What are the challenges that lie What are the challenges that lie ahead?ahead?

We are responsible for Unhappy We are responsible for Unhappy (dissatisfied) Students?(dissatisfied) Students?

How does the University face up to How does the University face up to its responsibility for unhappy its responsibility for unhappy

Academics?Academics?

How can we fulfil our How can we fulfil our responsibilities to our students?responsibilities to our students?

We are at a cross roads?We are at a cross roads?

What world will our students enter?What world will our students enter?

Capitalism at Bay?Capitalism at Bay?

Challenging times?Challenging times?

A Globalised World?A Globalised World?

Business as Usual?Business as Usual?

The Great North RunThe Great North Run

A Planet in Peril?A Planet in Peril?

The CorporationThe Corporation

Corporate Social Responsibility to Corporate Social Responsibility to the rescue?the rescue?

Business Schools fail in their Business Schools fail in their responsibility?responsibility?

B-School BacklashB-School Backlash Crisis of Business EducationCrisis of Business Education Are Business Schools to blame Are Business Schools to blame

for the present crisis?for the present crisis?

The Dismal Science!The Dismal Science! ““The question by the Queen during the crisis was the right The question by the Queen during the crisis was the right

one: why did none of these supposed experts spot it one: why did none of these supposed experts spot it coming? Answer: because they were obsessed with their coming? Answer: because they were obsessed with their narrow mathematical models and had a blind faith in narrow mathematical models and had a blind faith in theories – such as efficient market hypothesis and rational theories – such as efficient market hypothesis and rational expectations – that worked in the economics faculty but not expectations – that worked in the economics faculty but not in the real world. Some of the die-hard modellers fight on; in the real world. Some of the die-hard modellers fight on; they argue that their lovely models would have worked they argue that their lovely models would have worked except for the colossal shock provided by the seizing up of except for the colossal shock provided by the seizing up of markets in August 2007.This is the economics profession's markets in August 2007.This is the economics profession's equivalent of the old joke: "Apart from that Mrs Lincoln, equivalent of the old joke: "Apart from that Mrs Lincoln, how did you enjoy the play?" Once the dust has settled, how did you enjoy the play?" Once the dust has settled, there is a strong case for an inquiry into whether the there is a strong case for an inquiry into whether the teaching of economics has been captured by a small but teaching of economics has been captured by a small but dangerous sect”dangerous sect”

Larry Elliot, The Guardian 31Larry Elliot, The Guardian 31stst August August

Are we entering a new era of Are we entering a new era of Global Responsibility?Global Responsibility?

Individual acts of Individual acts of irresponsibility irresponsibility have had global have had global tragic tragic consequencesconsequences

The language of The language of responsibilityresponsibility

PurposePurpose

Dearing Report 1997Dearing Report 1997 inspire and enable individuals to develop their inspire and enable individuals to develop their

capabilities to the highest potential throughout capabilities to the highest potential throughout life, so that they grow intellectually, are well life, so that they grow intellectually, are well equipped for work, can contribute effectively to equipped for work, can contribute effectively to society and achieve personal fulfillment;society and achieve personal fulfillment;

increase knowledge and understanding for their increase knowledge and understanding for their own sake and to foster their application to the own sake and to foster their application to the benefit of the economy and society;benefit of the economy and society;

serve the needs of an adaptable, sustainable, serve the needs of an adaptable, sustainable, knowledge-based economy at local, regional and knowledge-based economy at local, regional and national levels;national levels;

play a major role in shaping a democratic, play a major role in shaping a democratic, civilised, inclusive society.civilised, inclusive society.

Vision and Character?Vision and Character?(changing views)(changing views)

Responsibility of UniversitiesResponsibility of Universities

““According to this view, universities According to this view, universities should play a pivotal role in the should play a pivotal role in the education and development of education and development of citizens and enlarging social citizens and enlarging social inclusion, especially in the lives of inclusion, especially in the lives of those who might be expected to those who might be expected to provide leadership of all kinds in civil provide leadership of all kinds in civil society, if this doesn’t sound society, if this doesn’t sound altogether too grand” (Fryer altogether too grand” (Fryer pg 76). pg 76).

Global EducationGlobal Education

““Respons-ability” Respons-ability” SterlingSterling

““Supercomplexity” Supercomplexity” BarnettBarnett

Incorporating Incorporating Global Perspectives Global Perspectives into the curriculuminto the curriculum

Why Global?Why Global?

