Systematic problems require systematic solutions and so also do cultural problems. The sector that starts a conversation on what problems the higher educations have and how to resolve it is interested in solving this problem. This all-important discussion should be spear headed by the university committee themselves before it gets to the table of the government. However, it should be extensively discussed at multiple levels, in many places, and over a long period. The national discussion would provide context, direction, and motive but the workability of this discussion starts when individual colleges of higher learning and colleagues in the universities get practically involved in proffering solutions.

1.
Cultural Change in
Learning
London
School of
Business and
Research,
UK
Article

2. LSBR Blog
Cultural Change in Learning
According to Richard Keeling and Richard Hersh, there is a need for a paradigm shift in priorities
across higher education. Academic quality and intensity of study get too little attention in
comparison to rankings and student promotion.
Cultural Change in Learning
Higher education in America is in jeopardy, a lot of college graduates are unable to think critically
and creatively, speak and write reasonably and convincingly, understand complex issues, accept
responsibility and accountability, listen to other ideas or meet expected targets of employers.
This is so wrong. How did the American Higher education system become this way when the rest
of the world looks up to her as the best?
The only explanation for this academic degradation is the lack of a serious culture of teaching
and learning. The inability of students to learn is perceived as the result of a poorly delivered
education. Every institution that is worth its quality should be able to deliver a sound education in
character and learning. Resolving the learning crises would, therefore, require thorough and
fundamental changes in our colleges and universities. There must be wholesome and real
changes that go beyond simplistic answers like merely reducing cost or improving efficiency to
improve quality and value.
What is needed is non-incremental change; to make higher learning a reality, we as a nation
must undertake a comprehensive review of the entire undergraduate higher education and
introduce reforms in universities and colleges.
In our society, and higher education a learning culture is of utmost importance our K-12 schooling
has been reduced to a basic skill acquisition program that effectively leaves most students
unprepared for college-level learning, bachelor degree have been reduced to a mere avenue of
getting a job (though today that avenue does not get you to any reasonable position). The
academy has adopted an increasingly consumer-based ethic that has produced a costly and
dangerous effect: the expectation and standards of a rigorous education have been displaced by
tiny disguised professional or job training curriculum. Teaching and learning have been devalued,
de-prioritised, and replaced by an emphasis on magazine rankings; an increased admission and
enrolments, bigger and better facilities, more revenues from side businesses, and the hunt for
research grants have all replaced learning as a primary standard for decision making.
Teaching is rapidly losing its prestige, seemingly contracted professors have little or no
motivation to spend time with undergraduate and impact knowledge, let alone evaluate the
progress of their students. The focus is more on retaining students to maintain budgets with little
or no attention being given to hard work on the students’ part as well. On the contrary, students
are rewarded with grades for minimal effort to keep the institutions populated. This neither
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3. improves the student’s disposition to learning nor does it prepare them for employment or
citizenship. We need to rethink and reevaluate our higher education values.
Reorganising the Culture of Higher Education
The current culture shared norms, values, standards, expectations, and priorities of teaching and
learning are not well-positioned to support higher education learning. This has resulted in ill-
equipped students in character and learning. There is some sort of integrated, holistic, rigorous,
and developmental experience that is expected of undergraduate education.
At the moment, questions are not asked of the standard for fear of conflict with consumer-
friendliness. Our standards are not high enough (setting them high will create retention crises).
Lazy and hogwash students are permitted to bring less energy and determination to their
academic work and therefore they demand less from their lecturers. Regrettably, this attitude
seems to be condoned in most high institution of learning, doing otherwise would be said to be
more serious and less fun. Degrees are issued out like packs of candies because we are no
longer willing to demand hard work and excellence from our students.
All the possible wrong opportunities are created by a wrong educational culture when student’s
time is not put to proper use and time is wasted in the absence of any expectation of a
reasonable standard of education and learning low and less demanding peer norm becomes
dominant.
In peer culture, time spent on assignments, reading, and reflection must be limited too much if it
affects the student’s social value. It has been established that students who abuse substances
like alcohol and recreational drugs which should affect their short-term memories are likely to
pass with good grades and obtain their bachelorette in flying colours. Residents halls of the
universities are not conducive enough for serious students to study, write, reflect, and think. The
damaging accommodation in these higher education needs to be reconsidered. And to do so a
rigorous identifying, evaluating, and challenging of the present situation has to be effected
immediately. What do you refer to as damaging accommodation? Damaging accommodation
refers to the misappropriation of funding and allocates a greater percentage of institutional
resources to infrastructures, individuals, activities, and programs that do not contribute directly to
the development and transformative learning that is required in higher education.
