the Future of Higher Education by stacyvv94

Beyon the future of higher education

the

ast

Beyond the Past

Innovation in education means looking beyond past and current ideas to search for ideas that will work in the future. Ââ&#x20AC;&#x201D;Mahrukh Bashir

Beyond the

Past the future of higher education

table of contents

Book design by Wei Huang Email: stacyvv94@gmail.com Printing and binding by Wei Huang in Fall 2017 Paper: Epson Premium Presentation Paper MATTE Printer: Epson Stylus Pro 3880 Typeface: Gotham®font family Designed by Tobias Frere-Jones Typeface: Mercury®Display Designed by Johann Michael Fleischman © 2017 Wei Huang All right reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without permission of the copyright holder.

introduction

index

Letter to president—

credits

bibliography

Education is important, necessary, and a key to success 12

Timeline—The past, present and future of education

24 30

| CHAPTER 02 |

importance of higher education Expands critical thinking and creates more informed citizens

Gain independence and an expanded worldview

Learn more about who they are

Get more opportunity in the future

| CHAPTER 01 |

what does innovation in education look like to you

Innovative educators respond

Teachers respond

| CHAPTER 03 |

the future of higher education

No one to teach

Exams are not important

A year-round learning

Infographic—Teaching with teach

Focus on skills

introduction

It is key to success, lets you live a happy life, helps you do what you love, and it could possibly lead to you doing something extraordinary. Yet, not everyone has the ability to actually receive an education, which is bad news. If you don't have an education, you can't easily get a job, leading to an unsuccessful life. With no education, comes no future, so why aren't we changing this? That is my question.

BEYOND THE PAST | THE FUTURE OF HIGHER EDUCATION

Today, one of the most important things is education.

Dear Next President:

“Education is the most powerful weapon which you can use to change the world.” (Nelson Mandela) Hello, I would like to bring education to your mind, which I would really like to do, since I think that in the current time that we live in, education is an extremely important thing that people really need to have, yet people still can not get an education, in the U.S., and even in other countries. This, I believe is extremely unfair, since to me, the better of an education you have, the happier you can live your life, since if you want a job as a scientist, you have to know science, so if you don’t get the formal education that you get at a school, then you almost always won’t be able to get that job. Another thing about education is that I very much believe, is that education leads to a great, happy, successful life. If you think about life, it goes like this, birth, then school, then college, then work, then retirement, and lastly death, and in all of those categories when you are living, you have lots of time to do whatever you want to make yourself happy, except for work. So, in order to have a great time in work, you do what you love.

The last thing that I would like to address to you about education, is that I believe that the less education you have, the more prone you are to making mistakes that could possibly harm others. For an example, if you get a job a scientist’s assistant, but you don’t know anything about different types of chemicals that he/she is using, you could possibly create an explosion or a cloud of poison, harming anyone in the area. Yet, with an excellent education, that same exact person could expertly have been able to properly get the chemical or chemicals, perchance creating a new cure or something that could be practically revolutionary to the present day and world, which would be positively perfect for people. Please keep in mind what I have just said about education, as I firmly believe that education is a great thing and that every one should have the privilege of receiving one, no matter what race, gender, religious group, ethnic group, amount of money, or stance in life, and thank you for reading this. Best Wishes, Samuel

oped in several ancient societies around the globe, including hieroThe Greeks started using texts intended for education laying the groundwork

glyphics in Egypt and the Phoenician writing system in Greece.

for textbooks’ very ancient roots.

Johannes Gutenberg invented the printing press, thus altering the way information and texts were spread.

the Renaissance

Writing was devel-

In order to understand where we’re heading in education, it’s important to see how far we’ve come and how old-fashioned some of our learning tools and habits are.

the middle ages

the ancient world

the past, present and future of education

The rise of Humanism in the Renaissance emphasized the study of the five humanities: grammar, poetry, history, rhetoric, and moral philosophy.

