TURNAROUND LEADERSHIP TURNAROUND LEADERSHIP FOR HIGHER EDUCATIONFOR HIGHER EDUCATION

Why Turnaround?Why Turnaround?

Fast changing world Many urgent, new demands upon universities

New agenda needed to shape the idea of universities

New AgendaNew Agenda

FOCUS ON1. Practical reasoning 2. Putting teaching and learning at

the centre3. Inquiry , quality reviews and

implementation4. Change theory and leadership

(1) What is Practical (1) What is Practical reasoning? reasoning?

• Combining Analysis & Application

QuestionQuestion::

What is the What is the Secret Secret of fulfilling of fulfilling mission of universities?mission of universities?

Answer :Answer :

Recast how knowledge is Recast how knowledge is perceivedperceived

Going back to the new Going back to the new agendaagendaIn Sullivan & Rosin’s “A New Agenda for Higher Education:Shaping a Life of the Mind for Practice

Another Sullivan’s Another Sullivan’s question :question :If universities students’ If universities students’ learning is solely learning is solely theoretical, could they theoretical, could they become good citizens ?become good citizens ?

Answer :

NO

Sullivan’s assertion :Sullivan’s assertion :

Our students should take up concrete places and stances in the lives of others

Sullivan says :Sullivan says :

Critical thinking by itself fuels the divide on both the right and the left side whereas what we need is judgment and action that reconcile differences

Core purpose of higher Core purpose of higher education according to Sullivan education according to Sullivan & Rosin: & Rosin:

To develop students’ capacity to respond to unique situations that require expert judgment

HOW ?

To achieve this, some To achieve this, some professors in universities professors in universities teach these:teach these:Human biology-----about

interactions of biological science, morality and social policy

Ethical issues in engineeringContracts ---about the misguided

sense of the certainty of the application of writtenlaws

Universities students must Universities students must be able be able

To gain orientation in the worldTo engage their worldTo develop reflective and

ethical commitment

Sullivan suggests the following Sullivan suggests the following competencies to be taught in competencies to be taught in an an integrated fashionintegrated fashion in universities: in universities:

Analytical intelligence---used in traditional intelligence test

Creative intelligence---ability to handle new situations

Practical intelligence---ability to adapt to everyday life

Sullivan stresses that :Sullivan stresses that :

Practical reasoning and valid higher education is about participation and engagement with real-world problems, not the abstract dissection associated with critical thinking and traditional university analysis

Core role of universities & Core role of universities & colleges (1)colleges (1)Act as living laboratories showing

what going green looks likeStudy & help (people) understand

the key issuesReduce their own emissionsUse students as agent of changeInstitute green purchasing policies

Core role of universities & Core role of universities & colleges (2)colleges (2)

Use facilities & buildings all week &all year round

More efficient forms of travel, timetabling and learning

Focus on researching &studying key issues of social, economical and environmental sustainability in every course they teach.

All theseAll thesewill help universities to move toward more transdisciplinary programs that reconnect critical analysis with engagement in society

What happenWhat happenin turnaround universities?in turnaround universities?

1. Focus on practical reasoning

2. Scholarship of integration ( making connection across

the disciplines )

Arizona State Arizona State University University Example of Scholarship of Example of Scholarship of integrationintegrationBreak away from the

departmental model Problem-based interdisciplinary

research centers ( eg : centers that communicate with the public to tackle real problem like water supply are more relevant than, say, a chemistry department

Arizona State University Arizona State University Example of Scholarship of integrationExample of Scholarship of integration

Stress onInterdisciplinary researchRelevance to the needs of the city

and the regionAccess for large numbers of

students from the local racially and socially diverse population

In ShortIn ShortPractical reasoning is NOT about

doing away totally with analytical reasoning

It is about immersing oneself in applied as well as analytical reasoning

It is about integration of theory and practice

It is about reaching new levels of individual and societal fulfilment

(2) Put Teaching and (2) Put Teaching and Learning at the CenterLearning at the Center

The teaching and learning component of the university triumvirate is more effective to start as an integrator than either research or service.

