• Save
A BOLD New Future: The Changing Face of University Education
Upcoming SlideShare
Loading in...5
×
 

A BOLD New Future: The Changing Face of University Education

on

  • 902 views

Presentation at the Australia and New Zealand MBA Directors Forum, May 2013.

Presentation at the Australia and New Zealand MBA Directors Forum, May 2013.

Statistics

Views

Total Views
902
Views on SlideShare
902
Embed Views
0

Actions

Likes
0
Downloads
0
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • • Access to the first year• Access to mid career professionals• Access to second chance learners• Access for cultural reasons
  • • Access to the first year• Access to mid career professionals• Access to second chance learners• Access for cultural reasons
  • • Access to the first year• Access to mid career professionals• Access to second chance learners• Access for cultural reasons

A BOLD New Future: The Changing Face of University Education A BOLD New Future: The Changing Face of University Education Presentation Transcript

  • A BOLD New Future:The Changing Face of University EducationProfessor Mark BrownDirector, National Centre for Teaching and LearningDirector, Distance Education and Learning Futures Alliance2013 MBA Directors Forum
  • B O L DBlended | On-line | Distance
  • B O L DBlended | On-line | Distance“The New Normal”
  • Palmerston NorthAuckland WellingtonDistanceInternationalAbout Massey…
  • About DELFA…http://delfa.massey.ac.nz• Innovation hub• Global think-tank• Networked community• Interdisciplinary development• International Advisory Board• Engine for new learning futures
  • A BOLD New Future:The Changing Face of University EducationProfessor Mark BrownDirector, National Centre for Teaching and LearningDirector, Distance Education and Learning Futures Alliance2013 MBA Directors Forum
  • 1. The changing game2. Scenarios for the future3. What does this mean for you?Outline…
  • “With the coming of the New Media, the need forprint on paper will rapidly diminish. The day willsoon arrive when the world‟s literature will beavailable from The Automatic Library at themere pressing of a button”(Uzanne, 1994).Flash back to the past…
  • “With the coming of the New Media, the need forprint on paper will rapidly diminish. The day willsoon arrive when the world‟s literature will beavailable from The Automatic Library at themere pressing of a button”(Uzanne, 1894).Flash back to the past…
  • Flash back to the past…
  • Key takeaway…Need to shift the current discourse ofeducationinchange to one ofeducation forchange!
  • 1. The changing game
  • 1. The changing gamehttp://net.educause.edu/ir/library/pdf/pub7203i.pdf
  • In what year did Dawes Point became a publicrecreation ground for the people of New SouthWales?
  • In what year did Dawes Point became a publicrecreation ground for the people of New SouthWales?
  • 1902In what year did Dawes Point became a publicrecreation ground for the people of New SouthWales?
  • To whom were these questionsaddressed B.G.?
  • To whom were these questionsaddressed B.G.?… before Google
  • http://www.youtube.com/watch?v=3SuNx0UrnEo&feature=youtu.be
  • A completely new type of globallyconnected learneris expecting a new typeof education for new times.What does all this mean?
  • But not all „digital natives‟…“The digital native and digital immigrant may be usefulslogans for provoking debate but the distinction does notstand up to inspection… the profound changes takingplace need to be situated in diversity rather thandichotomy”(Brown, 2005, p.3).
  • But not all „digital natives‟…Helsper, E. J., & Eynon, R. (2010). Digital natives: Where isthe evidence? British Educational Research Journal, 36(3), 503-520.“The digital native and digital immigrant may be usefulslogans for provoking debate but the distinction does notstand up to inspection… the profound changes takingplace need to be situated in diversity rather thandichotomy”(Brown, 2005, p.3).
  • But waitthere‟s more…1. The changing gameThe emergence of new business models
  • But waitthere‟s more…Rapid growth of open learning1. The changing game
  • The economics of abundanceThe OER movement…
  • The open course movement…
  • Be wary of predictions…“Thirty years from now the big universitycampuses will be relics. Universities won‟tsurvive. It‟s as large a change as when wefirst got the printed book.”(Peter Drucker, Forbes, 1997)
  • http://theconversation.edu.au/
  • FOMO
