M'Laya Sago on LinkedIn: A closer look at ASU's GRE and GMAT policy in the changing landscape of US… (2024)

If you enjoyed our infographic on the key trends in higher education, check out this article where we dive deeper into those six themes and the research behind them:https://bit.ly/497GAAJ

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A short piece that offers three very profound questions that higher education must answer.

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What is the difference between higher education and further education? When it comes to education you may see many terms being used. Sometimes it’s hard to know what the differences are! In this blog, we explore the differences between ‘further education’ and ‘higher education’.Read more here: https://bit.ly/3tmUIXd

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What purpose are we truly seeking for graduates of higher education today, and how does this relate to the historic objectives of college education? These questions are worth reflecting on deeply if we are to meet the challenges of today: http://bit.ly/3ZykbrG

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We need better evaluations of learning outcomes in higher education for many reasons. This article talks about several. However, one reason that is not discussed here is how difficult it is to "see" the outcome of education. The ability to appreciate nuances in arguments, to see connections between events, and to think critically/analytically about arguments are all products of higher education that are subtle, slow-growth changes. Quality evaluations of learning can help learners and communities appreciate the significant impact of these hard-to-see outcomes of higher education. https://lnkd.in/gPxM3B_6

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Pretty amazing that the Higher Learning Commission (HLC) tentatively gave the 'green light' for institutions to begin offering/exploring 3-year undergraduate degree programs. We've spent years lamenting the resistance to innovation (real or perceived) from accrediting agencies. But there are two things to consider: 1) Accrediting agencies are mainly staffed by volunteers from higher education institutions, and 2) Behind every organization, there exists a decision-maker. Finding who that person is and what influences their decision is the key. This could be the beginning of a massive reimagining of higher education. However, the culture of higher education is a powerful force, and the enemy is often within.

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The bottom line: current frameworks for rating and ranking higher education don't fully capture the complexity of this landscape.It's encouraging to see revised classifications and continued discourse surrounding the question of what makes a 'good' higher education institution. The more dynamic we can make these frameworks, the better we can compare and contrast schools.#HigherEducation #College #Rankings

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As a growing number of individuals question if the time, effort, and costs of earning a college degree are worththe value, evidence of student learning outcomes are more paramount than ever. How can we restore confidence in higher education in both learners and the public alike? Check out my op-ed below to learn more. https://lnkd.in/eC-h_Aij

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This perspective is so helpful in reframing the way in which we strategically plan within institutions of Higher Education.

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As more than 1,900 higher education institutions have moved away from requiring the SAT as an admissions requirement could moving away from using the traditional high school transcript be next? The Carnegie Foundation for the Advancement of Teaching wants to focus on the development of competency-based assessments,which often involve usingauthenticperformance assessments to demonstrate mastery against clear competencies and criteria. #highereducation #collegesanduniversities

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