Category Archives: Campus Eco-System

Has Online Education Won Wonders Daniel Pianko @UniVenturesFund

Just received the latest University Ventures letter with a piece, “You Won”, by Daniel Pianko. He explains that his tenured professor brother has acknowledged the future is online and that #highered is going to get whipped by educational equivalents of Amazon and Uber:

As colleges and universities face off against new technology, how does this game compare with the one retailers and taxi drivers have been playing?

It’s true that three million American students – nearly 1 in 6 enrolled at colleges and universities – are earning degrees entirely online, without setting foot on campus. But they are doing so at accredited universities (nearly all regionally accredited). Students haven’t fled the system for an Uber- or Amazon-alternative. Overall enrollment is up 18% over the past 5 years. And new private sector universities (i.e., publicly traded companies like Apollo Group, parent of University of Phoenix), which had seemed on a path to market domination, have experienced enrollment declines.

At the same time, my brother sees clouds on the horizon. As Ben Nelson, the founder of the Minerva Project, explained to me, about 100,000 students at the University of California and California State University systems take Psychology 101 each year. Psychology 101 is a first year lecture class with, on average, over 200 students in each class. That’s 100,000 students, at an average of $1,500 of revenue per student per class. So Psych 101 generates $150M in revenue at a cost of delivery that can’t possibly exceed $50M. As a result, the California systems generate $100,000,000 of gross margin (i.e., profit) on Psych 101 – a contribution that is used to support other activities in the systems. What happens, my brother rightly and fairly asks, when new entrants like StraighterLine and UniversityNow push the price UC and CSU can charge for Psych 101 to the actual cost of delivery? What will UC and CSU have to cut?

That last question… what goes away? Is that the only question? How about… what can get added that people will pay for? Or are their new customers for the traditional goods (face to face interactions, dorms, extra curricular activities?). There is lots of opportunity out there!

Student Entrepreneur $10M Revenue Run Rate: Extrabux CEO Jeff Nobbs | Sramana Mitra

I love when data for my research arrives in my email inbox. Thank you Sramana Mitra, Jeff Nobbs of Extrabux, and USC!:

Sramana: Jeff, let’s start with the beginning of your story. Where are you from? What are the circumstances that led up to the Extrabux story?

Jeff Nobbs: I am from San Diego. I was born in Northern California and spent two months there before I decided it wasn’t for me! I grew up in San Diego and went to college at USC in Los Angeles. While I was at USC, I started Extrabux with my co-founder, Noah, a guy who lived two doors down from me in the dorms. We started it as a side project while we were at school, and it stayed that way for a few years.

Our junior year we entered Extrabux into our university’s business plan competition. We ended up winning the USC business plan competition and we got $25,000. That was the first stamp of credibility that we received and the first bit of money that we got to start building our team.

via Student Entrepreneur to $10M Revenue Run Rate: Extrabux CEO Jeff Nobbs Part 1 | Sramana Mitra.

The Dark Side of #EDTECH & #MOOCS

Thinking about the negative implications of innovation and technology on campus. From Marc Perry at Chronicle of Higher Education:

Companies, colleges, and columnists gush about the utopian possibilities of technology. But digital life has a bleaker side, too. Over the weekend, a cross-disciplinary group of scholars convened here to focus attention on the lesser-noticed consequences of innovation.

Surveillance. Racism. Drones. Those were some of the issues discussed at the conference, which was called “The Dark Side of the Digital” and hosted by the University of Wisconsin at Milwaukee’s Center for 21st Century Studies. (One speaker even flew a small drone as a visual aid; it hit the classroom ceiling and crashed.)

After a week of faculty backlash against online education, including the refusal of San Jose State University professors to teach a Harvard philosophy course offered via edX, the down sides of digital learning emerged as a hot topic, too.

In a talk dubbed “Courseware.com,” Rita Raley, an associate professor of English at the University of California at Santa Barbara, described how societal and technological changes had “reconditioned the idea of the university into that of an educational enterprise that delivers content through big platforms on demand.”

via Scholars Sound the Alert From the ‘Dark Side’ of Tech Innovation – Technology – The Chronicle of Higher Education.

G3Box IndieGoGo | Student Entrepreneurs | #socent | ASU

Last year I interviewed 3 of the founders of G3Box when I visited ASU’s Edson Student Entrepreneur Initiative at the Skysong campus. It was during the heavy data collection phase of my dissertation research on student entrepreneurs at US Universities and Colleges.

The G3Box team recently launched an IndieGoGo campaign and are about to place their first maternity clinic in the developing world. Their goals is to  cut down on fatalities and complications during child birth.  Their vision is solve global health challenges by connecting multiple organizations. This team of ASU student entrepreneurs is truly inspiring.

G3Box Video Trailer – YouTube.

A Self-Publication Gold Rush? | Disrupting Higher Education | The Chronicle of Higher Education

Amazon is playing a role in disrupting academic publishing. From Marc Bousquet at the Chronicle of Higher Education (h/t Paul Rogers)

En route to a professorship of rhetoric and writing at the University of Texas at Austin, Clay Spinuzzi published scholarly monographs with the MIT Press 2003 and Cambridge University Press 2008. Last January, right on schedule, he brought out a third book, Topsight: A Guide to Studying, Diagnosing, and Fixing Information Flow in Organizations. His publisher this time? Himself.

Using the Amazon CreateSpace Independent Publishing Platform and a couple of thousand dollars in freelance graphic design and copy-editing, Spinuzzi will make back his financial investment after 300 copies are sold. That’s because he’ll earn exceptionally high royalties: Around $7 for every digital copy, a little more for each print-on-demand paperback. If he sells just 1,500 copies, he’ll earn $10,000. If he gets to the academic equivalent of best-sellerdom—15,000 copies—he’ll easily clear more than $100,000.

