higher education - crain's new york business · 2018-08-21 · of management ahmedabad, ......

I N S I D E

In the Realm of Higher Education, Much Can Change in a Decade

Career Advice from A to Z: “O” is for “Online Degrees”

Three Key Factors to Consider When Seeking Online Graduate Degree Programs

Continuing Education Resources in the New York City Metro Area

HIGHER EDUCATION

T H E G U I D E T O

A Special Advertising Supplement to Crain’s New York Business

Most people in higher education love

to hate the rankings—but there’s no

denying the insight they can provide

into the growth of new and unexpected

education markets.

I agree that it’s nearly impossible to rank univer-sities and programs, since curriculums vary and cultures differ. In short, whichever school occu-pies the third spot is likely far different than the schools in the second and fourth spots. And yes, institutions spend a surfeit of resources simply vying for a position on these coveted lists.

Still, these lists do provide information to students. And with a lack of any other agreed-upon standard of measurement to evaluate pricey universities and programs, the rankings are here to stay.

I like the Financial Times’ Global MBA rankings because they have been evaluating programs as a global cohort for years—and if there were ever a degree that begs to be considered in a global context, it’s the MBA.

First, let’s examine the 2012 FT rankings. The

(Pennsylvania), London Business School and Co-

Moving down the list, 10 of the top 10 in 2012 were in this group on a “three-year rank” (their average rank over a three-year period) and nine of the top 10 were in this grouping in 2011. So, not a great deal of change.

see some newer names. And it got me wondering: how has the list changed—not just over the past few years, but also over the past decade?

I soon discovered it has changed quite a bit. Most striking: we went from a three-color pie

and Singapore! Three schools—Indian Institute of Management Ahmedabad, National Universi-

even in the rankings prior to 2010.

Back to the present: the Financial Times published its 15th annual ranking of the world’s leading pro-viders of executive education programs last week. I’ve parsed the data with the help of my friend and colleague, Marie Eiter. Marie has spent several

decades in executive education, leading the effort at both MIT Sloan and Dartmouth’s Tuck School of Business, as well as leading executive develop-

of time in and around management education, and are avid watchers of—and participants in—the changes occurring in the industry. So we’ve had a lot to talk about lately.

As is customary, there are two sets of rankings: one for customized programs that are tailored to

other for open-enrollment programs tailored to the development needs of individual managers.

presence in the custom program market, we were surprised to see a major uptick in the num-ber of European schools that snagged spots on

these changes occur gradually, but this year we

enrollment rankings—and the differences were dramatic.

The bottom half of the list also offers valuable insight into new markets: of those schools

-dous variety, including institutions from 22 different countries. Represented are schools in Norway and South Africa, Peru and Egypt.

The new data, when compared to rankings from the past 10 years, gives way to a slate of ques-tions. Are U.S. schools quietly conceding the open-enrollment market? Or perhaps many U.S. companies are bypassing business schools and turning to faculty contractors for corporate uni-

and purchasing off-the shelf online programs? Does the nature of open-enrollment programs—focusing on the needs of individual managers—lend itself more to local/national institutions? Or is this data an indication of other countries’ increasing clout in the business world?

ABOUT THE AUTHOR

Margaret Andrews is Associate Dean of Management

higher education community.

the Division of Continuing Education. In addition to direct-ing the program, she teaches courses in management and organizational behavior, including a new course, Strategy

marketing consulting services to a wide variety of higher education clients.

In the Realm of Higher Education, Much Can Change in a DecadeBy Margaret Andrews

THE GUIDE TOHIGHER EDUCATION


TOP 30 MBA PROGRAMS

TOP 10 OPEN ENROLLMENT RANKINGS

TOP 20 OPEN ENROLLMENT RANKINGS

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23

Over the course of a decade, several European institutions have slid into the coveted top ten slots, making for an even U.S.–Europe ratio.

Source: Financial Times

M ore than 20outstanding CUNY studentsin 2013 won National Science Foundation

awards of $126,000 each for graduate study in the sciences.No other University system in the Northeast won more.

