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.
"Enrollment Management," presented by Dennis Pruitt at the College Business Management Institute, 2016
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Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs.
The Power of the School – Community – University PartnershipMarion H. Martinez
The Power of the School – Community – University Partnership Binghamton City School District - Binghamton University
Citizen Action – Alliance for Quality Education
Expanding the Help: Assessing the Effectiveness of Academic Mentors in Upperc...Tom Durkee
This Powerpoint was created to outline Nicole Cartier & Tom Durkee's assessment of the academic mentor program within Residence Life at Salem State University.
"Enrollment Management," presented by Dennis Pruitt at the College Business Management Institute, 2016
-----
Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs.
The Power of the School – Community – University PartnershipMarion H. Martinez
The Power of the School – Community – University Partnership Binghamton City School District - Binghamton University
Citizen Action – Alliance for Quality Education
Expanding the Help: Assessing the Effectiveness of Academic Mentors in Upperc...Tom Durkee
This Powerpoint was created to outline Nicole Cartier & Tom Durkee's assessment of the academic mentor program within Residence Life at Salem State University.
Achieving a 90 percent Graduation Rate: A Path Back to High School for Boston...America's Promise Alliance
The GradNation campaign invites you to join a webinar on December 13th, 2018 from 3:00 – 4:15 p.m. ET that dives deeply into the Youth Re-engagement area.
Six percent of the class of 2016 did not graduate from high school and was not enrolled in a program to graduate. Though these young people have the potential to graduate, they have not completed school and lack a clear pathway to finish. Re-engagement centers have emerged as a successful way to locate youth aged 16 to 24 who have left the traditional school system and connect them to effective educational options and other services, so they can attain a high school diploma or GED.
In this webinar, we will hear from the National League of Cities on the re-engagement landscape and learn from The Boston Re-Engagement Center and their success in bringing young people back to earn their diplomas. We will define re-engagement and its importance, discuss barriers youth face in returning to education, and describe the strategies to re-engage students. We will also hear from young people served by the Boston Re-Engagement Center.
personal perspectives, opportunities and dilemmas of an academic developer
27 May 2013 Centre for Medical Education, Karolinska Institutet, Sweden
invited seminar
Academic Plan Executive Summary 091709Jenny Darrow
Executive Summary - This academic plan outlines the multi-dimensional efforts of Keene State College and the Division of Academic Affairs to achieve academic excellence. It comes at a time in history when it will not be enough for educational institutions to be known for the physical attributes of their campus or community, or the measures of the many inputs that historically have equated with status in the educational pecking order. Our stakeholders—students, parent, community, system and legislators—are demanding evidence of real educational outcomes, which are captured best in one overarching College strategic goal—achieving academic excellence. The institutions that rise to this new challenge will succeed and prosper, while those that do not will languish. While the Division of Academic Affairs at Keene State College has primary responsibility for meeting this challenge, our success will depend on the creative energies and hard work of the entire College community.
High Quality Family Engagement: 2018 National Title I ConferenceChris Shade
Under ESSA, schools are no longer confined to “core academic subjects” as the only measure of student success. Recent educational reforms did not sufficiently address the socio-emotional factors crucial in learning. States, districts, and schools now have the flexibility to provide a “well-rounded education” including activities in social emotional learning, skills essential to academic success. ESSA provides opportunities to encourage balance where the focus had become too narrow —and to do so in ways that ensure access and equity for all students. While many focus on what educators can do to ensure true equitability, there is no substitute for parents’ role as a child’s first teacher. To close the opportunity gap, districts and schools must find, develop, and deploy practical and scalable solutions to empower parents and families to be an active part in eliminating barriers. Discover how ReadyRosie offers research-based strategies to help close that gap.
Science & Arts Academy
1825 Miner Street
Des Plaines, Illinois 60016
(847) 827-7880
http://www.scienceandartsacademy.org
Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.
Helping students navigate an interconnected world — What to expect from PISA ...EduSkills OECD
Today’s students live in an interconnected, diverse and rapidly changing world. In this complex environment, a student’s ability to understand the world and appreciate the multiple different perspectives they are likely to encounter is key to their success.
