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John W. Moravec, Ph.D. [email_address] University of Minnesota http://www.educationfutures.com
<ul><li>El Nuevo Paradigma </li></ul><ul><li>Problema </li></ul><ul><li>Metodología </li></ul><ul><li>Resultados </li></ul...
<ul><li>Tres factores componentes: </li></ul><ul><li>Globalización  </li></ul><ul><li>El surgimiento de la sociedad del co...
Paradigm Domain Old Emergent New Fundamental relationships Simple Complex Complex creative (teleological) Conceptualizatio...
<ul><li>Las tres tendencias que lideran el  Nuevo Paradigma  raramente son exploradas en conjunto, particularmente al refe...
<ul><li>¿ Cuáles son los futuros potenciales de la educación superior en Minnesota relacionados con el Nuevo Paradigma? </...
Delphi round 1: First ranking, Identify new items Delphi round 2: Second ranking (rank all items + any new items) No : Rep...
<ul><li>Más adelante discutiremos las “implicaciones del liderazgo”… </li></ul>
<ul><li>Diez categorías temáticas : </li></ul><ul><li>Rendición de cuentas </li></ul><ul><li>Atender la producción del con...
<ul><li>Relación con la Globalización: </li></ul><ul><li>Los líderes deben: </li></ul><ul><li>Progresar de manera balancea...
<ul><li>Relacionado con la Sociedad del Conocimiento: </li></ul><ul><li>Los líderes deben permitir llevar a sus universida...
<ul><li>Relacionado con los Cambios Acelerados: </li></ul><ul><li>Los líderes deben: </li></ul><ul><li>Integrar juegos y s...
<ul><li>El  impacto del cambio aceleardo  en las instituciones de educación superior y en los líderes de la educación nece...
<ul><li>Implicaciones Globales para el liderazgo de un Nuevo Paradigma  </li></ul><ul><ul><li>Liderazgo  Global </li></ul>...
<ul><li>John W. Moravec, Ph.D. </li></ul><ul><li>University of Minnesota </li></ul><ul><li>[email_address] </li></ul><ul><...
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Minnesota Higher Education in the New Paradigm of Knowledge Production: Findings and Discussion of a Delphi Study en espanol

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Minnesota Higher Education in the New Paradigm of Knowledge Production: Findings and Discussion of a Delphi Study (de La Universidad en México en el año 2030: imaginando futuros) - en espanol