1-800-CUNY-YES cuny.edu/allstars

More CUNY NSF Award Winners than Ever Before

More CUNY NSF Award Winners than Ever Before

Maria, you’re a specialist in online degrees. When I did my MBA back in 2003, online learning had a reputation of being a second-class alternative to brick-and-mortar institutions. Is this still the case today?

What do decision makers in hiring companies think of online degrees?

How will online learning evolve over the coming years?

Reputation, at its heart, is a question of trust—and right now, while the entire U.S. collegiate system is receiving scrutiny, we are seeing more people willing to consider alternatives to brick-and-mortar institutions.

Brick-and-mortar institutions have been criticized for using branding and reputation as a method to arbitrarily increase tuition, a process that has impacted the student debt ratio

illegitimate services such as diploma mills and substandard universities. And so online education falls prey to the old saying, “a few bad apples spoil the lot.”

What has really changed since 2003 is the surge in social media and mobile devices. While this may not seem related to online learning, it is most certainly a component of how we process information on a daily basis. Learning doesn’t take place in a lecture hall, dorm room or online forum—learning takes place within the brain. And as technology becomes more integrated into our lives, it will begin to

many ways, online education is the breeding ground for experimentation with, and discovery of, new methods that could shape the future of education as a whole.

More employers are beginning to accept online degrees as credible—and according to a survey done by Institution Excelsior College and Zogby International, a market re-

employers who view degrees from traditional institutions as a representation of a deeper commitment. But I think we will see this perception offset by the extracurricular activities of ambitious online students, such as more work experience and applied knowledge.

ABOUT THE AUTHORS JORG STEGEMANN Jorg Stegemann, headhunter

working in professional recruit-

thousands of professionals from entry to C-level and found new jobs for hundreds of candidates. In the past, Jorg held various managerial and corporate

functions with three major players

also has recruitment experience with an international scope. Jorg blogs on “www.MyJobThoughts.com | Career advice from a headhunter”

fr.linkedin.com/in/jorgstegemann

MARIA RAINIERMaria Rainier is a freelance blogger. She believes that online degrees and online universities are the future of higher learning. Maria is inter-ested in all things education, and is particularly passionate about life after college.

We are predicting students will become more empow-ered as consumers, choosing educational paths that work

-sional and educational requirements.

The biggest trend in online learning right now is the intro-duction of Massive Online Open Courses (MOOCs). In a nutshell, MOOCs are courses offered by top universities and industry leaders such as Columbia University (here, the courses are currently free, but that’s soon to change), and are designed to accommodate hundreds of thou-

-versities have taken to enter the online education market,

to the table—and possibly cornering the market.

In many ways, these MOOCs are forcing administrators of universities to consider online learning as a necessary step in the future of education. Students who were former-

ly skeptical of online courses can take a class for free, which means people will become more familiar with the platform. And while these courses don’t offer a degree path, they serve as a credible source of training, which has incited a new focus on bridging the gap between vocation and education. For example, the MOOC site Udacity has already paired graduates of courses with companies seeking relevant skills.

If we break away from MOOCs for a second and return to traditional online learning programs, I think we will see more students building course schedules with a pairing of online learning and brick-and-mortar classes in order to maximize their productivity. This will allow stu-dents to gain work experience through jobs and intern-ships while studying.

As more and more universities begin to align their educational platforms

with the Internet and remote learning, perception of online degrees in

the professional sphere has begun to shift. Here, higher education

blogger Maria Rainier and professional recruiter Jorg Stegemann discuss

the future of online learning—and why, for many, it’s a sound choice.

Career Advice from A to Z: “O” is for “Online Degrees”

By Jorg Stegemann



JORG MARIA

In the realm of higher

education, online

learning is becoming

standard practice

i n n ovat i v e a n d r i g o ro u s p ro g r a m s i n

Sustainability | Leadership | Big Data | Bioethics

Negotiation | Quantitative Studies | Psychology

Biotech | Communications | Sports Management

Construction | Fundraising | Narrative Medicine

On-campus | Online | Hybrid formats

Learn about all of your options ce.columbia.edu/ep2columbia sce

Apply now for

Attend info sessions

or apply for

COURSES & CERTIF ICATES

GRADUATE PROGRAMS

fall

13spring

14fall

14

Harness changeAddress global challenges and today’s issues.