In 2018, the OECD Programme for International Student Assessment (PISA) conducted its first evaluation of students’ capacity to live in an interconnected world. The assessment focused on students’ knowledge of issues of local and global significance, including public health, economic and environmental issues, as well as their intercultural knowledge, skills and attitudes. The results of this assessment – PISA 2018 Volume VI – will be launched on 22 October.
Want to get a head start on what this latest Volume is all about? Andreas Schleicher, OECD Director for Education and Skills, unveils the main themes addressed in Volume VI and what to expect from the data.
Respondents in a 2017 Gallup poll said they have little confidence in the public schools today with only 36 percent having a “great deal” or “quite a lot” of confidence in the schools. While the rising tide of mediocrity so often mentioned in educational research pushes for more funding— smaller class sizes and higher teacher salaries, this research and that of others shows money may not be the leading factor in success in a scholastic media environment. When 310 of the most successful scholastic broadcast, yearbook, newspaper and online programs were examined, the qualifications of the teachers, the location of the school and the racial diversity of the school were more likely to predict success than per pupil revenues or low student/teacher ratios.
The Personal and Intellectual Development of Studentsnoblex1
We think we know some useful things about what happens to students on the way to a college degree. We still have to make some educated guesses as to why it happens, but perhaps research will gain more insight into causal factors in the next years. At this point, however, the sheer volume of information available has encouraged some pragmatically-inclined folks to try to condense and simplify the findings into something that teachers and administrators can and will read and use.
I confess that I am about to deliver yet another list - one that will not continue the upward count of things to do to improve education, but that will pull from the existing lists those items that I think are most relevant to the unique educational mission of the service academies. Since you know the educational characteristics of your academies far better than I, it may be presumptuous of me to attempt this feat, but breathe easy; my list has only six items. The first three are what might be called environmental factors that create the cumulative overall impact on the personal and intellectual development of students. These factors are most likely to affect attributes such as leadership and character. They are: 1) the coherence and reinforcement of a consistent educational message, 2) the socialization of the student into the values of the institution, and 3) the integration of education and experience. The second set of three items are instructional or classroom factors that promote the development of academic and intellectual skills such as critical thinking, problem solving, and effectiveness in communication. The three items in that list are: 1) the communication of high expectations, 2) the encouragement of active student learning, and 3) the provision of assessment and prompt feedback.
Environmental Factors: The educational environment of the service academies is probably one of the most potentially potent that exists on any campus in the United States. Students are immersed in a consistent and reinforcing environment from the day they arrive to the day they graduate. Thus, I have listed coherence and reinforcement of the educational message as first on my list of research-documented characteristics known to have an impact on students. This characteristic represents one of your most distinctive departures from the average college campus. First and perhaps most powerfully, you are residential institutions. Your students live on campus and are subject 24 hours a day to the influence of the people and environment of your academies. That, says the research, makes for a peculiar potency that affects values, attitudes, self-concept, intellectual orientation, and a host of other personal variables that contribute to what you might call leadership and character.
Source: https://ebookschoice.com/the-personal-and-intellectual-development-of-students/
Achieving a 90 percent Graduation Rate: A Path Back to High School for Boston...America's Promise Alliance
The GradNation campaign invites you to join a webinar on December 13th, 2018 from 3:00 – 4:15 p.m. ET that dives deeply into the Youth Re-engagement area.
Six percent of the class of 2016 did not graduate from high school and was not enrolled in a program to graduate. Though these young people have the potential to graduate, they have not completed school and lack a clear pathway to finish. Re-engagement centers have emerged as a successful way to locate youth aged 16 to 24 who have left the traditional school system and connect them to effective educational options and other services, so they can attain a high school diploma or GED.
In this webinar, we will hear from the National League of Cities on the re-engagement landscape and learn from The Boston Re-Engagement Center and their success in bringing young people back to earn their diplomas. We will define re-engagement and its importance, discuss barriers youth face in returning to education, and describe the strategies to re-engage students. We will also hear from young people served by the Boston Re-Engagement Center.
personal perspectives, opportunities and dilemmas of an academic developer
27 May 2013 Centre for Medical Education, Karolinska Institutet, Sweden
invited seminar
Academic Plan Executive Summary 091709Jenny Darrow
Executive Summary - This academic plan outlines the multi-dimensional efforts of Keene State College and the Division of Academic Affairs to achieve academic excellence. It comes at a time in history when it will not be enough for educational institutions to be known for the physical attributes of their campus or community, or the measures of the many inputs that historically have equated with status in the educational pecking order. Our stakeholders—students, parent, community, system and legislators—are demanding evidence of real educational outcomes, which are captured best in one overarching College strategic goal—achieving academic excellence. The institutions that rise to this new challenge will succeed and prosper, while those that do not will languish. While the Division of Academic Affairs at Keene State College has primary responsibility for meeting this challenge, our success will depend on the creative energies and hard work of the entire College community.
