ASHOKA BELGIUM: Changemaker Schools Program 2014OECD CFE
The aim of this High-Level Capacity Building Seminar is have an international exchange of information on inclusive entrepreneurship actions across the European Union and on how the European Union Structural Funds can be used to support actions that combine entrepreneurship promotion and social inclusion.
The document discusses the future of education and skills needed for jobs. It argues that education needs to shift from a focus on narrow technical skills to broader social and collaboration skills. Learners should be at the center of education and it should be personalized to individual learners. The purpose of education is to build confidence in learners and give them a sense of agency over their learning and actions. The future of work and society is uncertain, so education must prepare learners to adapt to constant change.
Collaboration, culture and conflict finalMike Allen
This document discusses collaboration between universities and businesses. It notes that while collaboration has increased, academics do not always recognize the benefits. Main barriers to collaboration include differences in culture, systems, work approaches and priorities between academia and business. Solutions include establishing collaboration agreements, developing joint systems, defining secrecy boundaries, and designating clear leaders. Effective long-term partnerships require relationship building and trust. The document provides examples of how universities cooperate with businesses, from joint research to commercial activities to public engagement. It also discusses cooperation with small and large businesses specifically.
Collaboration, culture and conflict slideshareMike Allen
This document discusses collaboration between universities and businesses. It notes that collaboration has increased dramatically since 2003 and is important for economic and social change. Effective long-term partnerships require relationship building and trust. The main barriers to collaboration are differences in culture, systems, work approaches and priorities between academics and businesses. Solutions include establishing collaboration agreements, developing joint systems, defining secrecy boundaries, and designating clear leaders. Managing conflicts that arise is also important for successful collaboration.
The document reflects on the Empower Online Learning Leadership Academy (EOLLA), which brought together leaders in online and distance education from different European countries. It discusses the scenario-based approach used, where participants worked through a hypothetical case study about developing a digital badging initiative. This allowed participants to explore different priorities and approaches. The reflections note that while leadership qualities can be developed, management and leadership are not the same. Overall, the academy helped create a network of distance education leaders across Europe by sharing perspectives and fostering understanding of common issues.
Eyes wide open! The invisible restraints affecting youth digital practice in HEJisc
Speaker: Caroline Kuhn, PhD student and part time lecturer, University of Bath.
The session will reflect upon the findings of Caroline's PhD research study that looked into how, why and to what extent do undergraduates engage with (open and participatory) tools.
This study examines how institutional change in Chinese universities through Project 985 influenced high-tech entrepreneurship. The researchers find that Project 985 was successful in strengthening beliefs around intellectual property and innovation among university alumni. However, firms founded by these alumni that invested heavily in technology performed worse, since China's institutional environment still lacked strong intellectual property protection and contract laws. While localized beliefs can change, for institutionalization to occur more broadly practices must be viable within the larger context.
Presentation to Education Coordinator (EC) Training with 60 ECs from across the country. Focus on careers and enterprise activities, as well as employer engagement with education.
ASHOKA BELGIUM: Changemaker Schools Program 2014OECD CFE
The aim of this High-Level Capacity Building Seminar is have an international exchange of information on inclusive entrepreneurship actions across the European Union and on how the European Union Structural Funds can be used to support actions that combine entrepreneurship promotion and social inclusion.
The document discusses the future of education and skills needed for jobs. It argues that education needs to shift from a focus on narrow technical skills to broader social and collaboration skills. Learners should be at the center of education and it should be personalized to individual learners. The purpose of education is to build confidence in learners and give them a sense of agency over their learning and actions. The future of work and society is uncertain, so education must prepare learners to adapt to constant change.
Collaboration, culture and conflict finalMike Allen
This document discusses collaboration between universities and businesses. It notes that while collaboration has increased, academics do not always recognize the benefits. Main barriers to collaboration include differences in culture, systems, work approaches and priorities between academia and business. Solutions include establishing collaboration agreements, developing joint systems, defining secrecy boundaries, and designating clear leaders. Effective long-term partnerships require relationship building and trust. The document provides examples of how universities cooperate with businesses, from joint research to commercial activities to public engagement. It also discusses cooperation with small and large businesses specifically.
Collaboration, culture and conflict slideshareMike Allen
This document discusses collaboration between universities and businesses. It notes that collaboration has increased dramatically since 2003 and is important for economic and social change. Effective long-term partnerships require relationship building and trust. The main barriers to collaboration are differences in culture, systems, work approaches and priorities between academics and businesses. Solutions include establishing collaboration agreements, developing joint systems, defining secrecy boundaries, and designating clear leaders. Managing conflicts that arise is also important for successful collaboration.
The document reflects on the Empower Online Learning Leadership Academy (EOLLA), which brought together leaders in online and distance education from different European countries. It discusses the scenario-based approach used, where participants worked through a hypothetical case study about developing a digital badging initiative. This allowed participants to explore different priorities and approaches. The reflections note that while leadership qualities can be developed, management and leadership are not the same. Overall, the academy helped create a network of distance education leaders across Europe by sharing perspectives and fostering understanding of common issues.
Eyes wide open! The invisible restraints affecting youth digital practice in HEJisc
Speaker: Caroline Kuhn, PhD student and part time lecturer, University of Bath.
The session will reflect upon the findings of Caroline's PhD research study that looked into how, why and to what extent do undergraduates engage with (open and participatory) tools.
This study examines how institutional change in Chinese universities through Project 985 influenced high-tech entrepreneurship. The researchers find that Project 985 was successful in strengthening beliefs around intellectual property and innovation among university alumni. However, firms founded by these alumni that invested heavily in technology performed worse, since China's institutional environment still lacked strong intellectual property protection and contract laws. While localized beliefs can change, for institutionalization to occur more broadly practices must be viable within the larger context.
Presentation to Education Coordinator (EC) Training with 60 ECs from across the country. Focus on careers and enterprise activities, as well as employer engagement with education.
