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Showing posts with label Degree. Show all posts
Showing posts with label Degree. Show all posts

Friday, 7 December 2018

Two year versus three year degrees

A fellow career practitioner, Tom Staunton, wrote a blog post on the UK Government's proposal to introduce two year degrees (Coughlan, 18 November 2018). Tom was worried about this shift from three perspectives: that the 'more choice' rationale provided by the UK Government had no evidenced outcome value; that the 'saving money' argument ignored other ways of cost reduction; and that completing a degree more quickly may not improve - or even maintain - quality (20 November 2018). One element of the article focused on institutions not being able to cope with the shift two two year programmes. We shouldn't really be worrying about the mechanics: let's put the learner at the centre of this.

The article (Coughlan, 18 November 2018) suggests that the proposal is to turn around the lack of mature students undertaking degree study: "Condensing a full degree into two years is seen as being more appealing to people who are in work or with family commitments", so students would complete the same credits but whack it out in two years. I almost laughed out loud when I read that. The UK Government's solution for busy, over-committed people is to load them up with even more stress by increasing their study load. I find students are already stressed in their study learning at the present rate, how is it safe - or how will it provide better learning outcomes - to increase those stress levels?

I left a comment with Tom telling him that I agreed with him. I too think that two year degrees are a bad idea. This proposal may white ant the value of a degree, or at least start employers questioning what degree people did and how long the programme was, creating a two tier employer view of undergraduate qualifications.

In New Zealand we have a two year diploma and a three year degree. I have noted that there appears to be a difference in mindset between the diploma students and the degree students. I find that diploma students are less aware of their own shortcomings and more certain of their own judgement. Further, they are taken much less seriously by employers with a diploma rather than a degree, and so are less employable. Interestingly, in some cases we have just reduced diplomas to an eighteen month qualification. Perhaps we too are getting ready to propose a two year degree in New Zealand.

Moving to a two year degree would worry me as there is something that changes or shifts - I feel - for students when they move from a two year programme of study to a three year programme. I think that extra year adds an ability to reflect on their programme of study and to professionalise their learning.

Education should not be a force-feeding process. It should be more like the slow food movement. In my view, I think students need more time to think, to develop ideas, to construct argument, to explore and discount fallacies.

Because a three year programme appears to change graduates, monkeying with it should be explored with caution. I would like to see research showing graduate benefits from both lengths of study before we dive in and make changes. This discussion needs to be entirely about the learners and how better learning takes place.

If you are interested in reading a bit more of my thinking in this area, check out here, here and here. The latter article was inspired by an earlier blog post of Tom's.


Sam

References:

read more "Two year versus three year degrees"

Wednesday, 16 May 2018

What is a degree for?

Recently I ran across a interview about higher education, where the interviewee was suggesting that Higher Education was a waste of time, resources and investment. The interview was about a book that the interviewee had written, "The Case Against Education: Why the education system is a waste of time and money". The argument was that "public education is waste of time and money and we should stop investing in it" because "the payoff for education isn’t really coming from learning useful job skills. Nor is it coming from students savoring the educational experience. Rather, most of what’s going on is that people are showing off — or, as economists call it, they are 'signaling'. They are trying to impress future employers by showing how dedicated they are" (Illing, 16 February 2018, citing economist, Bryan Caplan).

That's an argument I haven't heard before: education as 'showing off'. I do think that completing an undergraduate degree that tells an employer that you can stick at something for 3-4 years and get it done. Tenacity. Perseverance. Completer-Finisher. But I don't think that this is 'showing off'.

Putting aside my doubt about the validity of the 'showing off' statement, I feel that Mr Caplan's argument has another flaw: that the job of higher education is solely to make us employees. He also thinks that we should all pay for our education, right the way through from Kindergarten. He thinks that "Kindergarten through 8th grade tends to serve as a daycare center for kids while their parents are at work. The educational waste really becomes a problem in high school because at that age kids could be doing something far more productive, like an apprenticeship or a vocational school" (Illing, 16 February 2018, citing Bryan Caplan).

