Leadership within education is always a challenge, but in the rapidly changing technology landscape we now work in, it seems even more daunting. I've collected some interesting reflections on educational leadership here. Enjoy!
As 2020 (and a fresh new decade) looms large on the horizon, the UK higher education sector is poised for a period of unprecedented change, uncertainty and, crucially, increased competition (both from within the UK itself and from other international higher education power-house markets, such as Australia...
In 2018, domestic numbers for undergraduate courses fell for the first time since 2013 – they will remain stagnant for some years. This and other factors put unis at face financial risk.
What is astonishing is the free rein given to universities to punish and discipline their personnel for a disgusting tendency, namely, to have, and defend, principles central to teaching and research. How dare these learned types stand up for principled admission standards? Care about grades? Worry about performance? Away with those hideous farts, those people who refuse to play the corporate ball game.
Change is happening to everyone playing an active role in the HE sector and professionals who are working within the student and education sphere are some of those at the forefront of this change. We are no longer those who deal with “everything else”, we are a valid and vital profession which we need to recognise, identify, grow, develop, evolve and sustain. We are unique.
Small schools across the United States are facing budget shortfalls and low enrollment—leading some to shut down in the middle of students’ higher-education experience.
When we asked people around the world what sort of financial burden they bore for their higher education, we heard how much it varies from country to country.
The University of Lincoln's 21st Century Lab is designed to open up thinking about the role higher education should play in responding to the extensive changes we are seeing across the world in our economies, our societies, our nations, and in our cultures.
When Thomas J. LeBlanc interviewed for the presidency of George Washington, he heard a common refrain. The culture there was too “bureaucratic,” very “risk averse,” he told The Chronicle.
“It’s important to note that a number of the major, major scandals and crises in higher education, they all point to culture,” he said. “And yet, we don’t really talk about culture in higher education very much.”
After he took office in 2017, he put together a committee to look at companies that could help. They recommended the Disney Institute, he said. He’d previously worked with the institute while he was provost of the University of Miami. That institution did not respond to a request for comment.
LeBlanc told George Washington’s student newspaper, The GW Hatchet, in the fall of 2018 that Disney’s consulting services cost about $300,000. He said that amount is “not inexpensive” but is “a measure of how important this issue is to us.”
In an interview with The Chronicle, he declined to provide an update on the project’s price tag. “I would simply say to people who are concerned about the cost: I heard more about this issue than anything else in coming to GW,” he said. “What is it worth to actually improve our culture?”
When Sweden’s Stockholm University gathered staff for their first meeting for the new academic year this August, autonomy and academic freedom filled the agenda.
“We are living in challenging times for universities, both globally and locally,” President of Stockholm University Professor Astrid Söderbergh Widding said, according to a report in the university’s magazine, Universitetsnytt.
From 2020, universities will receive a certain amount of government funding based on four performance measures: student drop-out rates; participation of Indigenous, lower socioeconomic status and regional and remote students; student satisfaction with the university experience; and employment outcomes.
Attention to personal needs like mentoring, flexible scheduling and public transportation vouchers can help students in public colleges graduate on time.
The emergence of the networked information economy is unleashing two powerful forces. On one hand, easy access to high-speed networks is empowering individuals. People can now discover and consume information resources and services globally from their homes. Further, new social computing approaches are inviting people to share in the creation and edification of information on the Internet. Empowerment of the individual—or consumerization—is reducing the individual's reliance on traditional brick-and-mortar institutions in favor of new and emerging virtual ones. Second, ubiquitous access to high-speed networks along with network standards, open standards and content, and techniques for virtualizing hardware, software, and services is making it possible to leverage scale economies in unprecedented ways. What appears to be emerging is industrial-scale computing—a standardized infrastructure for delivering computing power, network bandwidth, data storage and protection, and services. Consumerization and industrialization beg the question "Is this the end of the middle?"; that is, what will be the role of "enterprise" IT in the future? Indeed, the bigger question is what will become of all of our intermediating institutions? This volume examines the impact of IT on higher education and on the IT organization in higher education.
A new report argues the tertiary education sector must allow students to move more freely between VET and higher education and gain the skills they need at different times in their working lives.
Many people think the point of higher education is economic: graduates get better paying jobs and the economy gets the knowledge-workers it needs. But, there is another story. There is a role for higher education in skilling-up citizens so they can play an active and effective role in a democratic society. Hear from political philosopher, Professor Fred D'Agostino as he shares numerous examples of this alternative story.
Fred D'Agostino is Professor of Humanities at The University of Queensland and was Executive Dean of Arts and Associate Dean of Arts (Academic) during his ten-year stint at UQ. He is a philosopher, author of four books, sometime editor of the journals Australasian Journal of Philosophy and Politics, and Philosophy and Economics. He co-edited the recent Routledge Companion to Political and Social Philosophy. A member of the UQ Senate for four years, he is interested in the purposes and processes of higher education. He is a Fellow of the Australian Academy of the Humanities and has held Australian Research Council and Australian Learning and Teaching Council grants. His next big project is on "the disciplines" (e.g. History, Sociology) and how they work.
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