Other Covid-19 economic impacts - March-April 2020:
Top 10 Jobs for Business Majors Median U.S. salaries, projected growths, and needed skills
Skills needed: Critical thinking & analysis, using info-technology tools to gather, organize, and represent data for presentations and papers, acquired in
subjects of marketing, management, human resources, and accounting, business law and business ethics, gaining a global perspective and an appreciation for the value of diversity by studying
business practices in other cultures. By Mike Profita 06 November 2019 Full Article.
While US school applications have falling by 6.6% in 2018, Asian schools over the past few years have seen a rise in MBA applications by 8.8% from 2017 to 2018 alone, with a rise of 15.4% for international students applying
to Asian schools, especially in China and Southeast Asia, while the US has seen a 10% drop in international applications. "So why this shift? What is Asia offering students that you won’t find elsewhere?" asks the
author.
Why so few German b-schools are internationally ranked by Valentin Vissilev 15 February 2019 at AccessMBA | PDF Triple Accreditation Triple Accreditation is a term meaning that a business school has been accredited by three important business school accreditation associations. Each association assesses a business school according to their own criteria. For instance AMBA looks specifically at the MBA content, whereas EQUIS corresponds to an overall business education improvement framework. AACSB takes the most wide-ranging view of a particular institution. EQUIS' scope covers all programmes offered by an institution from the first degree up to the Ph.D. This accreditation is generally viewed as a European standard, AACSB being an American equivalent. AASBI's is the Asian standard which is holistic, common to the Asian orientation, as opposed to the abstraction characteristics prevalent in the West. Read opinions.
The 100 Most Popular Business Schools 2019 worldwide Find MBA
"Does Benchmarking Hinder Mission Diversity of AACSB-Accredited Schools: Evidence from the U.S. And Europe?" by
John Cicala, Natalya Delcoure, Barbara R. Oates (2017) Texas A&M, 10 November 2017 download at SSRN |
IBRF PDF.
4. Work experience: European b-school students have more years of work experience than U.S. By Stacy Blackman 07 Nov 2014 U.S. News & World Report Specializations are more important than MBA rankings.
Where do billionaires go to university? A global census reveals that almost two-thirds of the world's billionaires have a university degree - but where did they study? In the UK, more than four out of five billionaires were in higher education - not so much rags to riches as rag week to riches. The educational insights are from an annual profile of the über-rich, the Wealth-X and UBS Billionaire Census, produced by the Swiss banking group and a Singapore-based financial intelligence firm. It examines the wealth and background of more than 2,300 billionaires and the findings undermine the image of the wealthy as being self-taught self-starters trained on the market stall. This map of wealth also shows that these dollar billionaires - worth at least £620m and typically more than three times this amount - are likely to have attended some of the traditionally most prestigious universities. The top 20 for universities producing billionaires is dominated by blue-chip, elite US institutions, which take 16 of the places. 1. University of Pennsylvania; 2. Harvard University; 3. Yale University; 4. University of Southern California; 5. Princeton University; 6. Cornell University; 7. Stanford University; 8. University of California, Berkeley; 9. University of Mumbai; 10. London School of Economics; 11. Lomonosov Moscow State University; 12. University of Texas; 13. Dartmouth College; 14. University of Michigan; 15. New York University; 16. Duke University; 17. Columbia University; 18. Brown University; 19. Massachusetts Institute of Technology; 20. ETH Zurich.Most live in cities like London, New York and Moscow, and are on average 63 years of age. Most make their money in finance; and 39 percent came from overseas. And the most likely way of making money is by dealing in money, with billionaires mostly making their fortunes through finance, banking and investment. Story by Sean Coughlan on the BBC 29 Oct 2914.
The aim of the ARWU is for Chinese universities to catch up on hard scientific research. According to The Christian Science Monitor the Academic Ranking of World Universities is one of the three most influential and widely observed international university rankings, along with the QS World University Rankings and the Times Higher Education World University Rankings. Its claimed consistent and objective methodology is praised when compared[citation needed] with other rankings. However, it has also been criticized for its heavier focus on the natural sciences over the social sciences or humanities, and on research over the quality of instruction." (Wikipedia, "Academic Ranking of World Universities.") But how does a university get to the top of the rankings? And why does such a small group of institutions seem to have an iron grip on the top places? The biggest single factor in the QS rankings is academic reputation. This is calculated by surveying more than 60,000 academics around the world about their opinion on the merits of institutions other than their own. The next biggest factor - "citations per faculty" - looks at the strength of research in universities, calculated in terms of the number of times research work is cited by other researchers. The ratio of academic staff to students represents another big chunk of how the rankings are decided. The Times Higher Education World University Rankings, ahead of its annual rankings next month, has been even more specific about what constitutes a top-200 university. It includes an annual total university income of above $750,000 (£462,000) per academic; a student-staff ratio of almost 12 to one; about a fifth of staff and students are international and research income of about $230,000 (£142,000) per academic. "You need serious money, it is essential to pay the salaries to attract and retain the leading scholars and to build the facilities needed," says THE rankings editor, Phil Baty. By Sean Coughlan BBC News 15 September 2014.
What do you do with millions of extra Chinese and Indian graduates? In China this month [of July 2014] a record 7.26 million will graduate from the country's
universities - more than seven times the number 15 years ago.
Both India and China have experienced a higher education revolution in the past decade, with the number of young people completing university degrees rising from a
few hundred thousand a year to many millions. Dramatic expansion of university education should have provided new graduates with opportunities unheard of in their
parents' generation. Instead, with an alarming rise in the number of unemployed and under-employed graduates, a large group of educated young people are becoming
alienated, unable to become part of the growing middle class. The numbers are staggering. Chinese students a major market force BEIJING - Zhang Jie, 21, a junior student at Xi'an University of Finance and Economics in the capital of northwestern China's Shaanxi province, spends more than 5,000 yuan (US$604) every semester. "The tuition fee is about 3,200 yuan and other expenses are around 400-500 yuan [$48-60] a month," said Zhang. Her annual consumption is in fact higher than the average disposable income of Chinese urban residents, which is 8,472 yuan a year..." Asia Times online 01 March 2014 | offline
[Greed] Behind the ouster of George Washington's B-School Dean. An expert on China who speaks fluent Mandarin, Guthrie launched two new degree programs in China, a master’s of finance, a master’s of accounting, and he was working on a new program, a master’s in business analytics. He also revamped the GW’s undergraduate business curriculum and started a new B.S. in finance, requiring a double major with the liberal arts. And Guthrie plowed ahead in online education, signing a deal with Pearson... The new programs helped Guthrie exceed his annual revenue targets. In the year ended June 30, the school’s revenue came in at $106 million against a target of $102 million. When Guthrie started three years ago, the school’s annual revenue was $83 million. The new dean had increased revenue by 27% at a time when many business schools were retrenching. This year, however, the university [president Steven Knapp] expected to keep $51 million of the school’s projected $102 million in revenue. Guthrie could retain the rest — some $51 million — to run the school. Instead, Guthrie spent $64 million and had only $42 million to hand over. Johne A. Byrne - FORTUNE Sept 9, 2013 The crucial skills new employees lack Millennials would rather send an instant message than walk a few feet to speak directly to a colleague. They spend hours texting and playing games on smartphones, but regard voice calls as intrusive wastes of time. Connecting through social networks is usually preferable to chatting over coffee. And even their student clubs "meet" online rather than in person. "Employers have put business schools on notice that collaboration is the norm and they don't want to hire people who can't talk," said Wendy Bedwell, an assistant professor of industrial and organizational psychology at the University of South Florida and co-author of a research study on teaching interpersonal skills to MBA students. Ronald Alsop | offline BBC 29 August 2013 |
My annual report for the 2012-13 academic year...
"For the past 12 months I've moved from writing articles for refereed journals to creating digital products for high-school history teachers. These include lesson plans,
sets of original documents, instructional videos, and short assessments of historical thinking. With my team of graduate students, we've eliminated the middleman. Rather
than seeking a publisher, we upload our materials directly to the Internet and leave them by the proverbial digital curb. For free. To date, we are closing in on a million
downloads." "I no longer believe that the scholarly enterprise of education has much to do with educational betterment. I no longer believe that
when I publish articles in journals with minuscule circulations I am contributing to the fieldif by 'field' we mean the thousands of well-meaning individuals
who go to work each day in places called schools." "The ground is quaking beneath schools of education. Unattached to universities, new programs for training teachers, sometimes
run by charter-management organizations, other times acting as freestanding entities, proliferate like spring dandelions."
