Educational Ideas and the Future of Higher Education: The Quest for a New Business Model
In the world’s rapid change over the last fifty years, education has become both a local and an international business. New conceptual frameworks for education, new global and local populations seeking education and new technologies that can aid education
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Abstract
In the world’s rapid change over the last fifty years, education has become both a local and an international business. New conceptual frameworks for education, new global and local populations seeking education and new technologies that can aid education intersect with more traditional national and private economic interests. How a new educational model—the Global Cloud University inaugurated by the Carl Benz Academy—positions itself in this mix of forces and opportunities is the subject of this book. The authors address this problem by taking an historical look at some of the goals of education, some of the constraints placed upon reaching those goals, as well as existing educational models, focusing on three in particular: transnational education, corporate colleges, and on-line and virtual delivery. Finally, the article highlights key issues in the development of an effective new model.
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Introduction: History, model, and questions
It is useful to begin by viewing education as a ritual that helps produce the type of adults that a society needs. As the number and differences among those whom we include in our “society” has grown, that ritual has changed in scope to become a transnational system that creates world members who can work locally but con© Springer Fachmedien Wiesbaden 2016 M. Schönebeck und A. Pellert (Hrsg.), Von der Kutsche zur Cloud - globale Bildung sucht neue Wege, DOI 10.1007/978-3-658-11691-0_2
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Edward Clift, Vic Liptak and David Rosen
tribute globally. This means that we must find ways to share the world by using common sets of standards, like a common gauge for rail lines that connect distant places. We have lots of people to haul along this route, and we cannot afford to determine a priori who gets to ride. The twin imperative of connectivity and access that faces the world today was a problem that the United States faced more than one hundred years ago. And so it may serve as a model for understanding the current global situation. The central government of the United States, not wanting to rob the individual states of their quasi-independent sovereignty, set down rules of play among them, as well as some superordinate principles that they needed to share to be part of the U.S. When laws regulating the interstate commerce of goods and of ideas were implemented to facilitate the development of a common market identity, education was left alone for the most part. While it eschewed regulation, the federal government considered education important enough to help the states establish universities that would conduce to both local and national prosperity. In 1862, President Abraham Lincoln signed the Morrill Act, which donated federal land to the states in order to teach such branches of learning as are related to agriculture and the mechanic arts, in such manner as the legislatures of the States may respectively prescribe, in order to promote the liberal and practical education of the industrial classes in the several pursuits and professions in life (Morrill, 1862, Chapter CXXX
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