There are at least 12 university rankings that claim to be global, and in this video Michelle Stack focuses on the big three — the Times Higher Education, QS, and the Academic Ranking of World Universities. She asks what does being a “top-ranked” university mean to students? And who decides this ranking anyway?
Is it possible, asks our Michelle Stack, to have an excellent university that is inequitable?
On the 26th anniversary of what has become known as the Montreal Massacre, our Michelle Stack once again commits to confront the ubiquity of interconnected structural violence in its many forms.
We need more research that analyzes the relationship between university rankings, citation indexes, and academic publishers, argues Michelle L. Stack.
Universities around the world are impacted by narrow definitions of world-class education, but a just-concluded trip o India reminded our Michelle Stack that institutions individually and through international collaborations can and do make choices that mitigate or increase inequity.
When universities make note of how they ‘mobilize knowledge,’ they tend to focus on a select group of activities for an equally select audience. That’s a disservice.
In his recent encyclical that made waves for addressing climate change, notes our blogger Michelle Stack, Pope Francis also spoke about the current emphasis on education as a consumer product that focuses on “self-interested pragmatism.”
Social Science Space’s newest core blogger takes a look at how industry has an outsize stake in the business of ranking universities. Has academe gotten in deeper than it bargained for?
Drawing on discussions with academics who have oriented their work around public engagement and social impact, Daniel Pearson suggests these academics present an opportunity to rethink the existing structures of reward and recognition in higher education. “We are, as a species, addicted to story,” says English professor Jonathan Gottschall in his book, The Storytelling Animal. “Even when the […] Tom Burns, whose combination of play — and plays – with teaching in higher education added a light, collaborative and engaging model […] A 2024 report by the National Academies explores the latest advances in artificial intelligence (AI) technology and their potential effects on economic productivity, job stability, and income inequality. It also highlights key research opportunities and data needs to help workers and policymakers adapt to the evolving AI landscape. In this post, co-authors Frank T. Piller, Tucker J. Marion, and Mahdi Srour reflect on the inspiration behind their research article, “Generative […] During the final stages of editing the proofs for Artificial Intelligence and Work: Transforming Work, Organizations, and Society in an Age of Insecurity, […]
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Impact
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Tom Burns, 1959-2024: A Pioneer in Learning Development
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Innovation
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