Role of the Educational Leaders inEstablishing Top-notch Institutions:

Why and how Higher Education Institutions should shift ?

Context: Changing Trends in Higher Education Landscape

• Restructuring education systems at different levels and market-driving

• Major trends consist of ensuring education quality, standards, and accountability in educational institutions

• Making a paradigm shift in learning, teaching, and assessment

Transformation and ReformsA paradigm shift

Transformation and reforms in the system including curriculum reforms and technological innovations

Higher Education is experiencing

How to reform education for preparing our

younger generation to

effectively cope with the challenges in the new era?

In this context the question is:

Educational leadership plays

an important role

Who are Educational Leaders

?

What is Educational Leadership?

Educational Leadership

Is to respond by :

A fast paced and continuous action

Educational Leaders .

Need to be equipped with competencies

To respond to the third wave Paradigm

to respond to Contextualized Multiple Intelligence (CMI) of the New Triplization Paradigm Committed to the development of students’ contextualized multiple intelligences (CMI)

to leapfrog

4 Key Aspects to Discuss

Three waves of Educational Reform and Development

Pentagon Theory of CMI Development

Role of Educational Leaders

The Theory of Leapfrog

Three waves of Education Reform and Development

Educational leadership is challenged by the three waves of education reform and development in different parts of the world since the 1970s

New Triplization Paradigm

Third wave

paradigm

Second wave

paradigm

First wave

Paradigm

In 1970s the educational leaders of first wave were mainly concerned with achievement of the planned goals through internal improvement of

teaching and learning

In the 1990s, the educational Leaders of second wave often focused on interface improvement through various types of quality inspection and

assurance.

In facing the challenges in the new century, the third wave of changes is moving towards future effectiveness and new

paradigm of education.

Reforms to sustain educational quality

Internal quality (1970s)

Interface quality (1990s)

Future quality

First wave Paradigm

• Conception of education Quality

Education effectiveness to achieve planned goals

• Quality assurance

Internal quality assurance: improving the internal environment

• Major approach/model of quality assurance

Internal Models

Goal specification model

Process model

Second wave paradigm

• Interface qualityas satisfaction with the education services including

education process and outcomes and as accountability to the public

• Quality assurance

ensuring that education services satisfy the needs of stakeholders and are accountable to the public

• Interface models

Resource input model

Total quality management model

Third wave Paradigm

• Future quality– as education relevance to the future needs of individuals, the

community and society

• Future Quality assurance– ensuring the relevance of aims, content, practices and

outcomes of education

• Relevance to new paradigm in education- Development of contextualized multiple intelligences (CMI)

• Triplication in education: – Globalization, localization and individualization

Contextualized Multiple Intelligence (CMI) of the New Triplization Paradigm

• CMI comes to the rescue to help children and

youth cope with a future

• What students should learn and how students should learn to succeed in the 21st century.

Contextualized Multiple Intelligences (CMI)

The human intelligence can be contextualized and categorized into six Contextualized Multiple Intelligences (CMI), including:

=> Technological Intelligence=> Economic Intelligence=> Social Intelligence=> Political Intelligence=> Cultural Intelligence and => Learning Intelligence

Development of Contextualized Multiple Intelligences (CMI)

• An emerging paradigm shift in education.

• The paradigm: from the Traditional Site-bounded Paradigm to a New Triplization Paradigm.

• The development of students’ contextualized multiple intelligences (CMI)

Pentagon Theory of CMIs

Based on contextualized multiple intelligences, a Pentagon Theory of CMIs development proposed by Cheng (2000) can be used to

reconceptualize higher education.

Cultural Intelligence

Social Intelligence

Technological

Intelligence

Political Intelligence

Economic Intelligence

Learning Intelligence

Pentagon Theory of CMI developmentfor Higher Education

1. Development of CMI

• The core condition for developing a new generation of leaders for the future of a society

• The tertiary education should be reformed with clear relevance and concrete linkages with the development of CMI.

2. Encouraging CMI Interactions

Relationships among the six CMI - interactive and mutually reinforcing with the Learning Intelligence

To have citizens with a broad mind sets or multiple intelligences to deal with the diverse challenges in the new era.

3. Facilitating Intelligence Transfer & Creativity

• Intelligence transfer from one type to other types should be encouraged and facilitated.

• The transfer itself can represent a type of intellectual creativity and generalization.

• Intelligence transfer represents the potential of creativity• Higher education should encourage achievement of CMI

as well as intelligence transfer and creativity. • Important to the development of innovative knowledge-

based economy and the creation of a high level thinking society and an intelligent global village.

4. Taking Learning Intelligence at the Central

• Development of all other CMI, the development of Learning Intelligence can play a central role.

• Instead of teaching and learning huge volume of information and factual materials, the content of higher education should put emphasis on developing students’ ability.