Education emphasized The Romans opened

pre-professional and

schools to teach

scientific studies, essentially to train

children rudimentary The first institutions

men to become doc-

The Romans used

considered today to

tors, theologians, or

wax tablets and metal

be universities were

lawyers.

styluses to write

established in France,

so the surfaces could

England, and Italy. They

be wiped clean for

were centers for the

reuse later.

study of art, medicine,

skills and socialization.

law, and theology.

future U.S.

Education will see a resurgence in vocational and professional training to ready the workforce for new roles. The demand for highly-specialized learning will continue to grow and programs supporting these skills will experience a rebirth.

As a result of great technology, teachers, and learning platforms, mid-tier academic institutions will have a hard time adjusting. nology and content to increase the quality of their education will

Boston Latin School, founded in Massachusetts, became the first public school in the U.S. It still stands as the nation’s first existing school.

modern U.S.

early U.S.

survive and move on. When tablets and smartphones were released, they changed the meaning of digital education.

Textbooks leftover from the

Students, educators, and

“paper age” will become dec-

self-learners took their

orative, vintage staples for

learning material with

classrooms as computer monitor

them anywhere to study

stands, footrests, and even clocks.

on the go and connect with others.

The growth of open content, through

BEYOND THE PAST | THE FUTURE OF HIGHER EDUCATION

However, those that embrace tech-

sources like Wikipedia, spurred a movement toward free and Secretary of Education

accessible education.

Horace Mann created a statewide system for professional teachers.

what does innovation look like to you?

| CHAPTER 01 |

Sharon Hadar, ISRAEL

educators respond

“Innovation in education is aboutthinking ‘outside of the box’ and giving students and teachers the conditions to do so. It means to me that any question is a legitimate one. It means feeling safe enough to share an idea with colleagues and their students, and to ask for their honest opinion. It’s ‘seeing’ the students and researching what they really want and need from us as teachers.”

Nicholas Provenzano, USA “In education, innovation is about taking risks. Innovators in education are willing to stand up for what they believe in and go to the mat for their ideas. If we want to see true innovation, we need to encourage students and teachers to challenge the current system and try to put one in place that is best for all stakeholders and students. ”

Kristine Sargsyan, ARMENIA It’s about the integration of formal and non-formal education. “TED inspired me to become a teacher. I used to teach managers and leaders as a consultant and trainer, but after being engaged with TED I realized that we should start very early to have great leaders who will change the world.” 16

Kathleen Harsy, USA “Innovation is a point of view that evolves throughout your career when watered with perseverance, thoughtfulness and a commitment to learning. Early on, it may be fed by exuberance and luck; over time, it is sharpened by experience and the desire to simplify lessons to an exactness that leverages the most change in 52 mins, every day.”

“Innovation in education must include the student voice. It means that risk-taking is OK and that failure isn’t the end. Innovation is often messy—scary and beautiful and nerve-wracking and exhilarating, all at the same time.”

BEYOND THE PAST | THE FUTURE OF HIGHER EDUCATION

Vicki Albritton, USA

Malgorzata Guzicka, POLAND “Innovation is a continuous process. It involves continuous learning (also from our students). It involves searching for ideas, collaborating with other teachers, and keeping students engaged and motivated. It helps us to stay motivated and engaged.”

CHAPTER 01 | WHAT DOES INNOVATION LOOK LIKE TO YOU?

Innovation means that risk-taking is OK and that failure isnâ&#x20AC;&#x2122;t the end.

BEYOND THE PAST | THE FUTURE OF HIGHER EDUCATION

teachers respond There will be more creativity in education. “Because that’s what careers will require. Education will be not just taking in information and sharing it back, but also figuring out what to do with that information in the real world.” —Josefino Rivera, Jr., educator in Buenos Aires, Argentina

There will be no physical campus. “Instead, students will learn in traveling classrooms, and the real world will be their campus. Students will live together and use city libraries and city laboratories to complete a project. Learning won’t be limited to a physical school. There’s already a model for this: Minerva Schools, a venture university.” —Hyuk Jang, educator in Busan, South Korea

