Higher Education without Borders: Learning to Live Together Victor Ordonez January, 2007 Keynote Address: The Need for Catholic Universities to Respond.

Higher Education Higher Education without Borders: without Borders: Learning to Live Learning to Live

TogetherTogether

Victor OrdonezVictor Ordonez

January, 2007January, 2007

Keynote Address:Keynote Address:The Need for Catholic The Need for Catholic Universities to Universities to Respond to Respond to Globalization and Globalization and EvangelizationEvangelization

15TH ASEACCU Conference for administrators

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OutlineOutline

Part I: The Inevitable Impact of a Fast Part I: The Inevitable Impact of a Fast Changing Society and Changing Society and

Globalization Globalization

Part IPart II: The Essential Role or Mission of a I: The Essential Role or Mission of a . Catholic University: . Catholic University: Evangelizaton?Evangelizaton?

Part III: Brief Summary and ConclusionPart III: Brief Summary and Conclusion



Part I:Part I:

The Inevitable Impact of a Fast The Inevitable Impact of a Fast Changing Society and Globalization Changing Society and Globalization - Knowledge has changed.


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Strategic Planning Analysing the needs of the school

Judging the feasibility and acceptability of the activity/project/policy

Seeking alternative plans and contingency measures; thinking “outside the box”

Consultation as a means of soliciting support and co-ownership

A historical overview of universities reveals its traditional functions: create, transmit, and preserve knowledge.

Those functions have taken many forms over time, as political, social and economic demands change.

Today’s changes are so fast that universities have great difficulties in re-shaping these traditional functions.

The Inevitable Impact of a Fast The Inevitable Impact of a Fast Changing Society and Globalization Changing Society and Globalization - Knowledge has changed.- Higher learning and knowledge no

longer monopoly of universities.- Society’s knowledge needs have

changed.


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Learning needs have changed; but curricula have not.

Curriucula supply driven, not demand driven (examples

Danger of teaching for a world that may no longer exist.

Fundamental reorganization of programs not around academic disciplines but around global issues.

Delors: 4 pillars; currently the weakest of which is learning to live together (MINEDAP consensus)

Implications: pedagogy, technology, calendaring, teacher configurations, etc.


longer monopoly of universities.- Society’s knowledge needs have

changed.- The clientele of higher education is

changing, and growing.


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Students and individuals have greater demands from a competitive, globalized, and still unfolding knowledge society.

Universities must cater to this learning society. Its clientele is no longer just early adults pre-work secondary school graduates; it must serve learning needs of individuals of all ages in a knowledge society.

Even in undergraduate degree programs, students are:

Older

More discriminating

Think and learn differently, ergo musts be taught differently

Turning up in greater and greater numbers

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Chart of statistics, c/o David

Implications

Corporatization, privatization

Equity concerns: loans, scholarships, taxes

Equity, market distortions

Global standards vs. national capacities

Government policy ambiguities

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h


longer monopoly of universities.Society’s knowledge needs have

changed.- The clientele of higher education is

changing, and growing.- Higher education is internationalizing

dramatically in many ways.


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Student and faculty mobility increasing dramatically (charts?)

Greater Mobility of labor: need for mutual recognition of degrees

International standardizatoin of expectatioins; league tables, national centers of excellence (equity issues again)

Distance education – national and international

Other forms of cross border education: branchy campuses, twinning arrangements, joint degree programs, etc. (Government policy still in flux.)

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h

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TheThe Essential Role or Mission of a . Essential Role or Mission of a . Catholic University Catholic University

Key Questions: - What makes a Catholic university

Catholic?- What does the Christian message tell us

about the way we should run universities?

- Is evangelization at the center of the answers to these, or just an important component of them?


TheThe Essential Role or Mission of a Essential Role or Mission of a Catholic University Catholic University

What makes a Catholic university Catholic? - common misperceptions

- ownership, quality, social commitment, values (are alumni, faculty any different?), service to poor, teaching theology classes

- What then is the essence?





- What then is the essence? - parts of the answer available

as starting points


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From you:“______________________________________________________________________________________________________________________.”

From a university mission statement:

“to create (programs) that will be signs of God’s kingdom and instruments of salvation...for those who seek the fullness of their humanity through education”

From the thoughts of the IFCU President

“its misson is to preserve, transmit, and develop the Catholic intellectual tradition.”

From a keynote address for OIEC Asia:

“the distinctive contribution must be in the mananer in which it supports and nurtures the faith in individuals and Christian communities.”




- What then is the essence? - parts of the answer available as starting points

- How can better manifest this essence?15TH ASEACCU Conference for administrators

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• From a keynote address for OIEC Asia:

- keeping a distinction between teaching and preaching

- need to distinguish what is the essence of the faith vs. accumulated accretions of historical expression of this

- need to re-package this essence for today’s students—a priority research agenda (with curruiculum and budget implications)

• From the thoughts of the IFCU president:

- a humanistic approach that seeks to place the learning of all academic disciplines in the service of addressing questions of human meaning

- educational programming to help student make the link between discipline knowledge and thier engagement of this with contemporary issues of the common good.