Wow. Early learning is day-care. Being in secondary school is why people are no longer doing apprenticeships. Crikey, talk about an 18th century approach to education. I was amazed that Princeton published it. OK: I am probably being somewhat unkind, as Mr Caplan does imply that some students will be "savoring the educational experience", but the main thrust of his argument seems to be an economic one, and not a developmental one.

Funnily enough, I don't think that 'day-care' and 'vocational training' present valid arguments either. Nor do those who sign up apprentices think this way. The minimum age is 15 to begin an apprenticeship here in New Zealand, requiring a dispensation to get out of school a year early. There are some sound reasons why we don't want younger people going into apprenticeships: there is good evidence that our brains do not fully understand consequences until we are 18 or more (Moffitt, Poulton, & Caspi, 2013). Health and safety, customer service, process and procedure, and self-directed learning all tend to be better understood if we just hold off the start by a couple of years to get a little more maturity.

I did my degree for interest. Yes, I assumed I would find a job, but primarily, it was so I had some training in something that I was interested in. In my view, higher education is there to train us to refine our thinking, our curiousity and to develop an understanding of what professionalism looks like in our field. For me, a degree is to teach us to learn, not to create drones who can get a job.

If my summary of the article is correct, then Mr Caplan's argument is that the sole purpose of higher education is to get work. I assume an educational and economic fail on his terms would be if we didn't get a job in our field.

In my view, an educational fail is if we don't develop life-long learning... that and the understanding that no learning is ever wasted. Quite a different philosophical approach.

Hmm. I wonder what Mr Caplan's qualifications are...


Sam

References:
read more "What is a degree for?"

Wednesday, 30 December 2015

Completing a Degree

(Cappelli, 2012, p. 48)
I have written before about an interview with author, Peter Cappelli, and The Wharton School of Business at Penn U (15 June 2015).

What I have not mentioned was that Peter talked in the Wharton interview about US degree completion rates being one of the lowest in the world. In fact, Business Insider reports that "In 2012, 39 percent of young Americans were expected to graduate from college, compared with 60 percent in Iceland, 57 percent in New Zealand and 53 percent in Poland. The U.S. graduation rate was ahead of Canada (35 percent), Germany (31 percent), Switzerland (31 percent), Spain (29 percent), Turkey (27 percent), Italy (26 percent), Chile (23 percent), Hungary (23 percent) and Mexico (22 percent)" (9 September 2014).

In addition, 47.6% of young-ish Kiwis have a Diploma or a Degree (Capelli, 2012, p. 48). Not bad.

At 57% completion, it appears that successive New Zealand governments have worked in the right way: our students are more likely than not to complete their degrees.

Our majors are slowly being nationally standardised, with the Government only paying each institution in full - the 75% of domestic student fees paid through taxes - on degree completion. This has the advantage of forcing tertiary institutes to remove speciality and rarely offered papers from the mix* so that students complete within the allowable time. It also encourages institutions to staircase students through tiered qualifications so that (a) students leave with a qualification - ie, cert, dip, degree, and (b) as the institutional payment relies on completion, students are less likely to be pushed beyond their competence for another ring-up on the till.

However, this latter might mean a softening of standards, if the institute is not careful to uphold academic integrity. Somewhat less likely in New Zealand with our 'fair play' focus, but it is clear how the twin torsions of payment and standards may not necessarily play nicely together. Something for us to be vigilant about.

And to remember that there is still 43% of students who don't finish, for whatever reason that is. Something for us to work on too.


Sam

* Speciality papers have not been dropped, but have been moved to honours, grad-cert or -dip qualification offerings instead. That allows everyone's needs to be met.

References:
read more "Completing a Degree"

Wednesday, 23 December 2015

Delivering on the promise of Higher Education

(Cappelli, 2012, p. 44)
Following an online discussion on the cost of education, I went hunting to find out what the tuition cost is in the US. According to Laura Bridgestock, degree course costs are between USD$9k and USD$31k - NZD$14k to NZD$47k - per annum (30 January 2015).