Students will learn that nothing is impossible. “Education will instill the idea that anything that is not possible now will be possible in the future. Let’s make that part of education.” —Kristine Sargsyan, educator in Yerevan, Armenia

The classroom will be one big makerspace. “Technology like Evernote, Google, and Siri will be standard and will change what teachers value and test for. Basically, if you can ask Siri to answer a question, then you will not be evaluated on that. Instead, learning will be project based. Students will be evaluated on critical-thinking and problem-solving skills. Literature and math will still be taught, but they will be taught differently. Math will be taught as a way of learning how to solve problems and puzzles. In literature, students will be asked what a story means to them. Instead of taking tests, students will show learning through creative projects. The role of teachers will be to guide students in the areas where they need guidance as innovators. How do you get kids to be innovative? You let them. You get out of their way.” —Nicholas Provenzano, educator in Michigan, United States

School design will be very security oriented. change will lead to more extreme weather-related school closings, and as a result, schools will become a hub, a place where students go occasionally when they need it.” —Shannon Brake, educator in Kansas, United States

Will schools even exist in 2050? “Is teaching a dying profession? If not, then the classroom will change a lot. I don’t think schools will exist in the same format, with desks and chairs. Instead, learning will incorporate virtual reality and multiple perspectives. Students will learn how to negotiate issues and exchange ideas.”

BEYOND THE PAST | THE FUTURE OF HIGHER EDUCATION

“Because of school shootings, there will be safe rooms. Climate

—Sharon Hadar, educator in Raanana, Israel

CHAPTER 01 | WHAT DOES INNOVATION LOOK LIKE TO YOU?

BEYOND THE PAST | THE FUTURE OF HIGHER EDUCATION

CHAPTER 01 | WHAT DOES INNOVATION LOOK LIKE TO YOU?

| CHAPTER 02 |

importance of higher education

why it is important?

During their high school career, students may begin to question the importance of a college education. They might find themselves asking, “Why is it important to go to college?” The answer is that, more than ever, attending college provides opportunities for graduates which are not as widespread to those who have not received a higher education. For many high school students, being able to immediately generate an income after graduation is an appealing thought. They may also be repelled by the rising cost of tuition, and while it is true that a higher education may be one of the largest expenses you will ever face, the importance of a college education has become quite evident in terms of earning potential within today’s economy.

BEYOND THE PAST | THE FUTURE OF HIGHER EDUCATION

CHAPTER 02 | IMPORTANCE OF HIGHER EDUCATION

4 reasons to go to the college

Expands critical thinking and creates more informed citizens

Gain independence and an expanded worldview

Learn more about who they are

Get more opportunity in the future

BEYOND THE PAST | THE FUTURE OF HIGHER EDUCATION

CHAPTER 02 | IMPORTANCE OF HIGHER EDUCATION

expands critical thinking and creates more informed citizens One of the most prevalent criticisms about higher education is the availability of “useless” majors like liberal arts and the humanities. Because these majors are not STEM, business, or a direct trade, many will count them out completely because they’re “not worth it.” No matter what degree students pursue, they will be required to take courses in a variety of subjects, and many of those will require them to think critically, participate in constructive conversations, communicate effectively, and exercise problem solving—all things that employers are looking for. These skills aren’t just important in order to secure a job; they can also serve students well past graduation. Critical thinking is important in order to examine problems and solutions in the real world. How should I approach conflict with my boss, coworkers, or a client? Is this product I’m going to buy really what it advertises itself to be? Is this source of information accurate? How do I know? Higher education fosters the type of thinking that people need in order to succeed not just at work but also in life. All of this leads to more informed citizens. College educated adults are more likely to volunteer, vote and participate in initiatives to better their community. Higher education doesn’t just benefit the individua—it can help the entire community.

