Higher Education without Borders: Learning to Live Together

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Higher Education without Borders Learning to
Live Together
Keynote Address The Need for Catholic
Universities to Respond to Globalization and
Evangelization
Victor Ordonez January, 2007
ASEACCU
15TH ASEACCU Conference for administrators
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Outline

• Part I The Inevitable Impact of a Fast
  Changing Society and Globalization
• Part II The Essential Role or Mission of a
  . Catholic University Evangelizaton?
• Part III Brief Summary and Conclusion

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

• Knowledge has changed.

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• Strategic Planning

• 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.
• Todays changes are so fast that universities
  have great difficulties in re-shaping these
  traditional functions.

• 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

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The Inevitable Impact of a Fast Changing Society
and Globalization

• Knowledge has changed.
• Higher learning and knowledge no longer monopoly
  of universities.
• Societys 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.

• 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

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The Inevitable Impact of a Fast Changing Society
and Globalization

• Knowledge has changed.
• Higher learning and knowledge no longer monopoly
  of universities.
• Societys 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

• 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

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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

• 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

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• Strategic Planning

• h

• 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

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The Inevitable Impact of a Fast Changing Society
and Globalization

• Knowledge has changed.
• Higher learning and knowledge no longer monopoly
  of universities.
• Societys 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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• Strategic Planning

• 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.)

• 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

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• Strategic Planning

• h

• 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

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• Strategic Planning

• h

• 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

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The Essential Role or Mission of a .
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?

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The Essential Role or Mission of a
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?

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The Essential Role or Mission of a
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?
• - 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
  Gods 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.

• 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

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The Essential Role or Mission of a
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?
• - parts of the answer available as
  starting points
• - How can better manifest this essence?

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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 todays
  studentsa 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 Churchs
  liturgical and spiritual life
• - involve in ministries of charity AND reflect
  and learn from them

• 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

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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
• ________________________________________________
  __________________________________________________
  _____.

• 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

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Brief 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 actionpolicy and program
  change.

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Higher Education without Borders Learning to
Live Together
Keynote Address The Need for Catholic
Universities to Respond to Globalization and
Evangelization
Victor Ordonez January, 2007
ASEACCU
15TH ASEACCU Conference for administrators
25

• 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

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• Strategic Planning

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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

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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

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• The Impact of Globalization on Higher Educatiobn

• 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

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The Conceptual Frameworks
The Management Task - the achievement of a
specified goal (or target or vision), using
available resourceshuman, financial, assets, and
timein the optimum manner possible.
FAPE in-service program for administrators
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The Conceptual Frameworks
The Management Task - the achievement of a
specified goal (or target or vision), using
available resourceshuman, financial, assets, and
timein the optimum manner possible.
FAPE in-service program for administrators
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The Conceptual Frameworks
The Management Task - the achievement of a
specified goal (or target or vision), using
available resourceshuman, financial, assets, and
timein the optimum manner possible.
FAPE in-service program for administrators
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The Conceptual Frameworks

• 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

FAPE in-service program for administrators
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The Conceptual Frameworks
The Management Task - the achievement of a
specified goal (or target or vision), using
available resourceshuman, financial, assets, and
timein the optimum manner possible.
FAPE in-service program for administrators
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The Conceptual Frameworks

• The Management Task
• Results Orientation
• Strategic Planning

• Situation Analysis

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Insights from the Case Study
Management of Resources Results
Orientation Strategic Planning
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• 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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• 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

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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

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• Managing Time

• Tools for yearly, monthly, weekly planning
• Articulating project time frames/timetable
• The difference between project management and
  operations management

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• Results Orientation

• Justifying decisions and projects in light of
  schools 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

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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

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

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Actionable Items

• 4. 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

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The Principal as Manager

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

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