How can universities train our scientists, technologists and engineers to engage with society rather than perform as cogs in the engine of economic development? Author Richard Lachman asks for educational system to require STEM students to take art and humanities courses, not as an attempt to “broaden minds” but as a necessary discussion of morals, ethics and responsibility.
The big questions posed by our digital future sit at the intersection of technology and ethics. This is complex territory that requires input from experts in many different fields, including the social sciences, if we are to navigate it successfully. A new report makes an effort to give a first draft of that necessary input.
Starting in 2018, Australian universities will be required to prove their research provides concrete benefits for taxpayers and the government, who fund it.
It is time, argues Andrew Craig, for the Canadian government to demonstrate they are moving ahead with all recommendations from the Naylor report — Canada’s Fundamental science review — to return balance and support Canadian science in all its wonderful diversity.
STEM programs are critical components of universities’ curricular and research missions, but so, too, notes Paul Axelrod, are the liberal arts. And these programs should not be marginalized in market-driven, academic prioritization schemes.
While Halloween is always an exciting time for candy manufacturers, costume sellers and youngsters who are often allowed a small binge in candy consumption, a different group of people also lick their lips in anticipation — behavioral scientists.
Having worked in academia for the past 30 years and currently serving as vice president of the Academy of Science of South Africa, Brenda Wingfield says she believes peer review and the publication process is perhaps more important than ever in this era of ‘fake news’ – and not just for scientists and academics.
The response on many universities to a high tide of intolerance has been to limit free speech. That, says James Turk, is exactly the wrong response.
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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