Careers Education And Iag PresentationMMUSecondary
The document discusses careers education and information, advice and guidance (IAG) for PGCE students. It provides an overview of requirements for schools, the role of personal tutors in providing IAG, and a vision for excellent IAG in schools. Schools will need to provide more IAG support as participation age increases. Personal tutors will help students with subject, qualification, and post-16 choices. The future will require lifelong learning and more graduates as jobs change.
Implementing innovation and commercialisation - Stuart Abbott, Zoë Prytherch ...HEA_STEM
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1xb3ins
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1xb3ins
Enhancing employability through enterprise education - Maureen TibbyHEA_STEM
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1xb3ins
The document discusses New Zealand's NZOSVLE project, which aimed to deliver an open source learning management system to address issues with existing proprietary systems. The project resulted in Moodle being established as a viable LMS in New Zealand. It also led to the development and adoption of open educational resources, eLearning networks, and the ePortfolio system Mahara. The document argues these tools can help New Zealand's public sector provide more cost-effective and flexible training to address budget and skills shortages.
Building Skills Ecosystems for Regional DevelopmentGary Wood
A skills ecosystem is defined as stakeholders in a region or industry sector working together to develop and share skills and knowledge for mutual benefit. Characteristics include stakeholders committed to a broad agenda, self-sustaining networks shaped by collaboration, addressing both supply and demand of skills, and driving innovation. Ecosystems can be formal or informal. Sheffield Engineering Leadership Academy is a case study of a formal ecosystem developing engineering student leaders through industry projects. Developing a skills ecosystem in Herefordshire centered around NMITE could enhance integration, apply learnings to curriculum, and foster enterprise through challenge-led learning and collaboration between education and industry stakeholders.
Engineering Futures through Engineering EducationGary Wood
Keynote talk from UK and Ireland Engineering Education Research Network workshop 'What happens post-COVID? How engineering education has evolved for a digital future'. Thursday, 8 September 2021.
This document discusses how to convince clients of the need for public relations (PR) consultancy. It outlines a continuum of reactions from doubt to mature reflection and planned action. It emphasizes the need to understand where clients fall on this continuum to identify knowledge gaps and tailor a strategy. The document suggests using facts, examples, identifying weaknesses, and developing a tailored strategy and response to convince managers of the value of PR consultancy services.
A Skills Ecosystem for Sustained Success: what, why , and how?Gary Wood
The document discusses skills ecosystems - networks of stakeholders like industry, education, and government that work together to develop and share skills. It argues that V2WORK partnerships could form the basis of a skills ecosystem to ensure students remain work-ready over time. A case study of Sheffield, UK shows how the university established a skills ecosystem through projects addressing issues like industry 4.0 and smart cities. By bringing stakeholders together, the ecosystem provides value like student placements, research collaborations, and ensuring education meets industry needs.
Notes from activity at HEA-funded workshop 'Work-based learning in Politics and International Studies: from theory to practice'.
The workshop brought together key stakeholders in the delivery of work-based learning and employability skills in the Politics and International Relations (IR) disciplines including academics, employers and careers advisors. Through presentations and discussion delegates had the opportunity to share best practice on existing work-based learning schemes and developing employability skills.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1x0KPae
For further details of the HEA's work on Employability and Global Citizenship in the Social Sciences see: http://bit.ly/17n8Knj
Welcome plenary - Will Allen and Robert PartridgeJisc
Led by your host Will Allen, head of Jisc north, the opening session will set the scene for the day and will include a strategic update, and the latest news from Jisc.
Includes a contribution from Robert Partridge, director of student opportunity, University of Leeds.
Connect more in Liverpool, 21 June 2016.
Workshop: Entrepreneurship Competences for Youth Employability - Juan Ratto-...Juan Ratto-Nielsen
This workshop aims to explore diverse understandings of entrepreneurship, entrepreneurial learning and employability and analyze them in the light of the new EntreComp framework. The topic will be addressed both from individual and organizational perspectives to discover and map the needs, methods and strategies of youth work to support entrepreneurship competence development of young people towards employability. Delivered at the International Symposium on Youth Employment Challenges - 26 Feb-1 Mar, Kayseri, Turkey
The document discusses perspectives on the SEN reforms from various viewpoints including a local authority, a provider of services for those with autism, and service users. It notes both the intentions behind the reforms to have a more parent-led system and better collaboration, but also challenges in implementation from funding cuts. It emphasizes finding common ground and solutions that allow doing more with less through strategies like early intervention and employment programs to reduce long-term reliance on services.
Enhancing employability through enterprise education: BSc Business Enterprise...HEA_STEM
This document describes the BSc Business Enterprise (BBE) program at the University of Buckingham. The BBE program allows students to start and run their own businesses while earning an undergraduate degree. Key aspects of the program include:
- Students receive up to £5,000 in "seed-corn" capital to start their businesses.
- Businesses operate out of the university's business incubator. Students receive mentoring from external entrepreneurs.
- The program maintains academic rigor but includes more practical assessments like quarterly business reports.
- Many past students have gone on to successful careers starting their own businesses or working for family businesses after graduating.
- No known BBE graduates have been unemployed six
Assessment for Learning: Leveraging TechnologyJeremy Williams
This document summarizes a presentation on using technology to enhance assessment for learning. It discusses how digital natives require a new learning paradigm that is learner-centric and involves authentic assessment. Technologies can help create authentic learning environments where students consume and produce information, and are assessed through open-book exams and team case studies that bridge theory and practice. The presentation argues this new paradigm fosters learner-centricity and authentic assessment through participatory pedagogies.
AGR Diversity Forum - Bank of England Slides 04.03.2015EmmaAGR
The document discusses the Bank of England's new strategy to attract and hire a more diverse range of talent. It outlines the Bank's entry routes and notes improvements in diversity among new hires. It details changes made to the recruitment process, including targeting more universities, providing more candidate information, and engaging students earlier. A key part of the new approach involved defining audience segments and crafting tailored messaging to different groups based on focus group research into their career drivers. The messaging was then incorporated into recruitment materials.
