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Coffee Shop, Learning Resource Centre, Edge Hi...

Coffee Shop, Learning Resource Centre, Edge Hill University (Photo credit: jisc_infonet)

In an interview with Hartford Business Frank Mulgrew, president of Post University’s Online Education Institute states that people are increasingly choosing online learning programs.  ”The online learning environment offers, students benefit from the level of interactivity that’s possible in a well-conceived online classroom that isn’t confined to set dates and times.”

Businesses are increasingly viewing online higher education as a highly valuable tool for their employees. In addition to the convenience and flexibility,  it provides a way for employees to build on existing skills while developing new ones, and gives them a chance to immediately apply what they’re learning to solve real business challenges. To cater to this returning adult student population at the graduate level, University of Conneticut is developing select high-demand and high-enrollment online courses for accounting, education, survey research, and human resource management. Employers and employees can pick the kinds of courses they need to fill in skill gaps and deficits.

To compete with their experienced counterparts, students need to gain an edge which traditional graduate programs are unable to provide. Most schools have neither the instructional programs, nor the learning environment to equip students with the knowledge and skills they need to compete and succeed at the work place. At Yellow Sequoia we want to transforms education and help students obtain commercial skills with the aid of simulations, which help ‘Learning by Doing’. Simulations provide a virtual enviornment where business students can use your knowledge and skills to think critically, apply the knowledge from classroom to new situations, analyze problems, comprehend new ideas, communicate, collaborate, solve problems, and fundamental of all – make decisions.

For more information, fill out our contact form and you will have taken the first step an effective means for teaching and demonstrating concepts.

What if I had invested in a business instead of college?

Sodexo Fastighetstjänster tekniker

(Photo credit: Sodexo Sverige)

An American author, Fran Lebowitz began her journey in writing after being expelled from high school.

In real life, I assure you, there is no such thing as algebra.

Her quote doesn’t imply that she would not end up writing had she continued to go to college, but emphasizes that she would still end up writing despite it.

I completed most of my education in India. In urban India, not going to college is not an option, unless you join the family business. I am glad that view is slowly changing. I didn’t invest too much money into my college education in India, but I did invest 3 years after high school. At the time, I was very keen on the functionality of Sodexo Coupons. These coupons were given to employees of organizations which Sodexo partnered with as tax free perks which could be used instead of cash for restaurants.

I thought it was a great concept but quite inconvenient, as it involved the exchange of physical coupons which the employees received in a booklet. It was equally tacky to use for the employee as well as the establishments which accepted them. Physical processing of coupons was not adapted with the electronic age of paperless transactions. I wanted to optimize these coupons into the form of a prepaid card, not limited to just restaurants. I thought their use at grocery stores, as part of the ‘meal’ concept for employees was imperative to boost demand and provide more value to the end user. Though they did expand service to grocery stores, Sodexo stuck to the coupon format. They have not gone electronic till date! Meal coupons were not their core competency, which explains why, they being an oligopoly (a monopoly at that time) in India, have not capitalized on the huge market opportunity.

Barely through my second year at college at the time, I thought I was not being able to look at the concept in its entirety, due to lack of formal education. A cautious personality type, after a lot of thinking and over-evaluation of the pros and cons, I chose not to pursue the idea at that time.

Sodexo covered 2 million employees in the year 2010. I think for my own sanity, I shouldn’t even begin to do the math on revenues at 5% per coupon redemption, or in my case, card swipe. Of course, an electronic system would mean more cost; however, it would also result in increased revenue and hence increased profit. The costs would far exceed what I invested in college, however, in retrospect; I don’t think it would have been difficult to get an investor using whatever little connections I had at the time. I didn’t approach or even discuss the idea seriously except with a few close friends.  I was not sure if anyone would have taken me seriously, given that I wasn’t even a college graduate. Research I did on Sodexo raised inhibitions in my mind about the enormity of this competitor that I would be up against. I believed that the courses I would take in college would equip me to pursue this or any other idea in future. And I took them all – Finance, Accounting, Marketing, Human Resources, Advertising, and Management – courses covering every ‘supposed’ aspect of an enterprise.

