Get Started for FREE
Sign up with Facebook Sign up with X
I don't have a Facebook or a X account
 Your new post is loading...
Your new post is loading...
Scoop.it!
Using methods familiar to designers as an approach to problem solving in organizations is not a particularly new development, but now higher education may be looking at it as a way to reform how education is delivered. Via Society for College and University Planning (SCUP) 
|
Scoop.it!
Society for College and University Planning (SCUP)'s curator insight,
April 29, 2014 10:20 AM
"We set out to investigate the impacts of TNE on the host country, both positive and negative. One of the most striking findings in the study is that, overall, respondents did not believe that the negative features or potential risks of TNE were important or applicable, the exception being the high cost of TNE programmes compared with local programmes. What has come out is that survey respondents believe that TNE is providing increased access to higher education for local students and contributing to improvement of the overall quality of higher education provision. For students, the number-one rationale driving them to enroll in TNE is to improve professional skills for career development, and 61 per cent of respondents believed that studying a TNE programme would increase their earning potential relative to studying a local programme. The research also provides evidence that TNE students understand the importance of awareness and knowledge about international issues and events and they believe that TNE can help them gain this international understanding."
|
A good paragraph:
"Among the many memorable quotes from “The Deep Dive” is David Kelley’s remark that “Everything we create has to go through a design process.” Does that apply to the work of the higher education enterprise? It must. Everything colleges and universities do is a product of design, be it the curriculum, the campus, or all the programming that supports the institution—and the library. Higher education is better known for irrational processes for identifying problems and developing solutions, and that leads to poor design resulting in dysfunctional systems. In 1972 Cohen, March, and Olsen authored an article that described higher education as an “organized anarchy” in which decision making operated much like a garbage can into which multiple and unrelated solutions are dropped in hope of being connected to an existing problem. While not every institution is an organized anarchy, too many lack a systematic, IDEO-like approach to advancing the institution. In a previous essay, I attempted to bring attention to benefits that might accrue from colleges and universities adopting design thinking to tackle problems for which there are no easy solutions. It went mostly unnoticed. Given the many “wicked problems” confronting colleges and universities, higher education could use a new approach."
añada su visión ...