Overcoming the skills gap in Big Data Analytics Trish Cotter
The document discusses challenges in developing job-ready business analytics graduates. It reports on research finding a skills gap, with graduates lacking real-world skills due to obsolete software training and not having interdisciplinary or "T-shaped" skills. Both industry and universities want more collaboration to develop graduates prepared for rapidly changing technology and data volumes. Recommendations include curriculum changes through industry partnerships, focusing on interdisciplinary and real-world learning through internships.
[Challenge:Future] CPS - Path to an abundant futureChallenge:Future
The document outlines a proposed Community Points System (CPS) that would reward positive social behaviors. It discusses setting up a CPS framework led by a Head of CPS that would interact with legal experts to determine penalties for negative impacts. Technical and socio-economic experts would help with daily reporting and addressing social and technical issues. The document also criticizes the current economic system for prioritizing greed, poverty and other issues. It advocates for reforming education to emphasize collaboration, real-world skills, and social sciences over standardized testing. An example school project is described to design school policies and encourage leadership, collaboration and social responsibility among students.
Information Literacy:what it means for employabilityMoira Wright
The document discusses the concept of information literacy and its relationship to employability. It provides definitions of information literacy and employability, noting that information literacy involves skills like locating, evaluating, organizing, and presenting information. These skills align well with employer-desired competencies like problem-solving, communication, and lifelong learning. However, information literacy is not always explicitly included in frameworks of graduate employability. The challenges of translating academic information literacy to workplace settings are also addressed.
The document summarizes insights from the Univenture2015 workshop about how universities should adapt to changes in venture opportunities. Key themes discussed included the need for: interdisciplinary research that bridges fields; changes to teaching curriculum and methods to include more entrepreneurship education and hands-on learning; new incentive structures that reward collaboration over individual achievements; mentoring from industry; better connections between business and academia; streamlining technology transfer offices; and balancing basic and applied research while protecting academic freedom. The workshop brought together academics, university officials, venture capitalists, and other stakeholders.
The keynote presentation discusses a framework for guiding digital transformation at institutions. It explores case studies in learning, teaching, and capability development. The first case study examines how professional development for faculty positively impacts classroom pedagogy and student learning. The second case study looks at "education focused" academics and their purpose of delivering educational excellence while raising the status of teaching. It also notes risks like these roles becoming a casual "teaching-only" position. The third case study explores moving exams online (OLX) and the opportunities it provides for flexible exam sittings and accessibility, while also addressing challenges of academic integrity and technical issues.
Careers Education And Iag PresentationMMUSecondary
The document discusses careers education and information, advice and guidance (IAG) for PGCE students. It provides an overview of requirements for schools, the role of personal tutors in providing IAG, and a vision for excellent IAG in schools. Schools will need to provide more IAG support as participation age increases. Personal tutors will help students with subject, qualification, and post-16 choices. The future will require lifelong learning and more graduates as jobs change.
Implementing innovation and commercialisation - Stuart Abbott, Zoë Prytherch ...HEA_STEM
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1xb3ins
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1xb3ins
Enhancing employability through enterprise education - Maureen TibbyHEA_STEM
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1xb3ins
The document discusses New Zealand's NZOSVLE project, which aimed to deliver an open source learning management system to address issues with existing proprietary systems. The project resulted in Moodle being established as a viable LMS in New Zealand. It also led to the development and adoption of open educational resources, eLearning networks, and the ePortfolio system Mahara. The document argues these tools can help New Zealand's public sector provide more cost-effective and flexible training to address budget and skills shortages.
Building Skills Ecosystems for Regional DevelopmentGary Wood
A skills ecosystem is defined as stakeholders in a region or industry sector working together to develop and share skills and knowledge for mutual benefit. Characteristics include stakeholders committed to a broad agenda, self-sustaining networks shaped by collaboration, addressing both supply and demand of skills, and driving innovation. Ecosystems can be formal or informal. Sheffield Engineering Leadership Academy is a case study of a formal ecosystem developing engineering student leaders through industry projects. Developing a skills ecosystem in Herefordshire centered around NMITE could enhance integration, apply learnings to curriculum, and foster enterprise through challenge-led learning and collaboration between education and industry stakeholders.
Engineering Futures through Engineering EducationGary Wood
Keynote talk from UK and Ireland Engineering Education Research Network workshop 'What happens post-COVID? How engineering education has evolved for a digital future'. Thursday, 8 September 2021.
This document discusses how to convince clients of the need for public relations (PR) consultancy. It outlines a continuum of reactions from doubt to mature reflection and planned action. It emphasizes the need to understand where clients fall on this continuum to identify knowledge gaps and tailor a strategy. The document suggests using facts, examples, identifying weaknesses, and developing a tailored strategy and response to convince managers of the value of PR consultancy services.
A Skills Ecosystem for Sustained Success: what, why , and how?Gary Wood
The document discusses skills ecosystems - networks of stakeholders like industry, education, and government that work together to develop and share skills. It argues that V2WORK partnerships could form the basis of a skills ecosystem to ensure students remain work-ready over time. A case study of Sheffield, UK shows how the university established a skills ecosystem through projects addressing issues like industry 4.0 and smart cities. By bringing stakeholders together, the ecosystem provides value like student placements, research collaborations, and ensuring education meets industry needs.
Notes from activity at HEA-funded workshop 'Work-based learning in Politics and International Studies: from theory to practice'.
The workshop brought together key stakeholders in the delivery of work-based learning and employability skills in the Politics and International Relations (IR) disciplines including academics, employers and careers advisors. Through presentations and discussion delegates had the opportunity to share best practice on existing work-based learning schemes and developing employability skills.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1x0KPae
For further details of the HEA's work on Employability and Global Citizenship in the Social Sciences see: http://bit.ly/17n8Knj
Welcome plenary - Will Allen and Robert PartridgeJisc
Led by your host Will Allen, head of Jisc north, the opening session will set the scene for the day and will include a strategic update, and the latest news from Jisc.