What’s ironic is not my decision to go to college instead of investing in the proposition, but, the fact that even after I chose to go to college, I didn’t come through with half the skills I would require to pursue the idea on my own. My most important take-away from college was the network of connections I built from college .

As for the meal pre-paid card idea, a friend of mine recently emailed me the Times of India article to let me know that I did have good foresight into the key issues with Sodexo’s system. The article confirmed that major retail stores were not accepting the coupons anymore as the manual counting, sorting, stamping and dispatch of the coupons was leading to extra administrative costs and eroding into the stores’ margins. In the same article, a spokesperson of the Future Group said, “We have decided to stop accepting food coupons in our stores. If the same is presented to us in the form of electronic coupons, we would be open to accepting it.” This reignited thoughts that my idea would have undoubtedly revolutionized the coupon system, had I seriously considered it.

Currently, Sodexo’s only competitor, Edenred has Ticket Restaurant meal cards for company cafeterias and given the current ‘explicit’ demand for electronic settlement systems from external retailers, I am sure both these companies are already considering an upgrade in their product offering. So, what was a foresight a few years ago has now become a demand-driven upgrade.

As for me, over time, most of the entrepreneurship skills I have developed are only through my real life experiences at work and their application through family business ventures.

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Investment in myself

Seal of the University of California, Berkeley

Seal of the University of California, Berkeley (Photo credit: Wikipedia)

Professors impart broad principles like ‘The customer is always right’; applying this to real-life situations is a whole different ball game altogether. College isn’t the only form of education possible after high school. The experience of being an entrepreneur can be equally invaluable and multi-dimensional. While the skills and knowledge provided by both experiences can overlap – networking, for example; they vastly contrast on most counts – synthesizing on an academic level versus landing your first sale. Either path takes hard work and commitment.

I deeply admire the Boy Scouts quote: ‘Take only pictures, leave only footprints’. Photographs have the unique quality of freezing THE moment—the moment when you kiss your newly-wedded wife, the moment when you catch the football, the moment Mother Nature took 54 million years to create.

With exposure to journalism in high school (pun intended!), I’ve been seeeking out these moments. But my entrepreneurial spirit was not content to click photos and simply sell them. In the age of digital photography, relinquishing photography to the ‘professional’ takes much more. I aspire to offer clients a token to remember: meaningful, artistic, and personally-charged photography-based souvenirs. I want to tell a story.

Cost

My college education at UC Berkeley for Statistics and Interdisciplinary Studies will cost about $113,000. Alongside is my full time commitment to get good grades, soak in the college experience, discover living independently with countless hours spent doing chores, visiting professors at their office, doing homework, and everything in between.

The Hardware

What would I need to start a Custom Photography Memorabilia service? Desktop computer with a mighty processer ($2500), PhotoShop ($700), decent dSLR camera ($2000), art supplies ($300), transportation costs ($400) and auxiliary equipment ($1000). This would also be my life–full time, always seeking the next AHA! moment.

More so, I would market my service to the potential clients – parents who want to ’make memories’. They confer with me what they want to remember about their lives, particularly their children. I will participate in creating these magical moments – clicking football games, ballerina recitals, poetry contests. After each event, I will create a momento – a set of coasters designed with the photo of the family’s first time on Splash Mountain, a coffee table book of all of Junior’s soccer goals, or a cushion with Spot’s photo as a puppy.

Would I succeed? Maybe. Through word of mouth, my business of creative integration of photography, art, and utility would allow me and my ideas to expand. This is a luxury though, and requires a high personal investment.

What would define success? Beyond breaking even, or even making profit, I hope to encourage people to redefine their relationship with THINGS and realize that true happiness is from these memories, these moments.

This business idea is really a reflection of my personality and my values — I want people to slow down and cherish what is really important in life. This personal value of “slowing down and cherishing what is really important in life” also reflected in my conscious decision to go to college. I am ignited to to learn about the world, all its citizens, larger institutions and dynamics.