BEYOND THE PAST | THE FUTURE OF HIGHER EDUCATION

CHAPTER 02 | IMPORTANCE OF HIGHER EDUCATION

For many students, college is the first independent experience

Even if students don’t go away to college, they’re still taking

they will have. There’s no one getting them up every morning to

on the responsibility of managing their education. They’re

make sure they get to class on time. There’s no one cooking all

learning how to learn without the rigid schedule of high school,

of their meals, doing their laundry, or cleaning their living space.

where everything is planned and laid out for them—and

They’re on their own, and they’re experiencing the real-world

parents are called if they don’t show up. They’re learning to

results of the decisions they make. They’re learning to be adults,

prioritize and advocate for themselves inside and outside

how to take care of themselves, how to form and foster relation-

of the classroom, because professors won’t be communicating

ships, and how to resolve any conflict within those relationships.

with their parents. Whether it’s at a four-year institution, a two-year college, or just a few courses students are taking to find out what they want to do, higher education forces students to be independent and take responsibility for it.

gain independence and an expanded worldview

of other students from different backgrounds, experiences, interests, and opinions. They’re able to engage with those who are different from them, and use those experiences to shape

BEYOND THE PAST | THE FUTURE OF HIGHER EDUCATION

It’s also often the first time they’re surrounded by a variety

their values and opinions.

CHAPTER 02 | IMPORTANCE OF HIGHER EDUCATION

learn more about who they are

It’s tough to find an 18-year-old who is completely self-aware. Many students go into college knowing what they want to study or a good idea of what they want to do after they graduate, however, there are just as many who have no idea who they are, what they like, and what they want to do. While no one should go to college unless they’re ready, it is an opportunity to explore all those things they don’t have the answers to while they lay the groundwork for selecting a path of study.

Exposure to a variety of students, professors, activities, and courses of study allows students to dabble in a few different areas until they find what they really love. It’s also the time students start to evaluate and form a value set that’s not influenced by family or friends. And while all of this is going on they’re also building the skills mentioned previously—critical thinking, problem solving, and independence. Higher education offers students the opportunity to learn who they are and provides the resources to allow them to grow into that person.

CHAPTER 02 | IMPORTANCE OF HIGHER EDUCATION

BEYOND THE PAST | THE FUTURE OF HIGHER EDUCATION

Another important answer to this question is more opportunity. As opposed to generations of the past, high school graduates today are unable to obtain the number of high-paying jobs that were once available. The U.S. has been transformed from a manufacturing-based economy to an economy based on knowledge, and the importance of a college education today can be compared to that of a high school education forty years ago. It serves as the gateway to better options and more opportunity. There are additional reasons as to why it is important to go to college. When students experience a post

BEYOND THE PAST | THE FUTURE OF HIGHER EDUCATION

get more opportunity in the future

secondary education, they have the opportunity to read books and listen to the lectures of top experts in their fields. This stimulation encourages students to think, ask questions, and explore new ideas, which allows for additional growth and development and provides college graduates with an edge in the job market over those who have not experienced a higher education. CHAPTER 02 | IMPORTANCE OF HIGHER EDUCATION

If you are still asking yourself why should you go to college, it is important to remember the significant amount of opportunity available for college graduates. The global economy is becoming increasingly more competitive, and in order to give yourself the best chance for a well-paying job, you must first understand the importance of college education.

BEYOND THE PAST | THE FUTURE OF HIGHER EDUCATION

CHAPTER 02 | IMPORTANCE OF HIGHER EDUCATION

| CHAPTER 03 |

the future of higher education

What if we were to try to predict the academy’s future? Could we do a more accurate job? After all, isn’t that one of the tasks of university leaders, given that the future is coming even to those who don’t have a time machine in their sports cars?

imagine higher education will look in 2030. The responses, however, could hardly be more disparate. While one contributor suggests that the rise of artificial intelligence will consign the university to history within 15 years, others believe that technology will continue to have minimal impact. A variety of shades of opinion in between are also set out. No doubt all this goes to show that predicting the future—as any gambler knows—is a mug’s game. But our contributors’ attempts to do so raise a number of important issues that need to be addressed regardless, such as how universities should be assessed, what the right balance is between technology and human contact and whether job prospects in the academy are likely to get better or worse. And there is also no denying the fun in crystal ball gazing—

BEYOND THE PAST | THE FUTURE OF HIGHER EDUCATION

We asked several distinguished academics to tell us how they

although readers may be disappointed to find no mention of students and academics rushing between lectures using that usual staple of futurology, the jetpack.

