higher ed in the new learning economy...©2016 eab •all rights reserved • eab.com •34252b. 5....
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©2016 EAB • All Rights Reserved • eab.com • 34252B
Higher Ed in the New Learning Economy
South Carolina Association of Colleges & EmployersMay 24, 2019
Innovative Credential and Experiential Learning Models
Carla HickmanExecutive Director, EAB Research
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©2016 EAB • All Rights Reserved • eab.com • 34252B
ROAD MAP2
Great Recession’s Long Shadow1
2 Emergence of the New Learning Economy
3 Strategies for Credential and Experiential Education Design
4 Coda: The Future of Higher Education
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3
What Subjects Should We Teach?
How Should We Teach?
Is Education Preparing Students for Work and Life?
Election Year Rhetoric
“Welders make more money than philosophers. We need more welders and less philosophers.”
- Marco Rubio, GOP Presidential Debate
Fact Check
• By most averages, philosophy majors have higher average earnings
• False dichotomy between vocational and liberal arts
“Lecture Me. Really.” (Oct. 2015)
Defends lecture’s unique ability to model sustained, complex argumentation
“Colleges Reinvent Classes to Keep More Students in Science” (Dec. 2014)
Profiles of student success benefits of active learning
Welders vs. Philosophers
Sage on the Stage vs. Guide on the Side
Future of the Degree at Risk Due to New Alternatives?
What Your Board Member Read on Her Last Flight
“The Degree is Doomed” (Jan. 2014)
“The Next Assault on the Ivory Tower: Unbundling the College Degree” (Mar. 2014)
“The Case for ‘Unbundling’ Higher Education” (May 2015)
What Should Learning Look Like in the 21st Century?
http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjY5rKmnqLJAhUEMSYKHTOAAQwQjRwIBw&url=http://kirstenott.co/home/portfolio/&bvm=bv.108194040,d.cWw&psig=AFQjCNEwZXd9I_3GOeT_B5UdNVfarULPCg&ust=1448220045007756http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjY5rKmnqLJAhUEMSYKHTOAAQwQjRwIBw&url=http://kirstenott.co/home/portfolio/&bvm=bv.108194040,d.cWw&psig=AFQjCNEwZXd9I_3GOeT_B5UdNVfarULPCg&ust=1448220045007756http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwieq-uTs6LJAhUBQiYKHXb2B7wQjRwIBw&url=http://www.hbs.edu/faculty/Pages/profile.aspx?facId=396876&psig=AFQjCNHDaqUqul807JGOfNYM7sLYG7Ge3w&ust=1448225637066606http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwj3_YHMs6LJAhXDWCYKHf_kBmIQjRwIBw&url=http://greece.ashoka.org/ashoka-future-forward-innovation-challenge-winners-named-forbes-africas-top-30&psig=AFQjCNGtUYKiUgUWX7adPWBywZ3HAjRydg&ust=1448225747982525http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjj-Pjns6LJAhXLMSYKHSiLDMwQjRwIBw&url=http://www.wsj.com/itp&psig=AFQjCNH8Xq074DvISPWOBgjxEpAmJRdB7Q&ust=1448225837127660
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4A Drumbeat of Critiques
Source: “Is College a Lousy Investment,” Newsweek, September 2012; EAB interviews and analysis.
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What’s Different Today
No Longer a Theoretical Question
Source: “Who Needs College,” Newsweek, April 1976; “Public University Costs Soar,” March 16, 2013; Federal Reserve Bank of New York.
Alarmist Headlines All Too Familiar…
…But More Urgent Pressures Today
April 1976
0
500
1,000
1,500
2003 2005 2007 2009 2011 2013
Credit card debt $660 billion
Student debt$1.5 trillion
Total US Student Loan and Credit Card Debt, in Billions
Today’s Trillion Dollar Problem
U.S. Competitive Edge Under Threat?
