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The Value of Higher Education website, created by Educational Testing Service (ETS), is devoted to highlighting issues and trends in higher education. We provide news, insight, resources and a positive platform for discussion about America's ever-changing higher education system.


ICEF Monitor (Feb. 22, 2016) - Mapping Technological Change In Higher Education Through 2020

A new report, NMC Horizon Report: 2016 Higher Education Edition, maps the major technological trends, and challenges, facing higher education institutions over the next five years. It emphasizes that blending learning approaches are already being widely adopted but also forecasts significant structural change for institutions by 2020. At all levels, technological change, including the adoption of new technologies in higher education, is being driven by student demand but also by educational leadership, policy change, and changing practices in education. In the executive summary, authors write:
What is on the five-year horizon for higher education institutions? Which trends and technology developments will drive educational change? What are the challenges that we consider as solvable or difficult to overcome, and how can we strategize effective solutions? These questions and similar inquiries regarding technology adoption and educational change steered the collaborative research and discussions of a body of 58 experts to produce the NMC Horizon Report: 2016 Higher Education Edition, in partnership with the EDUCAUSE Learning Initiative (ELI). This NMC Horizon Report series charts the five-year horizon for the impact of emerging technologies in colleges and universities across the globe. With more than 14 years of research and publications, it can be regarded as the world’s longest-running exploration of emerging technology trends and uptake in education. The experts agreed on two long-term impact trends: advancing cultures of innovation, as well as fundamentally rethinking how universities and colleges work. These are just two of the 18 topics analyzed in the NMC Horizon Report: 2016 Higher Education Edition, indicating the key trends, significant challenges, and important technological developments that are very likely to impact changes in higher education around the world over the next five years.

Regarding the major obstacles for higher education, blending formal and informal learning is considered one of the solvable challenges — one that is already being addressed by programs at individual institutions. Cork Institute of Technology in Ireland has long recognized non-formal and prior learning, integrating students’ previous work and life experience into their curriculum designs.1 Some universities are also finding creative ways to leverage informal resources into coursework; marketing students at Indiana University, for example, use Instagram to explore and share successful campaign ideas. On the other hand, the experts identified balancing learners’ connected and unconnected lives as a wicked challenge — one that is impossible to define, let alone solve. As educational technology is rapidly advancing and evolving, it is difficult to always discern when and how to properly implement it to foster real transformation.



A British Council study, The Shape of International Education to 2025, predicts that China will remain the number one sender of international students to other countries in 2025, followed by India. Also at that ten-year mark, however, India will have the largest number of 18–22-year-olds poised to enter higher education – 119 million (an increase of 3.9 million students over 2012) – and China will have the second largest at 80 million (down from more than 115 million in 2012). The report highlights that the world’s leading study destinations – the US and UK – will continue to see their market share of internationally mobile students decline through 2025. This is largely a result of emerging study destinations claiming a greater share of international students, and of the increasing proportion of geo-local mobility. For example, 26% of Arab students studying abroad in 2012 did so within the Middle East (a jump from 12% in 1999).

The University Innovation Alliance, a group of 11 research institutions across the country, is on track to meet its goal of increasing the number of graduates at its universities by 20% by the 2022-23 academic year. The alliance institutions will graduate 94,000 more students than they would have absent their involvement in the group, which asks institutions to graduate more students, focus on their success across the socioeconomic spectrum, share data and innovate together. The alliance formed in 2014 and its major focus areas in the first two years have been predictive analytics and intensive advising as mentor institutions bring members up to speed and "student success teams" work on each campus to get closer to goals identified by a committee of leaders across all universities in the alliance.

Higher education leaders have shifted focus from reducing costs and driving efficiencies toward using technology to enhance competitive advantage and support emerging business models — and ultimately, the institution’s main missions of education and research, according to Gartner. Gartner forecasts that worldwide higher education sector spending will grow 1.2% to reach $38.2 billion in 2016. For institutions to thrive in the increasingly competitive education ecosystem, they must become more innovative and it is often technology that will underpin that innovation. Gartner has identified the top 10 strategic technologies for the higher education sector in 2016, which are: 1. Adaptive Learning, 2. Predicative Analytics, 3. Customer relationship management (CRM), 4. Interoperability, 5. Open Microcredentials, 6. Digital Assessment, 7. Smart Machines, 8. Open Educational Resource (OER) ecosystems, 9. Listening and Sensing Technology and 10. Collaboration Technology.

The Century Foundation published the first report in a new series on college completion. The report’s author, former USED official Bob Shireman, questions the recent push by government officials to have accreditors focus more on student outcomes. The report looks at how government officials have pressed college accreditors to focus more on "student outcomes," quantifiable indicators of knowledge acquired, skills learned, degrees attained, and so on. It then argues that it is not these enumerated outcomes that are the best way to hold colleges accountable, but rather the evidence of student engagement in the curriculum—their papers, written examinations, projects, and presentations—that holds the most promise for spurring improvement in higher education.

The National Student Clearinghouse Research Center has released a new state-by-state look at nationwide college completion data that it released in the fall. Although the national completion rate for students who started at four-year public colleges fell 1.7 percentage points to 61.2% between 2008 and 2009, 15 states bucked that trend. Nationally, 32% of two-year college students graduated from a different institution from where they first enrolled; California and Texas were the most extreme examples, with more than 40 % of students doing so. And in 20 states, more than 5% of the starting cohort at four-year public colleges graduated in a different state. In 30 states, the same goes for students who started at four-year private nonprofits.


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