeopleSoft environment.  This paper also discusses subjects like branding, content management, easier design/deployment, and the optional restricted use license.

About

Mohit Satraj Phogat
Author: Mohit Phogat

This site focuses on Oracle's offerings to higher education in the Indian region. It intends to cover news, reviews, guides, how-to articles, descriptive videos, and podcasts on the trends which should be helpful to customers, prospects and developer community alike.

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