Higher Education Forum 2015 Disrupting traditional models October 22, 2015

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1 Higher Education Forum 2015 Disrupting traditional models October 22, 2015 Demand for higher education is rising rapidly across the world, with record numbers of people aspiring to a degree or equivalent qualification. This is putting tremendous pressure on universities to innovate their model in order to stay competitive and deliver on the promise of economic mobility. However, despite the rapid and profound technological advancements that have come to define recent history, the business of higher education has largely remained static for centuries. Universities are under mounting scrutiny as costs rise and prospects for employment remain bleak. Employers, on the other hand, are quick to point out the problems with the educational system, but are hesitant to shoulder responsibility. In order to survive and thrive, all players with a keen interest in higher education students, payers, institutions and employers alike must adapt to the seismic industry shifts to help meet the global demand for a highly skilled and credentialed labour force. This will require acute foresight into disruptive trends accompanied by deliberate, measured risk. Those that successfully ride the wave of change will strike a balance between tradition and technology, forge innovative partnerships and demonstrate value. Policy-driven structural reforms in conjunction with technology will produce winners and losers. Those that take the leap to think globally, act locally, capitalise on big data and quantify outcomes will emerge as industry leaders. This year s Higher Education Forum will explore these themes and more by examining the global economic macrotrends shaping the industry, identifying market opportunities for inventive solutions and defining what preparedness looks like in the future. The Forum will seek to answer questions such as: How can universities remain competitive in an increasingly global landscape? Are graduate degrees the next standard of attainment? Can competency be measured? What is the return on investment for higher degrees and is this an appropriate metric? Are bootcamps and nanodegrees poised to deliver the next big wave of disruptive change? What lessons can higher education glean from utilising big data? How will the proposed changes to funding affect students, schools and employers? What can US-based institutions learn from their foreign counterparts? Chaired by senior editors from The Economist, this event is designed for a wide range of senior-level decision makers in the field of higher education, public policy, non-profits and private employers that have a vested interest in developing and accessing a skilled workforce for the foreseeable future.

2 Confirmed speakers: AnnaLee Saxenian Anno, Dean, School of Information, University of California Berkeley Stephanie Bell-Rose, Senior Managing Director and Head of TIAA-CREF Institute Allen Blue, cofounder and vice president, product management, LinkedIN Jean-Lou Chameau, President, King Abdullah University of Science and Technology Nate Edwards, Vice president, university operations training, AT&T Stanley Litow, Vice President of Corporate Citizenship & Corporate Affairs and President of IBM s Foundation David Liu, Chief operating officer, Knewton Susan Lund, partner, McKinsey Global Institute Dr. H. Fenwick Huss, Willem Kooyker Dean of the Zicklin School of Business, Baruch College Robert Mendenhall, President, Western Governors University Mike Metzger, Chief executive, PayScale Harry Patrinos, Manager, education, World Bank Stephen Laster, Chief digital officer, McGraw Hill Education Thomas Leppert, Chief executive, Kaplan Jamil Salmi, Global tertiary education expert and author, The Road to Academic Excellence: the Making of World-Class Research Universities Adrian Sannier, Chief academic technology officer, Arizona State University Jake Schwartz, Chief executive and co-founder, General Assembly Jim Shelton, Chief impact officer, 2U Dale Stephens, Founder, UnCollege Lucas Swineford, Executive director, digital dissemination and online education, Yale University Center for Teaching and Learning Haiyan Wang, Managing Partner, China India Institute

3 8.00 am Registration and networking breakfast 9.00 am Welcome and opening remarks 9.05 am View from the top Perspectives on the future of higher education and work What will the labour market look like in the next years and how will we educate to make that future a reality? What policy implications will make education more accessible in a smart, targeted way? How can institutions of higher education best prepare graduates for the job market, and should this be their primary aim? Top policy, economic and academic experts will weigh-in on these pressing questions and more. Stanley Litow, Vice President of Corporate Citizenship & Corporate Affairs and President of IBM s Foundation Mike Metzger, Chief executive, PayScale Harry Patrinos, Manager, education, World Bank 9.50 am Learning from foreign models Lessons from abroad Traditionally, the US has been viewed as the premier destination for elite higher education. However, what can the US learn from its foreign counterparts who consistently outperform American students in educational outcomes? As the talent pool becomes ever more globalised and mobile, what are employers doing to ensure they attract the brightest minds regardless of location? Has the exportation of American-style higher education become antiquated as bricks and mortar institutions become less relevant to learning? Since students entering university are not coming out of a vacuum, how are other countries approaching K-12 education differently to better prepare their citizens for advanced degrees, and ultimately, meaningful employment? Jamil Salmi, Global tertiary education expert and author, The Road to Academic Excellence: the Making of World-Class Research Universities Jean-Lou Chameau, President, King Abdullah University of Science and Technology Haiyan Wang, Managing director, China India Institute