1So you’re thinking of taking the

graduate degree you’ve been considering.

But you have a few requirements You can’t quit your day job, so the program needs to be built around your schedule—this is where an online degree program is crucial. But your credentials must also be valuable to

-vard Business School may not be realistic, the degree you earn must communicate selectivity, rigor and achievement.

So, what should you be looking for when eval-uating potential online graduate programs?

your career and educational goals with decid-ing where to apply?

In my experience, prospective applicants make a common set of mistakes when pursuing their graduate degree. Applicants place too much emphasis on the ranking of the program in “Best Of” lists that appear in print and online. Rankings may provide some information, but outside of the top ten business or professional

graduate programs, they have little relevance for future employment.

A second mistake is to rely on the reputation of the larger institution in which the graduate program is housed. An excellent undergraduate institution, or one with other well-known graduate curricu-

lums, is not guaranteed to have a strong online graduate program. Your focus should be on the program itself, not the school.

Finally, prospective applicants are often dazzled by descriptions of “advanced learning technol-ogies” and “state of the art online platforms” touted on websites or brochures. Take note: almost every online graduate program has access to a similar set of technologies, and the presence of “advanced learning technologies” does not ensure they will be used effectively.

Three Key Factors to Consider When Seeking Online Graduate Degree Programs



As a working professional looking to advance your career options with new training and credentials, you know best what you need in a graduate program. Having a clear idea of your three-, seven- and 10-year career trajectory will better equip you to select the right graduate program. Seek out a program where the curriculum is most closely aligned with your

Fortunately, the last few years have witnessed a proliferation of specialized graduate degree programs. These programs are designed to grant you expertise, skills, knowledge and credentials that are most applicable within

example: if you know you want to work in health care, or information

online master’s program for you.

The advantages of a specialized program are three-fold. First, the curriculum will be aligned most closely with the industry you are working in. This is important not only for your future employment, but for leveraging your gradu-ate degree in your current job. Readings and assignments will be relevant to your current work, and you may be able to bring in work projects as class assignments.

SPECIALIZATION

FACULTY AND STUDENT ENGAGEMENT

PROGRAM SUPPORT

Guide your research process with the following three factors

By Joshua Kim

ABOUT THE AUTHOR

JOSHUA KIM, PhD, Director of Learning and Technology, MHCDS Program

and Technology for Dartmouth’s Mas-

graduate online/blended degree designed for full-time working pro-

graduate program, designed jointly with faculty from the Tuck School of Business and The Dartmouth Institute (TDI) of the Geisel School of Medi-cine. At Dartmouth, Josh serves on multiple committees, including the Center of Advancement of Learning (DCAL) and the college-wide working group on Technology Enabled Educa-tion Initiatives.

Josh is an active and enthusiastic participant in the larger educational technology community, consulting,

writing and speaking frequently on topics around innovation and technol-

served on the Program Committee for the 2011 EDUCAUSE national conference, and as an EDUCAUSE Center for Applied Research (ECAR) fellow. Josh has authored chapters and articles for various publications, including the introductory chapter to the ECAR 2010 Student and Infor-

regularly for U.S. News and World Report’s Economic Intelligence

If you’re looking to balance work with an online education, specialization, faculty and support are cardinal

2

3

Acquiring new content is not why you are applying to gradu-ate school. In our digital age of Massive Open Online Courses (MOOCs), iTunesU and YouTube/EDU, there is no shortage of free, high-quality lessons. Today, the value of a graduate degree is directly proportional to the oppor-tunities available to form intensive and authentic relationships with faculty and your fellow learners. It

is these relationships that will cata-lyze both learning and later career advancements—and, unlike other web-based activities, relationships do not scale.

program, particularly an online program, you want a clear idea about how well you will be able to get to know both your faculty and your fellow learners. You should

be asking questions about how engaged the faculty members are with the class, and how classes are formatted. Find out if students spend time with faculty and fellow learners in web-based meetings built around conversation and de-bate, rather than online lectures. Also, uncover if collaboration and communication are prioritized, and if the program’s philosophy is student-centric.

