Thank you for the information. Please let me know if you have any other questions!

1. the case of Paraguay

2.  Marginson (2008):
• “the global research university is the leading idea”
 Thrift (2012):
• “What mix of higher-education institutions do we want?”
• “What can be done to enhance the status of non-academic
tertiary education?”
 Martínez Acosta (2011)
• “La Universidad Nacional de Caaguazú será una universidad de
investigación”

3.  changes in the external environment:
• resources
• regulation
 changes in the paradigm of the university
• research orientation
• professional profile

4.  to make sense of developments
 to enhance the anticipatory capacity of the
university
and last but not least:
 to organize continuous reflection within the
organization on how to navigate the
institutional environment

5.  Germany‟s Excellence Initiative injected
$2.3-billion into some 40 universities
 but failed to create a more diverse higher-
education sector and produced few lasting
changes at universities (WZBrief Bildung,
June 2012)
 “academic autonomy acts as a barrier”
 exceptions: e.g. University of Karlsruhe

6.  academic autonomy may give rise to
different outcomes:
• fragmented research interests
• top-research groups
• high level professional schools
• regionally focussed universities, etcetera
 not all of which will be sustainable
 scenario planning will be enriched by the
discussion of paradigms

9. 1. uncover the paradigms of the university
2. develop scenarios with dominant uncertainties
3. confront the paradigms with the scenarios
4. organize strategic conversations in a sustainable
way

10. Bolivia  landlocked country
Brazil  6,5 million inhabitants
 GDP $ 23,9 million
 primary completion 94%
 secondary enrollment 67%
 220.000 university
students, of which 73% in
private – mainly for profit –
unis
 quality control ineffective
 total spending per student:
• public sector $ 2400/year
• private sector $ 800 / year
[sources World Bank 2011, CONACYT 2012]

11. 1. communication strategy
2. selection of scenario team
3. development paradigms by scenario team
a. interviews of stakeholders
b. websurvey of university leaders
c. feed back from selected university leaders
4. development dominant uncertainties and
future scenarios by scenario team
5. creation of scenario „stories‟

12. 6. confrontation paradigms with scenario stories
7. development of strategic options for each
paradigm
8. discussion of strategic options with groups of
university leaders
9. informal leadership of paradigm groups comes
into existence
10. development of shared strategic agendas

13.  all unis aim for default  differentiation of uni
status: global research profiles has started
uni
 lack of transparency  development of joint
program of indicators
 each tub on its own  groups of unis
bottom cooperate in various
fields
 limited interest in  joint project to develop
cooperation with links with stake holders
business and industry

14.  politicalupheavals (general elections)
 formation of a group of „innovating
universities‟
 sustainment the strategic discourse
 development of human resources
 effective communication with general
public

15.  more background information
• paper “Promoting Institutional Differentiation with
Scenario Planning. The case of Paraguay”
• website: “innovatinguniversities.nl”
• mail: info@innovatinguniversities.nl