OECD Rankings
19 in college graduate rate (compared to 1st in 1995)
14 in problem-solving skills
16 in adult literacy
“By all estimates, the rising costs of college have been paced by diminished economic returns on the college investment.”
“As much as 27 per cent of the nation's work force may now be made up of people who are "overeducated" for the jobs they hold.”
And 40 years before Rubio’s comment: Newsweek chronicles an English Ph.D. working as a welder
Debt + Uncertain Outcomes = New Outcomes and Accountability Focus
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What Recovery?
The Fragile Family Balance Sheet
Source: EAB interviews and analysis.
The Diminishing Middle Class
“The middle class is shrinking just about everywhere in America”(May 2016)
A Nation Without Savings
Heard by Admissions Directors Daily
"Your school is great, but I can't afford it. We're here because I haven't told my child that we had to spend all our savings a few years ago."
39%Median fall of family net worth between 2007 and 2010
1 in 3Families save income not expended at year’s end
1 in 6Families have a non-retirement financial asset (CDs, savings, bonds, stocks)
"If we pay for our daughter's college now, how will we able to afford our son's college a few years from now?"
“Middle class no longer dominates in the U.S.”(Dec. 2015)
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Great Recession Had Lasting Impact on Young Professionals
Professional Ed Enrollments Skewing Younger as Underemployment Persists
Great Recession Casts Long Shadow
Source: Alyssa Davis, Will Kimball, and Heidi Shierholz,“The Weak Economy Is Idling Too Many Young Graduates,” Economic Policy Institute, May 2014; Gould, Elise, “Job Seekers Ratio Holds Steady at 2-1,” Economic Policy Institute, November 2014; Nicholas Fino, Heidi Shierholz, and Natalie Sabadish, “The Class of 2013: Young Graduates Still Face Dim Job Prospects,” Economic Policy Institute, April 2013.
5%
10%
15%
20%
2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Percent Unemployed Percent Underemployed
1.4M
Un- and Underemployment by Graduation Year
college graduates
3-5Years of
underemployment Millennials typically
endure before seeking retraining opportunities
26Average age of
cont. ed students in large urban centers
In Search of Marketable Skills
The “Lost Class”
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8
Our Largest Generation Prepares to Overtake the Workforce
First Wave of Millennials at Mid-Career
Source: “The Millennial Generation Research Review”, National Chamber Foundation, 2012; Jessica Brack, “Maximizing Millennials in the Workplace,” UNC Kenan-Flagler Business School, 2012; Ray Williams, “Like it or not, Millennials will change the workplace,” Financial Post, 2013; Jeanne Meister, “Job Hopping Is the 'New Normal' for Millennials: Three Ways to Prevent a Human Resource Nightmare,” Forbes, 2012; “Infographic: Millennial Entrepreneurship Ascending,” Rasmussen College, 2013.
Coming to an Office Near You
34% of Workforce
75% of Workforce
46% of Workforce
2014
2020
2025
… And Looking for Their Next Role
80MMillennials in the US, born 1980-1999
Years Millennials plan to stay in one role< 3
Millennials not engaged at their current job53%
Boomers retire
Last Millennials graduate from college
“Those with a high school diploma or less are more likely to be engaged in their work than those with a college degree.”
Gallup, 2013
Educated but Not Engaged
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9Preparing for a “Portfolio Career”
Certificates Poised to Be Credential of Choice
Job Loyalty Is a Thing of the Past
Number of Jobs Held Over Lifetime
11
20
Boomer
GenY
Average student loan debt for 2013 college graduates
$30K
Already Influencing Decisions
Certificate vs. Degree Conferral, 2007-2012
(3%)
(18%)
0
5
10
15
20
25
Perc
ent C
hange
2007 2012
Master’s
Graduate Certificate
Non-Credit?
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ROAD MAP10
Great Recession’s Long Shadow1
2 Emergence of the New Learning Economy
3 Strategies for Credential and Experiential Education Design
4 Coda: The Future of Higher Education
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Redefining the Outcomes Conversation
The New Learning Economy
Source: “The Learning Economy”, Fellowship of Mind, 2013.