Comment by procrustes: "1. These appear to fall more under pedagogy and service that research and scholarship. 2. The question should not be how to make these fit under research and scholarship, but whether
universities overvalue this at the expense of the other categories and what to do about it. 3. The publishing of articles with an audience approaching zero serves
no real purpose; from an institutional perspective we should stop rewarding it and stop subscribing to those journals." Source:
Sam Wineburg - "Choosing
Real-World Impact Over Impact Factor," The Chronicle of Higher Education, 26 August 2013. The Real Reason US College Costs So Much Another school year beckons, which means it's time for President Obama to go on another college retreat. "He loves college tours," says Ohio University's Richard Vedder, who directs the Center for College Affordability and Productivity. "Colleges are an escape from reality. Believe me, I've lived in one for half a century. It's like living in Disneyland. They're these little isolated enclaves of nonreality." Universities, Mr. Vedder says, "are in the housing business, the entertainment business; they're in the lodging business; they're in the food business. Hell, my university runs a travel agency which ordinary people off the street can use." Meanwhile, university endowments don't pay taxes on their income. Harvard's $31 billion endowment, which has been financed by tax-deductible donations, may be America's largest tax shelter. Some college officials are also compensated more handsomely than CEOs. Since 2000, New York University has provided $90 million in loans, many of them zero-interest and forgivable, to administrators and faculty to buy houses and summer homes on Fire Island and the Hamptons. Former Ohio State President Gordon Gee (who resigned in June after making defamatory remarks about Catholics) earned nearly $2 million in compensation last year while living in a 9,630 square-foot Tudor mansion on a 1.3-acre estate. The Columbus Camelot includes $673,000 in art decor and a $532 shower curtain in a guest bathroom. Ohio State also paid roughly $23,000 per month for Mr. Gee's soirees and half a million for him to travel the country on a private jet. Such taxpayer-funded extravagance has not made its way into Mr. Obama's speeches. Colleges have also used the gusher of taxpayer dollars to hire more administrators to manage their bloated bureaucracies and proliferating multicultural programs. The University of California system employs 2,358 administrative staff in just its president's office. Richard Vedder | offline - WStJ 26 August 2013 The University of the WWW In 2003, one in 10 students took at least one course online. Fast forward eight years, and that figure jumped to nearly one in three with more than 6.7 million students worldwide taking classes online through US institutions, according to the Babson Survey Research Group's 2012 Survey of Online Learning. Online education options are more numerous than ever, and the numbers of students flocking to the medium continue to grow at a staggering rate. Globally, the trend is also accelerating. In much of Asia, there is a not a long history of online learning programs and their growth in part has been limited by a lack of internet access. Traditional learning institutions are more well-known and hence have a stronger reputation. Few online degrees are seen in Germany, society still being very traditional, and a university degree and titles still paramount. I believe that online training just doesn't register here. For anyone who does choose to go the online route, it's important to do the same due diligence as one would for a traditional school. Elizabeth Garone | offline - BBC Capital 23 July 2013 The Times Top 100 Higher Education Asia University Rankings 2013: The top 10 listings: (1) University of Tokyo, Japan; (2) National University of Singapore; (3) The University of Hong Kong, Special Admin. Region of P.R. China; (4) Peking University, China; (5) Pohang Univesity of Science & Technology, Rep. of Korea; (6) Tsinghua University, China; (7( Kyoto University, Japan; (8) Seoul National University, Rep. of Korea; (9) Hong Kong University of Science & Technology, Special Administrative Region of P.R. China; (10) Korea Advanced Institute of Science and Technology, Rep. of Korea. The Times Higher Education Rankings 2013 Will there be enough good jobs for the record seven million Chinese graduates each year? Will they have the opportunity to aspire to a better life like their parents did? The answer is perhaps key to whether the world's second-largest economy will realise its potential. Is the Chinese Dream like the American Dream? That is, to have a good job, a house with a white picket fence, a car, and 2.4 children that became a symbol of post-war America. The Chinese Dream being invoked by the new President, Xi Jinping, also comes after a golden era of growth. More | offline - By Linda Yueh correspondent of the BBC, 7 July 2013
US universities chase donors A legacy of rapid expansion across academia has left universities overburdened from borrowing.
Cornell, even with a $5 billion endowment, is saddled with $1.9 billion in debt. With endowment returns unpredictable, tuition revenue flat
and public support retreating, colleges are setting higher bars for fundraising to meet the pressure for growth. The University of Southern California
kicked off a $6 billion campaign two years ago, an unprecedented level in higher education. Harvard University, the world's richest school with a $30.7 billion
endowment, plans to announce a similar-sized effort this year to fund a multibillion-dollar campus expansion in Boston, derailed by the global credit crisis in 2008.
Article: "Cornell Awash in Debt
Chases Donors in 'Pay-as-You-Go' Expansion" |
offline - Michael McDonald, Bloomberg 3 July 2013
International Monetary Fund (IMF) launching courses on online university
"This first step into the world of higher education will include the topical subject of debt. The global organisation, responsible for promoting financial stability,
is going to deliver courses in partnership with the edX online university platform, set up by Harvard and the Massachusetts Institute of Technology. The IMF will run
two courses in financial policy, aimed initially at government officials, with plans to make this open to the public next year. These online university projects,
so-called MOOCs (massive open online courses), can attract hundreds of thousands of students for individual courses." |
- Sean Coughlan - BBC 21 June 2013 |
offline
Bail out universities rather than banks?
Should we be pumping money into universities as well as banks and propping up schools and colleges as well as currencies? Andreas Schleicher, the OECD's influential big thinker on international education, says that western
economies have reached a fork in the road. It's a case of up-skilling or downsizing.
"You have two choices. You can go in to the race to the bottom with China, lowering wages for low-skill jobs. Or you can try to win in innovation and competitiveness.
Once the education system is reconfigured, he says, policymakers will have to encourage businesses to shift to a better-qualified workforce and "to create disincentives for low skills". As an example, he says in
Singapore employers have a tax incentive to hire skilled staff. In Hong Kong there has been a policy of moving out low-skilled production and replacing it with more high-value industries. |
- Sean Coughlan - BBC 12 June 2013 |
offline
Florida legislation: 'Taking on Accreditors and Faculty."
Florida lawmakers advanced a bill this week intended that would allow Florida officials to accredit individual courses on their own including classes
offered by unaccredited for-profit providers. "We're saying the monopoly of the accrediting system is not designed for the world of MOOCs or other individual courses,"
said State Senator Jeff Brandes (Rep.), the bill's sponsor. MOOCs are massive open online courses, the generally free online classes offered by a handful of groups,
including some of the most elite universities in the world and for-profit companies. The legislation would create "Florida-accredited courses."
According to the bill, anyone "any individual, institution, entity or organization," it says could create a course and seek "Florida-accredited" status.
Ry Revard
- Inside Higher Ed 11 April 2013
Harvard Joins Rivals Reporting Record Low Admission Rates. Harvard, Yale, Princeton and Columbia universities reported record-low freshman admission rates for the 2013-2014 academic year as
applications climbed above or held near all-time highs. "More students are going for their reach or dream colleges through the use of the Common App," Janet Lorin |
- Bloomberg News 29 March 2013
US Universities Pile on Faculty Perks as Student Costs Grow. A student rides a bicycle on the campus of Stanford University in Palo Alto, California. Stanford had $4.6 million
in housing loans outstanding to four senior administrators and faculty. John Hechinger & Michael McDonald |
offline - Bloomberg News 12 March 2013
US student loans: The trillion dollar debt trap
As the cost of a university education soars, default rates are on the rise. Some estimates say that more than five million borrowers in the US have defaulted on their student loans. Almost 375,000 people defaulted in the latest year alone,
the US Department of Education says. And those borrowers can face dire consequences. The federal government has strong tools to help recover debt from delinquent borrowers,
including garnishing 15% of their take-home pay, and retirement income, according to education finance expert Mark Kantrowitz, publisher of the FinAid and Fastweb sites.
Jill Martin, Atlanta, USA |
offline BBC 11 December 2012 Higher Education in Dynamic Asia Four Challenges. As higher education systems across Asia look forward, they face four overarching challenges: (1) Maintaining and improving education quality even in the face of serious financial constracts. (2) Increasing the relevance of curriculum and instruction at a time of rapid change in labour market needs. (3) Increasing and better utilizing the financial resources available to higher education. (4) Balancing the continued access to higher education with greater attention to equitable access and inclusiveness of higher education systems to support inclusive ecnoomic growth. Source's website | PDF Brochure by ADB Asian Development Bank, December 2012. The End of the University as We Know It. The higher ed revolution is coming. Just a few decades hence, half the 4,600 colleges and universities in the United States will have disappeared, but schools like Harvard will have millions of students. by Nathan Harden, The American Interest 11 December 2012. Can schools survive in the age of the web?
This November, the Bill and Melinda Gates foundation invested a million dollars in edX, the world's largest online learning initiative, founded by Harvard and MIT,
edX boasts a growing number of "massively open online courses" (MOOCs) aimed at bringing virtual versions of world-class higher education to hundreds of thousands
of participants. By 2013, it will offer a selection of entirely free online classes from Harvard, MIT, Berkeley and the University of Texas. A notable rival is Udacity,
another free provider of digital higher education whose existence was inspired by the enrolment of 160,000 students in its founders' online Introduction to Higher Education
Course at Stanford. Coursera, which was launched shortly after Udacity and today boasts close to two million enrolments on courses from 33 leading universities.
Other exemplars such as the Khan Academy, meanwhile, have delivered online instruction to tens of millions of willing autodidacts; not to mention the billion views
recently chalked up by TED talks.
Tom Chatfield |
offline BBC 23 November 2012
Purdue: Administrative costs on college campuses are soaring, crowding out instruction at a time of skyrocketing tuition and
$1 trillion in outstanding student loans. At Purdue and other U.S. college campuses, bureaucratic growth is pitting professors against administrators and sparking complaints that tight
budgets could be spent more efficiently. John Hechinger, Bloomberg News |
offline 14 November 2012
Elite education for the masses Brian Caffo teaches a public-health course at Johns Hopkins University
that he calls a "mathematical biostatistics boot camp." It typically draws a few dozen graduate students. Never more than 70. This fall, Caffo was swarmed. He had 15,000
students. "Massive open online courses," or MOOCs, have caught fire in academia. They offer, at no charge to anyone with Internet access, what was until now
exclusive to those who earn college admission and pay tuition. Thirty-three prominent schools, including the universities of Virginia and Maryland,
have enlisted to provide classes via Coursera.
Washington Post |
offline - 4 November 2012
How do you keep online students from cheating? Online university courses have become the Next Big Thing
for higher education, particularly in the United States, where millions of students have signed up for courses from some of the most upmarket universities. With spiralling
costs and student loan debts crossing the trillion dollar barrier this year, the online university has been seen as a way of reaching many more people for much less money.
But a major stumbling block has been how such digital courses are assessed.
