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MOOC Providers Now Offer Headhunter Services

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Massive open online course (MOOC) providers, Coursera and Udacity, are now offering to sell information about high-performing students to employers who have available positions.

Coursera, which is known for working with high-profile colleges, announced its version of the headhunter service on Tuesday. Already some similarly high-profile tech companies, such as Facebook and Twitter, have enrolled in the service. Once an employer signs up, Coursera provides them with a list of students who match the company’s academic, geographic, or skill-based requirements. If an employer sees a profile they like, Coursera emails the student asking if she or he would like to be introduced to the company. Every introduction costs the employer a flat fee, the revenue of which goes primarily to Coursera. However, 6 to 15 percent of the revenue goes back to whichever college(s) offered the MOOC(s) the student attended.

The Chronicle reports that Coursera’s co-founder, Andrew Ng feels “this is a relatively uncontroversial business model that most of our university partners are excited about.” Regardless, Coursera is giving each of its partnering colleges a chance to opt out of the new headhunter service. If a college declines, any and all students enrolled in its MOOCs will be unable to participate in the job-matchmaking program. If a college accepts, its students will still have the option to personally opt out of the service—either altogether or only for courses they are unable to complete.

Udacity, which works with individual professors to offer MOOCS rather than entire institutions, offers a similar headhunter program. So far, approximately 350 partner companies including Google, Amazon, and Facebook have already signed up.

Neither Coursera nor Udacity was willing to disclose the price of their respective services, but both MOOC providers said they give employers more than just student grades. They also collect and share data on students who frequently participate in discussion forums and help answer questions from their classmates. Mr. Thrun, of Udacity, said employers often find those “softer skills” to be more valuable than sheer academic performance as they can be better predictors of placement success.

Updated Statewide Public Four-Year Dashboard Now Available

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Yesterday, the Office of Financial Management, in partnership with the Council of Presidents and the Department of Enterprise Services, published an updated version of the Statewide Public Four-Year Dashboard. The Dashboard displays institution- and state-level data on student enrollment, progress, and degree production to help better inform policy makers and the general public.

More information about the Dashboard and the data it displays (drawn from the Public Centralized Higher Education Enrollment System) is available in two OPB briefs:

Recent Higher Ed Headlines

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Here is a quick look at some recent happenings in the world of higher education:

  • The College Scorecard confuses students and lacks desired information, says a report released today by the Center for American Progress (CAP).  The College Scorecard, which President Obama proposed last February, is an online tool to help students compare colleges’ costs, completion rates, average student-loan debt, and more.  The CAP asked focus groups of college-bound high-school students for their opinions on the scorecard’s design, content, and overall effectiveness. Student responses indicated that they did not understand the scorecard’s purpose; they would like the ability to customize the scorecard according to their interests; they want more information on student-loan debt; and they would prefer seeing four-year graduation rates, rather than six-year rates. The CAP report includes recommendations for improving the readability and usability of not just the scorecard, but of government disclosures in general.
  • The U.S. House of Representatives passed the STEM Jobs Act on Friday by a 245 to 139 vote. The bill would eliminate the “diversity visa program,” which currently distributes 55,000 visas per year to people from countries with low rates of immigration to the U.S.  Those visas would instead go to foreign graduates from U.S. universities who earn advanced degrees in science, technology, engineering or mathematics (STEM). Proponents of the Republican-backed bill say it would keep “highly trained, in-demand” workers in the U.S., boosting the nation’s economy and preserving its global competitiveness. While the White House and most Democrats support the expansion of STEM visas, they oppose the bill’s attempt to eliminate the diversity visa program. Consequently, the measure is unlikely to pass the Democrat-controlled Senate.
  • The overlapping agendas of Texas, Florida, and Wisconsin governors could signal a new Republican approach to higher education policy, says Inside Higher Ed. The three governors agree on cost-cutting strategies such as requiring some colleges to offer $10,000 bachelor’s degrees; limiting tuition increases at flagship institutions; linking institutions’ graduation rates to state appropriations; and letting performance indicators, such as student evaluations, determine faculty salaries.  Although the governors’ proposed reforms appeal to some voters, “actions taken by all three have been sharply criticized not only by faculty members and higher education leaders in their states, but also by national leaders, who view the erosion of state funding and increased restrictions on what institutions can do a breach of the traditional relationship between state lawmakers and public colleges and universities.”