- creating the lifing experience of the Church’s liturgical and spiritual life

- involve in ministries of charity AND reflect and learn from them

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From a university mission statement:

- imbuing a sprit of faith

- participating in the Church mission of easing the plight of the vulnerable and marginalized sectors

- bringing Christian perspectives and values to bear on human knowledge and culture

- impeling leraniers to translate their knkowledge into actula practrice for the betterment of society

- preparing learniers for responsible particpat in the familyh, the community, soiciety, and the Church

From you:

“_______________________________________________________________________________________________________.”

Brief Summary and ConlusionBrief Summary and Conlusion

- Catholic universities must reconginze inevitablility of quick and paradigmatic change.

- Task is two fold: driven by the impacts of globalization and rapid societal change, and driven by a need to re-invigorate the Catholic dimension of its universities.

- Questions have been raised here, hopefully to provoke discussion and analysis, and more importantly to provoke action—policy and program change.


Higher Education Higher Education without Borders: without Borders: Learning to Live Learning to Live

TogetherTogether

Victor OrdonezVictor Ordonez

January, 2007January, 2007

Keynote Address:Keynote Address:The Need for Catholic The Need for Catholic Universities to Universities to Respond to Respond to Globalization and Globalization and EvangelizationEvangelization


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• Strategic Planning

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The Impact of Globalization on Higher Educatiobn

Analysing the needs of the school




FAPE in-service program for administrators

The Conceptual FrameworksThe Conceptual Frameworks

The Management Task:- the achievement of a specified goal (or target or vision), using available resources—human, financial, assets, and time—in the optimum manner possible.









The Management Task

Results Orientation: Articulating objectives Ensuring the links of the motivational chain by translating goals downwards Management by Objectives (MBO) and evaluation mechanisms






The Management Task Results OrientationStrategic Planning:

Situation Analysis


SITUATIONAL

ANALYSIS

It depends.


SITUATIONAL

ANALYSIS

It depends.

It depends on Information

- What info is needed?

- Who has it?

- Who can contribute to the decision?


SITUATIONAL

ANALYSIS

It depends.

It depends on the need for Participation

- Who can contribute to the decision?

- Who is familiar with resolving this type of problem or decision?

- Who can I trust to make a decision on the basis of the general good?


SITUATIONAL

ANALYSIS

It depends.

It depends on the need for acceptability

- If I decide, will it be accepted?

- How important is it to effective implementation that it be accepted by the people?


SITUATIONAL

ANALYSIS

It depends.

It depends on who is affected.

- To whom is this decision important?

- Who is affected by the decision?

- What difference does it make if one alternative is chosen over another?


SITUATIONAL

ANALYSIS

It depends.

Finally, it depends on one’s personal preference.

- What style am I most comfortable with?

- What style am I most effective with?


Insights from the Case StudyInsights from the Case Study

Management of Resources

Results Orientation

Strategic Planning

44FAPE in-service program for administrators

Managing Financial Resources

Costing and multi-year projections

Optimum use of existing financial resources

Seeking collaborators for joint activities; fund raising

Financial management of projects

The negotiated budget as a management tool

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Managing Physical Resources

Maintenance costs

Impact on student satisfaction, public image

Potential for revenue generation

Involvement of PTA and local community


Managing Time

Tools for yearly, monthly, weekly planning

Articulating project time frames/timetable

The difference between project management and operations management


Results Orientation

Justifying decisions and projects in light of school’s goals and priorities

Involving staff in project definition and evaluation

Anticipating resistance

Forging a results-oriented master plan

Assessment through outputs/results rather than through inputs







Actionable ItemsActionable Items

1.Establish clear goals and objectives for the school and ensure that they are translated at every level of the organization.

2. Justify every major decision in light of the school’s goals.

3.Budgets, timetables/calendars, master plans, and priorities should reflect how activities and projects support goals.


Actionable ItemsActionable Items4. For project management:

- recognize the different sub-culture, and rhythm of projects

- use consultation to generate co-ownership and acceptability

- recognize impact and implications of project on other aspects of the school

- anticipate expected and unexpected outcomes


The Principal The Principal as Manageras Manager

- as optimiser of as optimiser of all resources all resources - as results oriented- as results oriented- as strategic planner- as strategic planner

Higher Education without Borders: Learning to Live Together Victor Ordonez January, 2007 Keynote Address: The Need for Catholic Universities to Respond.

Documents

globalization knowledge

learning society

societys knowledge needs

unfolding knowledge

coownership learning

fast changing society

higher learning

learning needs of individuals