For additional information, see the Global Shipping Program terms and conditions - opens in a new window or tab.
IN ADDITION TO READING ONLINE, THIS TITLE IS AVAILABLE IN THESE FORMATS:
Special financing available. Any international shipping is paid in part to Pitney Bowes Inc. Learn More - opens in a new window or tab International shipping and import charges paid to Pitney Bowes Inc. Learn More - opens in a new window or tab Any international shipping and import charges are paid in part to Pitney Bowes Inc. Learn More - opens in a new window or tab Any international shipping is paid in part to Pitney Bowes Inc. Learn More - opens in a new window or tab. Report item - opens in a new window or tab.
Seller assumes all responsibility for this listing. Item specifics Condition: Like New : A book that looks new but has been read. Cover has no visible wear, and the dust jacket if applicable is included for hard covers. May be very minimal identifying marks on the inside cover.
Very minimal wear and tear. See all condition definitions - opens in a new window or tab. About this product. Shipping and handling. The seller has not specified a shipping method to Germany.
Contact the seller - opens in a new window or tab and request shipping to your location. Shipping cost cannot be calculated. Please enter a valid ZIP Code. Shipping to: United States. No additional import charges at delivery!
World Development Report 2018: Learning to Realize Education's Promise
This item will be shipped through the Global Shipping Program and includes international tracking. Learn more - opens in a new window or tab. There are 1 items available. Please enter a number less than or equal to 1. Select a valid country. Please enter 5 or 9 numbers for the ZIP Code. Handling time. Will usually ship within 2 business days of receiving cleared payment - opens in a new window or tab. Students expect the campus to come to them. This is also true of most alumni, and so a vibrant online presence is a key part of how an institution can use technology to express itself.
Institutions that don't become student-centered may not exist twenty years from now. Integrating systems into a single student experience platform can also lead to better data and then to better decision-making. Leaders need to reach beyond their institutions to talk together, collaborate together, and advocate together.
Concerns about vendor costs, particularly when in areas with little competition, might be addressed productively by approaching vendors collectively. Coalitions might collaborate particularly on three issues: 1 investigating the integration and interoperability standards needed to help improve the student experience and reduce the friction between components, 2 working across the industry to analyze and reengineer the out-of-the box business processes that new systems provide, and 3 engaging in more deliberate, larger conversations to more clearly and thoughtfully define the role of information technology in the student experience.
Most people can't see the digital infrastructure deferred maintenance challenge that is equal. If we don't successfully address the institutional digital infrastructure, it can have a significant impact on our educational mission as well as have reputational damage.
From Reaction to Prevention | American Federation of Teachers
Lawrence University. The higher education business model is unsustainable. The annual cost increases to sustain the current model of delivering higher education often outpace the growth in family income. Information technology, as a critical institutional partner, needs to become part of the solution to the cost of higher education. And yet, between external pressures e. Institutional leadership needs to understand the importance of digital maintenance.
Buildings may last for many decades; technology's lifespan is much shorter and more volatile. Technology has been used in other industries to dramatically shift and reduce cost structures; higher education has not done so, for a variety of reasons. We may have created our own worst-case scenario: We have not been able to shift from sunk, legacy costs and transition to new technologies, a situation that has been inefficient and has not allowed us to maximize the value of new technologies.
How do we let go of things that we have historically done but that are no longer differentiators? The technology disruption that has affected other industries has not been successful or gone very far in higher education. Institutions that can balance and rightsize IT priorities and budget to support IT-enabled institutional efficiencies and innovations in the context of institutional funding realities will increase their own longevity and will help lead the way for the future of higher education.
Institutions that have mastered how they are spending and investing their money will be positioned well as changes come around the corner. They will be able to react quickly. Consortia-based or other cross-institutional collaborations might focus on two achievements. The first is creating shared services models to change the funding paradigm. The second is banding together and pushing back on unrealistic and unsustainable cost increases.
Vendor pricing is, in many cases, rising too high and too fast CIOs on the IT Issues panel report that annual 10 to 15 percent increases are not at all uncommon and is dissonant with higher education's economic realities. I'd like to see IT leaders talking more about their methods, sharing what is working for them and making sure that their colleagues understand the work efforts that go into IT staff retention and employee satisfaction.
The nature of work in information technology has changed dramatically within just a few years. As technology solutions and their management evolve, the IT organization and the people who work there must evolve. Higher education institutions and their IT organizations need fewer programmers and developers and more vendor and service managers, business analysts, architects, integrators, and data scientists.
The challenge is not limited to changing job roles. The people are changing too. With less direct connection to academic life and with workloads as demanding as those in other sectors but without commensurate compensation, loyalty to a particular institution or to higher education itself has eroded.
- Lianda: A Chinese University in War and Revolution;
- The Fifth Man (Thai Diamonds Book 5).
- Spiritual Discipline?
- Review Article!
Almost half the IT workforce is now at high risk of leaving the institution. All this churn demands agility in recruitment, hiring, and onboarding, as well as flexibility in work arrangements. HR staff need new skills and resources to help IT managers, and IT managers need superlative management skills. Because even though staff consider salary when they accept an offer, they rarely leave primarily for better pay; they leave for better opportunities and a more supportive workplace. An institution running several major simultaneous initiatives needs to consider whether it has the capacity in both the business unit and the IT organization to successfully implement all projects concurrently.
One thing is certain: IT roles will continue to change. AI, machine learning, and blockchain are just a few examples of dramatically new technologies that will surely engender dramatically new roles for the IT organization and the people who work there. Institutions that don't figure out how to support their technology workforce needs will be at a chronic disadvantage.
Institutions with excellent IT workforce management and development are much better able to adapt to workforce changes and institutional needs. Good IT staffing will be reflected in IT services and institutional initiatives. The institution will have confidence in its ability to use information technology to achieve its strategic objectives. And an effectively managed IT organization can serve as a model for change adoption for other areas on campus and for IT organizations at other institutions. Institutions need to consider new funding sources to help pay for growing IT organizations and increasing salaries.
One possibility might include enticing local industries to provide funding support for new IT initiatives. A strong local college or university benefits local businesses by providing a source of new professionals and ongoing development of the local workforce. Other association-level activities could include developing organizational toolkits for succession planning and other important workforce development practices and coordinating mentoring across the sector. This isn't just about filling out forms or defining terms.
There is a significant cultural aspect about who owns which data elements and looking at data as an institution-wide asset. Making good decisions, understanding the keys to student success, or improving yield, retention, and philanthropy—all depend on good data. Colleges and universities have a responsibility to protect the data entrusted to them.
Whether to safeguard it or to put it to use, data is an asset, and institutions must govern, protect, and manage it as such. This starts with the basics. Who has the authority to access and use data, which data needs special restrictions, and what is the lifecycle of data? Data governance is also about a single version of the truth, and decision-makers need to have confidence in the integrity and accuracy of the data used to inform institutional decisions.
Without that unified voice of data reason, the institution's data becomes corrupted through uncontrolled replication. This data sprawl creates information chaos, leading to faulty and expensive decision-making errors throughout the institution. Institutions with excellent data management and governance can extract the maximum value from their data.