Invited presentation to the PA Senate Majority Policy Committee. Harrisburg, PA.
One of the emerging issues in PA legislation is a move to eliminate property taxes., shifitng them to income and sales. I was asked to give an overview of the generaional shifts that will influence legislative decisionmaking. Pennslyvania is an aging, slow growth state facing growing poverty among children from urban to rural areas. Where are tomorrow's tax dollars going to come from? The state needs to pay more attention to issues of education for the next generation, as age cohorts will be disruptive. 20th century strategic planning focused on institutional sustainability and sector-wide policy. Demographic shifts on a scale without historical parallel are likely to create problems for traditional educational funding.
Examined problems of structural risk in MOOCs caused by rapid innovations in content, delivery and accreditation, leading to structural risk in core higher education strategy issues.
Builds on demographic shifts and their risks to education finance, especially related to tax capacities – at the suggestion of colleagues attending my presentations to the state legislature’s commission on PA education finance reform.
This Ignite presentation focuses on how principals’ problems are often complex and “wicked,” and examines the strengths and weaknesses of MOOCs to help fill in gaps in professional development.
This presentation argues that demographic shifts and tax capacity issues are important but neglected policy issues in Pennsylvania.
The primary argument is that PA is an aging state, and as demographic shifts generate larger numbers of elderly, the state’s taxing capacities may be threatened as retirement incomes generally aren’t taxed, and seniors who are more likely to vote may redirect policy interest away from education.
This presentation addresses demographic and tax capacity issues in Western Pennsylvania.
Much has been made about MOOCs as ab nihilo innovations. They are not. They are new forms of an old technology policy area of distance education.
Education as an investment in generational capital
MOOCs for Development Conference. University of Pennsylvania. April 11, 2014.
Organized and presented 2nd Annual Symposium on MOOCs. “Whither MOOCs: Beyond the fog.” Comparative and International Education Society (CIES). Toronto. March 14, 2014.
Indonesia Focus. Asian Society for International Relations and Public Affairs (ASIRPA) Sponsored by Indonesian Embassy (KBRI) in Washington DC, Indonesian Consulate General (KJRI) in New York . (Nov. 2, 2013)
The theme was "Beyond Physical Capital: The role of Human and Social Capital in Indonesia Economic Growth. There were four plenary speakers:
1. Dr Bambang Parmanto (School of Health & Rehabilitation Sciences, University of Pittsburgh) 2. Dr Danet Suryatama (President, ElectrikCar LLC) 3. Dr Mauren McClure (School of Education, University of Pittsburgh) 4. Dr Wimboh Santoso (Executive Director of Southeast Asia IMF)
McClure, M. W. (2013). “MOOCs: Hype or hype: Conflicting narratives in higher education policy.” Higher education reforms: Looking back- looking forward. University of Ljubljana. 10th International Workshop on Higher Education Reform International Higher Education Reform – Ljubljana, Slovenia (Oct 2-4, 2013)
This was a presentation co-sponsored by IISE, GSPIA and the Global Studies Center, UCIS. Building on an earlier presentation, it argues that while it was too soon to tell the extent of MOOCs disruptive power, they were too important to be ignored. They have already made a disruptive mark in elite universities in their introduction of 'viral policies' which senior administrators and trustees believe they are compelled to address. The University of Virginia's well-respected president briefly lost her job when some trustees believed she wasn't moving fast enough to adopt them. On the financial side, they can be expensive to produce, thus possibly limiting new entrants. A brief comparison between two universities offering similar courses revealed the production quality of the higher investment private university was visible when compared with the lower production quality of the lower investment public university. Was it enough to produce a competitive edge? The University of Pennsylvania currently touts over one million Coursera students.
This paper tracks the very rapid rise of Massive Open Online Courses, discussing the differences between expert or xMOOCs founded at Stanford in the fall of 2011, and connective or cMOOCs designed earlier by a group of Canadians. It poses both kinds of MOOCs as disruptive technologies, not only because of their use of Internet technologies, but also because of the speed of change generated by new entrants from non-profit and for-profit startup companies. Instead of its tradition of faculty deliberation, many elite university trustees and administrators have felt compelled to leap first and think later. In addition, research in the area of higher education policy has also been disrupted by the rapid speed of change. For example, points made in this paper before I left for the conference were already obsolete by the time I arrived. This speed challenges not only institutional forms of deliberation and governance, it also challenges more traditional forms of higher education policy research, peer review and publication. It is an exciting and complicated arena, full of opportunities and pitfalls.
The Comparative and International Education Society Conference (CIES) panel in San Juan discussed current challenges and opportunities for international cooperation and collaboration between the US and Indonesian institutions of higher education and the role international donors are playing in fostering innovation.
with Emily Vargas-Baron, Eastern Regional Conference, Comparative and International Education Society (CIES), Pittsburgh, PA
University of Pittsburgh5711 Wesley W. Posvar Hall230 South Bouquet StreetPittsburgh, PA firstname.lastname@example.org