4 10.30 am Morning networking break am Closing the Education-to-Employment Gap Measuring and increasing students job preparedness Organisations are struggling to find and secure the right talent for jobs as they become available--contributing to the largest talent gap in over 20 years. To close it, employers and educators must work together to improve learning outcomes for the workforce, from the onset of one's career and throughout its development. What is reasonable for employers to expect undergraduates to come equipped with in terms of both content knowledge and skills? How can students progress in learning these skills and their ultimate job preparedness be measured? What part can online talent platforms, play in connecting skilled labor with open opportunities? What are the successful models for continuous education to ensure that talent development progresses in the right direction throughout one's career? Allen Blue, Cofounder and vice president, product management, LinkedIN Robert Mendenhall, President, Western Governors University Susan Lund, Partner, McKinsey Global Institute am Behind the screen The future of alternative credentialing MOOCs, boot camps, online tutoring and other alternative pathways to employment have recently garnered increased attention and funding. What issues are these unconventional learning models addressing and can traditional 2-4 year degrees adapt to meet these same needs? What opportunities are there for industry to work with education providers? Can nanodegress and piecemeal courses be recongised widely? Now that educators and employers have had some experience with these alternative courses, do they have more potential to supplement or supplant traditional education? Jake Schwartz, Chief executive and co-founder, General Assembly pm Lunch Sponsored by Arizona State University Re-inventing Higher Education

5 Forging innovative partnerships In today s hyperconnected world, technology evolves at a breakneck pace while university curriculum is notoriously slow to adapt. Can universities break down internal bureaucratic barriers to offer accessible and highly relevant degrees? Can industry partners supplement what professors may lack and provide hands-on experience to smooth the transition from school to work? How can learning partnerships be future-focused and not just train for the jobs of today? What success stories already exist and can they serve as a blueprint? Stephanie Bell-Rose, Senior managing director and head of TIAA-CREF Institute Nate Edwards, Vice president, university operations training, AT&T Adrian Sannier, Chief academic technology officer, Arizona State University 1.45 pm Big data on campus The promise and perils of big data and higher education Studies such as Academically Adrift: Limited Learning on College Campuses have called into question learning outcomes in many institutions of higher education, even those at the upper echelons of the rankings. Indeed, the pool of students polled for Academically Adrift revealed a 50% decline in hours spent studying compared to several decades ago. Skills most valued by employers such as critical thinking, complex reasoning and writing seem to have fallen by the wayside in university classrooms as professors are incentivised to seek positive student evaluations first. Is data the key to being able to assess student achievement in the classroom? As the latest buzzword in industries from marketing to healthcare, can data analytics deliver meaningful change in the educational industry by tracking academic progress and helping students and educators course-correct during the learning process? Are the tools sophisticated enough to report on the nuances of student learning or, like standardized testing, does big data reporting run the risk of only evaluating one dimension of a student's abilities without perspective of the whole? David Liu, Chief operating officer, Knewton Stephen Laster, Chief Digital Officer, McGraw Hill Education 2.15 pm Working groups Sponsored by 2U

6 Taking the virtual leap: Navigating the online education market With increased pressure for universities to innovate on their model of providing education, it's not surprising that many of them are turning to online degrees. According to the Babson Survey Research Group, more than 70% of chief academic officers agree that online education is critical to their institution's long-term strategy. For those navigating this new market market, understanding how to develop online programmes that meet, or exceed, the quality and outcomes of oncampus programmes is paramount. What myths need to be confronted, and dispelled, in order for universities to successfully make online degrees a part of their curriculum offering? What are the budgetary expectations university leaders need to set when deciding how they invest in online vs on-campus programmes? This session will explore the value that online degrees can provide to universities as a long-term, strategic investment. AnnaLee Saxenian Anno, Dean, School of Information, University of California Berkeley Jim Shelton, Chief impact officer, 2U Lucas Swineford, Executive director, digital dissemination and online education, Yale University Center for Teaching and Learning 3.15 pm Afternoon networking break 3.45 pm Higher, higher education The ROI of graduate degrees As the number of people with a bachelor s degree swells in an uncertain labour market, more are looking toward master s degrees for a competitive edge. Can undergraduate degrees adapt to meet the needs graduate education is filling? Are graduate degrees perpetuating inequalities as they provide access to a network inaccessible to those who can t afford the additional time and cost burden? Dr. H. Fenwick Huss, Willem Kooyker Dean of the Zicklin School of Business, Baruch College 4.15 pm Town hall Questions and answers with Economist editors A recap of the main takeaways of the day s conversations with The

7 Economist s moderators pm Oxford-style debate Proposition: A liberal arts education is not the solution to the jobs crisis Andy Rosen, Chief executive, Kaplan (pro) Dale Stephens, Founder, UnCollege (against) 5.15 pm Closing keynote interview 5.45 pm Closing remarks and networking reception

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