Minnesota Higher Education in the New Paradigm of Knowledge Production: Findings and Discussion of a Delphi Study

John W. Moravec, Ph.D. [email_address] University of Minnesota http://www.educationfutures.com

The New Paradigm

Problem

Methodology

Findings

So what?

Three driving factors

Globalization

Rise of the knowledge society

Accelerating change

Globalization Knowledge Society Accelerating Change New Paradigm

Paradigm Domain Old Emergent New Fundamental relationships Simple Complex Complex creative (teleological) Conceptualization of order Hierarchic Heterarchic Intentional, self-organizing Relationships of parts Mechanical Holographic Synergetic Worldview Deterministic Indeterminate Design Causality Linear Mutual Anticausal Change process Assembly Morphogenic Creative destruction Reality Objective Perspectival Contextual Place Local Globalizing Globalized Note. Old paradigm and emergent paradigm domains, from fundamental relationships to reality , adapted from Schwartz, P., & Ogilvy, J. A. (1979). The emergent paradigm: Changing patterns of thought and belief . SRI International.

The three phenomena driving the New Paradigm are rarely explored together as a whole, particularly as it pertains to higher education leadership.

What are the potential futures of higher education in Minnesota related to the three driving trends of the New Paradigm?

What are the implications and policy actions for higher education given these futures?

Delphi round 1: First ranking, Identify new items Delphi round 2: Second ranking (rank all items + any new items) No : Repeat Round 2 as necessary Did group reach consensus? Environmental scan/Literature review: Identify items for Delphi rounds Analyze and report findings Phase I Phase II Phase III Collect final round data Yes

Discussed in “Leadership implications,” coming up…

Ten thematic categories :

Accountability

Attend to knowledge production

Change or reconfigure curricula

Collaboration

External relations

Faculty relations

Structural realignment and repositioning

Reconfiguration of funding, resources and measurement

Student relations

Technology leadership

Related to Globalization:

Leaders must

balance progress and economic prosperity with maintaining tradition;

create new traditions to enable progress and economic prosperity in a globalized future;

align their programs toward the development of global citizens; and,

become entrepreneurial, innovative, and adaptive to their environments through assertive leadership.

Higher education leaders must also work to increase the likelihood that

universities will adopt an “anywhere-anytime” model of educational products and services; and,

colleges and universities will reorganize to allow students to take credits at any combination of universities.

Related to Knowledge Society:

Leaders must continue to align their universities toward their preferred futures where ICT will assist in the distribution of knowledge and new knowledge forms into academic practices .

Higher education leaders must also work to increase the likelihood that

the university will facilitate the globalization of knowledge;

university leadership will place less emphasis on managing and will place greater emphasis on supporting the organization; and,

“ siloed” academic disciplines will no longer exist.

Related to Accelerating Change:

Leaders must

integrate gaming and simulational technologies into teaching and learning practices; and,

allow for student-student and/or student-technology-student knowledge production in universities through information and communications technology systems.

Higher education leaders must also reorient their policies and practices to attend to the reality that advances in technology and rapid virtualization of the university will result in the reduction of academic jobs .

The impact of accelerating change on higher educational institutions and education leaders needs to be explored in greater detail.

Broaden the scope of investigation to develop a more global analysis.

Maximize the effect found by Kurth-Schai et al (2000) that “suggest[s] that participation [in Delphi exercises] catalyses and supports clarification of facts and values, exploration of alternative perspectives and possibilities, and development of critical, creative and systemic thought” (p. 95).