B.A. LundvallDanish Economist
Economic value from knowledge of a topic, skill, or process not held by others
Economic value from gathering, adapting, and applying knowledge from diverse sources
Learning Economy
Knowledge Economy
Networks even more important—for individuals and organizations
Traditional siloes of knowledge less relevant
Constant skill and information acquisition needed
• Learning to learn—and apply knowledge
• Lifelong education
• Taking advantage of knowledge networks in higher education
New Strategies
http://www.google.com/url?sa=i&source=imgres&cd=&cad=rja&uact=8&ved=0ahUKEwiEs7vNtrbJAhXKbj4KHezzCs0QjRwICTAA&url=http://www.som.zju.edu.cn/niim/globelics/program-lundvall.php&psig=AFQjCNHX8w8aM37NPy4kMOVBNjsS8LVUjg&ust=1448913786129349
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A Dynamic Economy Requires Workers with Skills to Reinvent Their Careers
Source: Carnevale A et al, Recovery, Georgetown University Center on Education and the Workforce, June 2013; Berriman R, “Will Robots Steal Our Jobs?” PricewaterhouseCoopers, March 2017, http://www.pwc.co.uk/economic-services/ukeo/pwcukeo-section-4-automation-march-2017-v2.pdf; ManpowerGroup, “The Skills Revolution,” http://www.manpowergroup.com/wps/wcm/connect/5943478f-69d4-4512-83d8-36bfa6308f1b/MG_Skills_Revolution_FINAL.pdf?MOD=AJPERES&CACHEID=5943478f-69d4-4512-83d8-36bfa6308f1b; EdSurge, July 2017, https://www.edsurge.com/news/2017-07-20-how-many-times-will-people-change-jobs-the-myth-of-the-endlessly-job-hopping-millennial; The Economist (1/12/17), https://www.economist.com/news/special-report/21714169-technological-change-demands-stronger-and-more-continuous-connections-between-education; EAB interviews and analysis.
Lifelong Learning More Essential Than Ever
• 24M new positions created
• Automation creating more jobs by reducing costs and boosting demand
• 31M openings due to expected boomer retirements
US Economy Expected to Create 55M Jobs by 2020
Strong Job Growth Outlook…
…And a Trend Towards Frequent Job Changes Yields Need for Continuous (Re)Learning
• Skills cycles are shorter than ever and 65% of the jobs Gen Z will perform do not even exist yet
• Millennials and Gen Z should expect to make an average of 12-15 job changes over their lifetime
• One in three workers in their twenties changes occupations annually, compared with one in 10 in previous generations
Continuous Career Reinvention Is Now The Default
Lifelong Learning As an Economic Imperative
“A college degree at the start of a working career does not answer the need for the continuous acquisition of new skills, especially as career spans are lengthening.”
The Economist, January 2017
Careers—Not Jobs—of the Future
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Preparing the T-Shaped Professional
Sources: MGI, Jobs Lost, Jobs Gained: Workforce Transitions in a Time of Automation, 2017; Deane, Daniela, “Expert: Todays’ children will need to work until the age of 100 at 40 different jobs,” Washington Post, 7 Oct 2015; EAB research and interviews.
Getting Beyond the Education vs Training Debate
Universal Competencies in leadership, empathy, cross-cultural experience
Masteryof a skill, process,
product, or body of
knowledge
Pro
mote
s In
novatio
n
Promotes Collaboration
“T-Shaped Professional” Requires Both Education and Training
Evolution of the “T”: Competencies Plus Multiple Spikes of Technical Expertise
Universal Competencies
Technic
al skills
People in the U.S. who will need to switch occupational categories by 2030
16MNumber of jobs futurists predict GenZers will hold over their lifetime
40
Rates of skill change within jobs will require training at different depths and in different technical skills throughout career
Depth in a discipline matters up the ladder, giving employees more insight into larger systems.
