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The Job Market for MBAs is About to Take a Hit - Walter Frick - Harvard Business Review - 0 views

blogs.hbr.org/...or-mbas-is-about-to-take-a-hit
shared by Mike Nall on 29 Nov 13 - No Cached
  • Mike Nall on 29 Nov 13
     
    The decline in demand for MBA's coupled with the overly optimistic interest in STEM is symptomatic of a bigger problem which is the fragmentation of business disciplines and the latent need for a new School of Innovation at universities that would be a professional school similar to law and medicine to educate a new group of leaders who are innovators. Innovators are T-shaped people with broad knowledge in STEM, marketing, finance, law, and operations and deep knowledge and experience in at least one discipline. Innovators learn a new fourth generation (4G) of innovation theory and practice that includes upgrades in disciplines such as finance to measure intangible capital that drives innovation more than tangible capital, upgrades in marketing to more effectively discover latent market opportunities with analytic big data insights tested with experiential intervention experiments, upgrades in entrepreneurship that operates inside an existing company, and the skilled capability to create and operate innovation hubs such as the new Department of Energy innovation hubs required to transform industries with radical innovation governed by new dominant designs. The 21st century is the Age of Innovation and we need innovation to be a new professional discipline supported by new Schools of Innovation and a career path in companies leading to the Chief Innovation Officer, which was first defined in the 1998 book, Fourth Generation R&D.
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Penn & Teller's Teller on How to Be an Effective Teacher - The Atlantic - 0 views

www.theatlantic.com/...425100
shared by Terry Elliott on 25 Jan 16 - No Cached
  • The first job of a teacher is to make the student fall in love with the subject.
    • Terry Elliott
      Terry Elliott on 25 Jan 16
       
      passion as prelude make?
    • Terry Elliott
      Terry Elliott on 25 Jan 16
       
      Make?
  • the teacher has a duty to engage, to create romance that can transform apathy into interest, and, if a teacher does her job well, a sort of transference of enthusiasm from teacher to student takes place.
  • “If you don’t have both astonishment and content, you have either a technical exercise or you have a lecture.”
  • ...6 more annotations...
  • Teller’s educational philosophy is rooted in the philosopher A.N. Whitehead’s “rhythm of education,” a theory that asserts learning happens in three stages: romance, precision, and generalization.
  • Romance, argued Teller, precedes all else.
  • What I have, however, is delight. I get excited about things. That is at the root of what you want out of a teacher; a delight in what the subject is, in the operation. That’s what affects students.”
  • It’s easy to disregard the entertainment of your students as pandering, but it’s not, Teller stressed, citing Frances Ferguson’s The Idea of a Theater: The Art of Drama in Changing Perspective. “In the art that lasts, there’s always a balance: purpose that is action, passion that is feelings, and perception that is intellectual content. In Shakespeare, for example, there is always a level that is just action, showbiz. There is always a level that's strongly passionate, and there’s always a level that’s got intellectual content.”
  • Learning, like magic, should make people uncomfortable, because neither are passive acts. Elaborating on the analogy, he continued, “Magic doesn’t wash over you like a gentle, reassuring lullaby. In magic, what you see comes into conflict with what you know, and that discomfort creates a kind of energy and a spark that is extremely exciting. That level of participation that magic brings from you by making you uncomfortable is a very good thing.”
  • When I go outside at night and look up at the stars, the feeling that I get is not comfort. The feeling that I get is a kind of delicious discomfort at knowing that there is so much out there that I do not understand and the joy in recognizing that there is enormous mystery, which is not a comfortable thing. This, I think, is the principal gift of education.
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