Includes a contribution from Robert Partridge, director of student opportunity, University of Leeds.
Connect more in Liverpool, 21 June 2016.
Workshop: Entrepreneurship Competences for Youth Employability - Juan Ratto-...Juan Ratto-Nielsen
This workshop aims to explore diverse understandings of entrepreneurship, entrepreneurial learning and employability and analyze them in the light of the new EntreComp framework. The topic will be addressed both from individual and organizational perspectives to discover and map the needs, methods and strategies of youth work to support entrepreneurship competence development of young people towards employability. Delivered at the International Symposium on Youth Employment Challenges - 26 Feb-1 Mar, Kayseri, Turkey
The document discusses perspectives on the SEN reforms from various viewpoints including a local authority, a provider of services for those with autism, and service users. It notes both the intentions behind the reforms to have a more parent-led system and better collaboration, but also challenges in implementation from funding cuts. It emphasizes finding common ground and solutions that allow doing more with less through strategies like early intervention and employment programs to reduce long-term reliance on services.
Enhancing employability through enterprise education: BSc Business Enterprise...HEA_STEM
This document describes the BSc Business Enterprise (BBE) program at the University of Buckingham. The BBE program allows students to start and run their own businesses while earning an undergraduate degree. Key aspects of the program include:
- Students receive up to £5,000 in "seed-corn" capital to start their businesses.
- Businesses operate out of the university's business incubator. Students receive mentoring from external entrepreneurs.
- The program maintains academic rigor but includes more practical assessments like quarterly business reports.
- Many past students have gone on to successful careers starting their own businesses or working for family businesses after graduating.
- No known BBE graduates have been unemployed six
Assessment for Learning: Leveraging TechnologyJeremy Williams
This document summarizes a presentation on using technology to enhance assessment for learning. It discusses how digital natives require a new learning paradigm that is learner-centric and involves authentic assessment. Technologies can help create authentic learning environments where students consume and produce information, and are assessed through open-book exams and team case studies that bridge theory and practice. The presentation argues this new paradigm fosters learner-centricity and authentic assessment through participatory pedagogies.
AGR Diversity Forum - Bank of England Slides 04.03.2015EmmaAGR
The document discusses the Bank of England's new strategy to attract and hire a more diverse range of talent. It outlines the Bank's entry routes and notes improvements in diversity among new hires. It details changes made to the recruitment process, including targeting more universities, providing more candidate information, and engaging students earlier. A key part of the new approach involved defining audience segments and crafting tailored messaging to different groups based on focus group research into their career drivers. The messaging was then incorporated into recruitment materials.
Overcoming the skills gap in Big Data Analytics Trish Cotter
The document discusses challenges in developing job-ready business analytics graduates. It reports on research finding a skills gap, with graduates lacking real-world skills due to obsolete software training and not having interdisciplinary or "T-shaped" skills. Both industry and universities want more collaboration to develop graduates prepared for rapidly changing technology and data volumes. Recommendations include curriculum changes through industry partnerships, focusing on interdisciplinary and real-world learning through internships.
[Challenge:Future] CPS - Path to an abundant futureChallenge:Future
The document outlines a proposed Community Points System (CPS) that would reward positive social behaviors. It discusses setting up a CPS framework led by a Head of CPS that would interact with legal experts to determine penalties for negative impacts. Technical and socio-economic experts would help with daily reporting and addressing social and technical issues. The document also criticizes the current economic system for prioritizing greed, poverty and other issues. It advocates for reforming education to emphasize collaboration, real-world skills, and social sciences over standardized testing. An example school project is described to design school policies and encourage leadership, collaboration and social responsibility among students.
Information Literacy:what it means for employabilityMoira Wright
The document discusses the concept of information literacy and its relationship to employability. It provides definitions of information literacy and employability, noting that information literacy involves skills like locating, evaluating, organizing, and presenting information. These skills align well with employer-desired competencies like problem-solving, communication, and lifelong learning. However, information literacy is not always explicitly included in frameworks of graduate employability. The challenges of translating academic information literacy to workplace settings are also addressed.
The document summarizes insights from the Univenture2015 workshop about how universities should adapt to changes in venture opportunities. Key themes discussed included the need for: interdisciplinary research that bridges fields; changes to teaching curriculum and methods to include more entrepreneurship education and hands-on learning; new incentive structures that reward collaboration over individual achievements; mentoring from industry; better connections between business and academia; streamlining technology transfer offices; and balancing basic and applied research while protecting academic freedom. The workshop brought together academics, university officials, venture capitalists, and other stakeholders.
The keynote presentation discusses a framework for guiding digital transformation at institutions. It explores case studies in learning, teaching, and capability development. The first case study examines how professional development for faculty positively impacts classroom pedagogy and student learning. The second case study looks at "education focused" academics and their purpose of delivering educational excellence while raising the status of teaching. It also notes risks like these roles becoming a casual "teaching-only" position. The third case study explores moving exams online (OLX) and the opportunities it provides for flexible exam sittings and accessibility, while also addressing challenges of academic integrity and technical issues.
The document discusses several topics related to globalization and education, including:
1) Globalization is shifting from countries to companies to individuals, impacting collaboration, communication, and decision-making.
2) Universities need to prepare students for this changing world by developing global decision-making skills, lifelong learning, and relevance for future jobs.
3) A new "Education 360" model is proposed to provide experiential learning, networking, mentorship, and real-world business experiences to better prepare students for the challenges of globalization.
Many institutions see technology as a strategy to increase revenues and decrease campus-bases classrooms and resources. However, as emerging technologies shift the course from teaching-centered to learning-centered, historically effective strategies may no longer provide the same return on investment. This session examines how we can maximize the return on value of technology to increase learner engagement, add instructional options, and improve faculty efficacy.