High Quality Family Engagement: 2018 National Title I ConferenceChris Shade
Under ESSA, schools are no longer confined to “core academic subjects” as the only measure of student success. Recent educational reforms did not sufficiently address the socio-emotional factors crucial in learning. States, districts, and schools now have the flexibility to provide a “well-rounded education” including activities in social emotional learning, skills essential to academic success. ESSA provides opportunities to encourage balance where the focus had become too narrow —and to do so in ways that ensure access and equity for all students. While many focus on what educators can do to ensure true equitability, there is no substitute for parents’ role as a child’s first teacher. To close the opportunity gap, districts and schools must find, develop, and deploy practical and scalable solutions to empower parents and families to be an active part in eliminating barriers. Discover how ReadyRosie offers research-based strategies to help close that gap.
Science & Arts Academy
1825 Miner Street
Des Plaines, Illinois 60016
(847) 827-7880
http://www.scienceandartsacademy.org
Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.
Helping students navigate an interconnected world — What to expect from PISA ...EduSkills OECD
Today’s students live in an interconnected, diverse and rapidly changing world. In this complex environment, a student’s ability to understand the world and appreciate the multiple different perspectives they are likely to encounter is key to their success.
In 2018, the OECD Programme for International Student Assessment (PISA) conducted its first evaluation of students’ capacity to live in an interconnected world. The assessment focused on students’ knowledge of issues of local and global significance, including public health, economic and environmental issues, as well as their intercultural knowledge, skills and attitudes. The results of this assessment – PISA 2018 Volume VI – will be launched on 22 October.
Want to get a head start on what this latest Volume is all about? Andreas Schleicher, OECD Director for Education and Skills, unveils the main themes addressed in Volume VI and what to expect from the data.
Respondents in a 2017 Gallup poll said they have little confidence in the public schools today with only 36 percent having a “great deal” or “quite a lot” of confidence in the schools. While the rising tide of mediocrity so often mentioned in educational research pushes for more funding— smaller class sizes and higher teacher salaries, this research and that of others shows money may not be the leading factor in success in a scholastic media environment. When 310 of the most successful scholastic broadcast, yearbook, newspaper and online programs were examined, the qualifications of the teachers, the location of the school and the racial diversity of the school were more likely to predict success than per pupil revenues or low student/teacher ratios.
The Personal and Intellectual Development of Studentsnoblex1
We think we know some useful things about what happens to students on the way to a college degree. We still have to make some educated guesses as to why it happens, but perhaps research will gain more insight into causal factors in the next years. At this point, however, the sheer volume of information available has encouraged some pragmatically-inclined folks to try to condense and simplify the findings into something that teachers and administrators can and will read and use.
I confess that I am about to deliver yet another list - one that will not continue the upward count of things to do to improve education, but that will pull from the existing lists those items that I think are most relevant to the unique educational mission of the service academies. Since you know the educational characteristics of your academies far better than I, it may be presumptuous of me to attempt this feat, but breathe easy; my list has only six items. The first three are what might be called environmental factors that create the cumulative overall impact on the personal and intellectual development of students. These factors are most likely to affect attributes such as leadership and character. They are: 1) the coherence and reinforcement of a consistent educational message, 2) the socialization of the student into the values of the institution, and 3) the integration of education and experience. The second set of three items are instructional or classroom factors that promote the development of academic and intellectual skills such as critical thinking, problem solving, and effectiveness in communication. The three items in that list are: 1) the communication of high expectations, 2) the encouragement of active student learning, and 3) the provision of assessment and prompt feedback.
