Developing New Generation Leaders: The EMPOWER Leadership Development Programme

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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.

Education

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

“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.”

“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

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

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

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

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

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

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

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

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

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

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- The document discusses the development of national quality assurance (QA) guidelines for digital education in Ireland. - It begins by summarizing a recent OECD study that found varying approaches to QA of digital education across countries. - The next section describes Ireland's Quality and Qualifications Ireland ongoing process of developing specific national QA guidelines for digital education, which includes an open consultation period that recently closed. - The document concludes by discussing how European QA standards and guidelines may need updating to better address digital education.

International Standards, Practices and Supports for the Quality Assurance of ...

Mark Brown

1) The document discusses quality assurance of micro-credentials. It notes that while many countries currently lack frameworks for micro-credentials, some are developing standards to apply existing quality assurance processes. 2) Institutional quality assurance of micro-credentials is also discussed. Some universities have internal approval processes and collect data on student engagement and outcomes, though approaches vary. 3) Supports for quality assurance mentioned include learning design reviews, appropriate assessment strategies, and institutional reviews of micro-credential offerings. The talk concludes with remarks on enabling quality conversations.

Uncaging Digital Education: A Talk on the Wild Side

Mark Brown

This document appears to be a collection of notes and references on the topic of education. It includes photos, quotes, links and brief text snippets on a variety of subtopics like the future of learning with technology, microcredentials, critical thinking skills, and history of educational projects like Project Plato from the 1960s. The overarching theme seems to be exploring changes and challenges in education systems.

A Digitally Enabled Ecosystem of Micro-credentials: A Complex Ecosystem With ...

Mark Brown

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