Higher Ed News Highlights

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Here are a few noteworthy headlines from the past few days of higher education news:

  • History professors at the University of Florida are fighting a proposed differential tuition strategy that would hold tuition rates stable for “high-skill, high-wage, high-demand” degree programs for at least three years.  Most STEM degrees made the list of majors recommended for this tuition freeze, while core Humanities disciplines (such as history) did not.  The Governor-commissioned task force responsible for the proposal said, “The theory is that students in ‘non-strategic majors,’ by paying higher tuition, will help subsidize students in the ‘strategic’ majors, thus creating a greater demand for the targeted programs and more graduates from these programs, as well.”  Supporters feel such an approach will provide taxpayers with the maximum return on their investment and “improve the university system overall.”   However, the opposition, championed by a number of history professors, argues the strategy would detract from the university’s prestige and lead to a less “richly educated” workforce.  Over 1,300 faculty from Florida and beyond have petitioned Florida Governor Rick Scott to seek faculty input for future decisions regarding Florida’s higher education system.  This particular form of differential tuition contrasts with the more typical, cost-driven approach, under which students in majors that cost the university more to provide (such as STEM fields) are charged higher tuition than students studying less expensive subjects (like history).
  • Carnegie Corporation President, Vartan Gregorian, is advocating for a presidential commission on higher education to “generate the kind of attention and urgency that the circumstances demanded for the nation to keep its competitive edge.”  The commission’s mandate would be to address the many challenges confronting higher education (cost, access, etc.) and help policy makers determine its future.  Given the drastic demographic, technological, and economic changes already occurring in higher ed, Mr. Gregorian believes now is the appropriate time to discuss nation-wide reform.
  • Apprenticeships are becoming more popular in the U.S. as a means of bridging the disconnect between what students learn in college and what their future employers actually want them to know.   Several Harvard professors, inspired by Germany’s “dual system” of providing students with practical job-related skills and theoretical instruction, are working with six states to establish apprenticeship programs.

NSSE Survey Finds Students’ Finances Affect Their Studies

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As a means of both acknowledging and analyzing the recession’s impact on students, this year’s National Survey of Student Engagement (NSSE) included a new set of questions asking how students’ finances affect their stress and academic activities. Approximately 15,000 first-year and senior students from “a diverse group of 43 institutions” responded to the new addendum.  The results, which were released last week, indicate that “finances were a significant concern for the majority of students.” 

As seen in Table 5 from the official report:

  • The majority of students frequently worried about paying for college and regular expenses.
  • Roughly 1 in 3 students said financial concerns interfered with their academic performance.
  • About 30 percent said they frequently chose not to buy required academic materials due to cost.
  • More students looked into working more hours than into borrowing more money as a way to cover costs.
  • Approximately 3 in 4 students still agreed that college is a good investment.

In addition to these findings, the study found that over 55 percent of full-time seniors said that their choice of major was influenced by factors such as ability to find a job and/or the prospect of career advancement.  Yet, 89 percent of students overall said the most influential factor in choosing a major was still how well it fit with their talents and academic interests.

Steady Revenue Forecast

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Washington’s Economic Revenue and Forecast Council (ERFC) released November’s revenue forecast today. Overall, revenue collections for the current biennium are holding steady, while collections anticipated for the next biennium are slightly lower than the previous forecast.

2011-13 (FY12 and FY13)

For the current biennium, collections are $8 million higher than the previous forecast, and though this increase is extremely slight, it signals
to agencies that additional, current year budget cuts are unlikely when the legislature reconvenes in January.