• Emphasize the ability and attitude to life-long learning.

5. Globalization, Localization, and Individualization of Education

To maximize the opportunities for development of CMI for tertiary students,

globalization, localization, and individualization in tertiary teaching and learning are important and necessary.

Globalization

• Transfer, adaptation, and development of values, knowledge, technology and behavioral norms across countries and societies in different parts of the world.

• Growth of global networking, global transfer and interflow in technological, economic, social, political, cultural, and learning aspects, international alliances and competitions, international collaboration and exchange, global village, multi-cultural integration, and use of international standards and benchmarks.

• Maximizing the global relevance, support, intellectual resources, and initiative in schooling, teaching, and learning

• Globalization in education are web-site learning.

Localization• Adaptation, and development of related values, knowledge,

technology, and behavioral norms from/to the local contexts.

• The enhancement of local values, norms, concern, relevance, participation, and involvement in the related initiatives and actions.

• Local networking; adaptation of external technological, economic, social, political, cultural, and learning initiatives to local communities.

• Localization to education are to maximize the local relevance, community support, and initiative in schooling, teaching, and learning.

• Community and parental involvement in school education; home-school collaboration; assurance of school accountability; etc.

Individualization

• Related external values, knowledge, technology, and behavioral norms to meet the individual needs and characteristics.

• Importance of individualization to human development and performance is based on the concerns and theories of human motivation and needs.

• Emphasis of human potentials; promotion of human initiative and creativity; encouragement of self-actualization; self-managing and self-governing; and concern for special needs.

• Implication of individualization in education - Maximize motivation, initiative, and creativity of students and teachers in schooling, teaching, and learning through such measures as implementing individualized educational programs.

New Paradigm: Triplization in Education

• The process of globalization in technological, economic, social, political, cultural, and learning aspects (Cheng, 1999)

• Different parts of the world are rapidly networked and globalized through internet and different types of IT, communications, and transportation (Albrow, 1990; Naisbitt, & Aburdence, 1991).

• Interactions between nations and people become boundless, multi-dimensional, multi-level, fast, and frequent.

• Become more and more mutually dependent with international collaborations, exchanges, and interflows.

Relevance to Paradigm Shift in Education

New millennium- multiple person

• The human nature in a social context of the new millennium will be a multiple person as technological person, economic person, social person, political person, cultural person, and learning person.

• Life-long learning and learning society

• Become towards a multiple intelligence society.

• Contribute to the development of a multiple intelligence society.

Role of Educational leaders - Current Realityif we are in the second wave of

education reforms, can it meet the challenges in a new era of globalization, information technology and knowledge based economy?

The Leapfrog Theory by Robert Ringer (Winning Through Intimidation, Looking Out for No. 1)

• Can leapfrog over your competition to be ahead of the pack. 

• Operate on a higher level than everyone else. 

• Don’t wait for another person or organization to tell you that you have arrived. 

Theory of Leapfrog

• Nations to lead in an era of accelerating change, students, teachers and states need to “leapfrog” to a new paradigm of knowledge production - Moravec (2007)

• Leapfrogging means to jump over obstacles to achieve goals - Harkins and Moravec (2006)

• Require a new “Leapfrog” mindset, based on rapid, proactive responses to future realities.

Leapfrogging as a Strategy

• Role has been adopted in education in different parts of the world.

• adopt the Leapfrog Principle in education, support it with advanced technologies, will become human capital development leaders among global knowledge and innovation economies - Harkins (2007)

• Practice of preparing students for the old economy and the old society jobs will lead to a crisis in human capital development - Moravec (2007)

• The Leapfrog principle requires entirely new approaches to teaching and learning.

As Educational leaders we have to continuously develop our academic competencies.

defining purpose, pursuing purpose, and fulfilling purpose

Effort is to see how interface education quality and internal effectiveness are relevant

to these challenges

.

Rethink about how to change curriculum, pedagogy and systems.

.

Emphasize relevance of aims, content, practices and out comes of education to the future of new generation in a new era

Building and Sustaining a top notch Institution

Depends on :

Adapt to

dynamic and

powerful

environ-ments

Courage to

change

Think as a Futuristic Institution…

Virtual

Collaborative vs traditional

Content (accessibility to content)- dynamic,

interactive, accessible any where, any time

Develop New Measurement Parameters

Emphasis on

Eye – to vision ability to benchmark, to see targets

Heart- to desire, develop passion

Stomach- to commit, zest to execute, motivation

Develop New Measurement Parameters…

• Willingness – is intrinsic by observing and understanding the value and benefits of this new world, pedagogy

• Excitement - How can you be excited• To change the way by experimenting ,

learning, observing, drive• Attempt to live the dream, understand the

execution

We can believe, if an education institution can ensure internal quality, interface quality, and future quality, it can drive towards total quality assurance and a top notch Institution

Thank You