This six-part series focuses on transformation of the traditional higher education system in the United States. This part focuses on the fact that universities are more similar than they are different. Universities in the U.S. share common challenges: inadequate access, dated teaching methodologies, and perceived irrelevance of our current programs.
First, we have a problem of access: We simply do not have enough capacity to meet demand. In the U.S., there were 3.2 million graduating seniors in the class of 2012, 73 percent of whom believed they needed still more education to obtain higher-paying jobs. Since 2007 the number of international students has also increased by more than 20 percent. And, competition is increasingly stiff for places in top academic universities: Harvard accepted only 5.9 percent of applicants, and Yale accepted 6.8 percent. With only 4,000 higher education institutions in the U.S., it’s easy to see that we lack the capacity to continue delivering against the increase in demand. (U.S. Department of Education and the New York Times)
Continue reading “Shared Challenges – Part Two of Six on Transforming Higher Education”
The method to the madness. Let me take you on a short mathematical journey using the figure below. Starting at the top, we know each E5-2665 processor has a SPECint of 305. It doesn’t matter how many cores it has or how fast those cores are clocked. It has a SPECint score of 305 (as compared to 187.5 for the E5-2643 processor). Continuing down the figure below, each blade we tested had two processors, so the E5-2665 based blade has a SPECint of 2 x 305… or 610. The E5-2665 blade has a much higher SPECint of 610 than the E5-2643 blade with just 375. And it produced many more desktops as you can see from the graph embedded in the figure (the graph should look familiar to you from 