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

  1. 1. John W. Moravec, Ph.D. [email_address] University of Minnesota http://www.educationfutures.com
  2. 2. <ul><li>El Nuevo Paradigma </li></ul><ul><li>Problema </li></ul><ul><li>Metodología </li></ul><ul><li>Resultados </li></ul><ul><li>¿Entonces qué? </li></ul>
  3. 3. <ul><li>Tres factores componentes: </li></ul><ul><li>Globalización </li></ul><ul><li>El surgimiento de la sociedad del conocimiento </li></ul><ul><li>Cambios acelerados </li></ul>Globalization Knowledge Society Accelerating Change New Paradigm
  4. 4. 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.
  5. 5. <ul><li>Las tres tendencias que lideran el Nuevo Paradigma raramente son exploradas en conjunto, particularmente al referirse a la educación superior. </li></ul>
  6. 6. <ul><li>¿ Cuáles son los futuros potenciales de la educación superior en Minnesota relacionados con el Nuevo Paradigma? </li></ul><ul><li>¿ Cuáles son las implicaciones y acciones políticas para darle a la educación superior estos futuros? </li></ul>
  7. 7. 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
  8. 8. <ul><li>Más adelante discutiremos las “implicaciones del liderazgo”… </li></ul>
  9. 9. <ul><li>Diez categorías temáticas : </li></ul><ul><li>Rendición de cuentas </li></ul><ul><li>Atender la producción del conocimiento </li></ul><ul><li>Cambiar o reconfigurar los planes de estudio </li></ul><ul><li>Colaboración </li></ul><ul><li>Relaciones externas </li></ul><ul><li>Relaciones entre facultades </li></ul><ul><li>Reajuste y reposicionamiento estructrural </li></ul><ul><li>Reconfiguración de recursos y control de calidad </li></ul><ul><li>Relación de estudiantes </li></ul><ul><li>Liderazgo tecnológico </li></ul>
  10. 10. <ul><li>Relación con la Globalización: </li></ul><ul><li>Los líderes deben: </li></ul><ul><li>Progresar de manera balanceada y prosperar económicamente manteniendo las tradiciones. </li></ul><ul><li>Crear nuevas tradiciones para permitir el progreso y la prosperidad económica en un futuro globalizado; </li></ul><ul><li>Alinear los programas mediante el desarrollo de los ciudadanos globales; y, </li></ul><ul><li>Convertirse en emprendedores, innovadores y adaptables a través de un liderazgo asertivo. </li></ul><ul><li>Los líderes de la educación superior deben trabajar para incrementar la probabilidades que permitan: </li></ul><ul><li>Que las universidades adopten un modelo de productos y servicios educativos en todo momento y todo lugar; y, </li></ul><ul><li>Los colegios y las universidades se reorganicen para permitir a los estudiantes tomar créditos en cualquier universidad. </li></ul>
  11. 11. <ul><li>Relacionado con la Sociedad del Conocimiento: </li></ul><ul><li>Los líderes deben permitir llevar a sus universidades hacia los futuros preferidos, en donde las TIC apoyen la distribución del conocimiento y las formas del nuevo conocimiento a la praxis académica. </li></ul><ul><li>Los líderes de la educación superior deben, también, trabajar para incrementar la posibilidad de que: </li></ul><ul><li>La universidad facilite la globalización del conocimiento; </li></ul><ul><li>El liderazgo universitario haga menos énfasis en la administración y se focalice más en el apoyo a la organización; y, </li></ul><ul><li>La división entre disciplinas académicas deje de existir. </li></ul>
  12. 12. <ul><li>Relacionado con los Cambios Acelerados: </li></ul><ul><li>Los líderes deben: </li></ul><ul><li>Integrar juegos y simulaciones tecnológicas en la enseñanzay en sus clases; y, </li></ul><ul><li>Permitir a los estudiantes la cooperación en la producción del conocimiento en sus universidades a través de los sistemas tecnológicos de información y comunicación. </li></ul><ul><li>Los líderes de la educación superior deben, también, reorientar sus políticas y prácticas para atender la realidad de los avances tecnológicos y la rápida virtualización de la universidad se traducirá en la reducción de empleos académicos. </li></ul>
  13. 13. <ul><li>El impacto del cambio aceleardo en las instituciones de educación superior y en los líderes de la educación necesitan ser explorados en detalle. </li></ul><ul><li>Ampliar el espectro de investigaciones para desarrollar un análisis de orden global. </li></ul><ul><li>Maximizar el efecto impulsado por Kurth-Schai et al (2000) que “sugieren que la participación [en los ejercicios Delphi] catalizan y apoyan la clarificación de hechos y valores, la exploración de perspectivas alternativas y las posibilidades de desarrollar un pensamiento crítico, creativo y sistémico” (p. 95). </li></ul>
  14. 14. <ul><li>Implicaciones Globales para el liderazgo de un Nuevo Paradigma </li></ul><ul><ul><li>Liderazgo Global </li></ul></ul><ul><ul><li>Liderazgo de Conocimiento </li></ul></ul><ul><ul><li>Liderazgo en una era de cambios acelerados. </li></ul></ul>
  15. 15. <ul><li>John W. Moravec, Ph.D. </li></ul><ul><li>University of Minnesota </li></ul><ul><li>[email_address] </li></ul><ul><li>+1 612 325 5992 </li></ul><ul><li>http://www.educationfutures.com </li></ul>

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