It is our theoretical position that slow PhD or other types of doctoral completion hinge on higher educations' sole reliance on the apprenticeship model for supervisory support. Universities augment these efforts with training, but those seldom reach all students and when they do they do not have even effects.
We have developed a low per student cost platform to create more efficacious results = and the platform is ready to test. Our pilot studies demonstrated 85% completion in education and business in 3.5 years with students who were older, part time and at a distance from their universities.
It was our hope to test the solution and then rewrite it for other types of complex learning issues - to improve upon what we have learned in e-learning without supplanting the teacher-student-university authority relationships. We find however that universities may be hesitant to join these tests - do our colleagues have ideas to share as to why?
Our advisors suggest PhD completion does not matter in higher education enough to disrupt procedures to test new solutions. Do you think that is true? Does your university enjoy being a leader in higher education, ready to test new technological solutions or have you seen efforts fail and if so why?
Of course anyone out there who thinks their university would be interested in these tests please notify me as well. The videos I have linked to take about 6 minutes each and one explains our ideas in ed theory and the other is an overview for students subscribed into the system.
https://www.youtube.com/watch?v=BZnWJR17pKM
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