2013-15 (FY14 and FY15)

The upcoming session will be at least 105 days in length and result in a new biennial (two year) budget for fiscal years 2014 and 2015. The revenue forecast for the upcoming biennium was also updated today and as predicted, shows a modest decline but largely holds anticipated collections to the previously forecasted level. As required by law, ERFC releases optimistic and pessimistic alternative forecasts for the coming biennium. The alternative forecasts suggest that a variance of $3 billion in new revenue or in new cuts is possible. For the time being, the actual forecast for the upcoming biennium is $88 million lower than the September forecast. Slow growth is expected in both Washington State and the US. However, high downside risks including the sovereign debt crisis in Europe, federal fiscal cliff, and the resulting employment and consumer confidence declines present significant reasons to be skeptical about any significant revenue growth.

Governor Gregoire will release her biennial budget in December, but new Governor Jay Inslee may present an alternative budget in January, at
the same time the legislature begins its budget process. Stay tuned! We have a long way to go!

 

 

American Council on Education Will Review Whether Some MOOCs Deserve College Credit

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Controversy has surrounded massive open online courses (MOOCs) since their inception.  Some believe MOOCs will broaden access to higher education and bring down costs, while others fear the rush to embrace MOOCs may come at the expense of academic quality. To help settle this debate, the American Council on Education (ACE) revealed yesterday a “wide-ranging research and evaluation effort” of MOOCs’ academic potential, including a pilot project to determine whether some MOOCs should be eligible for college credit.  The Bill & Melinda Gates Foundation recently awarded ACE nearly $900,000 to pursue these activities—one of the foundation’s 13 new MOOC-related research grants.

ACE’s pilot project will examine 5 to 10 MOOCs offered by Coursera (one of the largest MOOC providers.) beginning next year. Teams of faculty will compare these MOOCs to traditional college courses, evaluating their contents, teaching methods, and student engagement. To pass the review and be recommended for credit, Coursera must find a way to authenticate its students’ identities—a difficult task considering thousands of students can register for each course. Coursera hopes to address this challenge by partnering with online proctoring companies that monitor tests remotely and verify students’ IDs via special software and webcams.

According to the NY Times, if ACE believes a course deserves academic credit, students who want to earn that credit would pay a fee for the proctored exam.  If those students want a transcript that they can submit to other schools, they’ll need to pay another fee (Coursera’s offerings are otherwise free).

It should be noted that even if ACE recommends a course for credit, individual colleges must still decide whether to accept those credits. While higher education institutions (as represented by ACE) and the Gates Foundation may believe in the potential of MOOCs’, it is unclear whether colleges will actually welcome MOOC transfer credits.

Results of Higher Ed Ballot Initiatives Across the Country

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On Tuesday, 11 states voted on ballot measures that could impact higher education. The following table (based on one from The Chronicle) summarizes how those measures fared.

YES–the measure passed           NO—the measure failed

CALIFORNIA
YES Prop 30 Would temporarily increase sales and income taxes in order to raise approx. $6-billion in revenue and stave off $963-million worth of cuts to the public colleges.
MAINE
NO Question 2 Would allow a $11.3-million bond issue to fund capital for a diagnostic facility at the University of Maine.
MARYLAND
YES Question 4 Would let children of illegal immigrants pay in-state tuition rates provided they meet certain conditions.
MICHIGAN
NO Proposal 2 Would let graduate students form unions and bargain collectively.
MISSOURI
NO Prop B Would raise cigarette taxes and use the revenue to create a Health and Education Trust Fund. About 30 percent of revenue would go to higher education.
MONTANA
YES LR-121 Would require proof of citizenship in order for a person to receive certain state services, which includes attending Montana’s public colleges.
NEW JERSEY
YES Question 1 Would let the state issue a $750-million bond for buildings and upgrades at public and private colleges.
NEW MEXICO
YES Question C Would authorize a $120-million sale for certain higher education repairs and improvements.
OKLAHOMA
YES Question 759 Would ban affirmative action programs in the state, including their use in public colleges’ admission policies.
RHODE ISLAND
YES Question 759 Would give Rhode Island College up to $50-million for its health and nursing programs’ facilities.
WASHINGTON
NO SJR 8223 Would allow the UW and WSU to invest publicly-generated revenue (i.e. parking fees and indirect-cost reimbursement for grants) in corporate stock.
YES Initiative 1185 Would renew the requirement of a two-thirds legislative vote in order to create new taxes or raise existing ones–effectively making it more difficult for the state to generate new revenue for programs including higher education.