BBC |
offline - 1 Oct 2012 Five reasons why US College Enrolment might be dropping Parents who are desperately trying to get their children into a top school may not believe this: U.S. higher education enrollments this fall might be lower perhaps significantly so at some institutions than they were a year ago. Bloomberg | offline - 23 October 2012 We're Hiring. Many business schools have trouble filling faculty positions When it comes to hiring, business schools are running up against one of their most basic classroom lessons-the law of supply and demand. While thousands of new schools have opened around the world in recent years, the number of new Ph.D.s in business subjects has held relatively steady, and many schools are now facing a serious shortage of well-qualified faculty. For a school to maintain accreditation with the Association to Advance Collegiate Schools of Business, at least half of its courses must be taught by Ph.D.-holding faculty who are active researchers. Widely publicized rankings also use professors' research output to help measure a school's quality. While many deans say students can learn much in courses taught by businesspeople without Ph.D.s, advocates of the traditional academic model say that without a critical mass of professors who are pushing forward the boundaries of business thinking, institutions can't give students the intellectual skills to thrive in a fast-changing economy. The AACSB estimates there are now 14,000 business schools in the world, thousands of them new institutions in regions like Asia, Latin America and Eastern Europe. Only a few run doctoral programs, which are expensive and require intensive involvement by senior faculty. Working with the AACSB, a handful of American B-schools have begun training professors with degrees in nonbusiness fields like psychology, sociology and economics to teach in business schools. The effort is producing about 60 new business professors a year, says Mr. Sorensen, whose school trains about 10. In the meantime, salaries are skyrocketing. For a nine-month-a-year job, Virginia Tech offers between $140,000 and $160,000 to new business Ph.D.s, two to three times what it pays starting professors in other fields, Mr. Sorensen says. Beth Gardiner The Wall Street Journal | offline - 17 November 2011
Citi-Fudan University Banking Courses 2011 taught by Citi's bank executives
Since 2000, Citi has been the first financial organization in China to sponsor an educational series- Citi-Fudan Banking Courses at School of Management, Fudan
University. This year, the courses will be delivered by 17 senior executives of Citi who have rich practical experience in banking and finance. The topics will
cover China’s Macro Economy, Modern Banking, Risk Management, Banking Infrastructure, Credit Card Market in China, Compliance and Investment Banking Business, etc.
There will also be in-depth discussions on case studies. This major specialized program will enable students to better understand the up-to-date development and
management skills in the banking industry. Fudan MBA Program - 28 Sept 2011
>
Ten reasons why China is different
Germany top for foreign students
Half of all Pakistani school children cannot read a sentence BBC News 9 March 2011 |
offline MS-Word
Assessment and Accreditation in Business Schools Robert S. Rubin's and Kathryn Martell's assessment states: "Undeniably, stakeholders desire some assurance that their educational
investment will provide the espoused returns institutions claim and are increasingly less willing to rely on vague promises of achievement and quality. To date, however, many institutions have been rather reluctant to
allow such external examinations of the sort being requested, choosing rather to rely on proxies (e.g., reputation, acceptance ratios, proportion of faculty with Ph.D.'s etc.) as indicators of educatinal value."
[Rubin/Martell's assessment is Chapter 19 of The SAGE Handbook of Management Learning, Education and Development by Steven J. Armstrong, Cynthia V. Fukami. eds. (2009) is
uploaded at eHow family March 4, 2011.]
Asia Seeks Its Own Brand of Business Schools
Under a campaign to globalize curricula, faculty, and ways of thinking by students, top universities in the country have rebuilt their programs by modeling themselves
largely on leading business schools in the U.S. "Globalization is our new mission," says Jang Hasung, dean of Korea University Business School. Now these Korean
universities want to join other Asian B-schools in Hong Kong, Singapore, and China to compete directly with European and U.S. B-schools. That's because Asia has
emerged as home for a growing number of multinational corporations that generate many highly paid jobs. "With the center of gravity in the global economy shifting
to Asia, it's just natural for students from the U.S. and Europe to seek Asian experiences and networking opportunities through business schools in Asia," says Suh Kil
Soo, associate dean at Yonsei University Graduate School of Business, which is developing a program emphasizing case studies of the chaebol, Korea's family-controlled
conglomerates Moon Ihlwan BloombergBusinessweek |
offline - 08 May 2009
In many business schools, the bottom line is in English Doreen Carvajal in
The New York Times 10 April 2007
How Asians and Westerners Think Differently... and Why
"A landmark book (Robert J. Sternberg, president of the American Psychological Association) by one of the world's preeminent psychologists that proves human behavior is not hard-wired but a function of
culture. Everyone knows that while different cultures think about the world differently, they use the same equipment for doing their thinking. But what if everyone is wrong? The book 'The Geography of Thought'
documents Richard Nisbett's groundbreaking international research in cultural psychology and shows that people actually think about and even see the world differently because of differing ecologies,
social structures, philosophies, and educational systems that date back to ancient Greece and China. As a result, East Asian thought is holistic, drawn to the perceptual field as a whole and to relations
among objects and events within that field. By contrast, Westerners focus on salient objects or people, use attributes to assign them to categories, and apply rules of formal logic to understand their behavior.
From feng shui to metaphysics, from comparative linguistics to economic history, a gulf separates the children of Aristotle from the descendants of Confucius. At a moment in history when the need for
cross-cultural understanding and collaboration have never been more important, The Geography of Thought offers both a map to that gulf and a blueprint for a bridge that will span it."
The book: Richard E. Nisbett. 2004. "The Geography of Thought: How Asians and Westerners Think Differently... and Why." New York: Free Press, 288 pages. Good Reads
Quotes: "...East and West can get along better through mutual understanding of mental differences. Many people in Eastern countries believe with some justice that the past five hundred years of Western military,
political, and economic dominance have made the West intellectually and morally arrogant." (Nisbett, 2004-xx) "Our word 'school' comes from the Greek scholē, meaning 'leisure'... the freedom to pursue
knowledge. The merchants of Athens were happy to send their sons to a school so that they could indulge their curiosity." "The ideal of happiness was not, as for the Greeks, a life allowing the free exercise of distinctive talents,
but the satisfactions of a plain country life shared within a harmonious social network." (Nisbett 2004:4-6) "The story which goes on as long as the patience of the audience permits, expresses a fundamental of
the Eastern stance on life. The world is constantly changing and is full of contradictions. To understand and appreciate one state of affairs requires the existence of its opposite; what seems to be true now may be
the opposite of what is seems to be (cf. Communist-era Permier Chou En-lai's response when asked whether he thought the consequences of the French Revolution had been beneficial: 'It's too early to tell')." (Nisbett, 2004:13)
"It used to be fashionable to quote the Chinese leader Zhou Enlai saying in 1972 that the events of the French Revolution of 1789 were too recent to be properly interpreted.
In fact that was a misunderstanding and he was actually talking about the Paris riots of the time, and thus offering a commonplace observation of the news rather than a
slice of mystical Chinese sagacity. But if he had said what everyone thought he said, he would have been right. Revolutions can be a very long game." (Kevin Connolly in Cairo,
"The unpredictability of revolutions," BBC 02 March 2014)
The Future of Flagship University Robert M. Berdahl, Chancellor, University of California, Berkeley: "My concern is that flagship universities are in peril today and I believe that the educational and political leadership of our states must generate the political will to secure the future of these investments."
"But I am convinced that a key answer lies in the fact that, as the great German physicist Max Planck observed long ago, each new scientific discovery costs more than the last."
"Or consider the start-up costs of a new faculty member in the sciences or engineering. Depending on the need to renovate laboratories, these costs can run from a minimum of $100,000 to as much as $2 million.
Research universities cost a great deal of money. They also take a long time to build. When John D. Rockefeller first considered building the University of Chicago, he visited President Eliot at Harvard to ask what was required to build a great university. Eliot replied, "Fifty million dollars and two hundred years." "
http://chancellor.berkeley.edu/chancellors/berdahl/speeches/future-of-flagship-universities
offline - Robert M. Berdahl, Chancellor, University of California, Berkeley, 05 Oct 1998
****
The Dean of Business Titles, Requirements, Salary and Role. Base Pay (US) with BA degree: $154,000 - $176,000, with MBA degree: $156,000 - $179,000;
with doctoral degree: $160,000 - $183,000. Europe (Germany) EUR 44'000 - EUR 66'000. Bryan Caplan: The education system is a waste of time and money.
"[Professor Caplan's] broadside is worth considering carefully, given that the U.S. spends $1 trillion or so a year on education at all levels, more than the budget for defense," writes Peter Coy, "The Case Against
Colleges," Bloomberg, 16 January 2018. Blockchain is silently changing the world of business.
A blockchain fundamentally is an extremely simple concept. Think of it as a record book that everyone can see and no one can alter. This simple idea has the potential to completely change the
processes in numerous huge industries from the financial sector to governmental procedures. It’s simplicity is the reason why it is huge unrivaled potential.
Blockchain has become the rage at U.S. business schools. As more students seek careers in financial technology, or 'fintech',
US business schools beef up
training digital currency bitcoin. The move makes sense as more students seek careers in financial technology, or "fintech," which has captivated
leading Wall Street banks and been called "the most important technology since the internet." "In January 2018, the Haas School of Business at the University of California at Berkeley
will offer its first ever course in blockchain software. The Haas school, which is near San Francisco and Silicon Valley, will handpick 60 students from the departments of business,
engineering and law and split them into groups of six to explore possible applications of the technology. 'When people think about blockchain they think about cryptocurrencies,' said
Haas school lecturer Greg LaBlanc, who sees the technology as potentially disrupting many sectors. 'We believe it will have the biggest impact on contracting, logistics and supply chains,
healthcare, public administration, assets clearing, property, transactions,' he said." Wages for China's 2017 · 7.95 Million · College Graduates Are Plunging.
"Wages for China’s newest college graduates are plunging even as their ranks rise to a record. That’s unwelcome news for the
nation’s young elite, but it may aid policy makers striving to shift the economy into higher technology industries and services."
"Downward pressure on professional salaries also may spill out beyond China’s borders. Technology-enabled globalization of services lets professional work
flow unimpeded around the world, and while services historically have been provided in person, that’s less true of modern finance, accounting, or consulting, according to
Yale University’s Stephen Roach."
More at Bloomberg News
02 June 2017. Just 14 per cent of Americans have “a great deal of confidence” in universities.
A survey conducted between December 2013 and January 2014 found that a higher proportion (19 per cent) reported a great deal of confidence
in the scientific community specifically, lagging behind the military (26 per cent), but performed better than the US Congress (3 per cent). The level of trust in higher
education varied significantly according to race, religion and political ideology. "For example, 30 per cent of those who identified as “extremely liberal” and just 5 per
cent of those who identified as “extreme conservatives” said that they had a great deal of confidence in universities. Trust in higher education is also low among some
religious groups, including Jews, Mormons and evangelicals." Donald Trump’s election and the appointment of Betsy DeVos as education secretary may have resulted in a
decrease in confidence among liberals and an increase among conservatives. By Ellie Bothwell
Times Higher Education
1st May 2017
Amazon’s shopping spree at business schools. One of the biggest recruiters of MBA graduates.
Miriam Park's university recruitment team last year hired MBA graduates “in the high hundreds” across the world, about 30 per cent higher
than the previous 12 months at MBA levels.
