leadership

“The New Leadership Challenge” & “The Architects of Online Learning…” [EDUCAUSE]

On 12/10/2014, in 21st century, business side of he, collaboration, education technology, higher education, IT in HE, leadership, online learning, reinvent, staying relevant, strategy, vision/possibilities, by Daniel Christian

The New Leadership Challenge — from educause.edu by Michael Kubit

Excerpt:

These are not traditional IT leadership challenges: IT leaders must develop a new set of skills. Emotional and social intelligence, the ability to provide leadership through ambiguity, managing behavior as performance, and effective engagement of stakeholders are the critical skills for IT managers today.

…

Historically, the use of information technology focused largely on infrastructure and enterprise business applications. Today, IT organizations need to find ways to align more closely with the teaching, learning, and research missions of their respective institutions. Three of the EDUCAUSE Top Ten IT Issues for 2014 emphasize the support of technology in the teaching and learning mission. The remaining issues involve positioning information technology as a strategic asset to leverage as a vehicle for innovation.

…

The speed at which things change fundamentally, both within information technology and higher education, makes it clear that traditional approaches will not take us where we need to go. We need to develop organizations that are more networked and interconnected, that are flatter, flexible, and focused on outcomes. We need to develop learning organizations that can respond to both challenge and opportunity without managers playing the role of parent.

A great deal of evidence collected over several decades and significant research have identified the qualities and characteristics of effective leadership. As technologists, do we pay enough attention to the science of organizational development? Effective leadership is the key to solving the challenges and opportunities before us. No longer are the principles of emotional intelligence and organizational effectiveness reserved for senior leaders. These skills and competencies must become part of the core requirements for anyone in a leadership position. As an industry, we need to find ways to offer professional development for the most critical aspect of a manager’s tool kit — leading people.

The Architects of Online Learning: A Strategic Partnership for the Sustainability of Higher Education — from educause.edu by Robert Hansen

Excerpt:

The transformational impact of online education has profound implications for the sustainability of many traditional higher education institutions. As we all know, nontraditional students became the new majority well before the turn of the past century. More than 75 percent of today’s higher education students are nontraditional. As enrollments at many tuition-dependent institutions have declined, colleges and universities have turned to the adult market to stabilize their budgets. This means that having a clear vision for online education—the preferred format for so many working adults—has become a strategic imperative.

And yet, even though many college and university leaders acknowledge the value of serving adult and nontraditional students, it’s fair to say that serving these students continues, more often than not, to be marginal to the mission—a noble afterthought to the core enterprise of serving first-time, full-time residential students. In other words, today’s colleges and universities are still designed to serve yesterday’s students.
…
Whether or not higher education is the next bubble, it is clear that online education is creating winners and losers. In order to thrive—or, in some cases, to survive—many institutions (especially regional colleges and universities) must use online education as the foremost opportunity to reach new markets.
…
We propose a renewed partnership between those who are innovative with technology (IT professionals) and those who are innovative in creating new academic programs and ways of reaching new audiences (continuing and online educators). This partnership has become a strategic imperative: the technical has become entrepreneurial, and the entrepreneurial has become technical.

Changing role of the CLO — from business-standard.com by Gurprriet Singh

Excerpt:

The ownership for keeping skills and competencies sharpened will move to the employee. With the emergence of MOOCs, social media enabled knowledge and connections, which facilitate you to identify and appoint mentors across dimensions and distance, the role of L&D as the provider of knowledge and provider of resource is soon becoming extinct. Individuals need to own their own development and leverage the resources available in social media. Just recently, IBM cut salaries by 10 per cent, of employees who had not kept their skills updated.

…

As Jack Welch said, “If the rate of change inside your organisation is slower than the rate of change outside, the end is near”. In such a scenario, the thinking and orientation must shift from being able to manage change TO being able to change on a dime which means Dynamism. The role of L&D thus becomes key in influencing the above cultural pillars. And to do so, is to select for the relevant traits, focus on interventions that help hone those traits. Traits and skills are honed by Experience. And that brings me to the 70:20:10.

