Grand Innovation Prizes: A theoretical,normative, and empirical evaluation

This paper provides a systematic examination of the use of a Grand Innovation Prize (GIP) in action – the Progressive Automotive Insurance X PRIZE – a $10 million prize for a highly efficient vehicle. Following a mechanism design approach we define three key dimensions for GIP evaluation: objectives, design, and performance, where prize design includes ex ante specifications, ex ante incentives, qualification rules, and award governance. Within this framework we compare observations of GIPs from three domains – empirical reality, theory, and policy – to better understand their function as an incentive mechanism for encouraging new solutions to large-scale social challenges. Combining data from direct observation, personal interviews, and surveys, together with analysis of extant theory and policy documents on GIPs, our results highlight three points of divergence: first, over the complexity of defining prize specifications; secondly, over the nature and role of incentives, particularly patents; thirdly, the overlooked challenges associated with prize governance. Our approach identifies a clear roadmap for future theory and policy around GIPs.     

Accelerating knowledge production on educational leadership and management in East Asia: a strategic analysis

This paper discusses a strategy for accelerating the development of a regionally grounded knowledge base on educational leadership and management in East Asia. The study reviews data on patterns of knowledge production in East Asia, and employs the findings in the development of a strategy for increasing knowledge production. The study concludes that a suitable coordination strategy for the region should incorporate formal and informal strategies, be intermediate in scale and organised around a common research agenda. The authors propose that the substantive findings and the method of strategy analysis may also be relevant for academic leaders in other developing regions of the world.     

Assistive Technology and Universal Instructional Design: A Postsecondary Perspective

This article discusses the application of Universal Instructional Design principles to the field of assistive technology in higher education. The author makes suggestions for the use of assistive technology with attention to particular student learning styles. Ideas for ways to upgrade computer laboratory facilities are provided for administrators and faculty at institutions of higher learning.     

TRENDS RESHAPING COLLEGES

The annual Community College Futures Assembly is usually a trend-setting experience and this year was no exception. This special issue highlights lessons learned from the institutions who competitively presented and broke new ground at the 2002 Assembly. The theme, Trends in the New Economy , was evident in each presentation and the vehicle of web-casting demonstrated how the community college could be reshaped by technology. Attendees were introduced to the ideas reshaping the new economy by the keynote speaker Britt Beemer and the Bellwether Finalists presented viable examples of college adaptation to these reshaping trends. Important pre-assembly workshops introduced innovative concepts relating to the future of community colleges, including access to baccalaureate degrees. The stimulating presentations, enthusiastic camaraderie, and great meals set the stage for all attendees to take home trend-setting information to their institutions and communities. This introduction focuses on the experience of attending the 2002 Community College Futures Assembly. Approximately 200 community college trustees, presidents, vice-presidents, deans, faculty members, and other decision makers representing 25 states attended the Assembly which was held in Orlando, Florida. The Assembly is sponsored annually by the Institute of Higher Education (IHE), University of Florida (UF) and cosponsored this year by Dell Computers, Saville & Holdsworth, and the numerous organizations identified in this introduction. The assembly has provided quality learning experiences since 1995 and is proud to be an independent national policy forum recognized by the Association of Community College Trustees for its Trustee Education Recognition Program.     

2008 Community College Futures Assembly Focus: Change Or Die—Keys to Enacting Change in the Community College

The Community College Futures Assembly has served as a national, independent policy thinktank since 1995. Its purpose is to articulate the critical issues facing American community colleges and recognize innovative programs. Convening annually in January in Orlando, Florida, the Assembly offers a learning environment where tough questions are raised, critical issues are discussed, and policy implications are vetted. The focus for the 2008 Community College Futures Assembly was change, a theme taken from the book, Change or Die. This special focus issue of the Community College Journal of Research and Practice highlights the best practices of 30 Bellwether trend-setting institutions.     

Critical Issues Facing America's Community Colleges: A Summary of the Community College Futures Assembly 2008

Three focus groups consisting of board of trustee members, community college presidents, senior administrators, administrators, and faculty members developed critical issues facing community colleges with respect to instructional planning and services; planning, governance, and finance; and workforce development. Thereafter, the delegation of more than 200 voted on various aspects of the most critical issue divulged in the 2008 Community College Futures Assembly: general education assessment is coming. The findings, including opportunities and challenges, potential implications for community college administrators, and future research topics are also discussed, mostly in the context of workforce development opportunities.     

Introduction To The Futures Focus Issue: The New Rules Of Business

The Community College Futures Assembly has served as a national independent policy think tank since 1995. Its purpose is to articulate the critical issues facing American community colleges and recognize leading-edge trendsetting programs. Convening annually in January in Orlando, Florida, the Assembly offers a learning environment where tough questions are raised, critical issues are discussed, and policy implications are challenged. The 2006 Community College Futures Assembly focused on “The New Rules of Business.”

This special focus issue of the Community College Journal of Research and Practice highlights the “best practices” of 30 Bellwether trend-setting institutions. These institutions competitively presented their “lessons learned” to representatives of colleges interested in replicating their award winning programs. In each of the three award categories, Instructional Program and Services; Planning, Governance and Finance; and Workforce Development; 10 Bellwether finalists were competitively selected. Finalists were featured as presenters at the assembly to share their leading-edge ideas with participants. Three institutions then won the prestigious Bellwether Award in their respective category.     

A Socioecological View of Higher-Performing Diverse Elementary Schools

This multiple case study relied upon a socioecological framework and the lens of resilience to investigate practices and processes that are correlated with higher academic achievement among African American, Hispanic, and English language learners. Utilizing quantitative measures for sample selection of 10 higher-performing and 5 average-performing schools and qualitative data collection and analysis methods, findings indicate that 4 interrelated practices characterize higher-performing diverse schools: close engagement with and understanding of the student population; intensive literacy- and technology-enriched instruction; a collaborative and iterative approach to curriculum revision and data use; and fluid adaptation and deployment of resources. One of the 15 diverse high-poverty case study schools is discussed in detail as an exemplar. The findings from this study suggest that research cutting across levels of classrooms, schools, and districts sheds light on the interrelated proximal and distal processes that promote resilience and higher academic achievement among ethnically and linguistically diverse students.