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Sure, university professors provide a service. But are they really just service providers? And if that's all they have turned into, what does it say about the nature of universities? Change, change, change...
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Because "Harvard students are generally pragmatic and hyper-concerned about maximizing their Return On Time Investment," Gandhi writes, they log onto the site... Besides, he says, students no longer have to pay attention to the professor's lecture to learn the subject matter because "much of knowledge has become commoditized on the web." To solve the problem, Gandhi believes professors must "start thinking of themselves as service providers who must constantly innovate to serve students better."
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Harvard has no glassy campus pond or placid central green, like many universities do. The Yard, which is the closest thing to a traditional campus green, is dotted with buildings. The tight-knit closeness of the University’s structures, the breadth of their styles, the pocket greenery, and the bustling, untamed public square at Harvard’s core make it an unusual campus, one where faculty and students have to interact regularly.
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“The future intellectual direction of Harvard will be linked to its physical planning and architectural path,” Mostafavi said.
“When there is more and more discussion around collaboration and transdisciplinary practices, the question is: What kind of space do you need for that work?” he added.
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I would love for TUDelft to be a great model, but looking at their faculty, I see only men and nothing but men. Sorry, but I remain unconvinced that a design school can be comprehensive and lay claim to "integrative" or even "lateral" thinking, if that that thinking is led by only one gender.
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Design education at the university level is broken: often ill-defined, shallowly specialized, and beholden to departments in art, architecture, or engineering. But if this is the case, how can the system be fixed—so that young designers can be properly trained not just in the pursuit of "making [things] look pretty" (as designer Don Norman lamented this month in an interview with Technology Review) but in the art and science of creatively integrating information to solve practical problems?
One of the world's largest industrial-design programs, at Delft University of Technology in Delft, the Netherlands, has been operating under this philosophy for four decades.
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AURP (Association of University Research Parks) "offers a series of urgent recommendations for the U.S. Government, so that it can more precisely support American innovation and American innovators with both economic and policy-based changes." (See article for proposal targets.)
Does this apply to university research parks in Canada, too?
Interesting references to the importance of place and the creative class.
See this PDF for "The Power of Place": http://www.aurpcanada.ca/pdf/AURP%20The%20Power%20of%20Place_Final.pdf (via www.aurpcanada.ca)
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From establishing the first research park in the world, to building world-class research universities and federal laboratories while pioneering technology transfer and patent reform for public-private research partnerships, the U.S. has led the world in attracting research talent, funding scientific advances, and commercializing new discoveries.
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The United States is losing ground competitively. The ambitious entrepreneurs and scientists who are willing to invest time and money into an idea are being lost at a staggering pace to other countries. These foreign governments provide incentives for this U.S. human capital to uproot and move. These individuals find that the challenge of surviving in a foreign country is outweighed by the tremendous economic benefit these foreign communities provide.
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But what if we take Drucker's words in a different way? What if by distance learning, Drucker meant not co-op and correspondence courses, but an increasing sense of detachment? What if Drucker was speaking not so much about the crumbling of physical ivory towers, but of symbolic ones? And what if, as much as governments and big business, students are the ones to blame?
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Apathy, he says, is rampant. He recounts an incident from last year when a small group of students protesting the second inauguration outside Van Hall were beat up by police officers. "Nobody cared," he says. "They all felt the students deserved it. They said 'It disturbs classes.' That's the point!" What's left him bitter is not the quality of his professors or the courses he studied, but what he sees as an overemphasis on practicality amongst fellow scholars. "The attitude of so many students is: 'When am I ever going to use this again?'"
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