“I don’t foresee that growth rate slowing down any time soon,” she says. "Starting salaries at Amazon range from $137,000 for a programme manager to $180,000
for a senior product manager, including signing bonuses. This compares with an average for consultancy positions of $165,000, and $170,000 for those taking
jobs at investment banks."
“They’re fairly adaptable, they have a high level of what I would call ability to deal with ambiguity. Couple that with MBAs who have a great analytical bent and it’s
the perfect pipeline.” Amazon needs people who can develop strategy, manage project teamns and create new services. Amazon is a partner company on U of Michigan Ross School
of Business' Multidisciplinary Action Project, a core part of the school’s
MBA course. By Jonathan Moules Financial Times 27 March 2017.
Accreditation inflation
For students spending $100,000 on an MBA, accreditation may be reassuring.
Politecnico di Milano School of Management (MIP) Financial Times European Business School Rankings 2016 #42
has collected three, going on four: (1) ASFOR, the Italian management education body. the (2) EFMD European Foundation for Management Development EQUIS,
Students consider Grad School in the UK, Australia and Switzerland versus the USA
Ethics of AACSB Accreditation AACSB accreditation by the Association to Advance Collegiate Schools of Business (formerly the "American Assembly of Collegiate Schools of Business"
founded as an accrediting body in 1916 by 17 American universities and colleges) is promoted as the gold standard for business school accreditation with a membership
of 1600 organizations and 800+ accredited institutions that held a monopoly in the U.S. until the emergence of ACBSP and IACBE in 1988 and 1997, respectively.
MBA: With U.S. enrollment down, B-schools are wooing foreigners. "As the U.S. appetite for the MBA degree wanes, many of the country’s more than 700 B-schools are stepping up recruiting abroad, where regard for this American invention appears undiminished." "The number of U.S. citizens taking the main business school entrance exam, the GMAT, dropped by a third from the 2010 to 2015 testing years while the number of foreign nationals taking the test rose almost 19 percent." "[I]nternational students make up more than 35 percent of the class at over 50 of the 200 U.S. business schools, compared with just a handful a decade ago." "U.S. MBA education is in the declining phase of its long and relatively illustrious history." Roger Martin, who led the University of Toronto’s Rotman School of Management for 15 years predicts that half of U.S. business schools may not be operating in 10 to 15 years, because there won’t be enough enrollment to support their “very bloated” cost structures. "Like U.S. consumers who began buying Toyotas and Hondas, Martin sees rising numbers of would-be MBA students opting for one-year specialized master’s degrees, enrolling in online MBA programs at a fraction of the cost of full-time, two year MBA experiences, or simply doing without advanced education and progressing in their current jobs." (See "Are American business schools headed for a GM-like catastrophe?" by John A. Byrne FORTUNE 17 August 2015.) Article by Nick Leiber BloombergBusiness 18 March 2016. JNU controversy a sign of worse things to come The recent decision to let police into Jawaharlal Nehru University, or JNU, to arrest a speaker at a protest event is just the latest expression of the undermining of free expression on campus from both above and below. So far, the government has shown no signs of backing down or recognising that it may be over-reacting. University World News 04 March 2016 | offlne
Business High School. P-Tech Pathways in Technology Early College High School. Companies struggling to find talent are looking to teenagers. The Economist 18 July 2015 Article
China's New Found Love of Private Education “The education system today ignores personality development, values, and social responsibilities. This is [the] cause of great problems for our country,” said Yang Dongping, an education expert at the Beijing Institute of Technology and the dean of the 21st Century Education Research Institute. Every year, more than nine million students in China sit the same terrifying exam that will determine which university they can attend and ultimately their job and future social status. The state system remains geared almost entirely towards this high pressure end of high-school exam, called the “gaokao”. Virginie Mangin, BBC capital 24 December 2015 - Article | offline. Lessons for ASEAN on the Globabilzation of Education "The latest Open Doors report has once again demonstrated the urgent need for Asean countries to take immediate steps for the internationalisation of education. While China, India and South Korea have quickly emerged as players in the domain of international education, ASEAN, and in particular Thailand has not made its mark as yet" by (1) failing to globally recruiting faculty and students, (2) stop concentrating on a few select disciplines rather than teaching each and every subject, and (3) build the reputation and performance of the alumni. Finally, institutes have to foster regional and international networks. by Worsak Kanok-Nukulchai, Bangkok Post, Article 22 December 2015. | See also "Education, globalisation and the knowledge economy" The Economic and Social Research Council, Article September 2008. Why Growth in International Enrollments Could Soon Be Slowing There are already signs, however, that the future outlook could be gloomier: The economy in China, which accounts for a third of all international students in the United States, has started to slow; its stock market crashed this summer. Economic and political shifts could change or curtail government scholarship programs in several countries that send tens of thousands students here to study. Karin Fischer, The Chronicle of Higher Education 16 November 2015 - Article.
International Students in the U.S. Up Ten Percent to Nearly One Million; Study Abroad by American Students Picks Up Momentum
"The 2015 Open Doors Report on International Educational Exchange, released today, finds the number of international students at U.S. colleges and
universities had the highest rate of growth in 35 years, increasing by ten percent to a record high of 974,926 students in the 2014/15 academic year. This strong
growth confirms that the United States remains the destination of choice in higher education. The United States hosts more of the world’s 4.5 million globally mobile
college and university students than any other country in the world, almost double the number hosted by the United Kingdom, the second leading host country."
Greek tragedy for education opportunities.
A less visible but perhaps further reaching outcome is that Greece's education system has become one of the most unequal in the developed world.
Although education in Greece is free, public schools are suffering from spending cuts imposed as a condition of the bailout agreements.
In practice, over the last 30 years it has become increasingly necessary for students to pay for expensive private tuition to pass the famously difficult
Panhellenic exams required to get to university.
But with unemployment rising and salaries falling, many poor and middle-class families are struggling to pay for this extra tuition.
A World Economic Forum report this month ranked Greece last of 30 advanced economies for education because of the close relationship between students'
performance and their parents' income.
And a professor of law and economics at the University of Athens warns that losing talented students from poor backgrounds is a "national catastrophe"
which could hinder Greece's long-term economic recovery. Story by Matt Pickles on the
BBC |
offline | 30 September 2015.
"What will higher education be like in 2040?" By Angel Calderon, principal advisor in the planning and research consultancy at RMIT University, Melbourne, Australia. Excerpts fair use: The number of students enrolled in tertiary education today exceeds 200 million globally, compared to 47 million in 1980. Enrolments are projected to exceed 660 million by 2040. This would represent 10% of the world’s population aged 15–79 by 2040, compared to 4% in 2012. Higher education participation rates will continue to rise, particularly in emerging and developing countries. By 2040, most countries will have a participation rate that will exceed 60%, meaning that demand for previously unmet domestic higher education will be met for countries such as China, India, Brazil and Indonesia. Short-term exchanges (such as the Erasmus programme under the auspices of the European Commission or the ASEAN International Mobility for Students) are likely to be strengthened as governments, funders, enterprises and students realise the gains by students from such experiences (for example, soft skills). Many countries that aspired to become educational hubs for international students will have either succeeded or entirely bailed out. Dominant countries of international education are likely to remain competitive. These dominant countries are likely to face greater competition from China, Russia, Malaysia and Singapore. Education is globally connected, like many other service-oriented industries. What occurs in one jurisdiction resonates elsewhere. By 2040, higher education will be more greatly integrated with related industries (such as media, telecommunications and professional services). The implication is that knowledge production will be controlled by fewer players compared to the present, and this will influence students’ destination choices when it comes to international mobility. The cross-border mobility of students, academics, skills and ideas will depend on the way institutions, governments and other stakeholders define and develop these partnerships and agreements. These efforts will also influence institutions’ global standing. By Angel Calderon at University World News - Issue No. 381 - 11 September 2015 Article online. British academic Wyn Ellis detained at Thailand airport on grounds of national security for uncovering Chulalongkorn University's case of plagerism by the director of National Innovation Agency, Supachai Lorlowhakarn, seven years ago, who has meanwhile been stripped of his PhD. Full story on the BBC | offline 06 September 2015. | Wyn Ellis released from Thai detention - BBC 07 September 2015. Can Half The Business Schools Really Go Out Of Business? by John A Byrne, Article, Poets&Quants 15 July 2015.
Dreams Collide With China Slowdown for Job-Seeking Graduates.
7.5 million college graduates are entering China’s job market this summer, the most ever and almost seven times the number in 2001. There is a yawning skills gap
between what the economy needs and what graduates want to do. Graduates last year most wanted to be secretaries, teachers, administrators, accountants and human
resource managers, yet the top five needed by employers were salesmen, technicians, agents, customer service staff and waiters. Zhou Xiaozheng, professor of
sociology at Renmin University in Beijing, says graduates -- most of them from single-child families -- are getting pickier. Many are “boomerang kids” or “moonlight clan,”
he said, the first phrase referring to those that rely on their parents after graduating while the second refers to those who live paycheck to paycheck.
“Young people now want to make money but don’t want to work hard;
they’re more speculative than their parents,” he said. “For college grads, their idols aren’t hard-working people, but those who become billionaires overnight
on the stock market.” The salary gap between a 22-year-old whose family spent tens of thousands of yuan on a four-year degree and an assembly worker at the same age
is also shrinking. The average monthly wage of those six months out of college was 3,487 yuan ($562) in 2014. “College students these days just want to sit in front
of a computer, working and living in a virtual world,” she said, having collected fewer than 10 resumes in four hours working her booth. “They should come to
companies like ours and do a job that communicates with people, real people.”
BloombergBusiness 3 July 2015
The MBA age advantage. Business school is a profitable decision but less so as students approach their 30s.
An analysis of data collected by Bloomberg suggests that getting a master’s in business results in a pay bump that increases the older a graduate is—until she hits 30.
& Article "The Best Age to Go to Business School" by Natalie Kitroeff and Jonathan Rodkin at
Bloomberg 22 June 2015
Entrepreneurship can be taught, say educators.
The problem, as he sees it, is that universities and business schools have been treating entrepreneurship as a technical subject, such as accountancy, when it should be taught more like a creative subject, such as art, where practical exercises are as important as the theory.
"I realised that for entrepreneurship, we have been asking the wrong question," Mr Blank explains. "It is not whether we teach entrepreneurship - of course you can do that. It is who you can teach it to."