Secondarily, I lacked the discipline and drive to jump into the deep end of any entrepreneurial exercise at age 18. Of course, the desire for other important things in life, like skills and practice, came soon after.

Although photography will only go in the hobby section on my résumé, this dream is something I am and will pursue with full passion and no pressure to make ends meet.

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What If I had invested in my business instead of college?

Español: BMW E46 M3 convertible en azul BMW E3...

(Photo credit: Wikipedia)

There are numerous costs when one obtains a degree. My experience has been about $22,000 a year to get through school, including room and boarding, food, school supplies, books, and tuition. This totals to around $88,000 for me to graduate and get my degree. Icould have bought a slick BMW M3 fully-loaded! On top of the cost, time spent to acquire the degree - 4 years that I have invested. If my parents gave me all this money instead of setting it aside for college, I would have be well-funded to begin my new business venture. Yet, I ask myself, would I have the right skill-sets to be successful?

I was told to do well in high school to get into a good college. The idea was hammered into me so many times that I had no reason to believe otherwise. My Dad always said, “Jake,

there’s no way around it; you’re going to college and get your degree.” I feel blessed and am thankful to my parents for providing me money for college, and I personally love my experience so far.

But what about the student who isn’t blessed with the financial luxuries of going to college? Should they take up government student loans? Is college is the only pathway to success? As a recent article in the Orange County Register pointed out, ‘degree’ as we know it is becoming lower in value and work experience is becoming more prominent in the hiring process. If someone wants to study in a specific niche, why can’t they seek out books, online classes, simulations, and other useful tools to learn the subject, instead of sifting through 4 years of education that won’t necessarily apply to their specific area of interest. This would save a great amount of money and lighten the burden of student loan debt.

In 3 years of college I have gained a vast amount of experience surrounding myself with new people, new city, new house, all the while acquiring education. Living with diverese roommates who are inspired to learn, I have come across viewpoints and ideas that I had never heard of before. These have sparked further discussion and learning opportunities that I would not experience otherwise. A business idea was sparked from one of these discussions between my roommates and I.

It started out as a problem that I thought needed to be solved for my own health, but then I wondered if others were thinking about it too. (I am not going into detail of this business idea due to personal reasons and lack of patent.) My drive now is to change the way things are done, whether it is improving the process, or solving a problematic conditions in the marketplace.

What if I had invested the money spent on college in this business idea instead? Firstly, I wouldn’t have had the idea because it was actuated during college. Secondly, I wasn’t nearly as passionate about entrepreneurship as I am now. I did not have a sense of direction after coming out of high school. Say if I did have this idea before college and the same passion as I have now, I would still have to overcome the hurdles of accounting and finances, inventory, marketing, and the selling my product. Becoming an entrepreneur, I would learn a great deal about myself (with the psychological aspects of failing and overcoming) and running of the business for it to be successful. College has better prepared me for this; working through case studies different business problems. But after 3 years of college, I still have many uncertainties of how to actually run a business, and most of these uncertainties can only be squared off by actually starting my business and learning from my mistakes.

Hypothetically, I had passion and direction coming out of high school. I would be successful with my business due to my tenacious attitude and people skills. With four years to work on a business instead of burying it into schooling, vast amounts of headway would be accomplished. I believe opting out of college for business and entrepreneurship is a potential option with available alternative learning tools like simulations and online courses. But if you are studying to become a doctor or scientist, the knowledge gained from professors and the strict schooling regiments are extremely necessary. It intrigues me to think what life would have been like if I hadn’t opted for college and instead sought after an entrepreneurial idea straight away.

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Tablets & the rise of online education

E-learning short courses

E-learning short courses (Photo credit: London College of Fashion short courses)

The launch of the Windows 8 tablet (Microsoft Surface) has once again brought attention to the portability of knowledge at our finger tips. With the lightness of a book and computing power of a full laptop computer (almost!) iPads, Samsung tablets, Amazon Fire tablets and a plethora of Android based tablets have made the consumption of information effortless. Unlike their smaller cousin – the smartphone – the tablet has generous screen real estate and this makes things easy to read.