CHAPTER 03 | THE FUTURE OF HIGHER EDUCATION

no one to teach

Eric Cooke is a retired senior tutor from the department of electronics and computer science at the University of Southampton. 44

The impact of robotics and artificial intelligence on every aspect of our lives is grossly underestimated. If we cautiously allow a doubling of technological impact every 18 months, 10 doublings in 15 years gives an increase of 1,000 times by 2030.

In 15 years, we will have no one to teach. The professional jobs for which we prepare students will be done by intelligent machines.

Looked at that way, it is clear that the university has no future. In 15 years, we will have no students to teach. Students want a good, professional job and degrees are evaluated against employability. But the professional jobs for which we currently prepare students will be done by intelligent machines. So why would students take on the debts involved in undertaking a degree course as it is conceived today?

CHAPTER 03 | THE FUTURE OF HIGHER EDUCATION

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Machine learning shatters the notion that computers can only do as they are told. There are increasing examples of machine creativity. An artificial intelligence recently “discovered” Newton’s second law, and derived the equations of motion of a double pendulum system by doing experiments for itself on a double pendulum. ROSS, a “super intelligent attorney” that scours the entire body of law, has trained IBM’s Watson cognitive computer to do paralegal work; Watson already handles simple cases by itself. Artificial intelligence is also able to make medical diagnoses, and there are robot surgeons. Financial systems run on algorithms. A University of Oxford report, The Future of Employment: How Susceptible are Jobs to Computerisation?, argues that nearly 50 per cent of US jobs are at risk from technological advancement—and this is almost certainly an underestimate. Optimists say that new jobs will appear, but they are unable to give a single concrete example. There will soon be no jobs needing proof of academic ability.

BEYOND THE PAST | THE FUTURE OF HIGHER EDUCATION

Nearly 50% of US jobs are at risk from technological advancement.

The academic response to the technological deluge has been to shove some IT and a bit of programming into the syllabus. This is akin to applying a sticking plaster to a decapitated and dying body. Massive open online courses open the academic treasure trove to many people if supported by live online tutors, but this will not provide academics with a lifeline indefinitely. IBM’s Watson is being trained to answer call centre queries in natural language. It would also make an ideal tutor for Moocs: always available and always up to date. Moreover, many academics, appointed for their research ability, are unable to inspire their students, and are blind to their personal and emotional needs. The Massachusetts Institute of Technology, meanwhile, has established an “Affective Computing Group” within its Media Lab. Heather Knight, a PhD student at Carnegie Mellon University in Pittsburgh, attended a drama course and is now training her robots to express emotion and to “understand” humour. The first two production runs of a Japanese companion robot, called Pepper, sold out in less than a minute. Robots are learning to simulate kindness and caring better than most humans.

“ 48

I hope my AI tutor will link me up with other people who also enjoy bright ideas and challenges to the mind, allowing us to associate in a form of university freed from the burdens of the factory processes that now demean so much of what academics do.

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CHAPTER 03 | THE FUTURE OF HIGHER EDUCATION

Teaching with tech For aspiring teachers, thereâ&#x20AC;&#x2122;s a big gap between the tech skills they have, and the skills Principals demand.

TEACHING AN ONLINE CLASS

USING SOCIAL MEDIA IN CLASS

INCORPORATING STUDENT OWNED DEVICES

IDENTIFY QUALITY DIGITAL CONTENT FOR CLASS

ABILITY TO USE DIGITAL MEDIA

THE SKILLS ASPIRING TEACHERS HAVE THE SKILLS PRINCIPALS DEMAND

10%

20%

30%

40%

50%

60%

70%

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CHAPTER 03 | THE FUTURE OF HIGHER EDUCATION

Exams that emphasize mastery of taught knowledge will no

exams are not important

Dan Schwartz is dean and Candace Thille is assistant professor at Stanford Universityâ&#x20AC;&#x2122;s Graduate School of Education.

longer be the primary tool for judging student performance.