The way academic institutions can overcome this problem is by employing experienced founders to teach. In the US, this is done through adjunct professors, who are brought in to teach rather than produce academic papers, as the faculty staff do, Mr Blank notes.
He claims to have had some success with this, in part by creating his "lean" framework for teaching entrepreneurial behaviour. In just four years, it has been adopted by 160 colleges across the US.
Full article in the Financial Times of 8 June 2015 by
Jonathan Moules
Why do so many Chinese students choose US universities?
There are more than a quarter of a million students from China in colleges in the United States - a third of all international
students in the country - and almost a fivefold increase since 2000.
Asia: The next higher education superpower? (2015)
"The center of gravity in higher education is perceptibly shifting to Asia where more than half of the world's population is found. This thought-provoking book raises new questions about interconnectedness and interdependence in higher education with the Asian factor fully in focus."
— Anne Pakir, Associate Professor, National University of Singapore.
Results of Higher Education Reform in Asia The Asian-African Conference Commemoration (AACC) at Bandung 1955 stressed the importance of promoting
higher education as an inherent part of the cooperation. Many countries in Asia and Africa that had not yet been able to develop their educational, scientific and technical
institutions. The conference recommended that countries in Asia and Africa that were more fortunate in this respect should facilitate the admission of students and trainees
from such countries to their institutions. Singapore and Malaysia have proved great achievements in developing higher education. The education firm Pearson ranked Singapore
in the top five countries providing the best education in the world, along with Finland, South Korea, Hong Kong and Japan in 2012. Singapore and Malaysia have made great
reforms in their higher education sectors. Singapore allows the establishment of foreign branch campuses (FBCs), such as the University of Newcastle, Curtin University, etc.
Singapore now has 16 FBCs, hosting some 100,000 international students in undergraduate and graduate programs (UNESCO, 2012). Similarly, Malaysia has nine FBCs with 136,000
international students there. Recently RMIT University from Australia was given permission to establish Vietnam’s first FBC in 2011. Today, RMIT in Vietnam serves over 6,000
students through its campuses in Hanoi and Ho Chi Minh City.
Indonesia: In ASEAN, Thailand, Malaysia and Indonesia, quantitatively, have shown great achievements in promoting their higher education. Approximately three in 10
Indonesians are at the age of entering tertiary education, just behind Thailand and Malaysia. Indonesia has 4,251 higher education institutions serving over 5.1 million students.
This is a positive trend with a compounded annual growth rate of 6.1 percent as compared to total students of 3.8 million in 2009. With its existing gross domestic product (GDP)
of US$2.55 trillion (2014), the World Bank records Indonesia as the ninth largest economy in the world. With Indonesia’s population of 252 million and purchasing power parity
income of $10,157, its existing gross enrollment ratio will likely increase significantly to be equal with Malaysia or Thailand within the next few years. However, only 25
higher education institutions obtained “A” accreditation at the institutional level, representing only some 0.5 percent of the total institutions in Indonesia (Dikti, 2014).
In the Times Higher Education Asia University Rankings 2014, there were no Indonesian universities in the top 100. The Boston Consulting Group in May 2013 reports it was estimated
that the talent gap for middle managers in Indonesia would reach as high as 56 percent. This would result in the need to hire foreign talent in Indonesia to fill the gap.
35,000 students are leaving Indonesia to study abroad in search of quality education. Average tuition being $12,000 per annum and living expenses about $10,000 a year per student,
the outflow of foreign exchange from Indonesia comes to $1 billion a year.
Laureate Education: World's Biggest For-Profit College Chain Plans $1 Billion IPO
Laureate Education Inc. (honary chairman former President Bill Clinton), is planning a a $1 billion initial public offering in the U.S. The company
could be valued at about $5 billion. Based in Baltimore, Laureate Education Inc. owns 84 universities, mostly in emerging markets.
Laureate was taken private in a management-led $3.8 billion buyout in 2007, backed by an investor group including KKR & Co. and Citigroup Inc.
The market climate surrounding for-profit education is not good. The For-Profit Education Index of 13 companies, including DeVry Education Group Inc. and
Apollo Education Group Inc., has plunged 55% since its peak five years ago, student enrollment has slowed amid recruiting abuses and student debt concerns,
leading to a regulatory crackdown. In the past six months, both Corinthian Colleges Inc. and Education Management Corp. were delisted from the NASDAQ.
With a $5 billion market value, Laureate would be the second-biggest in the index, after Graham Holdings Co. (owns Kaplan test preparation services and online schools).
By Leslie PickerDevin Banerjee 24 April 2015 on Bloomberg News.
Western universities close Confucius language Institutes. As part of its strategy for greater international influence, China is spending big on Confucius Institutes,
culture and language centers, around the world. Confucius Institute Headquarters, a body directly-run by China's Ministry of Education, pays the initial costs of $50,000 to
$100,000 for setting up an institute and also dispatches accredited language instructors to teach in each location. In December last year, Yu Zhengsheng, a member of China's
Communist Party Politburo Standing Committee, celebrated the opening of a Confucius Institute at Hanoi University during his trip to Vietnam. The move appears to be a push by
Beijing to expand its network of influence by tying them to diplomatic visits by officials. Nevertheless, greater numbers of Western universities are closing the Chinese
institutes after becoming wary of the ways Beijing runs its international centers. Ken Moriyasu for Nikkei Asian Review
Article |
offline.
How can Asia compete for international students?
Asia is diverse and full of potential. It is rife with complexity and change. Maximising the potential of Asian universities to become a hub for international
students will require diverse, innovative solutions that align student needs with institutional value propositions and a supportive policy environment.
Article by Rahul Choudaha at
University World News 27 March 2015
Education: Global competition The two education superpowers - Finland and South Korea - are followed by three other high-performing Asian education systems -
Hong Kong, Japan and Singapore.
Lines Get Even Longer for Applicants to Top U.S. Universities
Applications to Princeton, Dartmouth and New York University rose, demonstrating that competition remains fierce for spots at top U.S. colleges. Princeton received 26,993
applications for the class of 2019, 1 percent higher than last year and the second-largest pool in its history, accepting 7.4%. New York University, in New York City’s
Greenwich Village section, said it had received more than 60,000 bids for admission. Applications to the private school have more than doubled since 2002, the school said
in a statement. The school said interest in new campuses in
Abu Dhabi and
Shanghai was
‘‘especially significant.” A Former NYU Local EIC Writes About His Time at NYU Abu Dhabi's
"Walled Garden".
BloombergBusiness News 15 Jan 2015.
70% of Thailand's high school graduates continue on to higher education. "Graduate enrollment at universities across Thailand has grown by 300% over the past decade and there are now 170 higher education institutions catering for over 2,500,000 students. University qualifications have become so common that they are now necessary for even a basic clerical positions. International organisations that recruit young professionals in Bangkok often shortlist their applicants by only including graduates from foreign universities or Thailand’s most established institutions, such as Chulalongkorn University and Thammasat University." Saksith Saiyasombut & Siam Voices, "Decision time for Thailand’s high school students." asiancorrespondent.com 23 December 2014.
Was an MBA Worth Your Time and Money in 2014? What Critics Said.
Some revere the MBA program as an opportunity for personal transformation and professional advancement. Others dismiss it as a
cash-burning summer camp for adults. The statements of the critics on Youtube:
Changes Young People Want in Education: Thailand "From the frequency of responses, an overwhelming proportion of Thai youths wanted the content of their education to be changed, with many citing the need for more practical skills applicable to both work and real life to be incorporated into the curriculum, rather than a mere emphasis on theoretical knowledge. Some more called for schools to impart critical thinking and analytical skills to students, so that students could carve their own opinions and think out of the box. Unique to Thai responses, some youths also desired for their curriculum to contain less elements of patriotic education, including reduced focus on the inculcation of “Thai-ness” among learners. Number of Persons "Many Thai youths also called for systemic and structural reform to the education system, especially in terms of increasing freedom for learners to choose subjects and tracks based on interest, reducing schooling hours, and relooking at current national assessment systems." Report by Stephanie Choo [s.choo(at)unesco.org], EPR (Education and Policy Reform Unit) at UNESCO Bankok 17 December 2014. For business students, the IICPA's Certified ControllerTM Program may be an answer to students' demands, designed to be taught at colleges/departments and schools of business. See IICPA Certified Controllership Program.
Steven Jobs explains the rules for success on YouTube Uploaded on Sep 14, 2009, a 1:28-minute clip from the full-length 1:22;4) video "Steve Jobs and Blll Gates Face Off" of 30 May 2007 at the D5 conference, Carlsbad, California on YouTube. "You need a lot of passion for what you're doing because its so hard. Without passion, any rational person would give up. So if youre not having fun doing it, if you dont absolutely love it, youre going to give up. And thats what happens to most people, actually."
Survey of Faculty Views on Online Education Technology Excerpts:
"Gallup surveyed 2,799 faculty members and 288 academic technology administrators during August and September 2014... A copy of the
report can be downloaded here ->
Register and submit.
Highlights include:
Virtually all faculty members and technology administrators say meaningful student-teacher interaction is a hallmark of a quality online education.
"The School of the Future will be intercultural, interdisciplinary and have three main objectives:
Higher Education in Asia: Expanding Out, Expanding Up. "Enrolment in higher education has experienced explosive growth across Asia over the last 20 years, the result of high birth rates, increasing school participation rates, and the perceived importance of advanced education in subsequent life opportunities. To accommodate these enrolment increases, higher education systems have had to ‘expand out’ by constructing new universities, hiring new faculty members, and allowing and encouraging the entry of private higher education providers. Faced with escalating demand for instructional staff to serve the expanding number of public universities and the fast-emerging private universities, many countries across the region have needed to ‘expand up’ by introducing graduate programmes to prepare future instructors." "Some of these policies are considered controversial, such as the growing reliance on the private sector, which raises issues of equity in access to higher education. Concerns also arise with the unintended consequences of being guided by international rankings to attract staff, students and even from international investment." Unesco Institute of Statistics, Montreal 2014.
4. Work experience: European b-school students have more years of work experience than U.S. By Stacy Blackman 07 Nov 2014 U.S. News & World Report
Specializations are more important than MBA rankings.