Environmental Factors: The educational environment of the service academies is probably one of the most potentially potent that exists on any campus in the United States. Students are immersed in a consistent and reinforcing environment from the day they arrive to the day they graduate. Thus, I have listed coherence and reinforcement of the educational message as first on my list of research-documented characteristics known to have an impact on students. This characteristic represents one of your most distinctive departures from the average college campus. First and perhaps most powerfully, you are residential institutions. Your students live on campus and are subject 24 hours a day to the influence of the people and environment of your academies. That, says the research, makes for a peculiar potency that affects values, attitudes, self-concept, intellectual orientation, and a host of other personal variables that contribute to what you might call leadership and character.
Source: https://ebookschoice.com/the-personal-and-intellectual-development-of-students/
Dr. Dennis Pruitt, vice president for student affairs, vice provost and dean of students, shared an overview of trends and issues at the Sept. 9, 2016 meeting of the Division of Student Affairs and Academic Support.
An overview of the Effective Lifelong Learning Inventory (ELLI), developed from research at the University of Bristol, in the context of post-16 education, including apprenticeships. Focus on ensuring high quality learner journey post-16 through use of ELLI. Includes five factor framework for creation of positive learning environments. How ELLI improves retention and attainment. Presentation given at Post-16 Briefing, November 2016, organised by the University of Salford, UK.
The Imperative To Reenergize The University In Service To Societynoblex1
Today, it is no secret that our colleges and universities are beset by an array of problems, new to most of us: chronic shortages of funds, coupled with soaring fees and public resistance to higher taxes; new skepticism from members of the "attentive public" about our productivity, accompanied by hard questions about research and tenure; an academic culture that appears to measure excellence by scholarly citations and the number of doctoral candidates, not minds opened or the needs of undergraduates; vigorous new competitors in the academic market, ready and eager to provide services we have ignored; and sharp conflict among faculty, administrators, and other leaders about which of these problems need immediate attention and how to address them.
To add to our difficulties, one of the nation's great strengths, its cultural, racial, and ethnic diversity, has been unscrupulously used to open old wounds in our national life, encourage hostility to immigrants, and create new divisions on our campuses - in the process placing many new burdens on our institutions and the people in them.
All of those challenges will be difficult to address and solve. Some may prove intractable, no matter how good our intentions. Nonetheless, university presidents and their allies - trustees, faculty leaders, the business community, and others - must point people in the right direction and make a start down the road.
We have no crystal ball and we do not know what the future holds. But among the many issues deserving attention it seems to us that five lie at the heart of the task before us.
1. The Student Experience.
With the value system favoring research and graduate studies firmly entrenched in American universities, undergraduates too often become at best a responsibility, at worse an afterthought. We find that observation too close to the truth for comfort. Just as we can help reinvigorate undergraduate preparation at research universities, both public and private, we can make a useful contribution by again placing the centrality of the student experience - graduate and undergraduate, fulltime and parttime, traditional and nontraditional - at the top of our institutions' agendas. Polls indicate the American people place a high value on our research. They appreciate our outreach and service. But they support us because we have historically provided unprecedented access to high quality, affordable education. We cannot disappoint them in this expectation and depend on their continued goodwill.
2. Access.
This public expectation points us to the second major issue we must address, access. Access has been the hallmark of our institutions in the past; despite the financial pressures all of us face, maintaining access must be our major priority in the future.
Source: https://ebookschoice.com/the-imperative-to-re-energize-the-university-in-service-to-society/
Quickly And Substantially Improve Student Achievementnoblex1
The primary goal of educators in every public school and district across the country has always been to provide a solid educational foundation for all students. Such a foundation is key to students' eventual success in higher education, the workforce, and, in a broader sense, their adult lives as citizens and heads of their own families. In recent years, however, school success has increasingly come to be measured by results on standardized assessments, and the public expectation is that all children should meet state-established standards.
Thousands of schools and districts are grappling with the need to significantly, and rapidly, raise student achievement as measured by high stakes assessments. They are looking for answers— a roadmap — to guide their improvement efforts. Their efforts to improve might also go more smoothly if they are better prepared for "speed bumps" experienced by other districts. School districts can have a profound and positive impact on school improvement efforts. But many of them will have to make substantial changes in the way they do business.