Breadth necessary for advancement. Even initially lead to more time spent problem-solving and consensus-building.
Intersection between specialized and universal skills most important (and difficult) in leadership roles.
https://www.eab.com/
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Top of the T – Beyond Perennial “Kids These Days” Complaints
Why the “Soft Skills” Problem is Greater Today
Source: Josh Bersin, “Millennials Will Soon Rule The World: But How Will They Lead?,” Forbes, September 12, 2013; Peter Capelli, Will College Pay Off?, Public Affairs, New York, 2015.
…While External and Societal Forces Lead to Generational Shifts
Higher Demands in Early Career…
…With Less Employer-Provided Training…
(2015)
Younger generations lacking professional skills due to….
• Helicopter parenting
• “All styles equally valid” mentality and expectations
• Teaching to the test
21% of U.S. employees received any formal training in five-year period (Accenture)
…And Most Common Training Topics? Workplace Safety or How to Work New Copiers
College Grad Multi-Year Employee Training
✓ Classroom education on business and management basics
✓ Short-term rotations
✓ Coaching and mentoring
Post World War II
Today
Millennials already in leadership positions
50%
41%Young leaders with four or more direct reports (44% only have 3-5 years of work experience)
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Data Scientist
Data Analyst
Career Lattice Program Need Mapping
Career Pathways More Dynamic than Ever
Source: “Salaries of Data Scientists,” Burtch Works Executive Recruiting, Apr. 2016; Burning Glass Labor/Insight; EAB interviews and analysis.
“Analytics Work” “Analytics in Work”
Senior Data ScientistData Scientist Team Manager
Citizen Data Scientist
C-Suite
Director, VP Function/Division
Legend: MS Certificate Bootcamp Exec Ed
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How to Respond
Reclaiming Our Value
Liberal arts vs. specialized skills
Liberal arts and specialized skills complement one another
Master’s degrees vs. micro-credentials
Lifelong learners -- and employers -- understand value of both longer programs and shorter, just-in-time courses
Currently Dominating the Outcomes Conversations
Move from today’s narrow ROI outcomes conversation to larger “return on education”
Where We Need to Articulate and Enhance Our Value
Either/Or Both/And
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©2016 EAB • All Rights Reserved • eab.com • 34252B
ROAD MAP17
Great Recession’s Long Shadow1
2 Emergence of the New Learning Economy
3Strategies for Credential and Experiential
Education Design
4 Coda: The Future of Higher Education
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©2016 EAB • All Rights Reserved • eab.com • 34252B
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Students Struggle to Articulate Applicability of Academic Experiences
Source: EAB interviews and analysis.
“Tell Me Why You’re Qualified”
General Education
Experiential Learning
Individual Courses
College Degree
“I got an A in chemistry.”
“I have a bachelor’s degree.”??
??
??
??“I completed my core courses.”
“I spent a semester in Paris. It was fun!”
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No-Course-Redesign-Necessary Competency Mapping
A Light (But Critical) Lift for Faculty
Our Own Students Can’t Articulate Value
Helping Students Communicate Non-Content Skills Gained in the Classroom
Source: EAB interviews and analysis; Rhonda Joy, Rob Shea, Karen Youden Walsh, “Advancing Career Integrated Learning at Memorial,” Lecture, Cannexus, 2013; “The Liberal Arts in an Era of Underemployment,” Panel, Harvard University, June 18, 2015; Karen Arenson, “New In Liberal Arts: Intro to Job Market”, The New York Times, June, 19, 2004.
“With a liberal education, you should be developing certain skills. But we’re not helping students understand they’re developing those skills. Students say, ‘I took a course in Milton’ or ‘I played soccer’ rather than ‘I understand how to interpret difficult texts,’ or ‘I developed teamwork.”
Georgia Nugent, Former President, Kenyon College
Sample Syllabus – English 111
Class Participation – 10%
Students are expected to attend, be prepared, and actively participate.
Presentation – 30%Students will form groups and present on a course topic.