Where do billionaires go to university? A global census reveals that almost two-thirds of the world's billionaires have a university degree - but where did they study? In the UK, more than four out of five billionaires were in higher education - not so much rags to riches as rag week to riches. The educational insights are from an annual profile of the über-rich, the Wealth-X and UBS Billionaire Census, produced by the Swiss banking group and a Singapore-based financial intelligence firm. It examines the wealth and background of more than 2,300 billionaires and the findings undermine the image of the wealthy as being self-taught self-starters trained on the market stall. This map of wealth also shows that these dollar billionaires - worth at least £620m and typically more than three times this amount - are likely to have attended some of the traditionally most prestigious universities. The top 20 for universities producing billionaires is dominated by blue-chip, elite US institutions, which take 16 of the places. 1. University of Pennsylvania; 2. Harvard University; 3. Yale University; 4. University of Southern California; 5. Princeton University; 6. Cornell University; 7. Stanford University; 8. University of California, Berkeley; 9. University of Mumbai; 10. London School of Economics; 11. Lomonosov Moscow State University; 12. University of Texas; 13. Dartmouth College; 14. University of Michigan; 15. New York University; 16. Duke University; 17. Columbia University; 18. Brown University; 19. Massachusetts Institute of Technology; 20. ETH Zurich.Most live in cities like London, New York and Moscow, and are on average 63 years of age. Most make their money in finance; and 39 percent came from overseas. And the most likely way of making money is by dealing in money, with billionaires mostly making their fortunes through finance, banking and investment. Story by Sean Coughlan on the BBC 29 Oct 2014.
The aim of the ARWU is for Chinese universities to catch up on hard scientific research. According to The Christian Science Monitor the Academic Ranking of World Universities is one of the three most influential and widely observed international university rankings, along with the QS World University Rankings and the Times Higher Education World University Rankings. Its claimed consistent and objective methodology is praised when compared[citation needed] with other rankings. However, it has also been criticized for its heavier focus on the natural sciences over the social sciences or humanities, and on research over the quality of instruction." (Wikipedia, "Academic Ranking of World Universities.") But how does a university get to the top of the rankings? And why does such a small group of institutions seem to have an iron grip on the top places? The biggest single factor in the QS rankings is academic reputation. This is calculated by surveying more than 60,000 academics around the world about their opinion on the merits of institutions other than their own. The next biggest factor - "citations per faculty" - looks at the strength of research in universities, calculated in terms of the number of times research work is cited by other researchers. The ratio of academic staff to students represents another big chunk of how the rankings are decided. The Times Higher Education World University Rankings, ahead of its annual rankings next month, has been even more specific about what constitutes a top-200 university. It includes an annual total university income of above $750,000 (£462,000) per academic; a student-staff ratio of almost 12 to one; about a fifth of staff and students are international and research income of about $230,000 (£142,000) per academic. "You need serious money, it is essential to pay the salaries to attract and retain the leading scholars and to build the facilities needed," says THE rankings editor, Phil Baty. By Sean Coughlan BBC News 15 September 2014.
What do you do with millions of extra Chinese and Indian graduates? In China this month [of July 2014] a record 7.26 million will graduate from the country's
universities - more than seven times the number 15 years ago.
Both India and China have experienced a higher education revolution in the past decade, with the number of young people completing university degrees rising from a
few hundred thousand a year to many millions. Dramatic expansion of university education should have provided new graduates with opportunities unheard of in their
parents' generation. Instead, with an alarming rise in the number of unemployed and under-employed graduates, a large group of educated young people are becoming
alienated, unable to become part of the growing middle class. The numbers are staggering.
By Philip G. Altbach, Monan University Professor and director of the Center for International Higher Education at Boston College, Chestnut Hill, Massachusetts, in Asia Pacific Education Review December 2014, Volume 15, Issue 4, pp 503-510. Springer Link $39.95 / €34.95 / £29.95 Date: 03 June 2014. Picture: Hard talk. Professor Altbach delivering a lecture at the University of Calicut, in The ascent of English by Abdul Latheef Naha. Altach recommends: "India has extremely small top-class internationally competitive higher educational institutions,” he said, adding that the best option for India's institutions would be to enter into partnership deals with foreign universities as was being done in China." Towards Harmonization of Higher Education in Southeast Asia: Malaysia’s perspective
"The following actions are deemed necessary in achieving the desired goal in harmonizing higher education among ASEAN community:
Business schools fail to teach needed skills. Overall, 32% of business executives from companies including from Accenture PLC, Unilever PLC and Liberty Mutual Insurance interviewed had a positive impression of business schools, 23% were neutral, and a solid 44% had outright negative views on the institutions. Employers felt b-schools don’t measure student progress and abilities rigorously enough and focus too much on theory and not enough on real-world situations. Executives said that many business schools are “better structured for the Industrial Revolution rather than the Information Age,” according to a white paper detailing the interview findings. And if they don’t shape up soon, interviewees threatened to cut back on hiring from those schools. One of the biggest problems executives cited was that schools don’t measure student success with the right metrics. Just 12% of those interviewed said M.B.A. grades actually matter in hiring, so students who take the easy A instead of challenging themselves academically gain little benefit. Instead, employers said they’d like to see more assessment of so-called soft skills like the ability to execute a plan, communication and critical thinking. “I need people who can change and improve things, not people who can sit around and apply models all day long,” Muna Al Gurg, director of retail at Al Gurg Group, told Hult interviewers, according to the white paper. Melissa Korn, "Business Schools Flunk When CEOs Grade the Test," The Wall Street Journal 18 March 2014. How Asians and Westerners Think Differently... and Why "A landmark book (Robert J. Sternberg, president of the American Psychological Association) by one of the world's preeminent psychologists that proves human behavior is not hard-wired but a function of culture. Everyone knows that while different cultures think about the world differently, they use the same equipment for doing their thinking. But what if everyone is wrong? The book 'The Geography of Thought' documents Richard Nisbett's groundbreaking international research in cultural psychology and shows that people actually think about and even see the world differently because of differing ecologies, social structures, philosophies, and educational systems that date back to ancient Greece and China. As a result, East Asian thought is holistic, drawn to the perceptual field as a whole and to relations among objects and events within that field. By contrast, Westerners focus on salient objects or people, use attributes to assign them to categories, and apply rules of formal logic to understand their behavior. From feng shui to metaphysics, from comparative linguistics to economic history, a gulf separates the children of Aristotle from the descendants of Confucius. At a moment in history when the need for cross-cultural understanding and collaboration have never been more important, The Geography of Thought offers both a map to that gulf and a blueprint for a bridge that will span it." The book: Richard E. Nisbett. 2004. "The Geography of Thought: How Asians and Westerners Think Differently... and Why." New York: Free Press, 288 pages. Good Reads Quotes: "...East and West can get along better through mutual understanding of mental differences. Many people in Eastern countries believe with some justice that the past five hundred years of Western military, political, and economic dominance have made the West intellectually and morally arrogant." (Nisbett, 2004-xx) "Our word 'school' comes from the Greek scholē, meaning 'leisure'... the freedom to pursue knowledge. The merchants of Athens were happy to send their sons to a school so that they could indulge their curiosity." "The ideal of happiness was not, as for the Greeks, a life allowing the free exercise of distinctive talents, but the satisfactions of a plain country life shared within a harmonious social network." (Nisbett 2004:4-6) "The story which goes on as long as the patience of the audience permits, expresses a fundamental of the Eastern stance on life. The world is constantly changing and is full of contradictions. To understand and appreciate one state of affairs requires the existence of its opposite; what seems to be true now may be the opposite of what is seems to be (cf. Communist-era Permier Chou En-lai's response when asked whether he thought the consequences of the French Revolution had been beneficial: 'It's too early to tell')." (Nisbett, 2004:13) "It used to be fashionable to quote the Chinese leader Zhou Enlai saying in 1972 that the events of the French Revolution of 1789 were too recent to be properly interpreted. In fact that was a misunderstanding and he was actually talking about the Paris riots of the time, and thus offering a commonplace observation of the news rather than a slice of mystical Chinese sagacity. But if he had said what everyone thought he said, he would have been right. Revolutions can be a very long game." (Kevin Connolly in Cairo, "The unpredictability of revolutions," BBC 02 March 2014) Chinese students a major market force BEIJING - Zhang Jie, 21, a junior student at Xi'an University of Finance and Economics in the capital of northwestern China's Shaanxi province, spends more than 5,000 yuan (US$604) every semester. "The tuition fee is about 3,200 yuan and other expenses are around 400-500 yuan [$48-60] a month," said Zhang. Her annual consumption is in fact higher than the average disposable income of Chinese urban residents, which is 8,472 yuan a year..." Asia Times online 01 March 2014 | offline
Post-secondary Education Expenditures by OECD Countries January 2014 US Dept of Education Report
"The Conditions of Education. Elementary, Secondary and Post-Secondary Education"
[Green line] Linear relationship between spending and country wealth for 31 OECD countries reporting data (postsecondary): r2 = .78; slope = 0.49; intercept = -2619.67.
NOTE: Data for Luxembourg are excluded because that country does not report expenditure data for postsecondary institutions. Data for Greece and Turkey are excluded because expenditure data are not available for 2008, 2009, or 2010. Expenditure and GDP data for Canada and expenditure data for Germany are for 2009.
SOURCE: Organization for Economic Cooperation and Development (OECD), Center for Educational Research and Innovation. (2013). Education at a Glance 2013. See Digest of Education Statistics 2013, table 605.10.
