Implications of "Big Data" for Graduate Education: Online Proceedings of 2015 Global Summit


    Summit Program and Compilation of Papers*

    *Individual papers below have been updated and edited for the electronic proceedings.


    We invite you to explore the electronic proceedings of the 2015 Global Summit, Implications of "Big Data" for Graduate Education. Panel summaries provide an overview of the papers and discussion, with individual papers accessible at the links below.



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    The 2015 Strategic Leaders Global Summit, co-hosted by CGS and the National University of Singapore (NUS), was held in Singapore from September 27-29. Senior graduate leaders representing 15 different countries met to discuss the theme Implications of "Big Data" for Graduate Education. "Big Data" has been broadly defined as "the collection, aggregation...and analysis of vast amounts of increasingly granular data."1 Contemporary debates about big data have raised both interest and concern in the global graduate community.


    At the 2015 Global Summit, a small group of about 35 leaders considered "big data" challenges in graduate education through an international  lens. They reflected on questions such as: What are the national trends and perspectives? What  are the benefits of big data to graduate institutions? How do we address resource and privacy issues? How can "big data" enhance learning and student success and research collaboration and productivity?


    Participants included many delegates from CGS international members and international groups of graduate education leaders. Along with Canada and the United States, Australia, Brazil, China, Germany,  Hong Kong, Hungary, Iceland, Ireland, Macau, Malaysia, New Zealand, Singapore, South Africa, Uganda, and the United Arab Emirates were all represented at the meeting.


    • See the complete introduction by Suzanne T. Ortega, Council of Graduate Schools
    • Event Summary by Julia Kent, Council of Graduate Schools


    1 Cate, F.H. (14 November 2014). The big data debate, Science 346(6211), 818.

    Panel 1: National Trends and Perspectives

    Brenda Brouwer, Queen’s University
    Hans-Joachim Bungartz, Technische Universität München
    Shiyi Chen, South University of Science and Technology of China
    Bernadette Franco, Universidad de 
    São Paulo
    Barbara Knuth, Cornell University
    Laura Poole-Warren, The University of New South Wales
    Nagi Wakim, United Arab Emirates University

    Panel 2: Benefits of Big Data to Graduate Institutions


    Karen Butler-Purry, Texas A&M University
    Maggie Fu, University of Macau
    Noreen Golfman, Memorial University of Newfoundland
    Magnús Lyngdal Magnússon, University of Iceland
    James Wimbush, Indiana University
    Kate Wright, Curtin University

    Panel 3: Weighing the Costs: Resources and Privacy Issues

    Mohan Kankanhalli, National University of Singapore
    Julia Kent, Council of Graduate Schools
    Mary McNamara, Dublin Institute of Technology
    Kevin Vessey, Saint Mary’s University

    Panel 4: Enhancing Learning and Student Success

    Martin Gersch, Freie Universität Berlin
    Shireen Motala, University of Johannesburg
    Y. Narahari, Indian Institute of Science, Bangalore
    David Payne, Educational Testing Service (ETS)
    Zaidatun Tasir, Universiti Teknologi Malaysia
    Paula Wood-Adams, Concordia University

    Panel 5: Preparing the Next Generation of Experts

    Liviu Matei, Central European University
    Steve Matson, University of North Carolina at Chapel Hill
    Nirmala Rao, University of Hong Kong
    Mark J. T. Smith, Purdue University
    Nicky Solomon, University of Technology, Sydney
    Wang Yaguang, Shanghai Jiaotong University

    Panel 6: Enhancing Rsearch Collaboration and Productivity

    Paul C. Burnett, Queensland University of Technology
    Chen Chuanfu, Wuhan University
    Niels Dam, ProQuest
    Lucy Johnston, University of Canterbury

    Practical Actions

    At the conclusion of the meeting, summit participants developed “A Proposal for Further Action” designed to help graduate education leaders better understand and manage big data issues. These recommended actions are intended to serve as a menu of options for graduate institutions, government agencies, non-profit and commercial actors seeking to better prepare institutions and their students for big data concerns. For each proposed action, potential actors and collaborators are indicated.


    CGS contributions to the 2015 Summit were supported by generous gifts from the Educational Testing Service (ETS) and ProQuest.





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