 

New Research Suggests More Young Americans than Ever Are Earning Bachelor’s Degrees

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Although other nations continue to outperform the U.S. in terms of educational attainment, the Pew Research Center reported yesterday that record numbers of young Americans are attending and completing college. Of Americans aged 25 to 29 in 2012, 33 percent have completed at least a bachelor’s degree and 63 percent have completed some college—up from 17 and 34 percent respectively in 1971.

The NY Times noted that this is welcome news following the “education reversal” of the early 2000s, when the percentage of young Americans (ages 25 to 29) earning bachelor’s degrees leveled off and was surpassed by the share of “prime age adults” (ages 45 to 64) receiving degrees. Now, this trend “has vanished or been reversed by recent improvements in the education attainment of young adults,” according to the report.

The authors posit that more young Americans may have recently pursued (and earned) degrees in higher education as a means of weathering the job drought caused by the 2007-09 Great Recession. However, the report acknowledges that the portion of young adults attending and completing college has generally increased since 1980. This long-term trend it attributes to improved public opinions regarding the importance of a college education. According to a 2010 Gallup survey, 75 percent of Americans agreed that, in order to get ahead in life, a college education is necessary (up from only 36 percent in 1978).

Unfortunately, the fact remains that other countries are not only achieving higher levels educational attainment than the U.S., their rate of improvement outpaces ours. If the U.S. is to reclaim its title as a global leader in higher education, we will need greater gains than this in the coming years.

Supreme Court Hears Case on Imported Textbooks

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The U.S. Supreme Court heard oral arguments on Monday in a pivotal copyright-infringement case over whether textbooks from foreign markets can be imported to the U.S. and resold without the publisher’s permission. The Court’s decision in the case, Kirtsaeng v. John Wiley & Sons, may have major consequences for publishers, academic libraries, museums, and others who resell, lend, or display copyrighted material made and purchased outside the United States.

The case arose when Supap Kirtsaeng, a U.S. college student originally from Thailand, re-sold textbooks that his friends and relatives shipped to him from abroad. In response, publisher John Wiley & Sons sued him for copyright infringement. Mr. Kirtsaeng’s defense centers on the first-sale doctrine, which permits the buyer of a copyrighted work to lend or resell it without permission. However, the Copyright Act states that the first-sale doctrine applies only to goods “lawfully made under this title,” which may or may not include foreign products. In August 2011, the U.S. Court of Appeals for the 2nd Circuit upheld a lower court’s decision that only domestic works are protected under the first-sale rule, nevertheless the Supreme Court may have a different ruling.

As the NY Times reported, much of Monday’s discussion involved what lawyers call the “parade of horribles”—the worst-case scenarios that could result from a ruling in favor of the publishers. For example, libraries could theoretically be prohibited from distributing foreign-made books, owners of foreign cars could be barred from re-selling them as used, and more. The publisher’s attorney stated that there might be provisions allowing for some gifts and re-sales, such as the “fair use” doctrine which lets copyrighted works be reproduced if they are to be used for research, critique, or similar purposes. However, Chief Justice John G. Roberts Jr. countered, “It seems unlikely to me that, if your position is right, a court would say, it’s a fair use to resell the Toyota, it’s a fair use to display the Picasso.”

Justice Elena Kagan, considered by many to be the crucial swing vote in the case, actively questioned both sides, but did not reveal her leanings. Otherwise, the justices appear divided, according to The Chronicle. A ruling in the case is expected by the end of the court’s term, in June.