BEYOND THE PAST | THE FUTURE OF HIGHER EDUCATION

In many Jane Austen novels, the plot involves landing the best bachelor, at which point the story ends. We find a similar narrative in secondary schools across the US. This plot involves getting into the best college. For students and parents, landing a college place has become the defining symbol of a successful childhood, and their lives are organized towards hooking the thing like prize catch. So bricks and mortar universities will not disappear any time soon. But while it might be where Austen leaves off, acceptance by the object of their desire is only the beginning of our happy young protagonistsâ&#x20AC;&#x2122; life stories. Indeed, students at least need to finish their college years before they even get their bachelorâ&#x20AC;&#x201D;of arts or science. And that is where a number of enhancements are likely to be introduced by 2030.

CHAPTER 03 | THE FUTURE OF HIGHER EDUCATION

First, educators will have figured out how to teach really hard concepts—imaginary numbers, quantum physics, a satisfying interpretation of T. S. Eliot’s The Love Song of J. Alfred Prufrock. Science will have made substantial progress in understanding how people learn and how to produce conditions that optimise learning. New technologies that deliver instruction will also collect precise data on what’s helping students the most and what is not working. A virtuous cycle of rapid feedback and revision to pedagogical innovations will permit the continuous improvement

of both instruction and the scientific theories behind it.

Second, exams that emphasise mastery of taught knowledge will no longer be the primary tool for judging student performance. Instead, assessments will evaluate how well students are prepared for future learning—which is the point of university anyway. Students will be presented with new content—material they haven’t been taught in class—and evaluated by how well they learn from that content. In a world where jobs and knowledge change rapidly, assessments should measure students’ will and ability to continue learning.

03 Third, universities’ departmental fiefdoms will be broken up to support the interdisciplinary efforts needed to create innovative solutions to major societal problems, such as reducing reliance on non-renewable resources. Meeting great challenges depends on expertise from all the sciences and humanities, and bureaucratic and cultural barriers to problemfocused research must and will be removed.

BEYOND THE PAST | THE FUTURE OF HIGHER EDUCATION

New approaches to research, teaching and learning will require collaborative, creative students who know what it means to learn well. To ensure that they have such applicants, universities will need to fulfil their responsibility to precollegiate education. College admission will no longer serve as the dreamy end point, but as just one chapter in a long life of learning.

Stephen Joel Trachtenberg is university professor of public service and president emeritus of George Washington University in Washington DC.

a year-round

For the first 300 years after Harvard University was founded in 1636, American higher education consisted of young upperclass white men sitting in classrooms listening to lectures by older upper-class white men. Then, in the 1950s, a wave of change began that shows every sign of becoming a tsunami. The first major change was the gender and racial composition of the campus, beginning with the introduction of women, followed by people of colour, into the student body, faculty and administration. Universal access for anyone who wishes to study or work in higher education will be significantly achieved. Then came the rise of digital technology. The ubiquity of Google and Wikipedia means the days of rote learning are gone. From the collection of big data (used in administration and research) to the development of massive open online courses, the once intimate, hands-on college environment is morphing into a more impersonal, automated world in which students no longer absorb a faculty-designed curriculum but instead develop a high degree of academic self-direction.

learning

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CHAPTER 03 | THE FUTURE OF HIGHER EDUCATION

Professors will typically appear remotely from some type of broadcast centre, and the concept of individual campuses will slowly disappear as more and more students pursue their studies from home, workplaces, park benches or coffee shops. Placebased education will not disappear entirely; as well as being places of learning, campuses are a force for socialisation, where children mature into adults through interaction with others before they embark on careers. But the traditional, highly inefficient two-semester pattern will certainly disappear, replaced by year-round learning.

of which—at least in the sciences and social sciences—will be externally funded. But where it will take place is not clear. Perhaps “community” labs will appear in tech zones,

BEYOND THE PAST | THE FUTURE OF HIGHER EDUCATION

Academics will still be needed to conduct research, much

where academics can rent facilities like digital start-ups. And perhaps academics will compete on price in a much more aggressive way than they currently do, hungry for the credit, licences and patents that will presumably accrue to them alone as institutional affiliations die out. As Amazon founder Jeff Bezos says: “Your margin is my opportunity.”

