The document summarizes the EMPOWER Leadership Development Programme, which aims to develop new generation leaders. It consists of three parts: 1) an online primer, 2) an on-site workshop, and 3) follow up activities. The workshop helps participants understand the major change forces affecting higher education, potential disruptive business models, and which future scenario best fits their institution. It also discusses developing resilience during times of change while retaining institutional identity. The overall goal is to transfer leadership skills to participants and create personal and institutional impacts.

1. Developing New Generation Leaders:
The EMPOWER Leadership Development Programme
Professor Mark Brown,
George Ubachs & Fred de Vries
Paris, France
24th May 2017

2. http://empower.eadtu.eu

5. Developing New Generation Leaders:
The EMPOWER Leadership Development Programme
Professor Mark Brown,
George Ubachs & Fred de Vries
Paris, France
24th May 2017

6. Three assumptions…

8. “Focuses on the
critical role of
leadership — not the
Lone Ranger leader
who rides into town
and saves a single
school/college, but
leaders whose very
actions change the
systems they work
in.”

9. “Developing and implementing desired
change is not an event but is a complex
and subjective learning/unlearning
process for all concerned” (p.73).
Scott, G., Coates, H., & Anderson, M. (2008). Learning leaders in times of
change: Academic leadership capabilities for Australian higher education.
Australian Learning and Teaching Council, NSW.
Scott, G. (2003). Effective change management in higher education. Educause
Review, November/December, 64-80.
Listen | Link | Lead

12. 1. On-line Primer…

13. 1. On-line Primer…

14. Mark Brown Fred de Vries Panel Members
2. On-site Workshop…

15. What type of
institutional leader are you?
N
S
W E

16. What are some of
the major change forces?
• Globalisation
• Population mobility
• Demographic changes
• Changing nature of work
• Growing demand for higher education

17. High impact (critical) uncertainties
Growth of new global online providers
Emergence of badges and micro-credentials
Increased demand for part-time study options
Increased supply reduces cost of qualifications
Reduction of government funding to universities
Increased demand for customised study options
Increased staff demand for flexible work conditions
Emergence of strategic alliances between universities
Further development of new technological innovations

18. Disruptive Business Models
Conventional Business Models
StandardisedCourses
CustomisedCourses
Scenario 3 Scenario 4
Scenario 1 Scenario 2

19. What is the preferred
future scenario for your institution?
• Oldish University
• Newish University
• Resource University
• Expansive University
• Alliance University
• Data University
• Outsource University

22. “Resilience requires
adaptation and evolution to new
environmental conditions, but retains core identity”
(Weller & Anderson, 2013, p.55).

23. Making the case…

25. 3. Follow Up…

26. Conclusion…
• What transfer?
• What personal impact?
• What institutional impact?

28. Professor Mark Brown
Director, National Institute for Digital Learning
www.dcu.ie/nidlmark.brown@dcu.ie
@mbrownz www.slideshare.net/mbrownz