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Innovation and the Dynamic Future of       Mass Higher Education           Dr. Michael K. Thomas               President &...
New England, USA            • Connecticut            • Maine            • Massachusetts            • New Hampshire        ...
Innovation• What forms might it take in HEIs?• What can be learned from the science  of innovation?• What are the innovati...
Purposes• Integrate multiple frameworks• Aid structured innovation thinking:  forms and opportunities• Provide a common la...
Fostering InnovationLeadership, Goals and Culture•Executive/senior champions•Formal and leader-supported innovation goals•...
Fostering InnovationUnderstand Innovation & Disruption•Range of innovation forms (disruptive and sustaining) andbusiness m...
Fostering InnovationNew Entities and Spaces•Repurpose, reinvigorate and incentivize existing entities•Divisions of continu...
Fostering InnovationResources and Incentives and Freedom•Incentivize formal innovation goals•Consider overall incentive sy...
Fostering InnovationStrong Customer (Learner) Focus•Rather than faculty-focused•“Crowd-sourced” ideas and innovation•Elici...
Fostering InnovationExperimentation, Failure and Guidelines•Cultivate ability to experiment and willingness to acceptfailu...
Dr. Michael K. ThomasNew England Board of Higher Education       mthomas@nebhe.org           www.nebhe.org           617-3...
Innovation and the Dynamic Future of  Mass Higher Education - Michael K. Thomas
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Innovation and the Dynamic Future of Mass Higher Education - Michael K. Thomas

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Innovation and the Dynamic Future of Mass Higher Education - Michael K. Thomas

  1. 1. Innovation and the Dynamic Future of Mass Higher Education Dr. Michael K. Thomas President & CEO New England Board of Higher Education Boston, Massachusetts
  2. 2. New England, USA • Connecticut • Maine • Massachusetts • New Hampshire • Rhode Island • Vermont • 260 HEIs • ~ 1 million postsecondary students • 14.3 million residents • ~ 5th largest U.S. “state”
  3. 3. Innovation• What forms might it take in HEIs?• What can be learned from the science of innovation?• What are the innovative capacities of HEIs and their prospects for self- reinvention?
  4. 4. Purposes• Integrate multiple frameworks• Aid structured innovation thinking: forms and opportunities• Provide a common language• Understand how, when and where it might occur in HEIs.
  5. 5. Fostering InnovationLeadership, Goals and Culture•Executive/senior champions•Formal and leader-supported innovation goals•Building an innovation culture•Creation of special teams•Deliberate change leadership strategies•Clear growth agenda, investments, freedom and flexibility•“Chief Innovation Officer”
  6. 6. Fostering InnovationUnderstand Innovation & Disruption•Range of innovation forms (disruptive and sustaining) andbusiness models•Whom could we be serving?•What new, lower-cost, more convenient alternatives couldmake them consumers?•How are definitions/perceptions of quality learningchanging?•How do they differ from our own?•What are the real needs of such consumers?•How can technology enable low-cost alternatives to meettheir needs?
  7. 7. Fostering InnovationNew Entities and Spaces•Repurpose, reinvigorate and incentivize existing entities•Divisions of continuing education or professional studies?•New entities and spaces--outside existing strictures orstructures•Separate standalone entities - wholly owned nonprofitorganizations•Standalone joint ventures with outside, for-profit investors•OESPs, or “online education service providers”
  8. 8. Fostering InnovationResources and Incentives and Freedom•Incentivize formal innovation goals•Consider overall incentive systems, including facultyadvancement•“Innovation funds” to provide dedicated resources•Versus performance-base funding
  9. 9. Fostering InnovationStrong Customer (Learner) Focus•Rather than faculty-focused•“Crowd-sourced” ideas and innovation•Elicit and leverage user-generated insights•Engage users in co-creation of next-generationlearning models
  10. 10. Fostering InnovationExperimentation, Failure and Guidelines•Cultivate ability to experiment and willingness to acceptfailure•Fail fast and often•Clear decision processes, guidelines and stage-gaterules•Don’t apply inappropriate measurements and decisioncriteria
  11. 11. Dr. Michael K. ThomasNew England Board of Higher Education mthomas@nebhe.org www.nebhe.org 617-357-9620 45 Temple Place Boston, MA 02111

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