Posts Tagged Higher Education
How Effective Is Distance Education?
Thomas Edison predicted early this century that motion pictures would replace textbooks as the principal medium of instruction. In a new study to be released today, the College Board cites that anecdote to warn that the higher-education community should employ a healthy skepticism toward those currently touting the virtues of the virtual, online classroom.
As colleges and universities invest in the latest computer technology to ride the early wave of euphoria over online distance education, the College Board study cautions that the trend could actually create barriers to higher education for poor and minority students.
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What You Must Know About Online Degree Programs
Working on an online degree at home lets you learn on your own schedule and in your own way and lets you decide how quickly you want to earn your degree. Many people are earning a bachelor’s, master’s or doctorate degree online in their field of interest whether it’s an online nursing degree, online education degree, online psychology degree, or even biology, engineering or online criminal justice degree without conforming to the traditional, time consuming campus setting.
The Dept. of Education and the Council for Higher Education Accreditation recognize the Distance Education and Training Council as the accrediting organization for distance learning institutions and education programs that offer online degrees. In 1996, the University of Colorado at Denver expanded its metropolitan campus with the formation of CU Online, one of the first fully accredited online education programs offering online university degrees. Make sure your online degree school choice has accreditation. This means the institution has passed a certain level of standards through a recognized organization for upholding quality education.
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Non-boundary Governance of Entrepreneurship Education within Higher Education
Introduction
The focus of entrepreneurship and innovation education and research at institutions of higher education ipso facto implies a wish to enhance the quality of graduate and post-graduate business venturing prospects as well as business know-how in the normally pre-entrepreneurial stage. This should happen within a sense-making framework that integrates the research and education agenda for graduate entrepreneurship. Further, an entrepreneurship and innovation education and research approach should be followed that guide the content of the competitive landscape in which the prospective entrepreneur will function and not lag behind and thereby looses its relevance.
Of particular importance to entrepreneurial education lies the ability of institutions of higher education to shift and circulate information and technologies across faculties despite different academic disciplines, professional codes, and academic language that act as academic venture boundaries. These boundaries frustrate the need to integrate entrepreneurship education throughout a higher education institution, thus inhibiting the smooth functioning of entrepreneurial education. Thus, a need exists to overcome these barriers by amalgamating the various faculties socially across faculties whereby entrepreneurial educators could play “bridging roles” by acting as “boundary spanners” between faculties and forming close cohesive networks through the whole institution. This will enable educators in entrepreneurial higher education to link otherwise unconnected faculties to facilitate the development of unique knowledge and access to special knowledge and opportunities. This create an advantage over the traditional structural design where educators were only part of a specific faculty cohesive group.
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