In teaching, research and our In teaching, research and our business practicebusiness practice

Individual, Group, Community and Individual, Group, Community and WorkplaceWorkplace

Local, Regional, National and GlobalLocal, Regional, National and Global

Leeds Met Internationalisation Leeds Met Internationalisation StrategyStrategy

Internationalisation_Strategy_2008Internationalisation_Strategy_2008

Cross-Cultural Capability and Cross-Cultural Capability and Global PerspectivesGlobal Perspectives

““Dearing explicitly Dearing explicitly acknowledged that there acknowledged that there was a need to move beyond was a need to move beyond the notion of there being a the notion of there being a fixed common culture and fixed common culture and set of values to a world set of values to a world which recognises the which recognises the plurality of cultures and the plurality of cultures and the possibility of competing possibility of competing value systems. Universities value systems. Universities have a vital role to play in have a vital role to play in developing the knowledge, developing the knowledge, skills and values to enable skills and values to enable students to participate as students to participate as global citizens in such a global citizens in such a worldworld” (Otter D in Jones and ” (Otter D in Jones and Brown)Brown)

External Drivers: GovernmentExternal Drivers: Government ““Developing and maintaining a world-Developing and maintaining a world-

class system begins with class system begins with understanding the world in which we understanding the world in which we live: live: the values and cultures of different the values and cultures of different societies; the ways in which we are societies; the ways in which we are increasingly dependent upon one another; increasingly dependent upon one another; and the ways in which we all, as global and the ways in which we all, as global citizens, can influence and shape the citizens, can influence and shape the changes in the global economy, environment changes in the global economy, environment and society of which we are a part. One and society of which we are a part. One cannot truly educate young people in this cannot truly educate young people in this country without the international dimension country without the international dimension being a very significant and real part of their being a very significant and real part of their learning experience” (DfES, 2004).learning experience” (DfES, 2004).

HEFCEHEFCE ““Higher education has a pivotal role to play in Higher education has a pivotal role to play in

helping society to develop sustainably. This is helping society to develop sustainably. This is because sustainable development is because sustainable development is fundamentally a process through which we fundamentally a process through which we can learn to build our capacity to live more can learn to build our capacity to live more sustainably. It is a process which everyone sustainably. It is a process which everyone needs to participate in, but the involvement needs to participate in, but the involvement of higher education is particularly important of higher education is particularly important because graduates will go on to occupy the because graduates will go on to occupy the vast majority of managerial and leadership vast majority of managerial and leadership positions in this country. Thus the role of positions in this country. Thus the role of higher education far outweighs the size of the higher education far outweighs the size of the sector in terms of its resources” (HEFCE, sector in terms of its resources” (HEFCE, 2005).2005).

A Global Citizen…..A Global Citizen….. Is aware of the wider world and has a sense of Is aware of the wider world and has a sense of

their own role as a world citizen; their own role as a world citizen; Respects and values diversity;Respects and values diversity; Has an understanding of how the world works Has an understanding of how the world works

economically, politically, socially, culturally economically, politically, socially, culturally technologically and environmentally;technologically and environmentally;

Is outraged by social injustice; Is outraged by social injustice; Participates in and contributes to the community Participates in and contributes to the community

at a range of levels form the local to the global;at a range of levels form the local to the global; Is willing to act to make the world a more Is willing to act to make the world a more

equitable and sustainable place; equitable and sustainable place; Takes responsibility for their actions (Oxfam)Takes responsibility for their actions (Oxfam)

Employers?Employers?

IntegrityIntegrity PassionPassion Character and PersonalityCharacter and Personality i-graduate survey for CIHEi-graduate survey for CIHE

Students?Students? http://http://

www.forumforthefuture.orgwww.forumforthefuture.org.uk/files/.uk/files/FutureLeaders0708.pdfFutureLeaders0708.pdf

As the results of this year’s As the results of this year’s survey show, they feel this survey show, they feel this burden, and struggle to burden, and struggle to feel optimistic about the feel optimistic about the future – whether in saving future – whether in saving the rainforests, achieving the rainforests, achieving peace or ending famine. peace or ending famine. But they haven’t given up, But they haven’t given up, and their expectations are and their expectations are very high. As future leaders very high. As future leaders they know we need action they know we need action from leaders of today, in from leaders of today, in business, government, the business, government, the media and beyondmedia and beyond..

Need to re-appraise our values?Need to re-appraise our values?

No: “No: “the day that ethics enters the the day that ethics enters the classroom is the day I leave!classroom is the day I leave!

““Not another initiative to incorporate Not another initiative to incorporate into our crowded curriculuminto our crowded curriculum

HypocrisyHypocrisy ““Irrelevant to my module”Irrelevant to my module” Complacency: Complacency: “ We do all this “ We do all this

anyway”anyway”

What are we about?What are we about?

Need to be clear about our values Need to be clear about our values and purposeand purpose

A Business School with responsibility A Business School with responsibility at its heartat its heart

A challenging curriculumA challenging curriculum Challenging viewsChallenging views Challenging students (and ourselves) Challenging students (and ourselves) To meet the challenges of the futureTo meet the challenges of the future