From DSC:
I think Gurprriet is right when he says that there’s a shift in the ownership of our learning. We as individuals need to own our own development and leverage social media, MOOCs, online and/or F2F-based courses, other informal/on-the-job resources, our personal learning networks, and our Communities of Practice. Given the pace of change, each of us needs to be constantly building/expanding our own learning ecosystems. We need to be self-directed, lifelong learners (for me, this is where learning hubs and learning from our living rooms will also play a role in the future). One approach might be for those in L&D/corporate training-related functions to help employees know what’s out there — introduce them to the streams of content that are constantly flowing by. Encourage them to participate, teach them how to contribute, outline some of the elements of a solid learning ecosystem, create smaller learning hubs within a company.

Believe the IoT Hype or Perish: Equipping Today’s Graduates for Tomorrow’s Tech [Hirst]

On 11/21/2014, in business, career development, change, engineering, future, game-changing environment, higher education, innovation, internet, leadership, strategy, student-related, United States, vendors, vision/possibilities, workplace, by Daniel Christian

Believe the IoT Hype or Perish: Equipping Today’s Graduates for Tomorrow’s Tech — from wired.com by Peter Hirst

Excerpt:

Meeting the IoT Higher Education Challenge
People who come to MIT Sloan or other MIT Schools to further their professional education tend to have strong technical and engineering backgrounds. The pace of evolution and disruption of business models in their industries is accelerating continuously. We need to equip our graduates with tools that enable them to learn, re-learn, and un-learn many times over throughout their careers to remain successful. And we need to become more efficient, affordable, relevant and timely in the delivery of our programs.

…

Closing the Talent Gap
As Jeanne Beliveau-Dunn, Vice President and General Manager of Cisco Services pointed out recently in her post-conference blog post, “there are over 11 million unemployed people in the U.S. today, yet 45 percent of employers cannot find qualified candidates for open jobs.” At the Forum, she presented startling findings from Cisco’s 2014 Annual Security Report. The report incorporates data from CareerBuilder, IBSG and Bureau of Labor and Statistics and projects a one-million shortage of qualified workers in the Internet security industry in the next five years and two million jobs needed in the information technology and communications in the next ten. What can top higher-education institutions and leading technology companies do to help fix this disparity?

Also see:

The Internet of Things World Forum Unites Industry Leaders in Chicago to Accelerate the Adoption of IoT Business Models — from newsroom.cisco.com
Internet of Things World Forum (IoTWF) leaders announce new IoT Reference Model and IoTWF Talent Consortium

Excerpt:

Cisco and other key players are creating an Industry Talent Consortium to address this major skills gap, with the objective of having all of the key players work together to identify skill gaps, find talent with the right background to up-skill or re-skill, create and implement the necessary training and certification programs, and hire that talent for the jobs that will power the Internet of Everything.

Key founding partners supporting the program include:

Academia: The New York Academy of Sciences, MIT, Stanford
Human Capital Solution Providers: Careerbuilder
Employers: Rockwell Automation, Davra Networks, GE, Cisco
Change Agents: Cisco, Xerox, Rockwell Automation, Udacity, Pearson, Knod

Some critical skills to have and methodologies to understand

On 11/13/2014, in 21st century, career development, change, Daniel S. Christian, future, game-changing environment, global / globalization, higher education, history, ideas, leadership, lifelong learning, pace of change, reinvent, society, staying relevant, strategy, student-related, surviving, by Daniel Christian

Introduction (emphasis DSC)

Futures Studies as it has evolved since the early 1970s is both a discipline and a meta-discipline. It is a set of skills and applied methodologies that can be learned—in impressively diverse ways—and it is a dynamic way of coming to understand the world that is practical and empowering. As Alvin Toffler wrote in 1974, “A focus on the future is relevant to all learners, regardless of age.”

For this special report, we called for essays from futurists who have experienced futures education, be it in a K-12 class project, a professional certificate program, a workshop, or a full degree program. We received an overwhelming response from students, educators, and several people who have been on both sides of the learning and teaching experience.

We hope readers will continue to share their experiences with us—and with tomorrow’s futures learners.

—THE EDITORS

From DSC:
I can’t stress enough the importance of helping students learn more about how to see what might be coming down the pike — to be able to pulse check a variety of environments. This is not “fluff”, gazing into a crystal ball, or pie-in-the-sky type of thinking. There are numerous techniques being used within futurism today*, with real and practical applications.

