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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 – PowerPoint PPT presentation

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Title: Higher Education without Borders: Learning to Live Together


1
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
2
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

2
15TH ASEACCU Conference for administrators
3
Part I
15TH ASEACCU Conference for administrators
4
The Inevitable Impact of a Fast Changing Society
and Globalization
  • Knowledge has changed.

15TH ASEACCU Conference for administrators
5
  • 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

5
6
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.

15TH ASEACCU Conference for administrators
7
  • 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

7
8
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.

15TH ASEACCU Conference for administrators
9
  • 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

9
10
  • 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

10
11
  • 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

11
12
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.

15TH ASEACCU Conference for administrators
13
  • 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

13
14
  • 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

14
15
  • 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

15
16
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?

15TH ASEACCU Conference for administrators
17
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?

15TH ASEACCU Conference for administrators
18
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

15TH ASEACCU Conference for administrators
19
  • 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

19
20
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?

15TH ASEACCU Conference for administrators
21
  • 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

21
22
  • 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

22
23
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.

15TH ASEACCU Conference for administrators
24
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

25
26

26
27
  • Strategic Planning

27
28
  • 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

28
29
  • 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

29
30
  • 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

30
31
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
32
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
33
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
34
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
35
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
36
The Conceptual Frameworks
  • The Management Task
  • Results Orientation
  • Strategic Planning
  • Situation Analysis

FAPE in-service program for administrators
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FAPE in-service program for administrators
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FAPE in-service program for administrators
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FAPE in-service program for administrators
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FAPE in-service program for administrators
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FAPE in-service program for administrators
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FAPE in-service program for administrators
43
Insights from the Case Study
Management of Resources Results
Orientation Strategic Planning
FAPE in-service program for administrators
44
  • 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

44
FAPE in-service program for administrators
45
  • 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

45
46
  • Managing Physical Resources
  • Maintenance costs
  • Impact on student satisfaction, public image
  • Potential for revenue generation
  • Involvement of PTA and local community

46
FAPE in-service program for administrators
47
  • Managing Time
  • Tools for yearly, monthly, weekly planning
  • Articulating project time frames/timetable
  • The difference between project management and
    operations management

47
FAPE in-service program for administrators
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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

48
FAPE in-service program for administrators
49
  • 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

49
FAPE in-service program for administrators
50
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.

FAPE in-service program for administrators
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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

FAPE in-service program for administrators
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The Principal as Manager
  • as optimiser of
  • all resources
  • - as results oriented
  • - as strategic planner

52
FAPE in-service program for administrators
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