The top 3 schools are all Swiss. The winners’ rostrum is made up solely of Swiss institutions since in second place, behind Ecole hôtelière de Lausanne,
we find the Glion Institut des Hautes Etudes, while Les Roches comes third. The ranking confirms the excellence of the Swiss educational model,
which provides both immersion in practice through internships in the hospitality industry and also extensive academic teaching." A Study on Quality Assurance Models in Southeast Asian Countries: Towards a Southeast Asian Quality Assurance Framework SEAMEO Southeast Asian Ministers of Education Organisation, September 2012
See also Financing of Secondary Education in the Asia published 2013 by Asia and Pacific Regional Bureau for Education - Pacific Region
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© UNESCO 2013 (Fair use) Consequence: Exponential growth of post-secondary education is in Asia, where 58% of the world's secondary education students are. College and university enrolments in North America & Western Europe are in decline, as the two maturing continents have only 12% of the world's students in secondary education. [Greed] Behind the ouster of George Washington's B-School Dean. An expert on China who speaks fluent Mandarin, Guthrie launched two new degree programs in China, a master’s of finance, a master’s of accounting, and he was working on a new program, a master’s in business analytics. He also revamped the GW’s undergraduate business curriculum and started a new B.S. in finance, requiring a double major with the liberal arts. And Guthrie plowed ahead in online education, signing a deal with Pearson... The new programs helped Guthrie exceed his annual revenue targets. In the year ended June 30, the school’s revenue came in at $106 million against a target of $102 million. When Guthrie started three years ago, the school’s annual revenue was $83 million. The new dean had increased revenue by 27% at a time when many business schools were retrenching. This year, however, the university [president Steven Knapp] expected to keep $51 million of the school’s projected $102 million in revenue. Guthrie could retain the rest — some $51 million — to run the school. Instead, Guthrie spent $64 million and had only $42 million to hand over. Johne A. Byrne - FORTUNE Sept 9, 2013 The crucial skills new employees lack Millennials would rather send an instant message than walk a few feet to speak directly to a colleague. They spend hours texting and playing games on smartphones, but regard voice calls as intrusive wastes of time. Connecting through social networks is usually preferable to chatting over coffee. And even their student clubs "meet" online rather than in person. "Employers have put business schools on notice that collaboration is the norm and they don't want to hire people who can't talk," said Wendy Bedwell, an assistant professor of industrial and organizational psychology at the University of South Florida and co-author of a research study on teaching interpersonal skills to MBA students. Ronald Alsop | offline BBC 29 August 2013 |
My annual report for the 2012-13 academic year...
"For the past 12 months I've moved from writing articles for refereed journals to creating digital products for high-school history teachers. These include lesson plans,
sets of original documents, instructional videos, and short assessments of historical thinking. With my team of graduate students, we've eliminated the middleman. Rather
than seeking a publisher, we upload our materials directly to the Internet and leave them by the proverbial digital curb. For free. To date, we are closing in on a million
downloads." "I no longer believe that the scholarly enterprise of education has much to do with educational betterment. I no longer believe that
when I publish articles in journals with minuscule circulations I am contributing to the fieldif by 'field' we mean the thousands of well-meaning individuals
who go to work each day in places called schools." "The ground is quaking beneath schools of education. Unattached to universities, new programs for training teachers, sometimes
run by charter-management organizations, other times acting as freestanding entities, proliferate like spring dandelions."
Comment by procrustes: "1. These appear to fall more under pedagogy and service that research and scholarship. 2. The question should not be how to make these fit under research and scholarship, but whether
universities overvalue this at the expense of the other categories and what to do about it. 3. The publishing of articles with an audience approaching zero serves
no real purpose; from an institutional perspective we should stop rewarding it and stop subscribing to those journals." Source:
Sam Wineburg - "Choosing
Real-World Impact Over Impact Factor," The Chronicle of Higher Education, 26 August 2013. The Real Reason US College Cost So Much Another school year beckons, which means it's time for President Obama to go on another college retreat. "He loves college tours," says Ohio University's Richard Vedder, who directs the Center for College Affordability and Productivity. "Colleges are an escape from reality. Believe me, I've lived in one for half a century. It's like living in Disneyland. They're these little isolated enclaves of nonreality." Universities, Mr. Vedder says, "are in the housing business, the entertainment business; they're in the lodging business; they're in the food business. Hell, my university runs a travel agency which ordinary people off the street can use." Meanwhile, university endowments don't pay taxes on their income. Harvard's $31 billion endowment, which has been financed by tax-deductible donations, may be America's largest tax shelter. Some college officials are also compensated more handsomely than CEOs. Since 2000, New York University has provided $90 million in loans, many of them zero-interest and forgivable, to administrators and faculty to buy houses and summer homes on Fire Island and the Hamptons. Former Ohio State President Gordon Gee (who resigned in June after making defamatory remarks about Catholics) earned nearly $2 million in compensation last year while living in a 9,630 square-foot Tudor mansion on a 1.3-acre estate. The Columbus Camelot includes $673,000 in art decor and a $532 shower curtain in a guest bathroom. Ohio State also paid roughly $23,000 per month for Mr. Gee's soirees and half a million for him to travel the country on a private jet. Such taxpayer-funded extravagance has not made its way into Mr. Obama's speeches. Colleges have also used the gusher of taxpayer dollars to hire more administrators to manage their bloated bureaucracies and proliferating multicultural programs. The University of California system employs 2,358 administrative staff in just its president's office. Richard Vedder | offline - WStJ 26 August 2013 East Asia leads the world in academic research funding. Businesses are investing the equivalent of $100,000 in each research scholar in South Korea to carry out work in innovation and research on their behalf. Singapore is in second place with $85,500 per academic, with the Netherlands are third with $75,000. The US takes 14th place with industry contributing $25,000, the UK is in just 26th place, attracting £8,572 ($13,300) per researcher from industry. The UK is in just 26th place, attracting £8,572 ($13,300) per researcher from industry. The World Academic Summit Innovation Index is based on data from the world’s top 400 universities as assessed by the THE World University Rankings. Phil Baty, editor of the THE World University Rankings, said: “That South Korea and Singapore are the top two countries listed in this new table, with other Asian nations like Taiwan, China and India all making the top ten will be a shocking wake-up call for the West.” THE Times Higher Education 12 August 2013. The University of the WWW In 2003, one in 10 students took at least one course online. Fast forward eight years, and that figure jumped to nearly one in three with more than 6.7 million students worldwide taking classes online through US institutions, according to the Babson Survey Research Group's 2012 Survey of Online Learning. Online education options are more numerous than ever, and the numbers of students flocking to the medium continue to grow at a staggering rate. Globally, the trend is also accelerating. In much of Asia, there is a not a long history of online learning programs and their growth in part has been limited by a lack of internet access. Traditional learning institutions are more well-known and hence have a stronger reputation. Few online degrees are seen in Germany, society still being very traditional, and a university degree and titles still paramount. I believe that online training just doesn't register here. For anyone who does choose to go the online route, it's important to do the same due diligence as one would for a traditional school. Elizabeth Garone | offline - BBC Capital 23 July 2013 The Times Top 100 Higher Education Asia University Rankings 2013: The top 10 listings: (1) University of Tokyo, Japan; (2) National University of Singapore; (3) The University of Hong Kong, Special Admin. Region of P.R. China; (4) Peking University, China; (5) Pohang Univesity of Science & Technology, Rep. of Korea; (6) Tsinghua University, China; (7( Kyoto University, Japan; (8) Seoul National University, Rep. of Korea; (9) Hong Kong University of Science & Technology, Special Administrative Region of P.R. China; (10) Korea Advanced Institute of Science and Technology, Rep. of Korea. The Times Higher Education Rankings 2013 Will there be enough good jobs for the record seven million Chinese graduates each year? Will they have the opportunity to aspire to a better life like their parents did? The answer is perhaps key to whether the world's second-largest economy will realise its potential. Is the Chinese Dream like the American Dream? That is, to have a good job, a house with a white picket fence, a car, and 2.4 children that became a symbol of post-war America. The Chinese Dream being invoked by the new President, Xi Jinping, also comes after a golden era of growth. More | offline - By Linda Yueh correspondent of the BBC, 7 July 2013
US universities chase donors A legacy of rapid expansion across academia has left universities overburdened from borrowing.
Cornell, even with a $5 billion endowment, is saddled with $1.9 billion in debt. With endowment returns unpredictable, tuition revenue flat
and public support retreating, colleges are setting higher bars for fundraising to meet the pressure for growth. The University of Southern California
kicked off a $6 billion campaign two years ago, an unprecedented level in higher education. Harvard University, the world's richest school with a $30.7 billion
endowment, plans to announce a similar-sized effort this year to fund a multibillion-dollar campus expansion in Boston, derailed by the global credit crisis in 2008.
Article: "Cornell Awash in Debt
Chases Donors in 'Pay-as-You-Go' Expansion" |
offline - Michael McDonald, Bloomberg 3 July 2013
International Monetary Fund (IMF) launching courses on online university
"This first step into the world of higher education will include the topical subject of debt. The global organisation, responsible for promoting financial stability,
is going to deliver courses in partnership with the edX online university platform, set up by Harvard and the Massachusetts Institute of Technology. The IMF will run
two courses in financial policy, aimed initially at government officials, with plans to make this open to the public next year. These online university projects,
so-called MOOCs (massive open online courses), can attract hundreds of thousands of students for individual courses." |
- Sean Coughlan - BBC 21 June 2013 |
offline
Bail out universities rather than banks?
Should we be pumping money into universities as well as banks and propping up schools and colleges as well as currencies? Andreas Schleicher, the OECD's influential big thinker on international education, says that western
economies have reached a fork in the road. It's a case of up-skilling or downsizing.
"You have two choices. You can go in to the race to the bottom with China, lowering wages for low-skill jobs. Or you can try to win in innovation and competitiveness.
Once the education system is reconfigured, he says, policymakers will have to encourage businesses to shift to a better-qualified workforce and "to create disincentives for low skills". As an example, he says in
Singapore employers have a tax incentive to hire skilled staff. In Hong Kong there has been a policy of moving out low-skilled production and replacing it with more high-value industries. |
- Sean Coughlan - BBC 12 June 2013 |
offline
Florida legislation: 'Taking on Accreditors and Faculty."
Florida lawmakers advanced a bill this week intended that would allow Florida officials to accredit individual courses on their own including classes
offered by unaccredited for-profit providers. "We're saying the monopoly of the accrediting system is not designed for the world of MOOCs or other individual courses,"
said State Senator Jeff Brandes (Rep.), the bill's sponsor. MOOCs are massive open online courses, the generally free online classes offered by a handful of groups,
including some of the most elite universities in the world and for-profit companies. The legislation would create "Florida-accredited courses."
According to the bill, anyone "any individual, institution, entity or organization," it says could create a course and seek "Florida-accredited" status.