Quality Assuarance Quality Assuarance CheckpointsCheckpoints

To ensure universities engage students in productive learning – it is the Total Experience that shapes Productive Learning, -not just what happens in the traditional university classroom.

It involves much more than academics-it’s about the overall higher education experience students encounter on a day-to-day basis. -what happens as students enroll,-the quality of their encounters with academic and administrative staff, -the quality of learning resources and, -their overall sense of being supported by and belonging to an institution.

Learning Is Not TeachingLearning Is Not Teaching::

The paradigm shift: Teaching is what teachers do, learning is what students do.Active learning where students work on problems,construct understanding, and develop relevant knowledge, skills , and ways of thinking.

Highly-Rated Learning Highly-Rated Learning MethodsMethodsFace-to-face activities including

group projects, discussions and debates

Real-world, practice-oriented experiences: clinical placements, and practical and experiential learning

Independent studyLearning via simulations: case-

based learningActive use of IT

A DISCLAIMERA DISCLAIMERLectures have a right role as part of a

much more comprehensive , student focused, distributed, and active learning system: not simply to impart information

Lectures use to inspire, set a context and framework around the learning to follow, recap and clarify how elements of the course fit together, drive home key points

The VerdictThe Verdict

What works best: giving emphasis to active, integrated inquiry and action-based learning around real-world issues and dilemmas rather than concentrating on passive learning of content in a disaggregated set of subjects and lectures.

Multiple Designs for Multiple Designs for LearningLearning

Adopt a No One Size Fits all approachAs educators, to be more responsive and

able to read what is likely to engage each group of students-backgrounds, abilities, needs and experiences

To match a learning design with the right combination of learning methods, assessment strategies based on available resources

Faculty DevelopmentFaculty DevelopmentStaff must feel their work is

meaningful-have a sense of responsibility in

their job-have knowledge of the results of

their work.-engage in stimulating inquiry,

development, and sharing effective practices

Assessment of LearningAssessment of LearningAssessment Drives Learning in Universities:-Emphasis on integrated, problem-based

assessment.Valid and reliable assessment determines

the quality of our graduates and assures our standards

Not factual recall of course contentFocused on assessing higher order

capabilitiesStudents clear from the outset how their

work will be evaluated

(3) Inquiry, Quality Reviews (3) Inquiry, Quality Reviews and implementationand implementation

• In essence, the new agenda includes institutions of higher education acting like any learning organization

a. they must focused data on their own practices and outcomes

b. have mechanisms for implementing improvements

c. do this continuously and consistently

““Practice what you Practice what you preach”preach”

Higher Institutions :must practice what they preachbecome good at applying and

modeling the principles of practical lesson on themselves and to their students and at

Identifying and disseminating successful professional and disciplinary practice.

Seven quality principlesSeven quality principles• The main goal of quality review is to

help the departments improve their quality of work.

• Seven quality principles to guide quality:-1. define quality in terms of outcome2. Focus on how things get done3. Work collaboratively4. Base decisions on the evidence5. Strive for coherence6. Learn from best practice7. Make continuous improvement a

priority

(4) Change Theory and (4) Change Theory and LeadershipLeadership

How do we change the existing culture?“Can we change without pain ?‘’Abrahamson(2004) calls for creative combination in which institutions draw on and integrate existing strengths that reside in their corporate basement i.e- process that consists of finding, reusing, redeploying and recombining mismatched parts that organization already has.

Coherence and Coherence and Motivation.Motivation.

The key design criteria are coherence and motivation.

In other words, what conceptions and strategies will results in motivating critical masses of people to obtain positive outcomes for students and the institution on a continuous basis.

Six elementsSix elements

Six elements of theory of action policies and strategies are:1. Direction and engagement2. Capacity building with focus on

results3. Supportive infrastructure and

leadership4. Managing the distracters 5. Continuous evaluation and inquiry6. Two way communication

ConclusionConclusion

In short , to do all this Is going to require systematic

leadership Do something that they have not done

before instead just appointing the smartest

people in the room, will have to cultivate leadership capabilities within their own ranks.

Turn around must be brilliantly and sensitively led.