NZ is similar to the US community/state college end of the spectrum, as average annual NZ course costs come in at around NZD$15k pa. What I found really interesting is that our living costs are apparently around quarter that of the US: Kiwi students get a grant of around NZD$5k per year, in the US, you need around USD$9k (NZD$16k).

Further, in the US, almost all students are able to apply and receive grants to cover some or all of their tuition costs (Bridgestock, 30 January 2015). This is not something that our Kiwi students have access to.

So while we pay at the low end, we are far, far less likely to get a fee-break. Education is costly in New Zealand.

What sparked this was a post about a new book, "Will College Pay Off" supported by an interview with the author, Peter Cappeli, and The Wharton School of Business at Penn U (15 June 2015). Peter said "What [employers] care about is the college experience. In the U.S., the more traditional college experience where you are working in a community, you’re getting along with other people, you’re learning from the context as well as just the academic material."

He continues later in the interview with "employers care a lot about internships more than they seem to care about the college curriculum that you’re taking, work experience on campus, and maybe some of these certificates that you can get online in fields where those count, like computer science" (Wharton & Cappelli, 15 June 2015).

I found Peter's comments about the - so called - 'soft skills' really interesting. It is something that I tell my students: it doesn't really matter what degree you have done. What matters is that you have a proven ability to stick through to completing a body of learning, on your own. Employers then know you have those interpersonal and character skills that will translate into the workplace. What those skills are were explored in a previous book by Peter, "Why Good People Can't Get Jobs" (2012).

The reasons are often perceptual. Tertiary institutes are not good at reporting to potential employers what skills graduates possess. Additionally, some tertiary institutes focus too heavily on theory, and not enough on application, some vice versa. Neither position is what an employer is seeking: they need both for problem-solving and future-proofing.

Like the US, NZ degrees are trending into internships (where I teach, we use them). These are useful because they bring together all the techical skills with the employability skills that the workforce demands: time-management, planning, communication, deadline-orientation, customer service, language skills and teamwork.

But we still don't report on them to future employers. I think that our tertiary institutes should be doing just that, and reporting on how many extensions students have applied for, the deadlines missed, and the other employability skills listed in the image that illustrates this post, because, although it may be informal now, it could easily be formalised and reported along with the student transcript at the end of a degree programme.

But it is critical that we ensure our graduates leave with the ability to learn, to communicate, to problem-solve, to be self-disciplined and to self-manage.


Sam

* Speciality papers have not been dropped, but have been moved to honours, grad-cert or -dip qualification offerings instead. That allows everyone's needs to be met.

References:
read more "Delivering on the promise of Higher Education"

Friday, 24 July 2009

Newsletter Issue 168, July 2009



Sam Young Newsletter


Issue 168, July 2009

Hi guys,

Check out Bill Taylor's exploration of what is the right leadership for the times in Entrepreneurs vs Commerce Degrees below.

We take a quick look at a www.simplesavings.co.nz tip in Reducing Debt & Expenses


Don't forget, if you want to be taken off my mailing list, click here to send me a reply e-mail and I will remove your name.



Entrepreneurs vs Commerce Degrees



As if people with Commerce Degrees (MBAs is US parlance) didn’t have enough problems already; initially they were being likened to monsters, and the cause of the economic meltdown. Now scuttlebut is that they don’t have what it takes to turn things around. Bill Taylor on his recent Harvard Business blog post “MBAs vs. Entrepreneurs: Who Has the Right Stuff for Tough Times?” says “As the economy experiences the most deep-seated changes in decades, maybe it’s time to change our minds about what kinds of people are best-equipped to become business leaders.” He's got his money on the entrepreneurs to drive economic recovery.

There is much speculation in the US about where elite degree holder talent will flow to now, and Bill reports the New York Times as having said "fewer shiny young minds are embarking on careers in finance and business consulting", chronicling the difficult career choices for business students, with US business graduates going into government, science and teaching.

