Abelard to Apple: The Fate of American Colleges and by Richard A. DeMillo PDF

By Richard A. DeMillo

ISBN-10: 0262015803

ISBN-13: 9780262015806

Nearly all of American students attend thousand or so deepest and public associations that would be defined because the Middle--reputable academic associations, yet no longer thought of equivalent to the elite and entrenched top echelon of the Ivy League and different prestigious faculties. Richard DeMillo has a caution for those schools and universities within the center: if you happen to don't swap, you are heading for irrelevance and marginalization. In Abelard to Apple, DeMillo argues that those associations, clinging precariously to a centuries-old version of upper schooling, are ignoring the social, historic, and financial forces at paintings in modern international. within the age of iTunes, open resource software program, and for-profit on-line universities, there are new principles for greater schooling. DeMillo, who has spent years in either academia andin undefined, explains how larger schooling arrived at its present parlous nation and provides a street map for the twenty-first century. He describes the evolving version for greater schooling, from ecu universities established on a medieval version to American land-grant schools to Apple's iTunes U and MIT's OpenCourseWare. He bargains ten ideas to aid faculties reinvent themselves (including "Don't romanticize your weaknesses") and argues for a spotlight on educating undergraduates. DeMillo's message--for faculties and universities, scholars, alumni, mom and dad, employers, and politicians--is that any collage or collage can swap direction if it defines a compelling price proposition (one now not dependent in "institutional envy" of Harvard and Berkeley) and imagines an establishment that can provide it.

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Extra resources for Abelard to Apple: The Fate of American Colleges and Universities

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Speeches, strategic plans, and inaugural addresses are all opportunities for a president to explain a unique institutional vision, but—as I discuss in Chapter 9—it seldom happens. The best, most tested course is to promise to be a good steward. It is a generic promise that varies little from institution to institution or generation to generation. Boot Camp Harvard’s School of Education runs a well regarded and highly selective “boot camp” for new university presidents. Aimed at providing deans and provosts (and the occasional lawyer or politician) with the tools to help them make the transition to the top leadership post, the Harvard boot camp zeros in on the roles and responsibilities to which new presidents would not have been exposed in their prior academic positions.

Arizona State University is aiming to be the “New American University” with its massive expansion and international reach. The rush to define the twenty-first-century university is driven by a combination of political and economic factors. It is fueled, above all, by enabling technology curves, the growth-driven law of the Internet era that describes the annual doubling of capability and capacity for equal costs. Paradoxically, mainstream universities—where much of the technology originated—have been slow to embrace these technologies, even as they became ubiquitous in other sectors of the economy.

Half of the world’s population has joined the modern economic era in the last ten years alone, and—with raised aspirations—they see higher education as the key to better lives. But they also might have a very different conception of what it means to be a university. That has always spelled trouble. The history of higher education is filled with disruptive shifts in which universities that were out of step with student expectations and cultural demands were pushed aside by more nimble institutions.

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Abelard to Apple: The Fate of American Colleges and Universities by Richard A. DeMillo


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