The third attribute with which to evaluate online graduate programs is the level of program support. You want to seek a ded-icated team, a set of education professionals who work closely with online graduate students. Ensure you always have a single point of contact with whom you can discuss questions, issues and complaints. Your program should feature someone who can advo-cate for you with the faculty and

the institution, and understand your time constraints and family demands; in short, someone who can proactively work to make your graduate degree program more successful.

Today’s online programs are far more media-intensive than in the past: they rely heavily on video, au-dio, synchronous online meetings,

mobile devices and other tools.

Since you’ll be learning online, you should also ask how technical

program, would handle technical support. What you want is com-puter support experts that work in online learning, know the program well and are comfortable helping working professionals. And beware

that is handled through the exist-ing undergraduate help desk.


Deciding to invest in an online graduate degree pro-gram is an enormous com-mitment that entails both direct costs, like tuition, and opportunity costs, like time.

full-time and maintain other commitments, an online degree programs means

and—sometimes—sleep.

Choose your online grad-uate degree program very carefully, and ask plenty of questions. Time spent up-front in the research process will have enormous payoffs in both your experience as a student and in the return you realize for your educa-tional investment.

section and the Forbes India Daily Sabbatical column. Josh is best known for his daily In-

-nology and Learning. http://www.insidehighered.com/blogs/technology-and-learning

Josh has a PhD in sociology and demography from Brown

Virginia University, helped start Britannica.com’s education

division in San Francisco and was one of the original found-ers of Quinnipiac University Online. Josh has taught both on-ground and online courses in sociology, marketing and higher education leadership. Josh and his wife, a pediatric oncologist at Dartmouth, have two daughters who will be starting their own college

A sense of collegiality is particularly important for learners who are also work-ing professionals. You want

basis with the students. Further, the faculty should take a personal interest in the career goals and aspira-tions of students, and be as interested in the participants

of the program as they are in their discipline. The only way to get a true sense of faculty engagement—and the opportunities for peer student interaction—is to ask current students or re-cent graduates about their experiences.

The second advantage is that your faculty will be enmeshed in your industry. Faculty are an amazing re-source for your professional network, and will be future colleagues who will help you both build your professional

-tunities. Finally, a specialized program will mean that your fellow students—the people

that you will actually learn the most from—are also part of your future professional network.

For more information on the institutions listed below, please contact them directly Bank Street College of Education

New York, NY 10025

bankstreet.edu

Bard Graduate Center for Studies in Decorative Arts, Design, and Culture

bgc.bard.edu

Baruch College (CUNY)

(55 Lexington Avenue)New York, NY 10010

baruch.cuny.edu

Berkeley CollegeBROOKLYN CAMPUS:

Brooklyn, NY 11201

MANHATTAN CAMPUS:

berkleycollege.edu

Boriuca College

boriucacollege.edu

Borough of Manhattan Community College (CUNY)199 Chambers Street

bmcc.cuny.edu

Bronx Community College (CUNY)2155 University Avenue

bcc.cuny.edu

Brooklyn College (CUNY)2900 Bedford AvenueBrooklyn, NY 11210

brooklyn.cuny.edu

Brooklyn Law School250 Joralemon StreetBrooklyn, NY 11201

brooklaw.edu

Christie’s Education Inc.

christies.edu

City College of New York (CUNY)160 Covent Avenue

ccny.cuny.edu

The City University of New York Welcome Center

cuny.edu

College of Mount St. Vincent

mountsaintvincent.edu

College of Staten Island. The City University of New York

csi.cuny.edu

Columbia University116th Street and Broadway

columbia.edu

Columbia University Schoolof Continuing Education

ce.columbia.edu

CUNY Graduate Center

New York, NY 10016

gc.cuny.edu

CUNY Graduate School of Journalism

journalism.cuny.edu

CUNY School of Professional Studies

New York, NY 10001

sps.cuny.edu

CUNY School of Law at Queens College2 Court SquareLong Island City, NY 11101

law.cuny.edu

Fordham UniversityBRONX CAMPUS:

