For the next few days I want to take everyone through universities the way a Board of Governors sees them – or at least, the way a good governing Board should see them (some but not all of it applies to colleges as well; I’ll try to highlight both where possible), and that is through the lens of risk. It is the role of the Board of Governors (again, good ones) to ask the question, over and over, “what could go
If you’re just joining us, on Wednesday I briefly reviewed some of the key aspects of the Minerva model as detailed in the book yesterday’s entry, as detailed in the book Building the Intentional University: Minerva and the Future of Higher Education. Then yesterday, I examined what lessons the Minerva had for the rest of academia in terms of building curricula. Today I want to turn to pedagogy and assessment. Assessment, in particular, is ripe for a deep re-think and overhaul. On the face of
Following on from yesterday’s discussion of the Minerva model (you might want to refresh your memory by re-reading yesterday’s entry, as detailed in the book Building the Intentional University: Minerva and the Future of Higher Education, I wanted to get into a bit more detail about whether the Minerva curriculum is a foretaste of things to come, a weird one-off, or an evolutionary dead-end. Short answer: I certainly hope Minerva represents a new trend in curricula, but I see one big
I’ve recently been reading a fascinating book entitled Building the Intentional University: Minerva and the Future of Higher Education which essentially is an operating manual for the Minerva Schools (if you have never heard of, or have forgotten Minerva, I did a write-up of it back in 2013). What everyone remembers about Minerva is the sizzle – students move across seven cities in four years (San Francisco for a year, followed by one term in each of Seoul, Hyderabad, Berlin, Buenos Aires, Taipei and London) and all
So, on Monday, I showed how Ontario universities are changing their enrolment patterns in response to changing demand and what we saw was that over the period 2009-2016, enrolments in Arts stayed flat while enrolments in STEM rose by nearly 40%. But the question is: how have staff complements changed in order to deal with this? To answer this, I tried to look at changes in staff complements at the same nine universities. Unfortunately, Brock does not provide data on
One Thought to Start Your Day is our founder and CEO Alex Usher’s popular daily blog, brimming with up-to-the-minute insights and informed opinions on today’s higher education industry.