Bill is not so sure that elite US business school graduates equates to real talent in the business world. He questions whether these people are "best-equipped to become business leaders".

Bill goes on to say "Is our fascination with the comings and goings of MBAs as obsolete as our lionization of investment bankers and hedge-fund managers? Is it time to look elsewhere for the "best and the brightest" of what business has to offer?" He continues:

'One place to look for answers is the fascinating research of Professor Saras Sarasvathy, who teaches entrepreneurship at the Darden Graduate School of Business at the University of Virginia.
'It's been a long time since I've encountered academic research as original, relevant, and fascinating as what Professor Sarasvathy has done, in a series of essays, white papers, and a book. Her work revolves around one big question: What makes entrepreneurs "entrepreneurial?" Specifically, is there such as thing as "entrepreneurial thinking" — and does it differ in important ways from, say, how MBAs think about problems and seize opportunities?
'The answer, Sarasvathy concludes, is an emphatic yes — and the differences boil down to the "causal" reasoning used by MBAs versus the "effectual" reasoning used by entrepreneurs. Causal reasoning, she explains, "begins with a pre-determined goal and a given set of means, and seeks to identify the optimal — fastest, cheapest, most efficient, etc. — alternative to achieve that goal." This is the world of exhaustive business plans, microscopic ROI calculations, and portfolio diversification.
'Effectual reasoning, on the other hand, "does not begin with a specific goal. Instead, it begins with a given set of means and allows goals to emerge contingently over time from the varied imagination and diverse aspirations of the founders and the people they interact with." This is the world of bootstrapping, rapid prototyping, and guerilla marketing.
'The more Sarasvathy explains the differences in the two styles of thinking, the more obvious it becomes which style matches the times. Causal reasoning is about how much you expect to gain; effectual reasoning is about how much you can afford to lose. Causal reasoning revolves around competitive analysis and zero-sum logic; effectual reasoning embraces networks and partnerships. Causal reasoning "urges the exploitation of pre-existing knowledge"; effectual reasoning stresses the inevitability of surprises and the leveraging of options.
'The difference in mindset, Sarasvathy concludes, boils down to a different take on the future. "Causal reasoning is based on the logic, To the extent that we can predict the future, we can control it," she writes. That's why MBAs and big companies spend so much time on focus groups, market research, and statistical models. "Effectual reasoning, however, is based on the logic, To the extent that we can control the future, we do not need to predict it."
'How do you control the future? By inventing it yourself — marshalling scarce resources, understanding that surprises are to be expected rather than avoided, reacting to them fast. Ultimately, she says, entrepreneurs begin with three simple sets of resources: "Who they are" — their values, skills, and tastes; "What they know" — their education, expertise, and experience; and "Whom they know" — their friends, allies, and networks.
' "Using these means, the entrepreneurs begin to imagine and implement possible effects that can be created with them...Plans are made and unmade and revised and recast through action and interactions with others on a daily basis."
'Sounds like a plan to me! So the next time you read an article about what MBAs are doing, don't forget to think about what entrepreneurs are doing as well. They're the ones with the right stuff for tough times.'




Reducing Debt & Expenses



In having a trawl around the internet, I came across a little site called "www.simplesavings.co.nz" which, although focused at savings you could make in the home, does have sensible spin offs for business savings too.

The creator of Simple Savings, Fiona Lippey, has set up this great little site full of savings tips, and has an annual debt reduction planner that you can download (free) at http://www.simplesavings.co.nz/downloads/calendar2009-nz.pdf. As part of that download, she has some tips on how to remain focused on making savings, called "Transform your life in just 10 minutes a day":