We refer to the erroneous prioritising of brand and marketing above educational programs and
academic qualities as a means of attracting students and increasing enrolment. We refer to the
humongous resources wasted in building new and attractive buildings as opposed to inducing
good-spirited teachers to handle the all-important first and second-year courses.
We refer to the assumption that retention is just keeping the students longer in the school without
regard for the quality of education and learning they are getting and the resultant graduation
outcome.
We refer to the culture of promoting intercollegiate sports programs to the detriment of students
who are not athletes.
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4. By our attitude to education, institutional practice, and policies, proper teaching, and learning
have become rocket science rather than the universal expectation and norm across the
campuses. Similarly, we allow regalities to undermine the motivation and the determination of
students to aspire for intellectual growth and aggrandisement. In many ways, being a good
student is commendable. We intend to allow disinterest to dominate students’ already on a
wholesome approach to courses and faculty.
Conjointly Ranking Learning as the most fundamental
The collective assertions that higher education has become a mere business with corporate
character is not the main point of concern, the problem is that learning has become a secondary
concern in most of our colleges and universities, and the culture formation, as a result, create
fear of learning among students. Isolated examples to the contrary exist but are only the
exemptions that prove the rule. Many if not most of the leaders of the colleges and universities
agree with the assessment of the problem but argue most likely that a single institution cannot
change the trend without the risk of losing out completely. Therefore, the collective effort of many
institutions of higher learning would be needed as well as a nationwide resolution to find a lasting
solution. In our determination to initiate a rethink, and create the serious systematic changes
required to bring higher education to what it is supposed to be, four things are required.
The widespread acceptance and application of a new and better touchstone for decision making
in higher education. A touchstone is a criterion or basic standard of judging something, in higher
education, their touchstone must be quality and quantity of learning. A touchstone and a clear
consensual framework link our advocacy for change to a powerful set of ideas, commitments,
and principles against which to test current policies, practices, and proposals for refund.
Total reconsideration and revaluation of the core values of undergraduate education based on
principles of hard work must form the basis of discussion nationally, and within the four walls of
the universities. This must be given a holistic approach.
The leadership of higher education is supposed to be led by the academy, supported by a board
of trustees, higher education professional organisations, and regional accrediting bodies, they
are to drive the implementations needed. A robust and transparent idea based on collective
discussions by the university community will improve the quality and quantity of learning.
The efficacy of institutions has to be measured intricately by their learning standards. The
formative assessment of learning should become an integral part of instruction in courses and
other learning experiences of all types, and the summative assessment of learning, at the
individual student course, program, and institution level should be benchmarked, against a high
clear public standard.
There is a tendency that when the rethink is driven by public discussion, it is more likely to
succeed in process and result and less likely to cause harm, other than when the process of
rethink is forcefully initiated by national policies, legislative and regulatory authorities. In the
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5. absence of significant reform, the dissatisfaction of parents, employers, alumni, and elected
officials are not likely to decline.
Systematic problems require systematic solutions and so also do cultural problems. The sector
that starts a conversation on what problems the higher educations have and how to resolve it is
interested in solving this problem. This all-important discussion should be spear headed by the
university committee themselves before it gets to the table of the government. However, it should
be extensively discussed at multiple levels, in many places, and over a long period. The national
discussion would provide context, direction, and motive but the workability of this discussion
starts when individual colleges of higher learning and colleagues in the universities get practically
involved in proffering solutions. The desired change which is restoring institutions of higher
learning to higher education will not be achieved unless it is a multilayered and multifaceted
discussion and process starting from the university campuses. If the desired changes occur in
the important places of interest, learning will return to being the touchstone of decision-making
and academic based rigorous learning and assessment would be used to grade the institutions.
The degree of colleges and universities will once again be earned as a result of rigorous and
befitting learning and not given out as entitlement. Then we will begin to see faculties pay more
attention to learning and assessment as against instructions and credit hours. This will enable
the colleges and universities to provide data and information required to assess their values so
that prospective students, parents, accrediting organisations, donors, and the general public can
assess their values.
The graduating students, on the other hand, will be equipped with the requisite knowledge and
skills needed to thrive in the highly competitive global market environment. These desired
cultural changes will no doubt disrupt the entire spectrum of higher learning and it has to be so,
to bring the change that will uniquely restore higher learning to higher education while preserving
extraordinary diversity. Unless this is done, a more disruptive change that will not be in the best
interest of institutional diversity is more likely to occur.
