MET Market Success
The University of British Columbia`s MET program has been considered a successful program since its implementation in 2002. The following Prezi provides a concise, comprehensive overview of the MET program's current market.
MET Market on Prezi
The Impact of the MET
Within our Reflection Blog, we asked each of you to identify your particular reasons for choosing the MET program. Next, we would like to know some more details of how the MET program has met, or how you anticipate it meeting, your professional needs.
We kindly ask that you complete the survey found at the end of this website. We will post the results early next week. |
Future Ventures
Having discussed the success of the MET program, including our own first-hand experiences, it is now time to explore what innovative options may be available as the University of British Columbia plans future ventures.
But before we do so, we have provided a brief synopsis of three readings discussing the anticipated potential of higher learning programs. Just to get you thinking ...
The Landscape of Higher Education
Staley and Trinkle describe "seismic" changes in higher education which is wider than just technology trends. They argue that these 10 changes will have a "tectonic impact":
Reference:
Staley D.J, Trinkle D,A. (2011) The Changing Landscape of higher education. Educause Review Jan/Feb : 16-32. Retrieved from http://www.educause.edu/ero/article/changing-landscape-higher-education
Innovation
Within this article, Christensen describes two types of innovation:
1. Disruptive innovation
These innovations aim for a simpler, more convenient product that might sell for less money and appeals to a new or unattractive customer set. They help create a new market and value network, and eventually go on to disrupt an existing market and value network. They usually improve a product or service in ways that were not expected
With disruptive innovations the new entrants in the field are likely to beat the incumbents.
There are two types of disruptive innovation:
2. Sustaining innovation
These are incremental innovations that are year by year improvements that aim to bring better products to established customers in existing markets. In these innovations the incumbents almost always prevail over new entrants.
Reference:
Christensen, Clayton M. (2012): Disruptive Innovation. In: Soegaard, Mads and Dam, Rikke Friis (eds.). "Encyclopedia of Human-Computer Interaction". Aarhus, Denmark: The Interaction-Design.org Foundation. Available online at http://www.interaction-design.org/encyclopedia/disruptive_innovation.html
Rethinking Business Models
Sheets, Crawford and Soares (2012) review the role of new business models in disruptive innovation. They particularly focus on four models:
It is the authors' belief that if these models are combined, levels of higher education could improve performance through greater economies of scale and scope, increase personalisation, access and choice, and enhance research through improved access to shared research infrastructures.
Reference:
Sheets R, Crawford S, Soares L. (2012) Rethinking Higher Education Business Models. Educause Review. March. Retrieved from http://www.americanprogress.org/issues/2012/03/higher_ed_business_models.html
Interested in further reading? Why not try...
Oblinger D,G. Editor. (2012) Game Changers: Education and Information Technologies, Educause. Available online at http://www.educause.edu/research-publications/books/game-changers-education-and-information-technologies
But before we do so, we have provided a brief synopsis of three readings discussing the anticipated potential of higher learning programs. Just to get you thinking ...
The Landscape of Higher Education
Staley and Trinkle describe "seismic" changes in higher education which is wider than just technology trends. They argue that these 10 changes will have a "tectonic impact":
- Increasing differentiation of higher education - with a wide range of choices resembling the "American restaurant market"
- Transformation of the general education curriculum - to include what was once thought as unteachable - communication skills, leadership skills and creativity.
- The faculty faces of the future - from tenure positions to adjuncts
- Surge in global faculty and student mobility
- The new "invisible college" - that is "international in scope and scale and is outside the direct funding and control of any national organization.
- The changing "traditional student" - more than 60% of students are now over 25 years of age and working full-time while studying.
- Mounting pressure to demonstrate the value added of a college degree
- The revaluation of "middle-skills jobs" - the value and demand for middle skilled workers is increasing and and more higher education institutions may develop colleges of trades.
- Higher education as a private rather than a public good
- Lifelong partnerships with students - higher education providing services to students not just for 4-6 years but across a lifetime.
Reference:
Staley D.J, Trinkle D,A. (2011) The Changing Landscape of higher education. Educause Review Jan/Feb : 16-32. Retrieved from http://www.educause.edu/ero/article/changing-landscape-higher-education
Innovation
Within this article, Christensen describes two types of innovation:
1. Disruptive innovation
These innovations aim for a simpler, more convenient product that might sell for less money and appeals to a new or unattractive customer set. They help create a new market and value network, and eventually go on to disrupt an existing market and value network. They usually improve a product or service in ways that were not expected
With disruptive innovations the new entrants in the field are likely to beat the incumbents.
There are two types of disruptive innovation:
- Low end disruption. These address the low end of the original or mainstream value network often addressing over-serviced customers with lower cost model.
- New market disruption. This is a new value network and aims to compete against non-consumption.
2. Sustaining innovation
These are incremental innovations that are year by year improvements that aim to bring better products to established customers in existing markets. In these innovations the incumbents almost always prevail over new entrants.
Reference:
Christensen, Clayton M. (2012): Disruptive Innovation. In: Soegaard, Mads and Dam, Rikke Friis (eds.). "Encyclopedia of Human-Computer Interaction". Aarhus, Denmark: The Interaction-Design.org Foundation. Available online at http://www.interaction-design.org/encyclopedia/disruptive_innovation.html
Rethinking Business Models
Sheets, Crawford and Soares (2012) review the role of new business models in disruptive innovation. They particularly focus on four models:
- Open business models - "involve the use of external as well as internal ideas and resources, along with external as well as internal pathways for deploying them to create and capture value for an organization"
- Multisided models - which create value by leveraging inter-dependencies between different groups e.g. developers and users
- Unbonded models - "separate three core business functions that require different types of organizational expertise, customer-relationship management, product innovation, and infrastructure management"
- Facilitated networks - networks provide support to customers in accessing and managing the services of multiple providers
It is the authors' belief that if these models are combined, levels of higher education could improve performance through greater economies of scale and scope, increase personalisation, access and choice, and enhance research through improved access to shared research infrastructures.
Reference:
Sheets R, Crawford S, Soares L. (2012) Rethinking Higher Education Business Models. Educause Review. March. Retrieved from http://www.americanprogress.org/issues/2012/03/higher_ed_business_models.html
Interested in further reading? Why not try...
Oblinger D,G. Editor. (2012) Game Changers: Education and Information Technologies, Educause. Available online at http://www.educause.edu/research-publications/books/game-changers-education-and-information-technologies