CHAPTER 03 | THE FUTURE OF HIGHER EDUCATION

focus on skills

Claire Taylor is pro vice-chancellor for academic strategy at St Maryâ&#x20AC;&#x2122;s University, Twickenham. 60

We will see a form of higher education that truly values a broader range of characteristics than those linked to subject knowledge or employability skills

BEYOND THE PAST | THE FUTURE OF HIGHER EDUCATION

The first is provider types Market forces demand that higher education providers clearly define their distinctive contribution to the catalogue of “choice” available to students, and I believe that we are going to see significantly more differentiation by 2030. Providers will be either very local, plugged into a powerful societal and economic network of regionally defined business, industry and cultural hubs, or they will be international brands, recognised as the “go to” organizations for the creation and dissemination of knowledge and for seeking solutions to global problems.

We will also see more specialised providers. In the UK, such providers are currently limited to certain discipline areas, such as the arts, law and business, but they are ripe for significant expansion into areas such as science, engineering and technology, perhaps sponsored by huge corporates. Will there, for instance, be “The Google University” by 2030?

tion and networks will see university federations operating more formally across the globe. These, for instance, will bring together provider types with shared specialisms, or shared defining characteristics such as religious foundation. These changes will also affect programmes of study. Some institutions will offer the opportunity to create a portfolio degree—“pick and mix” modules bolted together, delivered by multiple providers and probably enabling an accelerated route through degree-level study (of course, this is already happening in some quarters). I also think we will see a form of higher education that truly values a broader range of characteristics than those linked to subject knowledge or employability skills. Attributes such as wisdom, tolerance, emotional intelligence, ethical understanding and cultural literacy will be seen as even

BEYOND THE PAST | THE FUTURE OF HIGHER EDUCATION

Meanwhile, a renewed emphasis on partnerships, collabora-

more vital in preparing for true global interaction and personal and corporate impact.

CHAPTER 03 | THE FUTURE OF HIGHER EDUCATION

Another question is where higher e

Another question is where higher education will be delivered in 2030. In this millennium we have seen huge advances in technology and social media that have revolutionised how we access and handle information and how we communicate. Education delivery is already flexible, portable and not tied to place, and this development will continue. However, technology will not dissolve the need for universities to exist in physical form. I am convinced that there will always be significant numbers of students who want to â&#x20AC;&#x153;goâ&#x20AC;? to university, to be part of a community of learners, educators and scholars exploring, disassembling and co-creating knowledge.

education will be delivered in 2030

This leads me to my fourth point. I hope that the developments described above will spark a renewed debate about the purpose of higher education and, crucially, the role of universities within it. Remembering that the term “university” is derived from the Latin universitas magistrorum et scholarium (roughly translated: “a community of teachers and sion, in the UK at least, will be more clearly defined according to purpose and the nature of provision, such that only those providers that fully demonstrate the engagement of a community of teachers and scholars will be called universities. Other providers will be celebrated for being different.

CHAPTER 03 | THE FUTURE OF HIGHER EDUCATION

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scholars”), I believe that by 2030, higher education provi-

In this way, we will see higher education land evolving that benefits measure individuals, c ties and the wider wor which we live.

e a global dscape s in equal communirld in BEYOND THE PAST | THE FUTURE OF HIGHER EDUCATION