For me, futures studies have strong ties in with developing strategy and vision as well as identifying opportunities and threats.

Students need access to many more of these *futures studies* programs! (teachthefuture.org may be helpful here). We can’t start building these programs out too soon. Enrollments should be strong once people understand how helpful and practical these skills and methodologies can be. In fact, given the exponential pace we are currently experiencing, these skills become critical not only for corporations/businesses and for higher education, but for individuals as well — especially seeing as more of us are becoming contingent workers (freelancers, independent professionals, temporary contract workers, independent contractors or consultants).

When we’re moving at 180 mph, we can’t be looking at the front of our hoods. We need to be scanning the horizons.

* As Haven Allahar stated in the item “Futures Education in the Caribbean”:

…the common techniques utilized in the practice of futuring:

Scanning.
DEGEST (demography, economics, governance, environment, society, technology).
Trend analysis.
Scenarios.
Delphi polling.
Modeling.
Simulation and games.
Brainstorming.
Visioning.
Anticipating wild cards.

Finding New Business Models in Unsettled Times — from Educause.com by Paul J. LeBlanc
If the core crisis in higher education is one of sustainability, being focused on the job to be done and having a grasp of the forces shaping higher education gives institutional leaders a new way to think about recasting their future.

Excerpts:

“What to do?” is the question that so many college and university presidents struggle with right now. We seem to be sitting at the heart of a perfect storm where a lot of things are happening faster than our ability to predict and strategize. We can respond to this stormy weather as medieval farmers did to the next day’s weather: by simply waiting to see what arrives and then taking action, often inadequately. Or we can recognize that we actually have the tools, the technology, and the know-how to reinvent U.S. higher education in ways that will address its current failings.

…

Those established entities that survive are able to harness the innovations and rethink their business models to better serve their customers. Those that eventually disappear typically adopted one of two strategies: (1) hunker down and hope to ride out the storm by doing more of the same; or (2) try a little of everything. Neither strategy works very well, and as a result, once-great and seemingly unassailable companies have disappeared or, at best, survived as mere shadows of themselves. That’s the scenario that many current critics of traditional higher education posit and even welcome, often pointing to other industries that have seen enormous disruption—music, publishing, journalism, and retailing—to presage the impending doom for traditional higher education.

…

But there is no one higher education to reinvent, and colleges and universities do no one job. Higher education encompasses the following purposes:

A coming-of-age higher education that meets the needs of recent high school graduates, usually providing a purposeful living/learning community that provides ample opportunities for self-discovery and growing up
A workforce-development higher education that focuses on working adults and that provides job and career opportunities while creating a talent pipeline for employers in a local economy
A research higher education that seeks to add to the store of human knowledge, creating breakthrough, innovative solutions to a wide range of problems
A status higher education that provides a value-added network of peers, as well as access to and maintenance of privilege and social status
A civic-good higher education that works to produce a more just and responsible society
A cultural-improvement higher education that creates and/or supports the arts and humanities and instills in its graduates the taste and refinement to support and appreciate the arts

…

The need to reinvent underlying business models is increasingly urgent.

.

Other items from Educause:

Flexible Option: A Direct-Assessment Competency-Based Education Model
The University of Wisconsin Flexible Option CBE model focuses on assessment rather than credit hours, letting students undertake academic work at their own pace and prove mastery of required knowledge and skills through rigorous assessments.

A Tuition-Free College Degree (EDUCAUSE Review) — by Shai Reshef

Excerpt:

First, brick-and-mortar institutions have expenses that virtual universities do not. So we don’t need to pass these expenses on to our students. We also don’t need to worry about capacity. There are no limits on the number of seats in a virtual university: nobody needs to stand at the back of the lecture hall. In addition, through the use of open educational resources and through the generosity of professors who are willing to make their materials accessible and available for free, our students do not need to buy textbooks. Even professors, the most expensive line in any university balance sheet, come free to our students. More than 3,000 higher education professionals—including presidents, vice chancellors, and academic advisors from top colleges and universities such as NYU, Yale, Berkeley, and Oxford—are on-board to help our students. Finally, we believe in peer-to-peer learning. We use this sound pedagogical model to encourage our students from all over the world to interact and to study together and also to reduce the time required from professors for class assignments.

