Is Higher Education Losing Its Influence Over the Tech Industry?

I absolutely agree … but probably not for the reason one might expect.IT “projects” fail at an incredible 70% + rate, and the trending is even higher.A deep and wide analysis of this phenomena indicates that the problem is inherent in the culture – no one (mostly) knows how to synthesize complex, developing phenomena. It is not even an urge among the rank and file (much less upper management) to unify, integrate and extend the objectives to a higher purpose (goal).In short, a virtual absence of a liberal arts – theory of knowledge – University education is culminating in specialists who are very knowledgeable about what they are doing, but do not know how to express it appropriately to others, do not know how to communicate effectively, discern little about ends, cannot see what they are doing in a “big” world view, have extraordinarily little aesthetic or moral sense, and don’t know how (much less want) to integrate their efforts into the “real” world.They are not alone; but it is most exagerated in IT.They’ll be back (eventually); but God knows what shape the world will be in by that time.

> IT “projects” fail at an incredible 70% + rate, and > the trending is even higher.I’ve been in the “business” for a long time, and I agree with this poster’s point, but don’t see how it actually aligns with the point of the original posting.The post referenced via the link is too short to make any solid points. The premise that students think “computers aren’t cool” is one that needs more development. The other point is that computers can not be used for “learning” (or some such) also needs more development.Certainly there has been a trend towards “Information Appliances” that do not require a lot of “manhandling” like a “computer” does. This is true. There has been a significant increase in the availability of computing devices that access information from the NET, such as e-books/tablets, etc. .. these are really “computers” .. just with limited interfaces. Do students not know, or understand, this?Universities have traditionally been very slow to adopt “technology” .. it would be interesting to learn how much they spend yearly on technology. Certainly we would likely see “infrastructure” spending at one level, and “personal technology” spending at another. We also have to remember that students now buy their own computers, which moves those dollars off the University’s balance sheets to the students’ and their parents’ check books.This might be an interesting topic .. but the basic premises need more development.

“It is obvious that Apple has not been catering to Higher Education with their shift to the new iPad consumer line.”Obvious? To whom? If you remove the “not” in the above sentence, it would make sense. The iPad is exactly the platform needed by the content providers to cater to Higher Education. Imagine how interactive textbooks will appear within the next decade as a result of the availability of platforms spearheaded by the iPad.

…that would be “Algorithmic” Trading Platforms … my apologies … this comments section doesn’t have a spell check, and my attention span limited me to writing but not proofing my own work…

The lack of attention being complained about may be of our own doing. Higher education hasn’t done well in the innovative use of digital technologies for quite some time now. Buying ‘turn-key’ solutions and handing out gear are no longer innovative if ever they were. We don’t challenge these companies to develop their products and services to meet our needs. We somehow expect them to do that for us. They cannot.This is a people problem, not a technology problem. Higher education leadership simply isn’t interested in the hard work of making digital technologies truly relevant to teaching and learning. Inventory the actual use of digital technologies among higher education leaders. You won’t find much that doesn’t have more to do with administrivia than teaching or learning. Unlike other aspects of administrative work in academe, they don’t even have a recollection of how they used technology in the classroom because they never did.To start, we have to change the way we value teaching and learning with technology. That work has to count in promotion and tenure. If it doesn’t, as is now the general case, the only faculty we’ll see using it are those who find it intrinsically interesting. That’s not enough.With the prospect of creditable work, both faculty and administration need to commit to figuring out how digital technologies might help realize those ambitions. With that bill of particulars in hand, the next step is to challenge vendors to deliver what educators believe is needed.Then, we might enjoy more useful attention from vendors.

I would agree with Greg Smith but with some caveats.While Microsoft does see higher education as a market, we also have a special relationship with education. We continue to provide significant discounts(80% to free)through our academic licensing programs but more importantly, Microsoft has invested in helping education appropriately adapt technology to teaching, resarch, and administration.For example, since its launch in 2003, our Partners in Learning Program (http://tinyurl.com/ylphake)has touched more than 135 million students, teachers, and education policy makers. We have invested nearly US $500 million over ten years in order to create educational experiences that remove limitations and bring students and teachers closer, worldwide. Our advisory boards around the world assist us to integrate features and capabilities required by education (e.g., how many businesses really need a bibliographic style feature?). Since 2002 we have sponsored the Imagine Cup (http://imaginecup.com) which brings together young technologists worldwide to help resolve some of the world’s touchest challenges. Primarily a software design competition, it enlists teams of four students to submit software solutions addessing a specifically provided theme. Participation has steadily grown in size, where in 2008, 210,000 competitors representing over 100 countries competed in the ninth Imagine Cup Invitational.Further, around the world we have teams across many of our divisions (e.g., Public Sector, Microsoft Research, Microsoft Learning) that are dedicated to education. Most of these teams have former teachers, professors, and CIOs that help Microsoft understand and respond to the specific needs of education. I myself am a former faculty member and associate dean having worked in univerisites for 16 years prior to coming to Microsoft. Most people working in Microsoft Education are there because they are passionate about helping education succeed and making a personal contribution to that effort. I know that I fit that description. I agree that the students are bringing sophisticated “consumer” technology to campus, which reduces the influence of campus IT departments. But just because students know how to use consumer technology does not mean that they know how to use it in an appropriate academic context. I agree with Greg’s statement that, “The computer does not really have that much influence on learning” but suggest that it should. We have had personal computers in higher educaiton for thirty years now. While we have adopted capabilities like search, personal web pages, instant messaging and eportfolios, we have yet to dramatically change the core activities involved in teaching and learning with the systemic integration of technology. Fundamentally, students and faculty conduct activities around four areas: discovery, organization\analysis, collaboration and sharing. Technology can be a great enabler in these areas if we think beyond our traditional uses. I recently did a presentation (http://tinyurl.com/29uwe3m) to Canadian IT professionals that illustrates this point.We at Microsoft, even those of us who are former educators, do not see ourselves as educational experts; that is clearly the role of those in the academy. But, given our access and involvement with technology, we are the quintessential information workers who represent the work environment that students will face tomorrow. That is to say that we believe that we have something to offer in the conversation on the use of technology in education. We want to be a part of this conversation as colleagues and not simply as vendors.Let’s have a conversation.James Garner Ptaszynski, Ph.D.Senior Director, World Wide Higher EducationMicrosoft Corporation

The lack of attention being complained about may be of our own doing. Higher education hasn’t done well in the innovative use of digital technologies for quite some time now. Buying ‘turn-key’ solutions and handing out gear are no longer innovative if ever they were. We don’t challenge these companies to develop their products and services to meet our needs. We somehow expect them to do that for us. They cannot.I speak about it on Citation ( in french ).Have a nice day.