I appreciated Nick Hillman’s blog post, “Higher Education in Medialand“, based on his comments made at the 200th seminar of the Centre for Global Higher Education. Worth reading for some interesting views on how the media approach Higher Education stories, and also for his pertinent observation about the limitations of social media as a tool for constructive discourse.
I always find approaches relating to the co-creation of curricula interesting. I’ll be having a closer look at some of the resources linked in the recent SEDA article, “Content as king is dead….long live the partnership!” I also enjoy feeling the waves of satisfaction that radiate from the screen or the page when people creating groups or initiatives manage to perfectly fit their approaches into a neat acronym.
Having never really read up on the finer details of donations and funding, I always assumed that it would be clear what funding was received by institutions, and from whom. Apparently, that is not the case:
“Academic freedom is at risk from donations and other overseas funding. In contrast to the US, there is a complete lack of transparency in the UK.”
Finally for this week, Stephan Caspar commenting on measuring success in the humanities (linking back neatly to the limitations of social media):
“Students are taught to display detachment, balance their arguments and support their statements with evidence. Absolutely, I think this is right, but I also see them caught in the wilds, in a noman’s land where they are unsure of how to form their own opinions, where they are anxious about expressing themselves or debating difficult subjects.”