Portfolio – 30%
Students keep a journal to record reading, reflections, and experiences.
Competencies Developed by Deans, Faculty, and Administrators
❑ Working within the dynamic of a group
❑ Research skills
❑ Oral presentation skills
❑ Leadership skills
❑ Ability to work within a time frame
❑ Critical thinking skills
No course redesign necessary; faculty map existing lessons to competencies
Final Exam – 25%
Written exam taken in class at the end of the semester.
''We continue to think that a liberal arts education is valuable in the new economy. But it is important for students to know the language -- the jargon -- when they go on the job market.'‘
Adam Weinberg, former Dean of the College,
Colgate University
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Source: Brandon Busteed and Sean Seymour, “Many College Graduates Not Equipped for Workplace Success,” Business Journal, 2015.
Experiential Education at Scale Still Elusive
“Big Six” ExperienceOdds of being engaged at work if graduates had this experience
Strongly agree they had this experience
Had at least one professor who madethem excited about learning
2.0x higher 63%
Had professors who cared about them as a person
1.9x higher 27%
Had a mentor who encouraged them to pursue their goals and dreams
2.2x higher 22%
Worked on a project that took a semester or more to complete
1.8x higher 29%
Had an internship or job that allowedthem to apply what they were learning in the classroom
2.0x higher 29%
Was extremely active in extracurricular activities and organizations
1.8x higher 20%
Closer Industry Ties Can Create Meaningful Experiences That Students Aren’t Receiving
Experiences with high impact but low execution can be provided through strong regional employer partnerships
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Queen’s University’s Co-Curricular Planning Tool
Sources: Queen’s University, “Major Maps,” http://careers.queensu.ca/students/wondering-about-career-options/major-maps-2015; EAB interviews and analysis.
Beyond the Degree Plan
Year-by-year path through curricular, co-curricular options
Career ideas in diverse fields
Focus on experiential, service learning
Map serves as gateway to online resources
http://careers.queensu.ca/students/wondering-about-career-options/major-maps-2015
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Integrated Maps Emphasize the Value of Experiential Learning
Co-Curricular Planning Tool
Sources: Queen’s University, “Major Maps,” http://careers.queensu.ca/students/wondering-about-career-options/major-maps-2015; EAB interviews and analysis.
Emphasizing High Demand Skills
Emphasis on skill-building potential of clubs and activities
Summary of in-demand skills
List of skills gained in the specific major
• Maps developed by Career Services, Faculties and Departments, Students
• Revised annually
65K+ Views in the first year
89%Surveyed students agreed that the major maps help them be more aware of experiential learning opportunities
95%Surveyed students agreed that the maps help them understand the skills and careers associated with programs
http://careers.queensu.ca/students/wondering-about-career-options/major-maps-2015
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Incentives Encourage Student Action on Major Map Recommendations
Sources: The University of Tennessee Chattanooga, “ThinkAchieve: Creating Connections,” https://www.utc.edu/think-achieve; EAB interviews and analysis.
From Passive Guide to Active Exercise
My Major MapHistory, Year 2
Courses
• History 204 (EL)
Job Experience
• Shadow a lawyer at the ACLU
Community
• Judge high school poster fair
Global
• Attend study abroad info session
Career Preparation
• Attend interview prep session
Experiential Learning-Designated Course
Non-Academic Credit Bearing Experience
Community Event
Campus Event
Campus Event
20Points
Track Your Progress at Any Time
Activities and point values entered into co-curricular transcript accessible through SIS
10Points
2Points
2Points
2Points Results
20+points per term• Priority registration• Celebratory dinner• Semester award
120+points total• Recognition at graduation• Designation on transcript• Special banquet
Near- and Long-Term Incentives
1,143 Additional hours of student initiated experiential learning projects in 2013-14
https://www.utc.edu/think-achieve
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Superimposing “Hot Fields” on the Canon
Liberal Arts Emerging Fields Tracks
Source: “Nexus: Curriculum to Career,” Mount Holyoke College, mtholyoke.edu/acad/nexus; “Graduate Results Class of 2014,” Career Development Office, Susquehanna University; “Course Catalog: English – Publishing & Editing”, Susquehanna University; EAB interviews and analysis.