Peter Bol, Vice Provost for Advances in Learning at Harvard University, gave a talk on the future of information technology in higher education. He discussed several topics, including improving teaching and learning at research universities through greater use of online learning opportunities and a learning management system (LMS). He also talked about using data-driven research to study teaching and learning, such as by analyzing student behavior and performance in massive open online courses (MOOCs) to identify areas for improvement. Finally, he addressed the audiences for open online learning and how MOOCs have given Harvard courses a much larger reach than just the small number of undergraduate students.
The document discusses the need for digital change and transformation in education organizations. Emerging technologies will be a catalyst for this change by supporting personalization, mobility, richer experiences and flexibility. Education must focus on delivering memorable experiences for students and differentiating its value. Organizations need to understand their digital maturity across organization, technology, engagement, and culture. A roadmap for transformation involves experiments, measuring traction, and evolving roles from crawl to fly. Driving change requires understanding one's purpose, cultivating curiosity, and leading rather than being driven by change.
The document discusses opportunities and challenges for online higher education. It notes that online education is growing and can help learners access education flexibly. However, learners and employers expect high-quality, engaging, career-relevant learning. Online programs need strong branding, mobile access, personalized learning, and community support. The document also provides strategies for institutions to develop online education, such as aligning with their mission, starting small, and incentivizing faculty involvement.
The Future of Computing Professions -- influences from Moore's Law, innovation, social capital development, career planning and leadership -- with a focus on the value of getting involved in professional activities.
The document discusses the tension modern universities face in balancing student consumer demands with their commitment to intellectual transformation. It explores how the view of higher education as a private investment focusing on employability clashes with ideas of universities providing public good. While metrics like the National Student Survey emphasize student satisfaction, universities aim to cultivate critical thinking through challenges. The document advocates for pedagogical reforms, use of technology, and leadership emphasizing shared strategic purpose to bridge these perspectives.
Upcea 2020 sola+r ketcham-identifying skills, knowledge and attitudes for s...gketcham
The document summarizes a discussion about the skills, knowledge, and attitudes needed for successful online leadership positions in higher education. It identifies common roles for these leaders, including vision/leadership, entrepreneurship, fiscal management, and instructional design. Barriers discussed include resistance to change from institutions and a lack of integration for online/continuing education leaders. Advice from colleagues includes gaining experience at different institutions, self-promotion, publishing, and networking to advance careers.
Faculty survey results and interviews with senior decision makers leading their institutions’ MOOC strategies:
What were the original motivations behind your MOOC strategy? How have your motivations evolved after some experience with MOOCs? How are you measuring the success of your MOOC strategy? What lessons and best practices have emerged from your experience with MOOCs? What are your plans to expand the use of MOOCs? What advice would you give to other senior leaders considering a MOOC strategy?
The document discusses how teaching, learning, and technology are changing. It notes that learners, graduates, faculty, expectations, and infrastructure are different than they were 10 years ago. Various course designs are presented, including distributed engagement, blended/hybrid, and 100% online models. Strategies like modularized curricula and participatory pedagogy are also discussed. The document advocates keeping up with trends and collaborating with others.
This document provides an introduction and overview of a project exploring how to promote entrepreneurship and sustainability values in young students. It identifies three main focus areas of the project: education, entrepreneurship, and sustainability. These areas are interlinked. The document outlines the project's objectives of educating youth about sustainability, creating a service network to help innovative ideas become sustainable businesses, and raising awareness of training entrepreneurs for a circular economy. Primary research included ethnographic research with students and teachers and interviews with entrepreneurs to inform the project scope and opportunities.
The Quest for the Best Education for the Future in 2023.pdfHi-Tech Institute
In today’s fast-paced world, the quest the best education for the future has become more important than ever. The choices we make about our studies greatly influence our future prospects, both personally and professionally
The future of data analytics education is marked by diverse trends and innovations. Online learning, micro-credentials, and interdisciplinary approaches are democratizing access and specialization. Technology integration, such as AI and cloud-based labs, enhances learning experiences, while project-based and personalized learning foster practical skills and adaptability. Ethical considerations and industry collaboration are integrated, and interactive tools, gamification, and VR/AR provide engaging education. Challenges include content updates, equitable access, data privacy, and quality assurance. Overall, data analytics education is evolving to meet the demands of a data-driven world, emphasizing adaptability, inclusivity, and ethical practices.
The Future of Data Analytics Education_ Trends and Innovations (2).pdfUncodemy
The future of data analytics education, particularly the Data Analytics Course in Dehradun with Uncodemy, embodies dynamic innovation, adaptability, and an unwavering commitment to preparing individuals for the data-driven world. In an evolving industry, it's imperative to keep education aligned with shifting demands. This entails staying updated with swiftly evolving technologies, addressing concerns about equitable access, navigating the intricacies of data privacy and ethics, and ensuring high quality and consistency in online and micro-credential courses. To fully unlock the potential of data analytics education, it is of utmost importance to invest dedicated efforts, champion inclusivity, and uphold ethical standards. By doing so, we can empower individuals to embark on a journey of learning and professional growth in the field of data analytics, thereby fostering innovation and progress in our data-centric society. Explore the Data Analytics Course in Dehradun with Uncodemy and seize valuable opportunities in this dynamic field.
Babi Mitra, a speaker at the marcus evans University Leadership Summit 2022, discusses the efficacy of engineering education, and what changes it is undergoing.
1) MOOCs provide opportunities for organizations to leverage free online content for training and professional development, though ensuring quality and engagement can be challenging.
2) Case studies show how organizations are using MOOCs in blended approaches combined with other learning methods, and as marketing tools to build customer loyalty.
3) Key success factors for organizations using MOOCs include designing learning paths that link to business value, developing facilitators, and creating the right social environment to prevent isolation.