MANHATTAN CAMPUS:

WESTCHESTER CAMPUS:

fordham.edu

Hostos Community College (CUNY)500 Grand Concourse

hostos.cuny.edu

Hunter College (CUNY)695 Park AvenueNew York, NY 10065

hunter.cuny.edu

Iona College

iona.edu

Continuing Education Resources in the New York City Metro Area include



CONTACT US TO LEARN MORE OR TO APPLY: IONA.EDU/HAGANMS [email protected] 800.231.IONA

Register now to enroll in an MS program at www.iona.edu/haganmsIona’s Hagan School of Business introduces four innovative Master’s programs for students seeking to move the world of business and their career forward. These programs prepare graduate students to succeed in the 21st century worlds of Finance, Financial Services, International Finance, and Public Accounting.

Our close proximity to the world’s fi nancial hub offers students unique competitive advantages, including money management experience, connections to leading global fi nance and accounting fi rms, and access to faculty who are respected industry professionals. Enroll now for sessions beginning August 26.

Four new ways to get ahead in the business world.

Move the World.

John Jay College of Criminal Justice (CUNY)

New York, NY 10019

jjay.cuny.edu

Keller Graduate School of ManagementMANHATTAN CENTER:

(212) 556-0002MIDTOWN:

New York, NY 10016

REGO PARK (QUEENS) CENTER: 99-21 Queens Boulevard

keller.edu

Kingsborough Community College (CUNY)2001 Oriental Boulevard

kbcc.cuny.edu

LaGuardia Community College (CUNY)

Long Island City, NY 11101

lagcc.cuny.edu

Lehman College (CUNY)250 Bedford Park Boulevard

lehman.cuny.edu

Long Island University Brooklyn Campus One University PlazaBrooklyn, NY 11201

liu.edu

Manhattan College

manhattan.edu

Mercy CollegeBRONX CAMPUS:

MANHATTAN CAMPUS:

New York, NY 10001

mercy.edu

Metropolitan College of New YorkBRONX CAMPUS:529 Courtlandt Avenue

MANHATTAN CAMPUS:

mcny.edu

Monroe College2501 Jerome Avenue

monroecollege.edu

New York Institute of Technology

nyit.edu

New York Law School

nyls.edu

New York University

New York, NY 10012

nyu.edu

NYU School of Continuing and Professional Studies

Suite 921

scps.nyu.edu/admissions

Pace UniversityOne Pace Plaza

pace.edu

Pratt InstituteBROOKLYN CAMPUS:

Brooklyn, NY 11205

MANHATTAN CAMPUS:

New York, NY 10011pratt.edu

Queens College (CUNY)

qc.cuny.edu

Queensborough Community College222-05 56th Avenue

qcc.cuny.edu

School of Visual Arts

New York, NY 10010(212) 592-2000sva.edu

St. Francis College

Brooklyn, NY 11201

sfc.edu

St. John’s University

stjohns.edu

St. Joseph’s College

Brooklyn, NY 11205

sjcny.edu

The New School

New York, NY 10011(212) 229-5600newschool.edu

Touro Graduate School of Business65 Broadway, 2nd FloorNew York, NY 10006-2552

touro.edu/gsb

Wagner CollegeOne Campus Road

wagner.edu

Yeshiva University

yu.edu

Listing information is also provided at;www.nyc.gov/html/ocnyc/html/education/colleges.shtml


Opening soon in the fastest-growing borough in New York…

www.csi.cuny.edu

Dr. William J. Fritz, Interim President, and Dr. Susan Holak, Interim Founding Dean, are proud to announce the creation of the School of

Business at the College of Staten Island.

Dr. William J. Fritz, Interim President, and Dr. Susan Holak, Interim Founding Dean, are proud to announce the creation of the School of

Business at the College of Staten Island.

higher education - crain's new york business · 2018-08-21 · of management ahmedabad, ......

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