  1. Rule No. 1: Set your alarm clock and timer! Your alarm clock is your daily reminder to make 10 minutes of Simple Savings time every day. When your alarm clock goes off, set the timer for 10 minutes. Then get to work! Make sure you stay focused until the timer goes off. [Diarise in Outlook - and make it important - and stick to it]
  2. Rule No. 2: Make the new habit easy to do. Choose the best time of day for your own personal Simple Savings time. Make sure it fits into your lifestyle, so it is easy for you to maintain and succeed... whenever is easiest for you. [Ditto as per 1]
  3. Rule No. 3: Decide out loud. Decide out loud and write down what it is you are going to do each day in your Simple Savings time. This will help you stay committed and focused. [To better fit the work environment - publish this in a weekly e-update to staff]
  4. Rule No. 4: Reward yourself. When you succeed, remember to pat yourself on the back. Every little step you make towards your goals is going to have a massive impact on your life. [Ditto as per 3 - let staff know the results in your e-update]
  5. Rule No. 5: Write down what you have gained. Keep a record of your achievements so you can look back and see how far you have come. The change is so gradual that sometimes you will think you haven’t made any headway at all, but keeping records will refresh your memory and chances are you will be surprised. [Ditto as per 3 - annual recap of results in your e-update]

Elsewhere in the download there is the idea of having a savings theme each month - which I particularly like as it makes it easier to focus on different aspects and categories of expenses and debt.

By being aware of your habits - and weaknesses, then taking control of them, you will find you have reduced debt and expenses significantly.





Changing the 'My Documents' Default Location



Sometimes the default location of your My Documents folder doesn't suit: particularly those who like to have all their software on one sector or partition of their hard drive and all their files in another (usually for back-up purposes). It used to be hard to do, but from Windows XP onwards, it is actually very easy; but finding the information can be quite difficult. Thanks to Fred Langa - of LangaList fame - I have the instructions.

To change the location of your Vista My Documents folder:

  • right-click the folder in Windows Explorer
  • Select Properties
  • Click the Location tab and click Move. If you see only a text box under "Target folder location," enter the new location for the folder there and click OK.
  • Navigate to and select your preferred location for your My Documents folder
  • Windows will ask if you want to move everything in the current folder to the new one; you probably want to say yes.

To change the location of your XP My Documents folder:

  • right-click the folder in Windows Explorer
  • Select Properties
  • Click the Target tab. In most cases, you'll find the same Restore Default, Move, and Find Target buttons as in Vista's dialog box. If you see only a text box under "Target folder location," enter the new location for the folder there and click OK.
  • Windows will then make the move for you, placing your My Documents folder and all its contents in the spot you chose.

Easy peasy.



TLAs for SMEs



Here are this newsletter's TLAs (Three Letter Acronyms) for you:

  • FYEO, For Your Eyes Only. An indication that privacy applies on an email. However, not entirely effective, as emails should be treated as public information.


Please feel free to email me with any TLAs that you want to get the bottom (meaning!) of.



Tips, Short+Hot Keys

Over the next few newsletters, we are looking at all the things you can do with Alt, Shift, Ctrl in Windows Media Player. This is our first section in this series:

  • Windows Media Player "Repeat the playlist/stop repeating the playlist (toggle)" Ctrl & T
  • Windows Media Player "Stop playing the current item" Ctrl & S
  • Windows Media Player "Restore the Player from mini Player mode" Alt & Shift & P
  • Windows Media Player "Shut down Windows Media Player" Alt & F4



Hot Linx

Anyone needing a flu pandemic checklist, go to http://www.effectus.co.nz/documents/Effectus-PandemicITChecklist.pdf and download the pdf. A great shortcut for business from Effectus!

Think twice about making people redundant; read http://www.business.govt.nz/Under-the-spotlight/Restructure-your-business-and-hold-on-to-your-staff.aspx and think about some restructuring alternatives first

Anyone interested in entering the 2009 Westpac Nelson Tasman Chamber of Commerce Business Awards can download the entry forms & information from the NTCC website at http://www.commerce.org.nz/nelson/business_awards/

A great formula example for trimming Excel trailing or leading spaces and various other cleverosities can be found at http://www.timeatlas.com/mos/5_Minute_Tips/General/Finding_Excel_Word_Count/



                                Catch you again soon!! E-mail your suggestions to me here
read more "Newsletter Issue 168, July 2009"