Anticipating the Future of Higher Education. Presenter: James L. Morrison Date: March 16, 1998. SCT SUMMIT ’98. Session number / Page 1. Introduction. Objectives: What are the signals of change that will affect higher education in the 21st Century? How can we respond?
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Presenter: James L. Morrison
Date: March 16, 1998
SCT SUMMIT ’98
Session number / Page 1
Source: US. Bureau of the Census
Source: Business Horizons
High School Graduates, 1979-2004
(millions of students)
We Are Here!
Source: Michael Dolence AACRAO 1997
Demand for Education
Source: Chicago Tribune, August 21, 1995
The Department of Labor estimates that by the year 2000 at least 44% of all workers will be in data services (e.g., gathering, processing, retrieving, or analyzing information).
Fading are the 9-5 workdays, lifetime jobs, predictable, hierarchical relationships, corporate culture security blankets, and, for a large and growing sector of the workforce, the workplace itself (replacedby a cybernetics “workspace”).
Students can no longer prepare bark to calculate problems. They depend instead on expensive slates. What will they do when the slate is dropped and breaks?
Teacher’s Conference, 1703
Students depend on paper too much. They no longer know how to write on a slate without getting dust all over themselves. What will happen when they run out of paper?
Principal’s Association Meeting, 1815
Students depend too much upon ink. They no longer know how to use a knife to sharpen a pencil.
National Association of Teachers, 1907
Students depend too much on store bought ink. They don’t know how to make their own. What will happen when they run out?
Rural American Teacher, 1928
You give the birthday kid a Saturn, made by Sega, the gamemaker. It runs on a higher-performance processor than the original 1976 Cray supercomputer.
In 1991, companies spent more money on computing and communications gear than the combined monies spent on industrial, mining, farm, and construction equipment.