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Jeff Andersen

CBS head predicts TV, digital will battle for NFL rights | Marketing Dive - 5 views

www.marketingdive.com/...437728

sports marketing sports TV

shared by Jeff Andersen on 09 Mar 17 - No Cached
  • Jeff Andersen on 09 Mar 17
     
    Les Moonves, chairman, president and CEO of CBS Corp., told an audience at the Deutsche Bank 2017 Media & Telecom Conference that TV networks will face off against digital properties like Facebook and Google in the next bidding battle for the rights to the NFL, according to Ad Age. The NFL's current deals are in place through 2022.
Javier E

The Default Major - Skating Through B-School - NYTimes.com - 41 views

www.nytimes.com/...edl-17business-t.html

education university business standards group learning

shared by Javier E on 15 Apr 11 - No Cached
  • Dr. Mason, who teaches economics at the University of North Florida, believes his students are just as intelligent as they’ve always been. But many of them don’t read their textbooks, or do much of anything else that their parents would have called studying. “We used to complain that K-12 schools didn’t hold students to high standards,” he says with a sigh. “And here we are doing the same thing ourselves.”
  • all evidence suggests that student disengagement is at its worst in Dr. Mason’s domain: undergraduate business education.
  • “Business education has come to be defined in the minds of students as a place for developing elite social networks and getting access to corporate recruiters,”
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  • It’s an attitude that Dr. Khurana first saw in M.B.A. programs but has migrated, he says, to the undergraduate level.
  • Second, in management and marketing, no strong consensus has emerged about what students ought to learn or how they ought to learn it.
  • Gains on the C.L.A. closely parallel the amount of time students reported spending on homework. Another explanation is the heavy prevalence of group assignments in business courses: the more time students spent studying in groups, the weaker their gains in the kinds of skills the C.L.A. measures.
  • The pedagogical theory is that managers need to function in groups, so a management education without such experiences would be like medical training without a residency. While some group projects are genuinely challenging, the consensus among students and professors is that they are one of the elements of business that make it easy to skate through college.
  • “We’ve got students who don’t read, and grow up not reading,” he says. “There are too many other things competing for their time. The frequency and quantity of drinking keeps getting higher. We have issues with depression. Getting students alert and motivated — even getting them to class, to be honest with you — it’s a challenge.”
  • “A lot of classes I’ve been exposed to, you just go to class and they do the PowerPoint from the book,” he says. “It just seems kind of pointless to go when (a) you’re probably not going to be paying much attention anyway and (b) it would probably be worth more of your time just to sit with your book and read it.”
  • “It seems like now, every take-home test you get, you can just go and Google. If the question is from a test bank, you can just type the text in, and somebody out there will have it and you can just use that.”
  • This is not senioritis, he says: this is the way all four years have been. In a typical day, “I just play sports, maybe go to the gym. Eat. Probably drink a little bit. Just kind of goof around all day.” He says his grade-point average is 3.3.
  • concrete business skills tend to expire in five years or so as technology and organizations change.
  • History and philosophy, on the other hand, provide the kind of contextual knowledge and reasoning skills that are indispensable for business students.
  • when they hand in papers, they’re marked up twice: once for content by a professor with specialized expertise, and once for writing quality by a business-communication professor.
  • a national survey of 259 business professors who had been teaching for at least 10 years. On average, respondents said they had reduced the math and analytic-thinking requirements in their courses. In exchange, they had increased the number of requirements related to computer skills and group presentations.
  • what about employers? What do they want? According to national surveys, they want to hire 22-year-olds who can write coherently, think creatively and analyze quantitative data, and they’re perfectly happy to hire English or biology majors. Most Ivy League universities and elite liberal arts colleges, in fact, don’t even offer undergraduate business majors.
Kurt Schmidt

A Perfect Storm in Undergraduate Education, Part 2 - Advice - The Chronicle of Higher E... - 43 views

chronicle.com/...126969

shared by Kurt Schmidt on 04 Apr 11 - No Cached
  • But, in the past few generations, the imagery and rhetoric of academic marketing have cultivated a belief that college will be, if not decadent, at least primarily recreational: social activities, sporting events, and travel.
  • Increasingly, students are buying an "experience" instead of earning an education, and, in the competition to attract customers, that's what's colleges are selling.
  • a growing percentage of students are arriving at college without ever having written a research paper, read a novel, or taken an essay examination. And those students do not perceive that they have missed something in their education; after all, they have top grades. In that context, the demands of professors for different kinds of work can seem bewildering and unreasonable, and students naturally gravitate to courses with more-familiar expectations.
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  • Students increasingly are pressured to go to college not because they want to learn (much less become prepared for the duties of citizenship), but because they and their parents believe—perhaps rightly—that not going will exclude them from middle-class jobs.
  • At most universities, a student is likely to be unknown to the professor and would expect to feel like a nuisance, a distraction from more important work.
  • As academic expectations have decreased, social programming and extracurricular activities have expanded to fill more than the available time. That is particularly the case for residential students, for whom the possibility of social isolation is a source of great anxiety.
  • College has become unaffordable for most people without substantial loans; essentially they are mortgaging their future in the expectation of greater earnings. In order to reduce borrowing, more and more students leave class early or arrive late or neglect assignments, because they are working to provide money for tuition or living expenses.
  • As students' anxiety about the future increases, no amount of special pleading for general-education courses on history, literature, or philosophy—really anything that is not obviously job-related—will convince most students that they should take those courses seriously.
  • But at the major universities, most professors are too busy to care about individual students, and it is easy to become lost amid a sea of equally disenchanted undergraduates looking for some kind of purpose—and not finding it.
  • we need to make "rigorous and high-quality educational experiences a moral imperative."
  • D. S. Koelling on 04 Apr 11
     
    ". . . we need to make 'rigorous and high-quality educational experiences a moral imperative.'"
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