Ry Revard
- Inside Higher Ed 11 April 2013
Harvard Joins Rivals Reporting Record Low Admission Rates. Harvard, Yale, Princeton and Columbia universities reported record-low freshman admission rates for the 2013-2014 academic year as
applications climbed above or held near all-time highs. "More students are going for their reach or dream colleges through the use of the Common App," Janet Lorin |
- Bloomberg News 29 March 2013 China's Drill and Kill Education "The discrepancy between rich and poor is vast, both economically and educationally. The pressure of social status, income level and prestige is powerful. Children from families with resources take classes all day and have extra classes in the evening and weekends. And yet, according to the New York Times, 40,000 Chinese students arrive in the United States every year to attend colleges and universities, hoping for a better education and an advantage in business when they return home to China with an American degree (NYT November 03, 2011, The China Conundrum). The Western allure is surely one of the reasons Waldorf education is gaining popularity and success in China." More.
US Universities Pile on Faculty Perks as Student Costs Grow. A student rides a bicycle on the campus of Stanford University in Palo Alto, California. Stanford had $4.6 million
in housing loans outstanding to four senior administrators and faculty. John Hechinger & Michael McDonald |
offline - Bloomberg News 12 March 2013
US student loans: The trillion dollar debt trap
As the cost of a university education soars, default rates are on the rise. Some estimates say that more than five million borrowers in the US have defaulted on their student loans. Almost 375,000 people defaulted in the latest year alone,
the US Department of Education says. And those borrowers can face dire consequences. The federal government has strong tools to help recover debt from delinquent borrowers,
including garnishing 15% of their take-home pay, and retirement income, according to education finance expert Mark Kantrowitz, publisher of the FinAid and Fastweb sites.
Jill Martin, Atlanta, USA |
offline BBC 11 December 2012 Higher Education in Dynamic Asia Four Challenges. As higher education systems across Asia look forward, they face four overarching challenges: (1) Maintaining and improving education quality even in the face of serious financial constracts. (2) Increasing the relevance of curriculum and instruction at a time of rapid change in labour market needs. (3) Increasing and better utilizing the financial resources available to higher education. (4) Balancing the continued access to higher education with greater attention to equitable access and inclusiveness of higher education systems to support inclusive ecnoomic growth. Source's website | PDF Brochure by ADB Asian Development Bank, December 2012. The End of the University as We Know It. The higher ed revolution is coming. Just a few decades hence, half the 4,600 colleges and universities in the United States will have disappeared, but schools like Harvard will have millions of students. by Nathan Harden, The American Interest 11 December 2012. Can schools survive in the age of the web?
This November, the Bill and Melinda Gates foundation invested a million dollars in edX, the world's largest online learning initiative, founded by Harvard and MIT,
edX boasts a growing number of "massively open online courses" (MOOCs) aimed at bringing virtual versions of world-class higher education to hundreds of thousands
of participants. By 2013, it will offer a selection of entirely free online classes from Harvard, MIT, Berkeley and the University of Texas. A notable rival is Udacity,
another free provider of digital higher education whose existence was inspired by the enrolment of 160,000 students in its founders' online Introduction to Higher Education
Course at Stanford. Coursera, which was launched shortly after Udacity and today boasts close to two million enrolments on courses from 33 leading universities.
Other exemplars such as the Khan Academy, meanwhile, have delivered online instruction to tens of millions of willing autodidacts; not to mention the billion views
recently chalked up by TED talks.
Tom Chatfield |
offline BBC 23 November 2012
Purdue: Administrative costs on college campuses are soaring, crowding out instruction at a time of skyrocketing tuition and
$1 trillion in outstanding student loans. At Purdue and other U.S. college campuses, bureaucratic growth is pitting professors against administrators and sparking complaints that tight
budgets could be spent more efficiently. John Hechinger, Bloomberg News |
offline 14 November 2012
Elite education for the masses Brian Caffo teaches a public-health course at Johns Hopkins University
that he calls a "mathematical biostatistics boot camp." It typically draws a few dozen graduate students. Never more than 70. This fall, Caffo was swarmed. He had 15,000
students. "Massive open online courses," or MOOCs, have caught fire in academia. They offer, at no charge to anyone with Internet access, what was until now
exclusive to those who earn college admission and pay tuition. Thirty-three prominent schools, including the universities of Virginia and Maryland,
have enlisted to provide classes via Coursera.
Washington Post |
offline - 4 November 2012
How do you keep online students from cheating? Online university courses have become the Next Big Thing
for higher education, particularly in the United States, where millions of students have signed up for courses from some of the most upmarket universities. With spiralling
costs and student loan debts crossing the trillion dollar barrier this year, the online university has been seen as a way of reaching many more people for much less money.
But a major stumbling block has been how such digital courses are assessed.
BBC |
offline - 1 Oct 2012 Five reasons why US College Enrolment might be dropping Parents who are desperately trying to get their children into a top school may not believe this: U.S. higher education enrollments this fall might be lower perhaps significantly so at some institutions than they were a year ago. Bloomberg | offline - 23 October 2012
We're Hiring. Many business schools have trouble filling faculty positions When it comes to hiring, business schools are running up against one of their most basic classroom lessons-the law of supply and demand. While thousands of new schools have opened around the world in recent years, the number of new Ph.D.s in business subjects has held relatively steady, and many schools are now facing a serious shortage of well-qualified faculty. For a school to maintain accreditation with the Association to Advance Collegiate Schools of Business, at least half of its courses must be taught by Ph.D.-holding faculty who are active researchers. Widely publicized rankings also use professors' research output to help measure a school's quality. While many deans say students can learn much in courses taught by businesspeople without Ph.D.s, advocates of the traditional academic model say that without a critical mass of professors who are pushing forward the boundaries of business thinking, institutions can't give students the intellectual skills to thrive in a fast-changing economy. The AACSB estimates there are now 14,000 business schools in the world, thousands of them new institutions in regions like Asia, Latin America and Eastern Europe. Only a few run doctoral programs, which are expensive and require intensive involvement by senior faculty. Working with the AACSB, a handful of American B-schools have begun training professors with degrees in nonbusiness fields like psychology, sociology and economics to teach in business schools. The effort is producing about 60 new business professors a year, says Mr. Sorensen, whose school trains about 10. In the meantime, salaries are skyrocketing. For a nine-month-a-year job, Virginia Tech offers between $140,000 and $160,000 to new business Ph.D.s, two to three times what it pays starting professors in other fields, Mr. Sorensen says. Beth Gardiner The Wall Street Journal | offline - 17 November 2011
Citi-Fudan University Banking Courses 2011 taught by Citi's bank executives
Since 2000, Citi has been the first financial organization in China to sponsor an educational series- Citi-Fudan Banking Courses at School of Management, Fudan
University. This year, the courses will be delivered by 17 senior executives of Citi who have rich practical experience in banking and finance. The topics will
cover China’s Macro Economy, Modern Banking, Risk Management, Banking Infrastructure, Credit Card Market in China, Compliance and Investment Banking Business, etc.
There will also be in-depth discussions on case studies. This major specialized program will enable students to better understand the up-to-date development and
management skills in the banking industry. Fudan MBA Program - 28 Sept 2011
>
Ten reasons why China is different
Germany top for foreign students
Half of all Pakistani school children cannot read a sentence BBC News 9 March 2011 |
offline MS-Word
Assessment and Accreditation in Business Schools Robert S. Rubin's and Kathryn Martell's assessment states: "Undeniably, stakeholders desire some assurance that their educational
investment will provide the espoused returns institutions claim and are increasingly less willing to rely on vague promises of achievement and quality. To date, however, many institutions have been rather reluctant to
allow such external examinations of the sort being requested, choosing rather to rely on proxies (e.g., reputation, acceptance ratios, proportion of faculty with Ph.D.'s etc.) as indicators of educatinal value."
[Rubin/Martell's assessment is Chapter 19 of The SAGE Handbook of Management Learning, Education and Development by Steven J. Armstrong, Cynthia V. Fukami. eds. (2009) is
uploaded at eHow family March 4, 2011.]
Asia Seeks Its Own Brand of Business Schools
Under a campaign to globalize curricula, faculty, and ways of thinking by students, top universities in the country have rebuilt their programs by modeling themselves
largely on leading business schools in the U.S. "Globalization is our new mission," says Jang Hasung, dean of Korea University Business School. Now these Korean
universities want to join other Asian B-schools in Hong Kong, Singapore, and China to compete directly with European and U.S. B-schools. That's because Asia has
emerged as home for a growing number of multinational corporations that generate many highly paid jobs. "With the center of gravity in the global economy shifting
to Asia, it's just natural for students from the U.S. and Europe to seek Asian experiences and networking opportunities through business schools in Asia," says Suh Kil
Soo, associate dean at Yonsei University Graduate School of Business, which is developing a program emphasizing case studies of the chaebol, Korea's family-controlled
conglomerates Moon Ihlwan BloombergBusinessweek |
offline - 08 May 2009
The Holistic Curriculum in Higher Education - Keynote address presented at the Annual Scientific Conference
Abai Almaty State University, 30th April 2008 by Michael Schemmann. "It is the mark of an educated mind to
be able to entertain a thought without accepting it." (Aristotle) I draw my inspiration and energy from the roots of a
holistic education in Rudolf Steiner’s Waldorf Schools in Basel, Switzerland and Kassel, Germany and a senior year
as a foreign exchange students in high school in Wayne, in Philadelphia’s wealthy suburb on the Pennsylvania Main Line,
followed by a bank apprenticeship and ten year’s of on-the-job training and promotion, until I entered business school and
eventually university to take out an MBA and then a PhD and became a Certified Public Accountant in the State of Washington, USA.
In many business schools, the bottom line is in English Doreen Carvajal in
The New York Times 10 April 2007
The Future of Flagship University Robert M. Berdahl, Chancellor, University of California, Berkeley: "My concern is that flagship universities
are in peril today and I believe that the educational and political leadership of our states must generate the political will to secure the future of these investments."
"But I am convinced that a key answer lies in the fact that, as the great German physicist Max Planck observed long ago, each new scientific discovery costs more than the last."
"Or consider the start-up costs of a new faculty member in the sciences or engineering. Depending on the need to renovate laboratories, these costs can run from a minimum of
$100,000 to as much as $2 million.
Research universities cost a great deal of money. They also take a long time to build. When John D. Rockefeller first considered building the University of Chicago,
he visited President Eliot at Harvard to ask what was required to build a great university. Eliot replied, "Fifty million dollars and two hundred years." |