This document provides an overview and summary of key insights from a 2013 learning insights report produced by City & Guilds Kineo and e-learning age. It finds that learning is increasingly pervasive, continuous, collaborative and connected. It occurs both inside and outside of formal learning management systems. This has implications for how learning and development departments design learning experiences and assess learning. Specifically, the document identifies 10 key insights from the research, including that informal learning needs structure to avoid chaos, the importance of social and experiential learning, and that learning must keep pace with changes in technology and learner expectations. It also discusses trends in the consumerization of IT, a more fragmented and global workforce, and increased focus on developing staff through apprent
Similar to Colleges and Institutes Canada Keynote Presentation Oct 2017 (20)
The document discusses building resilience during times of change and uncertainty. It notes that many things are changing quickly due to factors like COVID-19, the economy, and challenges to traditional sources of information. It advocates seeing changes as an opportunity rather than a threat. The document outlines developing resilience through expanding social connections, managing emotions, learning from experiences, having a sense of purpose, and showing compassion for oneself and others.
I explored some ideas and shared some information with various groups within the College in Thunder Bay, Ont on 23rd January. This is the deck I dipped in / out of. No one group saw all of these slides and all groups saw some of the same slides. Dip in and explore.
An exploration of AI and analytics, blockchain, robotics and 3D printing, 5G and immersive technology, gamification, video based learning and their likely impact on learning in the medium term. Also has some cautions. Developed for a series of presentations across Canada.
The Probus Club is a club for retired persons. This presentation will be made on Tuesday 26th November (am) and is freely shared. It explores the future and the implications of living in the "in-between time" - a time of transition.
The document discusses the context facing public education in Alberta. It notes the slowing global and provincial economies, changing demographics, and the provincial government's focus on austerity and budget cuts. Key issues highlighted include governance changes reducing school board power, increased privatization and school choice policies, a widening skills gap, debates over curriculum, the challenges of technology, poverty, and data use in schools. Trustees are urged to consider these issues and form new coalitions to advocate for students in the face of budget cuts and resistance to evidence-based policymaking.
The document discusses many challenges facing education due to rapid changes in demographics, technology, the economy, and society. These changes include shifts to online learning, the gig economy, growing inequality, and new skills needed for jobs. Education systems must adapt quickly to these challenges through reforms like changing governance models, incorporating more technology, and ensuring students learn skills for a changing world of work.
This document discusses the rapid development of a graduate course in an EMBA program. It begins by introducing the author and their background in online education. It then describes a graduate course called EKLI 682 on knowledge, learning, innovation and performance that was created in a few days. The course focuses on contemporary issues shaping Canada's future competitiveness. It explores how the course was designed using a community of inquiry model to engage executive students in challenging projects and discussions. Key aspects of the design included leveraging students' existing expertise, focusing on enabling skills and reflection over content, and co-creating the learning experience. The document concludes by noting that revision of such rapidly developed courses takes much less time and can be continuously improved based
This document summarizes recent developments in assessment methods. It discusses the rise of on-demand assessment available anytime, anywhere based on competencies. It also describes automated assessment generation that can quickly create many versions of an assessment. Automated marking of assessments using AI is now possible for essays, short answers, and coding tasks by training algorithms on human-scored samples. Video-based assessment can measure competency levels in videos using tools like IBM Watson. Peer assessment is also growing reliable for MOOCs and courses. Adaptive assessment provides instant feedback and adjusts subsequent learning. E-portfolios are expanding beyond transcripts. Competency-based qualifications without courses are emerging. These trends mark a renaissance in credible assessment of capabilities.
The document discusses key drivers that are shaping the future of education, including demographic shifts, economic shifts, new patterns of work, and technological disruption. It argues that the future will include more lifelong learning, competency-based assessments, artificial intelligence-enabled learning systems, simulations, collaborative learning, challenge-based learning, immersive learning, MOOCs leading to degrees, and new providers of learning. The future of education is emerging through modular, stackable learning; anytime, anywhere assessment for skills; and work-based learning for credit.
This document discusses challenges and changes in 21st century digital education. It begins with a brief history of future trends like demographic shifts, economic and political changes, climate change, and technological disruption. These trends will reshape society and work. The document then discusses current challenges in higher education like privatization, datafication, learnification, and de-professionalization of teaching. It concludes by suggesting potential changes like modular stackable learning, anytime assessment, work-based learning for credit, MOOCs for degrees, and new education providers through public-private partnerships.
Presentation to Executive MBA students attending a week long leadership course / experience, July 25th at the Sheraton Cavalier, Calgary, Alberta, Canada.
This document discusses challenges and changes that will impact the future of learning. It presents a brief history of predictions about the future and pieces of the puzzle that will shape education going forward. These include changing demographics, economies, technologies, and environments. The document specifically examines challenges facing education in Alberta, including curriculum changes, funding pressures, inclusion challenges, and literacy issues. It then presents several potential future scenarios for education in Alberta, from increased government control to a designed future with true partnership between all stakeholders. The document concludes by encouraging readers to think about possibilities like significant budget cuts, implications of economic and social changes, emerging pedagogies, and increasing classroom complexities.
This document discusses trends shaping the future of work, organizations, and education. Some key trends include shifting global economies with growth in Asia, new technologies like AI disrupting many jobs, and the rise of the gig economy. This will require new types of agile organizations and new ways of working that integrate people and technology. Both businesses and public policy need to adapt to these changes. Education also needs to shift to focus more on skills like collaboration and adaptability rather than just STEM. Overall, the future will be defined by ongoing, rapid changes that require strategic leadership to navigate.