…

Five years ago, University of the People was a vision. Today, it is a reality. In February 2014, we were awarded the ultimate academic endorsement of our model: University of the People is now fully accredited. With this accreditation, it is time for us to scale up. We have demonstrated that our model works. I now invite colleges and universities and, even more important, the governments of developing countries to replicate this model to ensure that the gates to higher education will open ever more widely. A new era is coming—an era that will witness the disruption of the current model of higher education, changing the model from one that is a privilege for the few to one that is a basic right, affordable and accessible for all.

See:

https://www.uopeople.edu/programs/online-bachelor-degree-programs/

Beyond the MOOC Model: Changing Educational Paradigms — by James G. Mazoue
Four trends – MOOC-based degrees, competency-based education, the formalization of learning, and regulatory reform – are shifting educational practice away from core tenets of traditional education, indicating not a transient phenomenon but rather a fundamental change to the status quo.

Excerpt:

According to Georgia Tech’s recent survey, initial reviews from the first cohort of OMS CS students are positive: 93 percent recommend the program to others and nearly two-thirds said their experience exceeds their expectations. If data from the OMS CS show that MOOC-based degrees are viable, others will follow with an array of offerings that will compete directly with on-campus programs.

Some may quibble that the $6,600 OMS CS is not modeled on real MOOCs because of its price tag. However, this misses the larger point: namely, that a quality online degree offered at scale for a nominal or greatly reduced cost is a more attractive alternative for many students than an on-campus degree. In deference to purists who might balk at calling a degree program that charges tuition a MOOC, we can call it a MOD (for Massive Online Degree). Whatever we call it, it will be bad news for on-campus degree programs. With competition, we can expect a MOD’s cost to go down; it is not unreasonable to think that it might go down to a negligible amount if cost recovery shifts from charging students for the acquisition of knowledge to a model based on learning assessment and credentialing. In the end, students — if we let them — will be the ones who decide whether a MOD’s value outweighs the additional cost of an on-campus degree.

…

Far from fading into oblivion, data show that MOOCs are in fact increasing in global popularity. The case for dismissing MOOCs as an educational alternative, therefore, has yet to be made.

Reflections on “Synthesis, capabilities, & overlooked insights: Next frontiers for strategists” [Gluck, Jacobides, Simpson]

On 11/11/2014, in business, corporate / business world, future, leadership, strategy, vision/possibilities, by Daniel Christian

Synthesis, capabilities, and overlooked insights: Next frontiers for strategists — from mckinsey.com by Fred Gluck, Michael Jacobides, & Dan Simpson
The founder of McKinsey’s Strategy Practice, a London Business School professor, and a chief strategist turned professor describe pain points and possibilities for strategists on the leading edge.

Excerpts:

I think of strategic planning as the job of collecting and analyzing the enormous amounts of data that characterize the modern world and monitoring changes in markets and the competitive environment. This process, which requires frameworks and concepts, is where academics can contribute most in the way of ideas, and strategic-planning groups can add the most value. Strategic planning, defined in this way, provides the raw material and factual basis for strategic thinking and opportunistic decision making.
…
This is the essence of strategic thinking and strategic management: it’s where creativity is paramount and insights take place, and it’s not something that should be limited to an annual strategic-planning process.
…
Personally, I think this concern is overdone. The real danger is “gray rhinos”: while hard to miss in the zoo, they are surprisingly difficult to spot in the South African bush, obscured as they are by the vegetation. By the time they’re visible, they are already storming toward you, leaving little chance to react. As academics, our job is to help managers tune into the rustling leaves or cracking twigs of an approaching challenge—or opportunity—before it’s upon them. To do that, we must focus on the parts of the environment that matter most and make sure the tools we carry are fit for the purpose.
…
In all of these areas, what really excites me is the prospect of a stronger link between practitioners and academics, so we can leverage the research we’ve done and shape the research we need to do. Together, we can simplify reality without distorting it and uncover the social laws that we don’t yet understand but shape our world.
…
What, in retrospect, is ascribed to poor execution instead has its roots in an unexpectedly large gap between a company’s capabilities and the ones needed to deliver the strategy successfully.

