Designing for the Digital Divide

Today saw the release of the 2017 Australian Digital Inclusion Index, which can be downloaded from the Telstra Sales Portal Digital Inclusion website. The report had some positive, although expected, conclusions in that digital inclusion is increasing right across the board, which is the good news. What caught my eye however were the specific mentions of the sociodemographic groups which are the most digitally excluded across the country, specifically:

“…people in low income households, people aged 65+, people with a disability, people who did not complete secondary school, Indigenous Australians, and people not in paid employment.”

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University marketing – a diversity of sorts

It was Seth Godin who described marketing as a contest for people’s attention, and recently I’ve been pondering the different ways which Universities are attempting to grab the attention of potential students, particularly as the looming Federal budget looks almost certain to increase cost for students. The more students are required to pay for Higher Education, the more seriously many of them will take the choice of course and provider, and for that matter consider whether a Degree is even worth it (as I talked about in my last blog post). This pressure will no doubt have University marketing departments hot-to-trot on making sure that their University’s brand is being represented in the most enticing way possible, but across the 43 accredited Universities in Australia offering a highly regulated (and in many cases some would argue largely indistinguishable) product, how are Universities attempting to differentiate?

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MOOCs won’t disrupt Higher Education, employers will

Last week I wrote a post on ‘students as customers’ in the context of a more corporatised, commoditised Higher Education market. It was interesting then to see another post today discussing the emerging trend of employers dropping requirements for degrees as part of their recruitment criteria, instead selecting candidates

based on merit, rather than credentials, often by assessing candidates with psychometric testing or other performance based tests

This caught my attention for two* reasons. Firstly, it returned my thoughts to the student as a customer, and the likely increase in their willingness to leave the Higher Education system (or not engage in it at all) if it is not meeting their expectations – in this case employability. Secondly, it made me reflect on the role of MOOCs, not as a replacement for a degree, but as a potential perceived indicator of merit in a landscape where a degree is no longer a necessity.

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