Right now is a great time to be a student on a budget. The trend of portable devices alongside websites like Udemy.com are bringing learning to everyone.

However the  expansion of online courses raises questions about what traditional education institutes offer for high fees. Top tier education institutes have started giving away their content for free. They are drawing cash-strapped yet potential students worldwide by offering them their courses online in an effort to test how their scholarship and expertise can be broadcast to a global audience.

A recent BBC article tells that Harvard and the Massachusetts Institute of Technology (MIT) have formed a $60m alliance to launch edX – a platform to deliver courses online – with the modest ambition of “revolutionizing education around the world”.

With roots in Silicon Valley, Stanford academics have set up another online platform, Coursera, which will provide courses from Stanford and Princeton and other leading US universities.

Anant Agarwal, Director of MIT’s Computer Science and Artificial Intelligence Laboratory quoted a statistic that embodies this game changing plan – “The first online course from MITx earlier this year had more students than the entire number of living students who have graduated from the university.”

The internet provides an unprecedented opportunity for extending the reach of educators. As an example of how courses might be delivered, the MITx prototype taught an electronics course using an interactive virtual laboratory, e-textbooks, online discussions and video lectures. Assessment of the course, which took 10 hours per week, was entirely automated.

If content is free what else are universities offering? Is it the interactions with staff? Or is it the time with other students? Is it something to put on a CV? In my opinion there will always be demand for courses from a top tier university. The brand name on your CV and campus links will give you a leg up.

Teaching online has it’s share of problems.

Watching a lecture online is not the same as being in class. Although given the time pressure lecturers are under, an online lecture does seem to make sense. Additionally, assessing large numbers of online learners is a challenge – and edX is a laboratory to see how this can be addressed.

It is the 2nd and 3rd tier colleges that will really struggle. Students will ask – What is a lifetime of debt going to get me? In each school year between 2000–2001 and 2006–2007, an estimated 60% of bachelor’s degree recipients borrowed to fund their education. Average debt per borrower rose 18%, from $19,300 to $22,700 over this time period. Average debt per bachelor’s degree recipient increased from $10,600 to $12,400. (Source: The College Board, Trends in Student Aid, 2008)

One answer is using simulations. Although these cannot be applied to all subjects, teaching business with simulations can address some of these problems. Simulations can help deliver learning online, they can help grade and deal with large number of students. Simulations also make it possible for the educator to stay relevant by helping them translate their experiences, opinions and critical abilities into guidance for the student. This model is not new and some high schools currently use it alongside the video tutorials of the Khan Academy.

A proven model, we simply need to apply it to college education.

Language translation in business simulation

Virtual games and business simulations provide an excellent opportunity for teachers to engage certified translation students in an interactive environment requiring knowledge, decision making and management of information flows. They bring students closer to the actual business environment giving the chance to experience real business competition, to work out strategy, to participate in the process – either as an individual or as part of a team.

Read more

Business schools let students choose their own adventures

English: Hands collaborating in co-writing or ...

(Photo credit: Wikipedia)

Moving away from its iconic brand image of ivory-tower learning, Harvard Business School (HBS) is engaging its Gen-Y students in collaborative ‘hives’. HBS is realigning its focus on real-world, risk-taking and tinkering intent with real-life experiences.

A radical rethink is happening on how entrepreneurship should be taught in classrooms. By integrating with continuing assessment, individual tutoring, customized reteaching of unlearned material and systematic collection of data on each student’s progress, technology is helps extend an elite-caliber education.

“Today’s students, they want to do more of their own thing,” says Germain Boer, Director of Vanderbilt’s Owen Entrepreneurship Center. Business grad students realize that in today’s economic climate there’s no more guarantee of stability, even working for a large company. Unfortunately, their course-work is still geared towards the expectation that they will be working in a risk-free environment for the next 40 years.

In Fast Company’s article ‘Harvard Business School for the Facebook Age’, Kevin Randall says that HBS is far from alone among business schools in revamping its curriculum to focus on ‘experiential learning’. In parallel, Stanford has geared its business program environment to feature risk-taking, collaborative learning and mentoring.