From DSC:
In reading the above article, I couldn’t help but think of some of the similarities between futurism/futures studies and strategic planning/thinking. To me, they both involve — at least in part — some pulse checking. Pulse checking various landscapes. Looking out to see what’s coming down the pike, and if those developments might be useful to one’s organization. Helping others hear “the rustling leaves or cracking twigs of an approaching challenge—or opportunity—before it’s upon them.” I try to do this for higher education. But the windows of opportunity don’t stay open forever. Vision and action are required.

Also, I appreciated McKinsey’s work here because they are open to — and trying to — better integrate the work of academics with the business world; they shouldn’t be separate in my mind.

Also see:

What strategists need: A meeting of the minds — from mckinsey.com
A unique gathering of strategists from academia, leading companies, and McKinsey debates the state of the discipline, with an emphasis on opportunities for innovation in a changing world.
.
VIDEO | The Higher Ed Revolution Requires Employer Participation – by Heather Adams | Developer and Coordinator of the Transfer Program, UC Los Angeles

Two postings re: the unbundling and rebundling of higher education [Horn, Siemens]

On 09/12/2014, in change, changing business models, experimentation, future of higher education, game-changing environment, higher education, leadership, MBA, new business models, strategy, vision/possibilities, by Daniel Christian

Ed-Tech advances poised to revolutionize higher ed from all angles — from evolllution.com by Michael Horn

Excerpt:

There’s a flip side to unbundling, however, that receives far less attention. As a service’s architecture becomes modular, its performance becomes determined by the raw performance of its subcomponents, which consequently become interdependent — or re-bundled — as the entities making these subcomponents need to wring every ounce of performance out of them. In other words, as one stage becomes modular, an adjacent stage becomes interdependent.

In education, as elements such as content become unbundled, there will exist a need for subcomponents that bundle together — coaching, mentoring, communities, personal learning plans and employer connections, for example, as these areas are critical for student success, but the ways in which they fit together are not yet well enough understood such that there can be clear standards at their various interfaces. Standalone, modular solutions in these areas will struggle to succeed. Creating standards at their interfaces before we know what the standards should be will similarly suffer.
..
Similarly, too few are thinking about how to help students make sense of and navigate this emerging, unbundled world and integrate the modular pieces together in ways that help them carve out a coherent and sensible life path. This is critical because it appears that in a personalized learning future, every single learner will have a custom-fit educational pathway.

Bundling and Re-bundling — from elearnspace.com by George Siemens

Excerpt:

There are a few things wrong with the idea of unbundling in education:

1. Unbundling is different in social systems than it is in a content only system. An album can be unbundled without much loss. Sure, albums like The Wall don’t unbundle well, but those are exceptions. Unbundling a social system has ripple effects that cannot always be anticipated. The parts of a social system are less than the whole of a social system. Unbundling, while possible in higher education, is not a zero sum game. The pieces on the board that get rearranged will have a real impact on learners, society, and universities.

2. When unbundling happens, it is only temporary. Unbundling leads to rebundling. And digital rebundling results in less players and less competition. What unbundling represents then is a power shift. Universities are today an integrated network of products and services. Many universities have started to work with partners like Pearson (ASU is among the most prominent) to expand capacity that is not evident in their existing system.
.
Rebundling is what happens when the pieces that are created as a sector moves online become reintegrated into a new network model. It is most fundamentally a power shift. The current integrated higher education system is being pulled apart by a range of companies and startups. Currently the university is in the drivers seat. Eventually, the unbundled pieces will be integrated into a new network model that has a new power structure. For entrepreneurs, the goal appears to be to become part of a small number of big winners like Netflix or Google. When Sebastian Thrun stated that Udacity would be one of only 10 universities in the future, he was exhibiting the mentality that has existed in other sectors that have unbundled. Unbundling is not the real story: the real issue is the rebundling and how power structures are re-architected. Going forward, rebundling will remove the university from the drivers seat and place the control into the re-integrated networks.

————

Addendums:

Unbundling Versus Designing Faculty Roles (PDF) 1MB — from this page at acenet.edu
This paper explores current conversations about the changing role of college and university faculty, the so-called “unbundling” or “disaggregation” of the faculty role.

