ERIC Number: EJ1180918
Record Type: Journal
Publication Date: 2018-May-1
Limited Characters Spell Austerity
Harney, John O.
New England Journal of Higher Education, May 2018
This article discusses the various ways in which tweets, if connected wisely, can offer a compelling narrative of what is important in New England and how the "New England Journal of Higher Education" ("NEJHE") uses Twitter to disseminate interesting news or opinion pieces from elsewhere that are often juxtaposed with something the New England Board of Higher Education (NEBHE) has worked on in the past. Tweets, despite their limited characters, can offer some pretty telling narratives. The narrative this time, seems to center on austerity: the tension over efforts to make higher education itself more relevant and also cheaper. Higher education faces a "perfect storm" of runaway costs, enrollment pressures, and a general lack of financial "sustainability"--just the stuff a reworked Higher Education Innovation Challenge (HEIC) from NEBHE could address. The idea behind the NEBHE initiative was to help institutions adapt models to rein in costs and pass savings on to students--and given projections of lagging enrollment, avoid closure. The NEBHE is also working to help higher education institutions (HEIs) avoid such a fate. Retweets by the "NEJHE" team regarding partnerships and alliances between higher education institutions, immigration, career readiness, summer reading, college rankings based on the share of students who cast ballots, and the exploration of Blockchain are shared as examples of how tweets are connected to create a narrative of higher education-related topics.
Descriptors: Higher Education, Cost Effectiveness, Immigration, Metadata, Information Dissemination, Partnerships in Education, Educational Innovation, Electronic Mail, Institutional Advancement
New England Board of Higher Education. 45 Temple Place, Boston, MA 02111. Tel: 617-357-9620; Fax: 617-338-1577; e-mail: email@example.com; Web site: http://www.nebhe.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A