A substantial number of studies have been conducted over nearly three decades to identify factors describing individual schools that have defied the odds by accomplishing high levels of achievement while serving significant numbers of children from low-income or minority families. But until recently little research has focused on school districts as the locus for improvement efforts.
For information about efforts to improve larger systems, educators often turned to research done in the corporate world. Perhaps the most famous of these studies was conducted by Peters and Waterman, who studied companies that ranked high on six measures of long-term financial health. The study contributed to a revolution in many American businesses that responded to the findings describing several characteristics of successful companies. Among Peters' and Waterman's key findings were that the high-performing corporations:
- were "close to their customers" and listened to what customers or clients said about their products and services;
- had a "bias for action"—they tried new ways of doing things, then tried other alternatives if necessary; and
- shifted responsibility for improving quality to the "workers" themselves — those dealing directly with clients and customers.
The Fifth Discipline, by Peter Senge, is another work that was originally written for the corporate world that has had substantial impact on education. In particular, his concept of the learning organization translated well to the understanding that schools had of themselves. However, the primary theme in his book — the importance of taking a systems view — was overlooked by many.
Source: https://ebookschoice.com/quickly-and-substantially-improve-student-achievement/
Doors to Knowledge: Navigating the School Admission Journeyamankhan99101
Embarking on the school admission journey is a significant milestone for both parents and students alike. "Doors to Knowledge: Navigating the School Admission Journey" is a comprehensive guide that unfolds the intricate process of school admissions.
A Masters in Business Administration (MBA) is a one-year professional business degree. Earning this degree adds some expected as well as unexpected benefits to one's life. The bulk of these benefits extends beyond career and other professional goals. It greatly applies to our daily lives as well. Oftentimes, people are indecisiveness about pursuing an MBA and what benefits a 1 Year MBA degree will afford them. Consider these benefits detailed below, you may be surprised.
Letters of recommendations are vital, whether you’re considering applying to an MBA program or looking forward to switching careers. While it may appear easy, it has its difficulties. Asking a person to write a letter that speaks to your character and outlines your strengths can be tough and even awkward.
The job you have after graduation is one primary tangible measure of the return on your undying investment of effort, time, and money. An MBA could be seen or viewed as a step toward switching careers or moving up a rung or two in the field that already fuels your desirable passion.
This Integrated Diploma in Business and Management – Level 3 qualification from London School of Business and Research, UK (LSBR) has been created to develop and reward those learners who are looking to or already have chosen a career in a business-related sector. We hope that learners take the opportunity to learn a great deal from this programme that will provide relevant new skills and qualities. It is envisaged that this Integrated Diploma in Business and Management – Level 3 programme will encourage both academic and professional development so that learners move forward to realise not just their own potential but also that of organisations across a broad range of sectors.
This documents highlights the various courses in the field of Business and Management available to learners via Online mode. The courses are accredited and globally recognised qualifications. The Undergraduate and Postgraduate Masters qualifications are accredited by Ofqual, UK and partner UK Universities. This course also highlights our MBA Degree and MBA Top-up Degree which are available 100% online. The feedback from our alumni about our Online MBA and Online BA Degree are also shared in this information bulletin.
This document is the introduction of London School of Business and Research, UK, and the various courses offered by the institution including University Degree courses at Undergraduate and Postgraduate / Master's level in Business Management, Accounting and Finance, Strategic Management and Leadership, Human Resource Management, Logistics and Supply Chain Management, Project and Quality Management, Health and Social Care Management, Travel Tourism and Hospitality Management, Education and Training Management and Computer, IT and Web courses. The institute also offers MBA Degree qualification.
More from London School of Business and Research (6)
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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
LSBR.UK
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.
LSBR.UK
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
LSBR.UK
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
LSBR.UK
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
LSBR.UK
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.
12. United Kingdom
622, Crown House,
North Circular Road, Park Royal,
London NW10 7PN,
United Kingdom
Email: Admissions@LSBR.UK
India
Suite 716, DLF Tower - A
Jasola,
New Delhi - 110025
India
Follow us on
Facebook: lsbr.uk
Twitter: LSBRLondon
LinkedIn: /School/LSBR
Instagram: LSBR.UK
Pinterest: LSBRUK
* taken from industry inputs
Study Anytime
Anywhere
From Comfort of
your Home or
Office
Study Online