University of Virginia news in the last couple of weeks deserves all of the attention that it is getting, and more. In a previous blog I suggested that these events revealed the criticality of addressing technology at a strategic level for traditional not-for-profit higher education, public and private, large and small institutions.
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June 28, 2012
June 25, 2012
Has technology left people such as Mrs. Karen Klein behind?
June 20, 2012
I almost began an entry yesterday on the University of Virginia situation.
May 30, 2012
Gone is the day when I have read everything the NYT has in the technology section and I am searching around for more, or, better yet, thinking about all of the issues out there that they have not covered. For some time now, and especially since Jill Abramson took over as executive editor, the Times has been doing an excellent job of covering Internet issues. The coverage reflects the important place that those issues have in society. The integration of Internet issues into our everyday life means that it is no longer necessary to explain that "Internet" refers not simply to a technology but a world-class historical phenomenon, meaning further that it touches every area of human experience.
May 29, 2012
I am working on a presentation today, a riff on a theme I have often mentioned in these blogs under the title: The Internet transfigures humanity. In the course of reviewing the history of U.S. higher education in the twentieth-century, I reread President Eisenhower's farewell speech. In search of understanding the context around which he coined the famous "military-industrial complex" phrase, I discovered that higher education has a walk on role in the drama. Here is what President Eisenhower had to say:
May 16, 2012
I have read three articles this morning. NYT's Thomas Friedman's "Come the Revolution," and the top two articles in IHE, "Rethinking the Humanities" and "Outsourcing On Line Coaches." To use a phrase that was a good one until the book with the same name made it hackneyed, higher education is undoubtedly at a tipping point. Not even in idyllic Ithaca can I or anyone else pretend that serious and enduring change is upon us, from for-profit education in its myriad forms to new programs for Ph.D.s and worthwhile venture described in this article.
May 14, 2012
"Technology is neither good nor bad, only thinking makes it so" is a paraphrase from Hamlet that crossed this English major's mind a number of years ago when I began working in this field. It came to mind again recently as I have been reflecting on the irony of how technology has affected higher education. When in 2001 I became aquatinted with EDUCAUSE, and by that I mean the larger thinking about information technology in higher ed, I was not only thrilled to be part of a world where people talked about big ideas but in a community that swelled with optimism and hope about the transformation that technology would bring to my calling. The underlying assumption was loud and clearly a positive one. The transformation would take us all to a new and better level.
April 22, 2012
In a good NYT analysis today, Quentin Hardy makes noteworthy points about Internet companies and their place in the world. Internet "builders of the technology barely understand the effect they are having, the regulators of the status quo can seem clueless" is the most succinct statement of how technology, the market, law and user experience interact at this time in history.
April 18, 2012
For the foreseeable future, this blog will be the last in my little trilogy of comments related to a discussion last week with network, content owners and higher education folks in D.C. It is my proposal for a Grander Bargain.
April 17, 2012
From philosophy classes to street corners, one can hear Niccolo Machiavelli's famous dilemma between love and fear regaled. Machiavelli instructed "the prince" that it was better to be feared than loved by the people, because in his view compliance derived more from the latter than the former. What is often forgotten about Machiavelli's formulation was his additional comment: the prince should never be hated. Perhaps what he meant ultimately was that the prince should be "respected," but that concept may be more dependent on a democratic society and therefore not even thinkable in the wildly volatile political landscape of Machiavelli's day in fifteenth century Florence.