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This is what higher-level design looks like. It is designing solutions instead of features, outcomes instead of products. Designing at higher levels is like throwing another dimension onto your chess game.

And there is a higher level still, beyond making an exceptional product people love. There is designing a living organism\u2014a company\u2014that continues to do this well and sustainably, over the long run. That dimension\u2014a CEO\u2019s purview\u2014requires designing org structures and processes, cultural norms and narratives. It may require, as Brian Chesky said, designing new roles altogether.

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Higher education is tertiary education leading to the award of an academic degree. Higher education, which makes up a component of post-secondary, third-level, or tertiary education, is an optional final stage of formal learning that occurs after completion of secondary education. It represents levels 5, 6, 7, and 8 of the 2011 version of the International Standard Classification of Education structure. Tertiary education at a nondegree level is sometimes referred to as further education or continuing education as distinct from higher education.

The right of access to higher education is mentioned in a number of international human rights instruments. The UN International Covenant on Economic, Social and Cultural Rights of 1966 declares, in Article 13, that "higher education shall be made equally accessible to all, on the basis of capacity, by every appropriate means, and in particular by the progressive introduction of free education".[1] In Europe, Article 2 of the First Protocol to the European Convention on Human Rights, adopted in 1950, obliges all signatory parties to guarantee the right to education.[2]

The International Standard Classification of Education in 1997 initially classified all tertiary education together in the 1997 version of its schema. They were referred to as level 5 and doctoral studies at level 6. In 2011, this was refined and expanded in the 2011 version of the structure. Higher education at undergraduate level, masters and doctoral level became levels 6, 7, and 8. Nondegree level tertiary education, sometimes referred to as further education or continuing education was reordered as level 4, with level 5 for some higher courses.[3]

In the days when few pupils progressed beyond primary education or basic education, the term "higher education" was often used to refer to secondary education, which can create some confusion.[note 1] This is the origin of the term high school for various schools for children between the ages of 14 and 18 (United States) or 11 and 18 (United Kingdom and Australia).[4]

In the U.S., higher education is provided by universities, academies, colleges, seminaries, conservatories, and institutes of technology, and certain college-level institutions, including vocational schools, universities of applied sciences, trade schools, and other career-based colleges that award degrees. Tertiary education at a nondegree level is sometimes referred to as further education or continuing education as distinct from higher education.[5][6]

The oldest known institutions of higher education are credited to Dynastic Egypt, with Pr-Anx (houses of life) built as libraries and scriptoriums, containing works on law, architecture, mathematics, and medicine, and involved in the training of "swnw" and "swnwt" (male and female doctors); extant Egyptian papyri from the 3rd millennia BC are in several collections.[11]

According to UNESCO and Guinness World Records, the University of al-Qarawiyyin in Fez, Morocco is the oldest existing continually operating higher educational institution in the world.[16][17] and is occasionally referred to as the oldest university by scholars.[18] Undoubtedly, there are older institutions of higher education, for example, the University of Ez-Zitouna in Montfleury, Tunis, was first established in 737. The University of Bologna, Italy, founded in 1088, is the world's oldest university in continuous operation,[19][20][21][22][23] and the first university in the sense of a higher-learning and degree-awarding institute, as the word universitas was coined at its foundation.[22][24][20][21]

Since World War II, developed and many developing countries have increased the participation of the age group who mostly studies higher education from the elite rate, of up to 15 per cent, to the mass rate of 16 to 50 per cent.[25][26][27] In many developed countries, participation in higher education has continued to increase towards universal or, what Trow later called, open access, where over half of the relevant age group participate in higher education.[28] Higher education is important to national economies, both as an industry, in its own right, and as a source of trained and educated personnel for the rest of the economy. College educated workers have commanded a measurable wage premium and are much less likely to become unemployed than less educated workers.[29][30]

In recent years, universities have been criticized for permitting or actively encouraging grade inflation.[31][32] Also, the supply of graduates in many fields of study is exceeding the demand for their skills, aggravating graduate unemployment, underemployment, overqualification and educational inflation.[33][34] Some commentators have suggested that the impact of the COVID-19 pandemic on education is rapidly making certain aspects of the traditional higher education system obsolete.[35] The involvement and funding by foreign regimes in higher education in the US and Europe raised concerns regarding the erosion of democratic norms and hate speech on campuses.[36][37]

THE (Times Higher Education) has been providing trusted performance data on universities for students and their families, academics, university leaders, governments and industry, since 2004. We create university rankings to assess university performance on the global stage and to provide a resource for readers to understand the different missions and successes of higher education institutions.

Our teaching rankings were developed to offer a different assessment of excellence in higher education, and to enable us to rank institutions that are often not research-focused enough to be eligible for the World University Rankings. We launched our first teaching ranking in 2016. These rankings are geographically focused because the data associated with teaching, and the issues related to it, tend to be much more local than global in nature. We publish one teaching ranking: the Japan University Rankings. These rankings put student engagement and student success at their heart.

The Higher Education Recruitment Consortium (HERC) is a nonprofit consortium committed to advancing diversity, equity, and inclusion in the higher education workforce. With over 700 colleges, universities, hospitals, research labs, government agencies, and related organizations, HERC works to ensure member institutions are sites of belonging, where all faculty and staff can thrive. HERC provides resources, networking, and outreach programs to attract, hire, and retain a diverse and qualified workforce.

The expansion of biofuel infrastructure, as facilitated by HBIIP, broadens the availability of renewable fuels like E15, E85, and B20, and helps American families save money at the pump while reducing carbon emissions and harmful tailpipe pollution. Expanded use of higher blends of biofuels also boosts the availability of skilled jobs with good wages in rural communities and bolsters the employment of U.S. military veterans.

This qualitative study examined the decision-making process of undocumented college students pursuing graduate degrees, and how their commitment to matriculate in higher education programs is shaped by a myriad of social, familial, financial, and institutional factors.

This resource offers a breakdown of different statuses displaced students may present, a round-up of resources that can help refugee and other displaced students, college and university staff, and refugee-serving organizations understand refugee eligibility for higher education admissions, financial aid, and in-state tuition

The Higher Ed Immigration Portal serves as a vital source of information to help inform federal, state, and campus-level policies and practices at the intersection of higher education and immigration. The Portal is an online hub of resources that brings together partners from across the higher education and immigration fields to centralize and amplify our collective work.

The Portal combines immigrant and international student data with effective practices, cogent policy analysis, student narratives, and up-to-date research to highlight the importance of immigrant and international students in higher education and in our communities.

The Middle States Commission on Higher Education (MSCHE) is excited to share that the application to become a peer evaluator is now open! Peer evaluators are highly qualified experts who provide essential guidance to institutions and invaluable service to the Commission and the higher education community. Read about becoming a peer evaluator.

Led by Amanda Miller, Higher Education Programs (HEP) administers programs that broaden access to higher education and strengthen the capacity of colleges and universities. HEP also coordinates a number of higher education-related activities with states. HEP grant projects are awarded primarily to institutions of higher education, non-profit organizations and agencies, and state agencies. e24fc04721