The unbundled MBA: How you’ll earn the degree in 25 years — from cnbc.com by John Byrne

Addendum on 9/17/14:
Ed tech’s next wave rolls into view — from by Roger Novak

Excerpt:

If the second wave was about the unbundling of colleges and providing learning as a service, the third wave of companies will be involved in reassembling educational component pieces from various sources to help make students’ learning portfolios more meaningful to both individuals and employers. While we are starting to see colleges taking similar steps to become more student-centered, private-sector companies can act nimbly to fill gaps and create new technologies to help accomplish these goals.

Does Studying Fine Art = Unemployment? Introducing LinkedIn’s Field of Study Explorer [Hwang]

On 08/14/2014, in art, Augmented Reality (AR), biology, business, career development, chemistry, computer science, corporate / business world, corporate universities / corporate training, design, drama/theater, engineering, entrepreneurship, geography / geology, higher education, history, instructional design, interaction design, interface design, K-12 related, leadership, liberal arts, library / librarians, marketing/social marketing, marketplaces, mathematics, MBA, media/film, music, new media literacies, organizational change, photography, political science, professional development, programming, psychology, publishing, reinvent, staying relevant, student-related, tools, user interface design, web design and production, workplace, writing, youth, by Daniel Christian

Does Studying Fine Art = Unemployment? Introducing LinkedIn’s Field of Study Explorer — from LinkedIn.com by Kathy Hwang

Excerpt:

[On July 28, 2014], we are pleased to announce a new product – Field of Study Explorer – designed to help students like Candice explore the wide range of careers LinkedIn members have pursued based on what they studied in school.

So let’s explore the validity of this assumption: studying fine art = unemployment by looking at the careers of members who studied Fine & Studio Arts at Universities around the world. Are they all starving artists who live in their parents’ basements?

Also see:

The New Rankings? — from insidehighered.com by Charlie Tyson

Excerpt:

Who majored in Slovak language and literature? At least 14 IBM employees, according to LinkedIn.

Late last month LinkedIn unveiled a “field of study explorer.” Enter a field of study – even one as obscure in the U.S. as Slovak – and you’ll see which companies Slovak majors on LinkedIn work for, which fields they work in and where they went to college. You can also search by college, by industry and by location. You can winnow down, if you desire, to find the employee who majored in Slovak at the Open University and worked in Britain after graduation.

100 great questions every entrepreneur should ask [Buchanan]

On 08/05/2014, in business, business side of he, entrepreneurship, leadership, reinvent, staying relevant, strategy, by Daniel Christian

From DSC:
Is there something here for institutions of higher education?

Examples:

How can we become the company that would put us out of business? –Danny Meyer, CEO of Union Square Hospitality Group
Are we relevant? Will we be relevant five years from now? Ten? –Debra Kaye, innovation consultant and author
If I had to leave my organization for a year and the only communication I could have with employees was a single paragraph, what would I write? –Pat Lencioni, author and founder of The Table Group
Lencioni explains, “Determining the substance of this paragraph forces you to identify the company’s core values and strategies, and the roles and responsibilities of those hypothetically left behind.”

Reflections on “Don’t Send Your Kid to the Ivy League” [William Deresiewicz]

On 07/23/2014, in change, colleges, Daniel S. Christian, education reform, higher education, leadership, student-related, universities, by Daniel Christian

Don’t Send Your Kid to the Ivy League — from newrepublic.com by William Deresiewicz
The nation’s top colleges are turning our kids into zombies

Excerpts:

I taught many wonderful young people during my years in the Ivy League—bright, thoughtful, creative kids whom it was a pleasure to talk with and learn from. But most of them seemed content to color within the lines that their education had marked out for them. Very few were passionate about ideas. Very few saw college as part of a larger project of intellectual discovery and development. Everyone dressed as if they were ready to be interviewed at a moment’s notice.

Look beneath the facade of seamless well-adjustment, and what you often find are toxic levels of fear, anxiety, and depression, of emptiness and aimlessness and isolation. A large-scale survey of college freshmen recently found that self-reports of emotional well-being have fallen to their lowest level in the study’s 25-year history.

So extreme are the admission standards now that kids who manage to get into elite colleges have, by definition, never experienced anything but success. The prospect of not being successful terrifies them, disorients them. The cost of falling short, even temporarily, becomes not merely practical, but existential. The result is a violent aversion to risk. You have no margin for error, so you avoid the possibility that you will ever make an error.

