Future of the university, university of the future

The changing times are creating both challenges and opportunities for universities. In a Daily Star article titled “The Future of the University, the University of the Future,” the author discusses how universities can adapt to stay relevant in the 21st century.

The author emphasizes the need for universities to embrace digital technology and personalized learning experiences. As the article states, “Universities need to break away from the traditional model of education and embrace a new way of learning that leverages the power of technology.”

One way to achieve this is through the use of artificial intelligence (AI) and machine learning to create adaptive learning environments that cater to individual students’ needs. The author suggests that “With AI and machine learning, universities can create personalized learning experiences that adapt to the unique needs of each student.”

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Americans’ Confidence in Higher Ed Drops Sharply

By  Karin Fischer

Public confidence in higher education’s ability to lead America in a positive direction has sunk steeply in recent years, falling 14 percentage points just since 2020.

Two years ago, more than two-thirds of Americans said colleges were having a positive effect on the country, according to a survey conducted by New America. In the most recent version of the survey, released Tuesday, barely half agreed.

As with other recent public-opinion polling, New America’s findings reveal a yawning partisan gap. While nearly three-quarters of Democrats saw higher education’s contributions in a positive light, just 37 percent of Republicans did.

Yet the think tank’s annual Varying Degrees survey found that a strong majority, more than 75 percent, thought that some education beyond high school offered a good return on investment for students. And public perception of online education improved markedly in the latest poll, with nearly half of Americans saying it was comparable in quality to in-person education, up from just a third in 2021.

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The University in Ruins

The “innovations” that promise to save higher ed are a farce.

By Johann N. Neem

Universities might be facing a moment similar to what befell early modern English monasteries under Henry VIII. For generations, Ronald G. Musto explains in The Attack on Higher Education (2021), monasteries were the center of English intellectual and religious life. They were innovators that developed new ideas. But, following the dissolution acts of 1535 and 1539, “the monasteries’ daily routines, chants, liturgical hours, processions, rituals, instructions, and labors concentrated in particular places simply ceased to exist.”

Could the same happen to universities?

It’s already happening. Today, we walk among the ruins of an institution that once had a larger purpose. It’s not clear what role universities should play in society, and to what or to whom they are accountable, other than their corporate interests.

To some, that’s not a problem, at least according to Arthur Levine and Scott J. Van Pelt in The Great Upheaval (2021). They see higher education undergoing the same transformation that reshaped the music, film, and newspaper industries. Rather than place-based education overseen by tenured professors, they anticipate “the rise of anytime, anyplace, consumer-driven content and source agnostic, unbundled, personalized education paid for by subscription.”

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College enrollment is lower now than it’s been at any time in the last half-century


Jesse James 
Oct 26th, 2021 3:31 pm

You know college—the hugely expensive four-to-six year investment of time and resources that many students spend their entire lifetimes paying off? Yeah for some reason more people are opting out of it.

College enrollment was supposed to bounce back this fall. Instead, more students opted out.

Nationwide, fewer students went back to school again this year, dragging undergraduate enrollment down another 3.2% from last year, according to a new report from the National Student Clearinghouse Research Center that’s based on early data from colleges. There were roughly 17.5 million students enrolled as of the last tally.

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Why the Business Education of the Future Won’t be at Wharton or Stanford

In that same study, 97% of companies said customer education impacts their overall revenue by increasing brand awareness, boosting product usage and decreasing churn. Yet 68% believe they could be using customer education to derive even more value—a gap that Academy Builders aims to fill.

By Emily Hubbell

As you read this article, 31.7 million small businesses are operating across the United States, delivering the goods and services that fuel a strong economy. The lifeblood of the nation, these small businesses employ 60.6 million workers; that’s nearly 50% of all U.S. employees. They create two-thirds of new jobs and represent 44% of our domestic economic activity.. Think those statistics are impressive? Get ready to watch them explode.

Before COVID-19, Bain & Company predicted that the number of entrepreneurs and small businesses in the U.S. would skyrocket to 70 million by 2030. Now, the number of Americans who own a company could eclipse 100 million in that same timeframe—a shift triggered more by necessity than opportunity. Artificial intelligence could eliminate more than 20% of current jobs by the end of the decade. And then there’s the recession, which has historically inspired high levels of entrepreneurship. But no matter the impetus for starting a business, there’s one common thread: More entrepreneurs than ever are entering the role unprepared—and unable to afford business school as a source of training.