The market reality is we need more action-oriented, better trained students who put ideas into practice versus just analytical thinkers. Entrepreneurship via action-learning teaches students about everyday experiences in the real world.

Teaching entrepreneurship since 1920’s HBS and its counterpart Ivy League Schools are realizing that immersive education of ‘Learning by Doing’ is the way forward to engage students of the Facebook Age. A report from Computers & Education Journal says that students can learn as much from simulations as they can from direct observations.

MIT’s online learning platform with self-paced learning and wiki-based online learning, using online discussion groups and online laboratories is already a game changer. After introducing MITx at the start of 2012, MIT partnered with Harvard for edX, a $60 million in online education which will permit students to canvas through study material at their own pace.

Expert Tom O’Haver of Maryland University has found that simulations used in the classroom are more effective in teaching reasoning than those completed in a computer lab. Using resources like Concept to Classroom’s ‘Course Menu’, even cash-strapped classroom today are using simulations to bring real world experiences that cause the students to wonder ‘what if?’ Simulations can help teachers lead students to answers they may not gain in another way.

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Simulations and Problem-Solving

Active learning is an elementary aspect of enjoyment in the educational experience. Simulations help improve student comprehension, problem-solving skills and enhance their lesson retention.

With the component of role-play, the student is self-motivated for their virtual character to solve a problem in a way that replicates the pressure they will face in real life. This renders an increased personal interest in studying the subject as they encounter a variety of viewpoints and are able to observe a range of results to every particular situation.I

In my recent workshop with Fashion styling students at Pearl Academy of Fashion, Delhi, the simulation provided students an access point to apply their newly acquired theoretical knowledge in the simulated business world. They gained hands-on experience by running their own business.

We used the simulation to understand critical aspects of business answer the questions – how pricing is affected by competition? Or, how do promotions affect the sales and finance?

It helped the students to understand the complexity of components involved while regulating various business issues and the trade-offs in decision making process. The creative aspect of the exercise made it seem more like play.
English: Shows students in a university classr...
Active learning techniques enhance students’ enjoyment of their educational experience. Hence interactive experiential learning is a powerful tool.

Information alone rarely makes people change their minds, but personal experience often does. Simulations transform information into experience. According to a report by Virtual Peace, 2011, while students recall only 10% of what they read and 20% of what they hear, they remember 90% of their actions and statements combined.

Business simulations cultivate team-building and peer-learning skills; both are essential in problem-solving scenarios. A telecommunication multinational organization had the problem of sluggish sales in its existing market. The organization worked with simulations to homogenize operations in their multicultural settings to improve their revenues. They undertook a strategic initiative to transform the sales force to succeed in the new marketplace.

Specifically, the company invested several million dollars to refocus and upgrade the capabilities of their sales force. It used a sales simulation to model the value-selling process.

Some of the specific issues that were addressed in the simulation:
• Assessing the potential risks and rewards of different account strategies and tactics
• Penetrating new organizations, divisions, plants, etc.
• Calling at the right time, such as when a new manager takes charge (a time of great vulnerability for incumbent suppliers and a great opportunity for “outsiders”)
• Staying in touch with the accounts on a regular basis to gather information, uncover new opportunities, discover competitive threats, etc.
• Concentrating energies on the best opportunities
• Involving the customer in the solution, through needs analysis selling, visiting other customer sites, references, etc.
• Using the “coach” in the account to provide valuable account intelligence
• Overcoming obstacles in the account
• Knowing when and how to use one’s manager
• Using the team of internal resources (technical services, engineering, etc.) in the sales process
• Building credibility and trust with the customer
• Partnering with the customer to satisfy their customers’ needs.

Results of this initiative were overwhelmingly positive. According to an independent ROI study, the company realized an annualized net benefit of over $60 million on the project, with an ROI of over 3900%. The study found that the benefit to cost ratio was 40x.(Source: BTS, White paper, 2008)

The simulated experience allows participants to test theories and apply them for problem -solving. It allows them to think rationally and logically in deciding what to do and to get valuable practice in making a variety of different business decisions under circumstances that mirror real-world competitive conditions.

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