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

1. A BOLD New Future:
The Changing Face of University Education
Professor Mark Brown
Director, National Centre for Teaching and Learning
Director, Distance Education and Learning Futures Alliance
2013 MBA Directors Forum

3. B O L D
Blended | On-line | Distance

4. B O L D
Blended | On-line | Distance
“The New Normal”

5. Palmerston NorthAuckland Wellington
Distance
International
About Massey…

7. About DELFA…
http://delfa.massey.ac.nz
• Innovation hub
• Global think-tank
• Networked community
• Interdisciplinary development
• International Advisory Board
• Engine for new learning futures

8. A BOLD New Future:
The Changing Face of University Education
Professor Mark Brown
Director, National Centre for Teaching and Learning
Director, Distance Education and Learning Futures Alliance
2013 MBA Directors Forum

9. 1. The changing game
2. Scenarios for the future
3. What does this mean for you?
Outline…

10. “With the coming of the New Media, the need for
print on paper will rapidly diminish. The day will
soon arrive when the world‟s literature will be
available from The Automatic Library at the
mere pressing of a button”
(Uzanne, 1994).
Flash back to the past…

11. “With the coming of the New Media, the need for
print on paper will rapidly diminish. The day will
soon arrive when the world‟s literature will be
available from The Automatic Library at the
mere pressing of a button”
(Uzanne, 1894).
Flash back to the past…

12. Flash back to the past…

13. Key takeaway…
Need to shift the current discourse of
educationinchange to one of
education forchange!

14. 1. The changing game

15. 1. The changing game
http://net.educause.edu/ir/library/pdf/pub7203i.pdf

16. In what year did Dawes Point became a public
recreation ground for the people of New South
Wales?

17. In what year did Dawes Point became a public
recreation ground for the people of New South
Wales?

18. 1902
In what year did Dawes Point became a public
recreation ground for the people of New South
Wales?

19. To whom were these questions
addressed B.G.?

20. To whom were these questions
addressed B.G.?
… before Google

23. http://www.youtube.com/watch?v=3SuNx0UrnEo&feature=youtu.be

27. A completely new type of globally
connected learneris expecting a new type
of education for new times.
What does all this mean?

28. But not all „digital natives‟…
“The digital native and digital immigrant may be useful
slogans for provoking debate but the distinction does not
stand up to inspection… the profound changes taking
place need to be situated in diversity rather than
dichotomy”
(Brown, 2005, p.3).

29. But not all „digital natives‟…
Helsper, E. J., & Eynon, R. (2010). Digital natives: Where is
the evidence? British Educational Research Journal, 36
(3), 503-520.
“The digital native and digital immigrant may be useful
slogans for provoking debate but the distinction does not
stand up to inspection… the profound changes taking
place need to be situated in diversity rather than
dichotomy”
(Brown, 2005, p.3).

31. But wait
there‟s more…
1. The changing game
The emergence of new business models

43. But wait
there‟s more…
Rapid growth of open learning
1. The changing game

44. The economics of abundance
The OER movement…

46. The open course movement…

56. Be wary of predictions…
“Thirty years from now the big university
campuses will be relics. Universities won‟t
survive. It‟s as large a change as when we
first got the printed book.”
(Peter Drucker, Forbes, 1997)

57. http://theconversation.edu.au/

58. FOMO

59. FOMO
Weller, M., & Anderson, T. (2013). Digital resilience in higher education.
European Journal of Open, Distance and e-Learning. 16 (1), 53-66.

60. The traditional universityis being chiseled
away by powerful global forces and new
business models as a multitude
ofalternativeproviders emerge.
What does all this mean?

62. Reconceptualist
Knowledge Society
Knowledge Economy
Deschooling
Reschooling Reproduction
Open Learning
Different interest groups and stakeholders borrow the
same „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 learning
E-learning •
Distance education •
Technology-enhanced learning •
(Brown, 2012)

63. 2. Scenarios for
the future…

64. 2. Scenarios for
the future…
What is the preferred future scenario
for the MBA in your institution?

65. http://www.jiscinfonet.ac.uk
http://akoaotearoa.ac.nz/

66. STEP ONE:
Identify the major trends and driving forces

67. • Political
• Economic
• Social
• Technology
• Legal
• Environmental
STEP ONE:
Identify the major trends and driving forces

68. STEP TWO:
Identify the high impact (critical) uncertainties

69. STEP TWO:
Identify the high impact (critical) uncertainties
Growth of newglobal online providers
Emergence of strategic alliances between universities
Increased supply reduces the cost of qualifications
Reduction of government funding to universities
Increased demand for part-time study options
Increased demand for customised study options
Increased demand from staff for flexible work conditions
Emergence of new technological innovations

70. STEP THREE:
Create the axes of uncertainty

71. STEP THREE:
Create the axes of uncertainty
Disruptive Business Models
Conventional Business Models
StandardisedOfferings
CustomisedOfferings

72. STEP FOUR:
Develop the scenario characteristics for each
quadrant

73. Disruptive Business Models
Conventional Business Models
StandardisedOfferings
CustomisedOfferings
Scenario 3 Scenario 4
Scenario 1 Scenario 2

74. Disruptive Business Models
Conventional Business Models
StandardisedOfferings
CustomisedOfferings
MBA
Open
MBA
Packaged
MBA
Blended
MBA
Life-long

75. By analogy what type of
cheese do you want to make?

76. Massey‟s preferred future…

77. Disruptive Business Models
Conventional Business Models
StandardisedOfferings
CustomisedOfferings
MBA
Open
MBA
Packaged
MBA
Blended
MBA
Life-long
Brand X

78. Advancing Enterprise, Inspiring Leadership
Excellence 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…

79. Previously international students had to come to us
Now we can go to them – true to our mission

80. Expanding access to tertiary education has always been central
to Massey‟s mission.

81. Expanding access to tertiary education has always been central
to Massey‟s mission.
More than any university we are committed to promoting
development and life-long learning.

82. Expanding access to tertiary education has always been central
to Massey‟s mission.
More than any university we are committed to promoting
development and life-long learning.
Massey understands the transformative potential of
boundary free learning for inspiring people to better
themselves,for building capacityfor change
withincommunities and for promoting wider societal
benefits.

83. We want to teach them how to make,
market and distribute their own unique cheese!

84. 3. What does this mean
for you?

85. 3. What does this mean
for 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…

86. • 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
3. What does this mean
for you?
L
E
A
D
E
R
S
H
I
P

87. Conclusion

88. A conclusion is the place
where you got tired of thinking
Conclusion

89. “The greatest challenge to any thinker is
stating the problem in a way that will
allow a solution.”
Bertrand Russell
Conclusion

91. Discussion…
“A prudent question is one-half of wisdom.”
Francis Bacon