Business owners are good for the economy. They fuel innovation, increase competition and create high-quality jobs. But as the number of entrepreneurs skyrockets, it raises a critical question: How can we educate small business owners affordably and at scale? For a growing group of innovators, the answer is “customer education:” a market segment that shifts small business training away from universities and toward the companies that entrepreneurs do business with. Among the leaders shaping this emerging space is Scott Duffy, whose Academy Builders, Inc., is launching as the race to disrupt entrepreneur education accelerates.

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These 10 Colleges Have Produced The Most Billionaire Alumni

By Kenrick Cai

American universities dominate, but it’s not all Ivy Leaguers on the 2021 World’s Billionaires list.

The 2,755 people on Forbes’ 2021 World’s Billionaires list received their undergraduate degrees all over the world, from Al-Azhar University in Egypt to the Zhejiang University of Technology in China. Hundreds did not attend college at all, or left before obtaining a diploma, including a pair of Harvard dropouts who are among the five richest people in the world: Bill Gates and Mark Zuckerberg.

But among the billionaires who completed their undergraduate education, a few schools stand out. Harvard leads the way, with at least 29 billionaire alumni on the Forbes list. (We found information about the undergraduate education of a majority, but not all, of the list members.) Four other Ivy League universities make the top ten. Nine of these ten schools are located in the United States—MIT and a trio of California schools round out the American colleges—although their alumni hold diverse citizenship, from Colombia to Ireland to the Philippines. The lone non-U.S. school? The University of Mumbai, a public university in India that is one of the largest colleges in the world by enrollment. Just missing the cut are South Korea’s Seoul National University and China’s Tsinghua University.

Here are the ten colleges with the most billionaire undergraduate alumni, based on education data collected by Forbes; net worths are as of March 5, 2021.

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How Google’s New Career Certificates Could Disrupt the College Degree (Exclusive)

BY JUSTIN BARISO@JUSTINJBARISO

Get a first look at Google’s new certificate programs and a new feature of Google Search designed to help job seekers everywhere.

This morning, Google is announcing the next steps in its plan to disrupt the world of education, including the launch of new certificate programs that are designed to help people bridge any skills gap and get qualifications in high-paying, high-growth job fields–with one noteworthy feature: 

No college degree necessary.

The new tools could be a game changer for a growing number of people who consider the current educational system broken, or for the millions of Americans who are currently unemployed, much due to fallout from the Covid-19 pandemic.

“The pandemic has led to a truly horrible year,” Alphabet and Google CEO Sundar Pichai tells Inc. in an interview. “But it has also created profound shifts along the journey to digital transformation in ways no one could have imagined.”

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Reimagining higher education in the United States

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As education leaders consider their options in the age of the COVID-19 crisis, they must rethink the conventional wisdom.

Higher education in the United States is at an inflection point. The core mission of the university—instruction, research, and service—has not changed. Nor has the need for advanced education to prepare individuals for a fulfilling life and to drive the knowledge economy. For individuals, the economic benefit of earning a college degree remains clear. College graduates are on average wealthier, healthier, and happier over a lifetime.1

Even before the COVID-19 crisis, however, the higher-education sector faced significant challenges. Consider student completion: only 60 percent of all those who started college actually earned a degree within six years in 2017 (the latest year for which data is available). The figures are even worse for Black (39.9 percent) and Hispanic (54.4 percent) students. Other troubling disparities persist. In student enrollment, for example, 69 percent of white high-school graduates enroll in college, compared with 59 percent of Black high-schoolers and 61 percent of Hispanics. Furthermore, the level of student debt is rising, while repayment rates plummet, creating a potentially unsustainable burden for many students.

The pandemic is intensifying these challenges and creating new ones. Students and their families are struggling with the impact of campus shutdowns and questioning whether it is worth it to pay for an on-campus experience when much of the instruction is being done remotely. Under these circumstances, the risk of outcome inequities—from completion to employment to lifetime earnings—could worsen. For example, evidence suggests that lower-income students are 55 percent more likely than their higher-income peers to delay graduation2 due to the COVID-19 crisis. Underpinning all of these challenges is a business model at its breaking point, as institutions face falling revenues and rising health-and-safety costs.

