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

Thursday May 29, 2014

Where Do Big Data and Higher Education Intersect?

Credit: Jenna Dutcher, datascience@berkeley ( Visit to know more

Today’s higher education landscape includes a substantial slot dedicated to online learning. With so much technology in our classrooms, and our technology sometimes functioning as our classroom, it should come as no surprise that there is a lot more data being collected pertaining to education these days.

The handy infographic below takes a look at the world of online higher education and Big Data, including the benefits and drawbacks of online learning, some of the barriers, and how data can help drive improvement in education. Keep reading to learn more!

Where Do Big Data and Higher Education Intersect?

  • As of 2012, 86.5% of institutions provided some type of online offerings.
  • Universities offering online degree programs nearly doubled between 2002 and 2012.
  • Nonprofit institutions offering online degree programs more than doubled from 2002 to 2012.

Data from online education can:

  • Help predict student success
  • Improve graduation rates and student retention
  • Determine what a learner does and does not know
  • Monitor a student’s behavior and engagement level
  • Notify a professor when the student is getting off track, bored, or frustrated
  • Increase engagement via game mechanics
  • Personalize the learning process
  • Reduce classroom administrative work
  • Help faculty refine content and keep relevant
  • Facilitate global and local community development
  • Measure student improvement beyond test scores

There are many different data points being measured/collected:

  • Name
  • Demographic information
  • School information
  • Rosters
  • Grades
  • Attendance
  • Disciplinary information
  • Engagement metrics
  • Time on page
  • Bounce rates



Thursday May 22, 2014

6 trends that will accelerate the adoption of technology in higher education

The NMC Horizon Report: 2014 Higher Education Edition, officially launched on 3 February 2014, aims to examine emerging technologies for their potential impact on and use in teaching and learning within higher education settings.

It is the 11th annual higher education report of its kind, and is published by the New Media Consortium, a not-for-profit consortium of more than 250 colleges, universities, museums and companies that conducts research into emerging forms of media and technology.

The report, produced in partnership with the EDUCAUSE Learning Initiative, picks out six “key trends” that are accelerating the adoption of technology in higher education.

1. Growing ubiquity of social media

“The top 25 social media platforms worldwide share 6.3 billion accounts among them,” the Horizon report says. “Educators, students, alumni, and the general public routinely use social media to share news about scientific and other developments. The impact of these changes in scholarly communication and on the credibility of information remains to be seen, but it is clear that social media has found significant traction in almost every education sector.”

For educational institutions, social media enable “two way dialogues between students, prospective students, educators, and the institution that are less formal than with other media”, it continues, adding that educators are using them “as professional communities of practice, as learning communities, and as a platform to share interesting stories about topics students are studying in class”.

“There is room for leadership among universities and colleges to document creative social media projects that demonstrate the benefits of social media for education,” the report continues. “Efforts such as Vanderbilt University’s YouTube channel give students, faculty, and the general public a glimpse into important work happening on campus, for instance, while Texas State University leverages Facebook and Twitter as formal and informal discussion forums.”

2. Integration of online, hybrid, and collaborative learning

According to Horizon Report: 2014 Higher Education Edition, “education paradigms are shifting to include more online learning, blended and hybrid learning, and collaborative models”.

Institutions that “embrace face-to-face, online, and hybrid learning models” have the potential to engage with students who “already spend much of their free time on the internet”, learning and exchanging new information.

“An increasing number of universities are incorporating online environments into courses of all kinds, which is making the content more dynamic, flexible, and accessible to a larger number of students,” the report says. “To encourage collaboration and reinforce real world skills, universities are experimenting with policies that allow for more freedom in interactions between students when working on projects and assessments.”

One university that is staying ahead of the curve by experimenting with online learning environments is Indiana University-Purdue University Indianapolis, the report says.

At IUPUI, “student researchers are working with instructional technologists and professors to explore how web-conferencing platforms can be used for Peer-Led Team Learning, whereby small groups of students solve problems together in workshops”.

3. Rise of data-driven learning and assessment

“There is a growing interest in using new sources of data for personalizing the learning experience and for performance measurement,” the Horizon report says. “As learners participate in online activities, they leave an increasingly clear trail of analytics data that can be mined for insights.”

The report concludes that although students and educators are generating more and more data, especially in online environments, “higher education in general has yet to fully embrace these sorts of processes”.

“There is a growing interest in developing tools and algorithms for revealing patterns inherent in those data and then applying them to the improvement of instructional systems,” it says, before citing a five-year initiative at Eastern Connecticut State University.

“ECSU is using a data-driven approach to increase the success of low-income, minority students and first generation students,” the report says. “Gathering data from sources such as residential, library, tutoring programs, and surveys, the university is hoping to understand and predict why some students are more likely to drop out than others.”

4. Shift from students as consumers to students as creators

Pedagogical practice on university campuses all over the world is shifting, as students learn “by making and creating rather than from the simple consumption of content”, Horizon Report: 2014 Higher Education Edition says.

“University departments in areas that have not traditionally had lab or hands-on components are shifting to incorporate hands-on learning experiences as an integral part of the curriculum. Courses and degree plans across all disciplines at institutions are in the process of changing to reflect the importance of media creation, design, and entrepreneurship.”

New funding mechanisms have “put university students more in control of the development of their research than ever before”, the report continues.

“Through the crowdfunding websites like Kickstarter or Indegogo, student-led projects that might have stalled at the concept or model stage can now be brought to fruition. A student at Cornell University, for example, is using Kickstarter to develop Kicksat, a project intended to launch a small spacecraft into low earth orbit.”

In another example, at Dartmouth College, researchers are exploring how student-generated video can be used to “further learning and evaluate a student’s academic performance through the collection of various assignments housed on the Media Projects page of the college’s website”.

5. Agile approaches to change

According to the Horizon report, there is “a growing consensus among many higher education thought leaders” that institutional leadership and curricula could benefit from “agile startup models”.

Such models “use technology as a catalyst for promoting a culture of innovation in a more widespread, cost-effective manner”, and pilots that are being developed for higher education institutions include the improvements of organisational structures to “more effectively nurture entrepreneurship among both students and faculty”.

Demand from employers for graduates with “real world experience” before entering the workforce means that “more institutions are structuring learning activities that forge these opportunities early”, the report concludes.

“One well-known, low-cost model is Pennsylvania State University’s One Button Studio, which is a video recording set-up that enables users with no production experience to create high quality videos with only a flash drive and the push of a button.

“When educators are able to experiment with new technologies and approaches before implementing them in courses, they have the opportunity to evaluate them and make improvements to teaching models.”

6. Evolution of online learning

There has been a shift in the perception of online learning “to the point where it is seen as a viable alternative to some forms of face-to-face learning”, the Horizon Report says.

“The value that online learning offers is now well understood, with flexibility, ease of access, and the integration of sophisticated multimedia and technologies chief among the list of appeals.”

Developments in learning analytics and “a combination of cutting-edge asynchronous and synchronous tools” will continue to advance the state of online learning and keep it compelling, it continues, “though many of these are still the subjects of experiments and research by online learning providers and higher education institutions”.

According to the 56-strong panel of experts that were consulted for the report, the advent of voice and video tools is “not only increasing the number of interactive activities between online instructors and students, but also greatly improving their quality”, while audio tools “such as VoiceThread and SoundCloud, along with video creation tools such as iMovie and Dropcam, enable faculty to capture important human gestures, including voice, eye contact, and body language, which all foster an unspoken connection with learners.”



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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