  • FOMOWeller, M., & Anderson, T. (2013). Digital resilience in higher education.European Journal of Open, Distance and e-Learning. 16 (1), 53-66.
  • The traditional universityis being chiseledaway by powerful global forces and newbusiness models as a multitudeofalternativeproviders emerge.What does all this mean?
  • ReconceptualistKnowledge SocietyKnowledge EconomyDeschoolingReschooling ReproductionOpen LearningDifferent interest groups and stakeholders borrow thesame „discourse of persuasion‟ to legitimize their own hegemonic agenda• Being glocal• Active citizenship• Socially just society• Education for change• Un-curriculum• Personalization• Life-long learning• Messiness of learning• New pedagogies• Skills for employment• Learning for the real world• Higher education in change• Mass education• Universal standards• Education as a commodity• Increased market competition• Online learning• Blended learning• Anytime, anywhere learningE-learning •Distance education •Technology-enhanced learning •(Brown, 2012)
  • 2. Scenarios forthe future…
  • 2. Scenarios forthe future…What is the preferred future scenariofor the MBA in your institution?
  • http://www.jiscinfonet.ac.ukhttp://akoaotearoa.ac.nz/
  • STEP ONE:Identify the major trends and driving forces
  • • Political• Economic• Social• Technology• Legal• EnvironmentalSTEP ONE:Identify the major trends and driving forces
  • STEP TWO:Identify the high impact (critical) uncertainties
  • STEP TWO:Identify the high impact (critical) uncertaintiesGrowth of newglobal online providersEmergence of strategic alliances between universitiesIncreased supply reduces the cost of qualificationsReduction of government funding to universitiesIncreased demand for part-time study optionsIncreased demand for customised study optionsIncreased demand from staff for flexible work conditionsEmergence of new technological innovations
  • STEP THREE:Create the axes of uncertainty
  • STEP THREE:Create the axes of uncertaintyDisruptive Business ModelsConventional Business ModelsStandardisedOfferingsCustomisedOfferings
  • STEP FOUR:Develop the scenario characteristics for eachquadrant
  • Disruptive Business ModelsConventional Business ModelsStandardisedOfferingsCustomisedOfferingsScenario 3 Scenario 4Scenario 1 Scenario 2
  • Disruptive Business ModelsConventional Business ModelsStandardisedOfferingsCustomisedOfferingsMBAOpenMBAPackagedMBABlendedMBALife-long
  • By analogy what type ofcheese do you want to make?
  • Massey‟s preferred future…
  • Disruptive Business ModelsConventional Business ModelsStandardisedOfferingsCustomisedOfferingsMBAOpenMBAPackagedMBABlendedMBALife-longBrand X
  • Advancing Enterprise, Inspiring LeadershipExcellence in relevant, innovative, research-led study of local and global enterprise.Respect for all, Real-world relevance, Research-led thinking, Learning without boundaries…It involves…
  • Previously international students had to come to usNow we can go to them – true to our mission
  • Expanding access to tertiary education has always been centralto Massey‟s mission.
  • Expanding access to tertiary education has always been centralto Massey‟s mission.More than any university we are committed to promotingdevelopment and life-long learning.
  • Expanding access to tertiary education has always been centralto Massey‟s mission.More than any university we are committed to promotingdevelopment and life-long learning.Massey understands the transformative potential ofboundary free learning for inspiring people to betterthemselves,for building capacityfor changewithincommunities and for promoting wider societalbenefits.
  • We want to teach them how to make,market and distribute their own unique cheese!
  • 3. What does this meanfor you?
  • 3. What does this meanfor you?• Dare to be BOLD• Consider the choices• Identify your preferred scenario• Ensure it aligns with your mission• Develop and understand your brand• Clearly scope and resource the requirements• And lots more…
  • • Dare to be BOLD• Consider the choices• Identify your preferred scenario• Ensure it aligns with your mission• Develop and understand your brand• Clearly scope and resource the requirements3. What does this meanfor you?LEADERSHIP
  • Conclusion
  • A conclusion is the placewhere you got tired of thinkingConclusion
  • “The greatest challenge to any thinker isstating the problem in a way that willallow a solution.”Bertrand RussellConclusion
  • Discussion…“A prudent question is one-half of wisdom.”Francis Bacon