Orienting Liberal Arts Majors Towards 21st Century Careers
Pairing Liberal Arts with Professionally-Oriented Tracks
100 Students declaring track in 2015
Pre-Experience Programming
3 Academic Courses
Practical Experience
Curriculum to Career Course
Presentation on Experience
Pre-selected course options tailored to track
Related internship, research project, or summer job
Nexus program focuses on emerging fields:
- Development studies
- Engineering
- Global business
- Non-profit organizations
• Prepare students for internships, research projects, careers
English
Reframe or add tracks to struggling liberal arts majors oriented around today’s industries
Publishing and Editing
Prepares Students for Careers in:
• Marketing
• Public Relations
• Arts Journalism
• Library and Information Science
• Media Management
School of Arts and Sciences graduates employed
77%School of Arts and Sciences graduates continuing education
19%
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25Professional-Liberal Arts Linked Certificates
Source: EAB interviews and analysis; “Professional Edge Certificate FAQ”, cas.nyu.edu; Peter Stokes, Higher Education and Employability, Harvard Education Press, 2015.
Serious students, who can handle extra work
• 3.65 GPA; juniors and seniors
• CAS pays SPS tuition
Enhancing Education ofLiberal Arts Undergraduates…
School of Professional Studies (SPS)
College of Arts and Sciences (CAS)
Professional Edge Program
…Through Professional Certificates from SPS
Ensuring maturity to sit aside working professionals
• Application, advisor conversation required
• B grade required but won’t count on transcript
Art History Major
Foreign Language Major
Learn to Appraise Art
How to Become a Translator
http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjmjvz17bHJAhVMbz4KHdMEBIIQjRwIBw&url=http://engineering.nyu.edu/sloanseries/press-releases.php&psig=AFQjCNEf-RDJRcdi_vX7OtaONUcHfPd9Qg&ust=1448756833210634
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Responding to Both Student and Employer Needs
Preparing Early Career Managers to Lead
Direct-to-Employer Outreach Shapes Program for New Managers
“Fast Lane” Option for Motivated Millennials
Emerging Leaders Certificate
University of Wisconsin-MilwaukeeSchool of Continuing Education
$5,500; 8 day-long courses
• Employer survey highlighted manager skills gaps
• Designed for people with
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ROAD MAP27
Great Recession’s Long Shadow1
2 Emergence of the New Learning Economy
3 Strategies for Credential and Experiential Education Design
4 Coda: The Future of Higher Education
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©2016 EAB • All Rights Reserved • eab.com • 34252B
28
Four Alternate Higher Ed Futures, Two Common Threads
• Curriculum and outcomes better matched to jobs
• Timing and content personalized to individual needs
• Leave when“outside loop”more meaningful; pitch re-entry when needed
• Expert practitioners return to campus
• Organized around competency hubs (communication, quantitative reasoning)
• “Skill print” for employers
• 3 self-paced phases(6-24 months):
– Calibration
– Elevation
– Activation
• GritBit—temporary tattoo tracks stress, learning goals
• From “I’m studying biology” to “I’m studying biologyso I can eliminate world hunger”
• Impact Labs around globe
Stanford 2020 – Rethinking College
Purpose Learning
Declaring Mission,Not Majors
Paced Education
Beyond the “Get Through It” Mentality
Open Loop
Six Years overa Lifetime
Axis Flip
Competencies, Not Disciplines
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29Minerva: Glimpse into the Future?
Headlines Tout Breakthrough Teaching Technology
But School’s Value is Surprisingly Experiential
• All courses online
• But fully residential: students live in urban apt-style lofts
• Small seminars,
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Higher Education in the New Learning Economy
SC Association of Colleges & Employers
May 24, 2019