In short, the coronavirus has confirmed the case for fast and fundamental change. It has also demonstrated that change is possible. When the pandemic hit, many US colleges and universities moved quickly to remote learning and other delivery models, launched affordability initiatives, and found creative ways to support their students. Now is the time to build on these lessons to reimagine the next five to ten years and beyond.

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The Economic Model of Higher Education Was Already Broken. Here’s Why the Pandemic May Destroy It for Good

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Logan Armstrong, a Cincinnati junior, works while sitting inside a painted circle on the lawn of the Oval during the first day of fall classes on at Ohio State University on Aug. 25, 2020.

Karabell is an author, investor, and commentator. He is the president of River Twice Research. His forthcoming book is Inside Money: Brown Brothers Harriman and the American Way of Power.

With the fall semester upon us, colleges and universities unveiled their plans for students—and many are just as quickly upending those plans. The University of North Carolina and Notre Dame recently announced they were changing their on campus plans as COVID-19 cases spiked. Many other universities are sure to follow. Already, universities ranging from Syracuse to Ohio State are suspending hundreds of students for violating social distancing rules, while COVID-19 outbreaks are on the rise on campuses such as the University of Alabama. While there is considerable variety in the actual plans, ranging from mostly in-person to all virtual, they all share one imperative: to maintain an economic model that is as imperiled by the pandemic as the hardest hit service industries.

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Why College is never coming back

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 Here’s some great news: one of America’s most broken industries is finally being exposed as a sham. And make no mistake, the end of college as we know it is a great thing.

It’s great for families, who’ll save money and take on less debt putting kids through school. It’s great for kids, who’ll no longer be lured into the socialist indoctrination centers that many American campuses have become. And as I’ll show you, it’s great for investors, who stand to make a killing on the companies that’ll disrupt college for good.

But Stephen, how can you be against education?! I love learning, but I hate what college has become. As recently as 1980, you could get a four-year bachelor’s degree at a public school for less than $10,000. These days, it’ll cost you $40,000 at a minimum, $140,000 for a private school, or well over $250,000 for a top school.

College costs have ballooned beyond all reason. They’ve risen even faster than healthcare costs, which is really saying something. Kids are burying themselves in debt—$1.6 trillion at last count—in order to attend college.

When I wrote about this last year, I had little hope things would change anytime soon. Why? It’s a tough sell to convince an 18-year-old kid not to attend the four-year party all his friends are going to, especially when the US government is financing it through student loans.

But a Lightning Bolt of Disruption Just Fried the Business Model of College.

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This chart predicts which colleges will survive the Coronavirus

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Universities are an expensive operation with a relatively inflexible cost structure, and it’s forcing many schools to make poor choices

Our fumbling, incompetent response to the pandemic continues. In six weeks, a key component of our society is in line to become the next vector of contagion: higher education. Right now, half of colleges and universities plan to offer in-person classes, something resembling a normal college experience, this fall. This cannot happen. In-person classes should be minimal, ideally none.

The economic circumstances for many of these schools are dire, and administrators will need imagination — and taxpayer dollars — to avoid burning the village to save it. Per current plans, hundreds of colleges will perish.

There is a dangerous conflation of the discussion about K-12 and university reopenings. The two are starkly different. There are strong reasons to reopen K-12, and there are stronger reasons to keep universities shuttered. University leadership needs to evolve from denial (“It’s business as usual”) and past bargaining (“We’ll have a hybrid model with some classes in person”) to citizenship (“We are the warriors against this virus, not its enablers”).

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Study: Only 18% of data science students are learning about AI ethics

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The neglect of AI ethics extends from universities to industry

 A study by data science firm Anaconda found an absence of AI ethics initiatives in both academia and industry.

Amid a growing backlash over AI‘s racial and gender biases, numerous tech giants are launching their own ethics initiatives — of dubious intent.

The schemes are billed as altruistic efforts to make tech serve humanity. But critics argue their main concern is evading regulation and scrutiny through “ethics washing.”

At least we can rely on universities to teach the next generation of computer scientists to make. Right? Apparently not, according to a new survey of 2,360 data science students, academics, and professionals by software firm Anaconda.

Only 15% of instructors and professors said they’re teaching AI ethics, and just 18% of students indicated they’re learning about the subject.

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