Those numbers flow from Amazon’s revolutionary royalty structure. For self-published e-books priced under $2.99 or more than $9.99, Amazon pays a 35-percent royalty. But for those priced between those benchmarks, authors can clear 70 percent for themselves. The sweet spot is designed to keep prices within the range that traditional publishers expect for mass-market and many trade paperbacks­­—and to keep Amazon from underpricing its own traditional wares.

Later in the piece,

Of course, even in the narrower world of textbooks and other works for lay or crossover readerships, the possibility of a cash payout isn’t the only advantage to self-publishing. Spinuzzi cites swift turnaround, freedom to experiment, and greater creative control of layout, images, and content: “I got away with a lot of things that traditional publishers wouldn’t allow,” he says. “Something as small as referencing Scooby-Doo can really set the tone for a book, making it friendly and accessible, and I didn’t want to give that up.”

In the end, those advantages may have more and more influence upon young scholars, for whom the digital-humanities movement has begun to at least modestly undermine the centrality of the monograph in scholarly communication.

Today’s digital humanists increasingly share not only the apex of our analysis but all the constituent elements of our research—unedited oral history in various languages, for instance; edited, arranged, and translated clips; slides; searchable raw data; sorted data; collected primary texts; annotations of primary texts; and so on. This digital, multimodal, social, dynamic scholarship is truly unsuitable for (merely) print, as Jerome J. McGann and others at the University of Virginia’s Institute for Advanced Technology in the Humanities proved long ago with projects like the Rossetti Archive and the Sixties Project.

I am excited to be experimenting with some of the tools/technologies as I finish up my dissertation over the next few months.

via A Self-Publication Gold Rush? – Commentary – The Chronicle of Higher Education.

The Rise of the Hacker Space | Update on 3D Printing Venture Camp @GeorgeMasonU

This evening, I was able to work with Arlington Economic Development and Amplifier Ventures in putting on a 3D Printing Venture Camp event at GMU’s Arlington Campus. Dan Wilson of TechShop and Brian Jacoby of Nova-Labs, both hacker spaces, exhibited and sat on our panel.

Turns out that the NY Times published a piece on maker spaces today. Wonder if I can talk someone at Mason into funding maker spaces on our campus? Can we evolve MCSE coworking space and our Startup Mason curriculum into a maker space. We already have innovators from business, liberal arts, comp sci, electrical engineering, physics and design hanging out in our space.

Venture Camp tonight with multiple displays of printers, scanners, and exhibitors talking of materials sciences, rapid prototyping and the evolution of design and manufacturing. Its time for Mason to get into this emerging space.

From Steven Kurutz of the NY Times in The Rise of the Hacker Space:

Hacker spaces like MakerBar — where people gather to build or take things apart, from rockets to circuit boards to LED displays — are hives of innovation, real-world communities made possible by the emergence of virtual communities.

Businesses like Pinterest and MakerBot have grown out of hacker spaces, which have become networking venues for engineers and inventors. But at their most basic level, the 200 or so hacker spaces across the country function as a modern stand-in for the home workshop, especially in urban areas.

It’s no accident that some of the earliest and most popular hacker spaces, like Noisebridge in San Francisco and NYC Resistor in Brooklyn, are in cities where living spaces tend to be small, real estate is expensive and having a home workshop is a pipe dream for all but the very lucky or very wealthy.

“The 1950s version of tinkering was doing it in your garage,” said Dale Dougherty, who as the founder of Make magazine and its popular get-togethers known as Maker Faires is a patron saint to the hacker community. “A lot of people in urban settings don’t have that.”

“Sometimes these hacker spaces are not much bigger than a garage,” he said. “But people can’t organize their home into a workshop.”

via The Rise of the Hacker Space – NYTimes.com.

Venture College @BoiseStateLive Launches in August

Received a thoughtful email from Greg Hahn at Boise State University the other day telling me about their new Venture College. Sounds very exciting and it seems they have buy in and support from the entrepreneurial community in Boise. Can’t wait to hear about their incoming class. From Venture College’s homepage:

Venture College prepares students to launch businesses or nonprofits. This new, non-credit program is open to all full-time students in any major , especially non-business students. Students who successfully complete the program receive the Boise State University Venture College Badge.

Start-up is Fall 2013. While the application deadline has passed, we are accepting applications for the wait list. If you would like to submit an application and be added to our wait list click here to apply. We expect to notify wait list applicants on May 15 as to whether or not there is room in the program.

Interestingly, when you visit the Why Venture College page you read this…

Boise State is taking a leadership role in developing models to teach the skills necessary to succeed in the 21st century.  We are challenging traditional educational strategies and piloting new methods for superior, relevant education. One of the new models is Venture College, a skills-based program that will prepare our students, especially non-business students, to launch enterprises of economic and social value, some while they are still students.

Venture College will provide self-paced, on demand access to knowledge, intensive mentoring and an opportunity to compete for resources needed to start a business.

Venture College is a unique university-wide initiative independent of any academic college and structured as a concurrent, non-credit program for degree seeking students.  This independence from traditional course, credit and accreditation requirements frees Venture College to deliver an innovative and rigorous non-traditional experience for those students, regardless of discipline, who have a passion for starting their own businesses or working in new ventures.

Pretty exciting, glad to have learned about Venture College at Boise State and we’ll see what the Broncos come out with and what the playbook looks like in August 2013 when the first class begins.

via Venture College | Green light your dreams.