Where should we draw the line between normal data gathering about university students–with the intent of helping them, of course–and outright intrusiveness?
King’s College London’s Alexandre Afonso looks at the so-called marketization of higher education with disdain–not because of its advent but because it hasn’t gone far enough.
In the past 15 years and across successive governments in the United Kingdom, the concept of value for money has been internalized throughout higher education. Here, the author of “Consuming Higher Education: Why Learning Can’t Be Bought” outlines why it is a problem to use student choice and value for money as a means of holding universities to account.
Some of the top institutions in Europe have dropped down the annual Times Higher Education World University Rankings for 2013. The UK and US continue to dominate while leaders in France, Germany, Netherlands, Russia, Belgium, Ireland and Austria have seen their stars fade. The results are likely to spur on advocates of a scheme to produce a measurement of university excellence that better reflects the strengths of universities outside the US and UK.
Taking the top spot in the THE rankings for the third year in a row is the California Institute of Technology. Oxford has also maintained its position in joint second place but in a tussle between the East and West coasts of the US, Harvard has pushed Stanford into fourth place, having regained its position next to Oxford at number two.
Dr. Sanjay Sharma, of the University of Vermont, discusses the ways a Dean can provide support for sustainability research and initiatives in the […]
Why academics’ misunderstanding of the epistemology and politics of science is leading them to silently and uncritically support the politics of the powers that be.
Do the Humanities not have an intellectual basis as legitimate and rigorous as that of the natural and social sciences? And are not the Humanities in fact an essential part of higher education? Try considering the Humanities as a form of Human Relations.
The humanities and social sciences in America could use a white knight, but instead they got a white elephant.
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
Young Scholars Can’t Take the Field in Game of Academic Metrics
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Canada’s Storytellers Challenge Seeks Compelling Narratives About Student Research
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Tom Burns, 1959-2024: A Pioneer in Learning Development
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Innovation
NAS Report Examines Nexus of AI and Workplace
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When Do You Need to Trust a GenAI’s Input to Your Innovation Process?
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The Authors of ‘Artificial Intelligence and Work’ on Future Risk
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