This document discusses challenges and changes facing the future of learning in Alberta. It provides context on demographic shifts, global economic changes, technological advances, and other trends impacting society. Specifically for Alberta, it outlines the province's strong economy but notes upcoming budget cuts could slow growth. The education system faces increasing class sizes, inclusion challenges, and ensuring curriculum stays relevant amid rapid change. The document presents three potential future scenarios: the government takes more control of education; a status quo with reduced funding; or a designed future with substantive reforms and partnership between all groups. It concludes by noting the need for strategic leadership to navigate significant ongoing changes.
The document discusses challenges and changes facing the future of learning. Key points include:
- Demographic shifts like aging populations and globalization will impact economies and work. New skills will be needed.
- Rapid technological advances like AI and robotics will significantly impact many jobs and require new skills and flexibility.
- Issues like inequality, environmental challenges, and changing forms of work and organizations will shape the future context.
- Schools must focus on core literacy and numeracy, flexibility, resilience and life skills to prepare students for this uncertain future. Assessment and collaboration are also emphasized over competition. Creativity and imagination need greater focus.
- Professionals will face challenges adapting to these changes and enabling new approaches to personalized
This document outlines how AI could impact higher education in 10 ways: (1) natural language generation, (2) speech recognition, (3) virtual agents, (4) machine learning platforms, (5) AI optimized hardware, (6) decision management, (7) deep learning platforms, (8) biometrics, (9) robotic process automation, and (10) text analytics. It then provides examples of current AI activities in higher education, including automated feedback/grading, intelligent tutoring, learning analytics, student support services, adaptive group formation, virtual agents, virtual reality, and personalized adaptive learning. The document concludes by noting some key concerns with AI in education, such as explainability, bias, filter bubbles,
This document discusses organizational change and developments in online learning. It provides case studies of significant change at the Open Polytechnic of New Zealand, Hamdan Bin Mohammed Smart University in Dubai, TAFE New South Wales, and the proposed Woolf University in Oxford. At the Open Polytechnic of New Zealand, the strategic vision is shifting to personalized, self-directed, relevant, connected, and continuously improving learning experiences. Hamdan Bin Mohammed Smart University is shifting from degree programs to lifelong learning and repurposing its systems. TAFE New South Wales is moving from separate colleges to a unitary training organization with industry-focused product managers and a digital lab. Woolf University aims to address problems with adjunct faculty and
This document discusses 12 trends that will shape the future, including demographics, shifting economies, globalization, environmental challenges, and new technologies. It notes that many jobs will change or be replaced by automation, and new types of organizations and work arrangements will emerge. Growing inequality, debt, loneliness, and challenges to identity are also discussed. The implications for colleges and polytechnics are that they need flexibility, assessment of skills anytime anywhere, thinking globally and locally, enabling learner mobility and co-designed programs, and collaborating not competing. The key challenges for polytechnics are to stay focused on their applied mission while adapting structures and partnerships.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
2. This
presentationwill
offer:
A brief history of the future
A review of implications for colleges and institutes
A look at the implications for leaders and policy
Makers
13. Distractions
Distraction 1: Fix the infrastructure – “If only we had
more effective curricula, more rigorous standards,
more clear policy, and more alternative-shaped
buildings”
Distraction 2: Fix the student – “If only we had better,
well-prepared students from the school system…”
Distraction 3: Fix the colleges– “If only colleges had
more money and autonomy, they would be better
colleges”
Distraction 4: Fix the instructors– “If only instructors
had better training, were paid for performance and
adopted new technology we could….”
19. ATimetoFocus
1. A focus on learners, learning and success…
Learning to learn, learning to be, learning to do and learning
to live together
Personalizing learning journeys, learning processes and the
assessment of learning
Enabling innovative routes to credentials..
2. A focus on outcomes, competencies and capabilities..
Competencies and capabilities not courses
Assessment as the new “bitcoin” for colleges and institutes –
anywhere, anytime assessment for competencies and
capabilities
End time-based learning (Carnegie Unit) and focus on what
learners need to be able to do / can do..
20. ..and..
3. A focus on flexible, modular, stackable learning
Micro courses (1,2,3,4 weeks)
Stackable courses which can accumulate to transferable
courses
Anytime, anywhere
365 day admission – fix time to complete
E-portfolio “passports” for learning
4. A focus on multiple routes to success
Online, in class, through work
Work-based learning partnerships for credit
Prior Learning Competency Assessments
MOOC’s for credit
21. 5. A focus on innovative approaches to partnerships and
collaboration
New partnerships local, regional and global
New collaborations for learning and credit
Embracing AI as a way to personalize learning
Embracing “unusual suspects” for new kinds of pathways
for learning
6. A focus on impact and sustainability
Think personal impact
Think social impact
Think economic impact
Think of the impact you have on a trade, profession,
firm, community and measure it..
Canada
By 2030, 30% of Canadians will be over 60 years of age
There will be 2 working age people in Canada for each retiree – down from 4 in 2015.
More seniors than students in K-12 for the first time.
Worldwide
Global population will exceed 9 billion
The proportion of the world’s population over 65 will double
There will be over 400 million persons over 80 – 4x the present number
80% of those 65 or older will live in low or middle income countries
For the first time in history, there will be more people over 65 than under 14
In Italy, Japan and Spain 1 in 3 will be over 65
2.3 billion new middle class consumers will emerge by 2030, mainly in Asia, India and Africa
By 2025 almost 50% of the world’s billion dollar companies will be headquartered in emerging markets, not in North America or Europe (41% of them are already Asian based)
425 major cities will fuel the global economy – 315 of them are in Asia
Look in a grocery store and ask “where did these products come from?”
Holland is using technology to change its economy – now the world’s second largest exporter of food…
Kenya is the world’s third largest exporter of cut flowers..
Look at the rise of MOOC’s – In 2016, over 700 universities and colleges offered between them some 6,850 MOOC courses which were taken by some 58 million students.
At the BMW Cowley plant in the UK, a new custom built mini rolls off the production line every 61 seconds thanks to over 2,500 robots and 120 person shifts. The robots, supported by machine intelligent systems, oversee the system of productions..