…

One student told me that a friend of hers had left Yale because she found the school “stifling to the parts of yourself that you’d call a soul.”

…

Return on investment”: that’s the phrase you often hear today when people talk about college. What no one seems to ask is what the “return” is supposed to be. Is it just about earning more money? Is the only purpose of an education to enable you to get a job? What, in short, is college for?

…

But what these institutions mean by leadership is nothing more than getting to the top. Making partner at a major law firm or becoming a chief executive, climbing the greasy pole of whatever hierarchy you decide to attach yourself to. I don’t think it occurs to the people in charge of elite colleges that the concept of leadership ought to have a higher meaning, or, really, any meaning.

…

For the most selective colleges, this system is working very well indeed. Application numbers continue to swell, endowments are robust, tuition hikes bring ritual complaints but no decline in business. Whether it is working for anyone else is a different question.

…

Instead of service, how about service work? That’ll really give you insight into other people. How about waiting tables so that you can see how hard it is, physically and mentally? You really aren’t as smart as everyone has been telling you; you’re only smarter in a certain way. There are smart people who do not go to a prestigious college, or to any college—often precisely for reasons of class. There are smart people who are not “smart.”

.

From DSC:
There are so many different angles that I could write on here…but mainly I just want to say “Congratulations and thanks!” to William Deresiewicz on writing such an excellent, noble, deep, well-written article! For stepping outside the expected norm and to speak his truth — even though it may cost him. He writes about a topic that’s relevant to all of us living in the United States:

“This system is exacerbating inequality, retarding social mobility, perpetuating privilege, and creating an elite that is isolated from the society that it’s supposed to lead.”

…

“And so it is hardly a coincidence that income inequality is higher than it has been since before the Great Depression, or that social mobility is lower in the United States than in almost every other developed country. Elite colleges are not just powerless to reverse the movement toward a more unequal society; their policies actively promote it.”

The Ivies and their counterparts (including my alma mater, Northwestern) should be far less proud about how many people they reject (i.e., their low acceptance rates). Instead they should be asking themselves how they can serve much larger student bodies/audiences. Oh, I know — that sounds (and is) idealistic. But it sure would benefit a lot more people if they were to pursue such directions, and it might just help put some “soul” back into these institutions. Taking steps like the the development of edX are helpful, but don’t go far enough.

The Futurist Forum at Co. Exist including “5 Bold Predictions for the Future of Higher Education”

On 06/12/2014, in future, future of higher education, game-changing environment, leadership, strategy, vision/possibilities, by Daniel Christian

The Futurist Forum at Co. Exist — from fastcoexist.com; with thanks to Gerd Leonhard (@gleonhard) for putting this out there on Twitter.
A series of articles by some of the world’s leading futurists about what the world will look like in the near and distant future, and how you can improve how you navigate future scenarios through better forecasting.

One excerpted item from that forum regards potential scenarios for higher education:

Can disruption save higher education? [Stansbury]

On 06/10/2014, in change, changing business models, cost of getting a degree, dangers of the status quo, disruption, future of higher education, game-changing environment, higher education, innovation, leadership, new business models, online learning, reinvent, staying relevant, strategy, surviving, trends, vision/possibilities, by Daniel Christian

Can disruption save higher education? — from eCampus News by Meris Stansbury

Excerpts (emphasis DSC):

Christensen: “The question now is: ‘Is there something that can’t be displaced within a traditional university’s value offering?'”

…

However, Christensen outlined three ways traditional colleges and universities, like his own Harvard Business school, could survive into the future:

Focus on professors
[when recruiting faculty]…focus less on their publishing capabilities and expert knowledge of material, and more on their ability to connect to others.

Understand why technology, like online learning, is disruptive.

Don’t try to change from the inside — you will fail. [Use offsets.]