CHAPTER 03 | THE FUTURE OF HIGHER EDUCATION

index A

academy 46

economy 31, 41

adults 36

edge 41

advancement 51

education 09

AI 52

educators 18, 58

answers 31

ethnic group 11

arts 57

exams 57

experiences 37

backgrounds 37

balance 47

failure 20

books 41

future 09, 12, 46, 49

boss 34

gambler 47

campus 22, 62

gender 11

career 31, 62

global 67

chapter 59

Google 66

chance 42 change 23, 25, 60

citizens 34

higher education 34, 41, 64

class 36

home 62

classroom 23, 36

huge 23, 68

client 34

humans 52

college 10, 36 community 34, 63

coworkers 34

idea 18, 38

creativity 22

important 30, 34

critical thinking 34

impossible 22

independence 37

debts 49

innovation 18

degree 34, 49

interests 37

information 22

Jane Austen 57

parents 36

jetpack 47

past 12

job 09, 10, 34, 41, 46

path 38

pattern 62

key 09

present 12

kindness 52

president 10

knowledge 57

process 19

K-12 24

problem 34

laundry 36

question 09

law 49 lectures 41

life 09, 10, 34

race 11

love 09, 39

relationships 36

religious group 11

majors 34

resources 39

margin 63

responsibility 36,59

marketspace 23

risks 18

money 11

robotics 48

multidisciplinary 23

ROSS 49

Nelson Mandela 10

school 10

science 57

opinions 37

security 23

opportunities 31,41

self-aware 38

poor 23

research 63

scientist 10

STEM 34 students 18, 31 subjects 34, 64 success 09 surgeons 49

T teacher 18 technology 47, 60 today 24, 31, 49 tolerance 67 tuition 31 tutor 52

U unfair 10 university 22 useless 34

V values 37 volunteer 34

W weapon 10 wisdom 67 work 10 workplaces 62 world 23 worldview 37

skills 55,64 space 36

credits 8 Books

31 Architecture

Photo:

Patrick Tomasso

Karla Villaizan

10 I am love

31 Just white

Photo:

George Pagan

Simone Hutsch

16 Into the moun-

34 ArsPoetica

tains Photo: Photo:

Peter Sjo

Jack Anstey

19 Dead ends at sea

35 Elizabeth

Photo:

William Bossen

Lan Espinosa

23 Classroom

36 Hands

Photo:

Daniel von Appen

Felix Russell-Saw

27 Drone view of

43 Gray triangles on

a city

a facade

Photo:

Aileni Tee

Joel Filipe

58 Moving

44 White robot

52 Stanford

human features

University

Photo:

Alex Knight

Ahmad Nayeem

44 Newton

53 Books

60 St. Louis hall

Photo:

Godfrey Kneller

Anete LĹŤsiĹ&#x2020;a

Ngood

44 University of

56 George

61 Abstract white

Southampton

Washington

facade edge

Photo: Shwetha Shankar

University Photo: Harish Kumar

Photo: Photo:

Julien Moreau

Roman Babakin

46 Hand curved like

57 The body electric

62 Google

Photo:

Michael Prewett

Unknown

49 Best friends

57 Diversity

66 Housing

Photo:

Andy Kelly

Hannah Busing

Simone Hutsch

51 Computer

57 Chang

Photo:

Courtney Corlew

Chang Duong

circle light Photo: Nadine Shabana

bibliography McClure, Laura. “Meet the First Cohort of TED-Ed Innovative Educators!” September 1, 2015, TED-Ed Blog. McClure, Laura. “Meet the First Cohort of TED-Ed Innovative Educators!” September 1, 2015, TED-Ed Blog. Samuel. “Education—Important, Necessary, and a key to success.” LETTERS TO THE NEXT PRESIDENT. “Importance of College Education” CollegeView. “Why Is College Important?” Ivywise. “ Future perfect: what will universities look like in 2030?” December 24, 2015, TIMES HIGHER EDUCATION Clare Boothe Luce Policy Institute Think Quest—Education in the Middle Ages T.H.E. Journal—Computers in Education Wikipedia—Great Society Wikipedia—Higher Education Act of 1965 Wikipedia—History of Education Wikipedia—History of Education in the US Wikipedia—Library of Alexandria Wikipedia—Renaissance Wikipedia—Wax Tablet tomorrow.org edudemic.com

Project 4 / Future Book Instructor / David Hake Fall 2017 Wei Huang