Just think what 3D can do – print a 2 bedroom house in 24 hours for $12,000US which meets the California building code.
The nature of work and the organization that shape it is changing. Think UBER, think 99Designs, think of all those organizations which have learned to dance with robots.
Chris Katurna suggests: There is good evidence, for example, that within developed countries “the economy” is now splitting into two: the one, a “dynamic sector” of high-value industries where AI, robotics and other technologies are creating tremendous gains in wealth and productivity; and the other, a “stagnant sector” of low-value industries with low job security and low pay.
IBM Watson (just one AI engine) offers powerful solutions in health care, education, financial services and for other sectors. E.g.
Preventive maintenance
Replacing underwriters in a large insurance company in Japan
Offering health treatment strategies on the basis of MRI’s..
Able to locate specific moments within a video
Offers support to teachers for class lesson planning
We have seen nothing yet…
By the year 2015 in Canada, app. 40% of the workforce were contingent workers – contracted for service rather than employees.
16% declare themselves in this way as self-employed. The contingent workforce doubled since 2008.
Largest number of contingent workers are young people under the age of 35.
Canada has the 3rd largest contingent workforce in the world behind New Zealand (#1) and the US (#2).
75% of the university sector are contingent workers (sessional, part-timers).
Worldwide, 40% of the world’s workforce are contingent workers and this number is expected to rise to 60% by 2020.
In the Fortune 100 companies, contingent workers make up 30% of the workforce, but predictions are that will soon rise to 50%.
Per capita funding for college and institute students has fallen over time.
Deferred maintenance remains a major challenge – 60% of college/institute infrastructure seems past is “sell by” date.
We do not invest enough in innovation / R&D in colleges and institutes.
Don’t get me started on indigneous education investments!
But our governments have significant challenges fiscally – not only debt (combined is $1.7 trillion), operating deficits (e.g. Alberta’s operating deficit in current fiscal year is estimated at $110.3 billion) but also demographic shifts.
We can expect some focused, structured investments but austerity is the name of the game for Canada (and many other parts of the world) for some time to come…
Man’s Search for Meaning continues…
Reshaping of social identity in the light of social media, new forms of connection between people..new values and mindsets.
Millennials (those born between 1981 and 1996) are of special interest, since they will soon “own” the workplace. Their values are subtly different from the generation before them:
More open to multi-culturalism
More likely to live at home longer (average Italian male lives at home till 35)
Less religious, more community minded
More focused on work-life balance
More interested in gig economy
See Pew Centre ongoing research on millennials at
http://www.pewresearch.org/topics/millennials/
The Skills Gap
A major preoccupation of Governments and industry, but is in fact a complex issue.
We do not know what skills will be needed when AI,3D printing etc will displace between 30-45% of jobs in Canada by 2040. We do know that the key skills in learning how to learning, learning how to be, learning how to do and learning to be with others.
65% of those starting primary school this year will be employed in jobs that don’t yet exist.
60% of those starting primary school this year will enter the “gig” economy – the contingent workforce in Australia is currently 30% of all seeking work.
The biggest demand for skills will be for skills which robots and technological systems find difficult – problem finding, critical thinking, creative work.
STEM is not the future – STEAM is!
Many companies do not know what skills they will need in 2020…
Lots of uses of “big data” (but in colleges and universities its more talk than action)..
Think about how data now informs policy and action…
Think about how big data now shapes marketing..
In K-12 datafication is a maior trend and impacts resource allocation (money, HR) and is starting to shape policy (PISA envy).
Pressure for performance and results and pressure to comply and meet standards is growing in colleges and institutes around the world.
Compliance is a challenge and can inhibit innovation, rapid change and new ways of working.
Colleges and institutes need to lead a rethink of accountability and KPI’s focused on student engagement, outcomes and impact.
Quality standards for higher education are based on outdated thinking about quality..
Peer review is no longer an adequate basis for such work and it is clear that our QA processes inhibit innovation.
While we need to protect the public interest – look at the recent spate of stories about fake degrees, for example – we do need to get
To a point where established Colleges and Institutes can take risks with new approaches to programs and development..
Collaboration is the DNA of the knowledge economy.
Presidents and leadership teams need to engage in the work of strategic foresight and undertake planning working back from the future rather than starting where they are.
When we do so we should imagine new forms of learning, new uses of technology and new ways of engaging our instructors. Think 5-8 years out, then work back year by year
to the present – what do we need to stop doing, improve, redesign and start?
See http://www.lulu.com/ca/en/shop/stephen-murgatroyd/how-to-rethink-the-future-making-use-of-strategic-foresight/ebook/product-22430074.html
Collaboration is the DNA of the knowledge economy and is the key to a different future..
Think:
Partnerships and alliance not competition
Think of new forms of collaboration – e.g. work based learning, assessment based qualifications
Think of new collaborations with firms and industry associations..
Think networks of collaborators..
Think collaborative incubators
Think global and local – think glocally..
Waiting for Godot is a fools game ..
“Forgiveness is easier to get than permission”
With your Board as champions and with your collaborators as partners, lead and challenge and push and take risks for the future.
Remember: resilience is giving up on giving in
Building adaptive capacity into the fabric of the organization is a critical task.
Adaptive colleges / institutes are:
Engines of innovative
Teamwork dominates the methods of working.
Constantly using small data to detect change patterns that are worth responding to
Leadership is distributed, engaged and situational.
Risk taking occurs within a context of care for others.
Interdependent, dynamic.
Safe
The capacity of an institution requires engagement of those who can make most difference – the student.
Student voice is the most underutilized asset of post-secondary institutions.
Engage students in course design, program rethinking, new approaches to assessment, new forms of collaboration and all / any innovation.
You will be surprised.
The basic work of leadership comes down to these three areas of work – thinking ahead and faster, collaboration and leading within to build adaptive capacity.
No doubt or wine producers can recommend appropriate ”solutions” !!