What Gamaliel can teach leaders today: A lesson from Acts 5:33-40

On 06/08/2014, in faith, leadership, by Daniel Christian

Acts 5:33-39 [NIV]

33 When they [members of the High Council] heard this, they were furious and wanted to put them [the apostles] to death. 34 But a Pharisee named Gamaliel, a teacher of the law, who was honored by all the people, stood up in the Sanhedrin and ordered that the men be put outside for a little while. 35 Then he addressed the Sanhedrin: “Men of Israel, consider carefully what you intend to do to these men. 36 Some time ago Theudas appeared, claiming to be somebody, and about four hundred men rallied to him. He was killed, all his followers were dispersed, and it all came to nothing. 37 After him, Judas the Galilean appeared in the days of the census and led a band of people in revolt. He too was killed, and all his followers were scattered. 38 Therefore, in the present case I advise you: Leave these men alone! Let them go! For if their purpose or activity is of human origin, it will fail. 39 But if it is from God, you will not be able to stop these men; you will only find yourselves fighting against God.”

⁴⁰His speech persuaded them. They called the apostles in and had them flogged. Then they ordered them not to speak in the name of Jesus, and let them go.

Comments from DSC:
When I read this piece of scripture the other day, I was struck by several things as found in the person of Gamaliel. Here was this Pharisee, a teacher of the law, who was respected by many, but who was going against the grain by not supporting the elimination/death of the apostles (who were preaching the Gospel, an activity that the Chief Priest and High Council did not like at all).

Gamaliel was a leader who showed:

Courage (by going against the more popular grain/perspectives of his worked-up/threatened peers)
Knowledge (of the past)
A fear/reverence for God and for doing the right thing
The power of persuasion
Wisdom / solid counsel (“Let them go! For if their purpose or activity is of human origin, it will fail. 39 But if it is from God, you will not be able to stop these men; you will only find yourselves fighting against God.”)

His words persuaded the Council. The Council did not kill the apostles, but rather they had them flogged and then they let them go. (Still harsh in my mind; but the point here is what Gamaliel was able to achieve as a leader.)

If change is inevitable– is progress optional? Four education institutions opting for progress [Morrison]

On 04/17/2014, in business side of he, change, changing business models, colleges, corporate / business world, corporate universities / corporate training, dangers of the status quo, experimentation, future of higher education, game-changing environment, higher education, innovation, leadership, MOOCs -- Massive Open Online Courses, strategy, vision/possibilities, workplace, by Daniel Christian

If change is inevitable– is progress optional? Four education institutions opting for progress — from onlinelearninginsights.wordpress.com by Debbie Morrison

Excerpts:

Corporate Sponsored Degree Program: University of Maryland, Cybersecurity
Strategic Planning Initiative: Beyond Forward, Dartmouth University
Institutional Mergers. University System of Georgia
MOOC-Inspired Initiatives. Penn State, flex-MOOC and Georgia Tech Institute.

Management and the Liberal Arts [Peter Drucker]

On 04/03/2014, in leadership, liberal arts, MBA, by Daniel Christian

Management and the Liberal Arts
Management is a liberal art.

Management is what tradition used to call a liberal art — “liberal” because it deals with the fundamentals of knowledge, self-knowledge, wisdom, and leadership; “art” because it deals with practice and application. Managers draw upon all of the knowledges and insights of the humanities and social sciences on psychology and philosophy, on economics and history, on the physical sciences and ethics. But they have to focus this knowledge on effectiveness and results-on healing a sick patient, teaching a student, building a bridge, designing and selling a “user-friendly” software program.

ACTION POINT:
What is your plan to develop yourself in the humanities and social sciences? Develop such a plan today.

The New Realities

Drucker, P. (2004). The Daily Drucker (p. 15). New York, NY: HarperBusiness.

Learning Ecosystems

“The New Leadership Challenge” & “The Architects of Online Learning…” [EDUCAUSE]

New items from Educause including “Finding New Business Models in Unsettled Times” [LeBlanc]

Reflections on “Synthesis, capabilities, & overlooked insights: Next frontiers for strategists” [Gluck, Jacobides, Simpson]

Two postings re: the unbundling and rebundling of higher education [Horn, Siemens]

100 great questions every entrepreneur should ask [Buchanan]

The Futurist Forum at Co. Exist including “5 Bold Predictions for the Future of Higher Education”

Can disruption save higher education? [Stansbury]

What Gamaliel can teach leaders today: A lesson from Acts 5:33-40

If change is inevitable– is progress optional? Four education institutions opting for progress [Morrison]

Management and the Liberal Arts [Peter Drucker]

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