This article on “Cultural Change in Learning” has been compiled by Ansh Kumar, London School
of Business and Research, UK
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6. Become a Global
Leader
London School of Business and Research, UK is a truly global business school with
international footprints in countries such as United Kingdom (London), India (New Delhi) and
Singapore. The multi-cultural and multi-dimensional environment provides students with the
knowledge, skills, attributes and networks - the global business capabilities which is required for
leadership and success in demanding careers in the global economy and helps in fostering
rigorous, relevant and innovative research on the dynamics of global business for students,
business leaders and policy makers throughout the world.
London School of Business and Research, UK is at the fore front of Management Education
globally. The institute is promoted by professionals who have worked at Senior Management
positions at Nestle Inc. and who have studied at World’s Best Business Schools such as
Harvard Business School (USA), Kellogg School of Management (USA), IITs and IIMs. The
institute provides the students with a perfect combination of conceptual framework and
practical insight which is relevant for tackling real-world business problems. We also boast of a
well connected Corporate Network of professionals from the industry. Their participation has
given learning at the London School of Business and Research, UK a pragmatic approach with
a clear business focus.

7. What makes us different
We start with an essential fact. There are neither enough formulas nor business cases to span
the range of high-stakes decisions you’ll face during your career. We seek to prepare you with
knowledge, command of the relevant tools, and most important, the ability to think through
unique problems, make decision and lead.
We leverage vital knowledge from sociology, psychology, economics, and other disciplines. Out
routine of using such knowledge will become second nature to you. You’ll draw on deep
insights and instinctively press to make the ‘best’ answer to a problem even better. And in a
world where many people will tell you what to think, you’ll have the skills to encourage your
colleagues meaningfully and productively, and will have the confidence to make great decisions
that yield positive results.
Our lecturers, students and management share a common value system that underlines our
teaching, learning, professional development and research. We are committed to fully support
for you during your education and as a lifelong member of our LSBR community.
Vision
The Vision of London School
of Business and Research,
UK is to be pre-eminent
business school, nurturing
talent and advancing
knowledge in a multi-
national and multi-cultural
environment
Mission
Our Mission is to provide our
students with the
knowledge, skills, attributes
and networks - the global
business capabilities -
required for leadership and
success in demanding
careers in the global
economy and to foster
rigorous, relevant and
innovative research on the
dynamics of global business
for students, business
leaders and policy makers
throughout the world.
Value
To aim for Academic
Excellence
To foster Creativity
To create Value
Learning is a lifelong
journey - so learn and give
back to local, regional and
global community
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10. Why choose LSBR
Our 8 Differentiators
This section highlights the 8 differentiators that would help you make an informed decision as to
why you should choose London School of Business and Research (LSBR), Online Business
School to complete your much needed education qualification.
Career Development without change in
your lifestyle
LSBR offers you the opportunity to enhance
your career and growth in your life. You do
not have to leave your current job or bring
changes in your lifestyle to gain a
qualification you have been waiting for. Our
online programmes are simple, flexible and
can be taken at any stage of your career
Flexible, Study from anywhere, Study
anytime
Using our online model you have the
advantage of learning without leaving your
country and still attain world class
qualification from the comforts of your home
or office. Our programmes are very flexible
and the optional units enable you to
specialise in the areas that particularly
interests you. You also have the option of
studying units in any order you may like.
Accredited and Affordable
Our qualifications are fully accredited and
accepted world wide. We endeavours to
ensure that cost of our programmes are
always as affordable as possible without
compromising the standards of our
education.
Self paced learning
The programmes offered are self paced.
Faster you submit the assignments faster you
graduate and get the certification. You can
stretch the programme duration to suit you.
No exams – Assignment based
assessments
We have taken sting out of education. You
are assessed through submission of
assignments rather than traditional pen and
paper exams. This means that you can
prepare assignments anytime, sitting in
home, office or cafe and submit the same
once they are ready.
Quality
You can be very confident about the calibre
of the qualification you will receive, as all
LSBR qualifications are fully recognised and
accredited by respective bodies ensuring that
the qualification attained are well accepted.
Easy payment plans
We give you the widest payment options
ranging from monthly, quarterly, half yearly to
yearly payment options. You choose the best
method of payments as per your flexibility.
Support
As a student you have access to a
comprehensive support in form of online
study materials with option of downloading
the same, live 24/7 chat support and
lightning fast email support. We know you are
schedule, therefore we ensure that you get
the answers to your queries as quickly as
possible.

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Study Anytime
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