Survival of the fittest: why being the most responsive to change matters most - Presented by Prof HB Klopper - HR Indaba Africa
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Survival of the fittest: why being the most responsive to change matters most
Presented by Prof HB Klopper
© 2018 MONASH SOUTH AFRICA
CONFIDENTIAL & PROPRIETARY
Introduction • This presentation focuses on the context in and of higher education, the characteristics and expectations of it and especially how to position it in the changing context. • The key issue is what role it should play? How to do it based on why it is important. • Despite conversations on student-centred learning, learning outcomes, lifelong learning and even the use of technology, antiquated methods of facilitating learning are still prevalent. • This situation creates a position where there is doubt if higher education institutions have the capacity to deliver graduates prepared to function in an environment where they must continuously learn, adapt and apply rapid technology changes focused on creativity, problem solving skills, innovation and appropriate human-centred skills. © 2018 MONASH SOUTH AFRICA 2 CONFIDENTIAL & PROPRIETARY
Higher education: a phenomenon in transition • Higher education systems around the world are experiencing drastic change because of the global demand for education. • With the growing demand there is also an expectation of a new position, role, product and integration to fulfil the changing demands through alternative services and products. • This trend is specifically visible in the open education development to democratise and enhance accessibility through a change of focus and structural adjustment. • Due to the increasing trend of globalism, radical impact of technology, growing inequity and sustainability, a demand exists for new practices around enabling participation, different types of learning as well as different types of learning outcomes, research deliverables and collaboration through reciprocality based on interdependence. • The expectation is that education institutions will be able to become active partners in the process of managing and addressing the broader changes in the political, economic, social and environmental aspects relating to the sustainability and improvement of the human condition. © 2018 MONASH SOUTH AFRICA 3 CONFIDENTIAL & PROPRIETARY
Critical matters / key drivers determining the change process in higher education • An entrepreneurial approach to innovative problem solving • Globalisation and Global Mobility • Growing Systems Reality : “Systemness” • Sectoral Interdependence / Convergence • Competition • Knowledge Society and Economy • Level of Financial Support • Technological Development (new revolution) © 2018 MONASH SOUTH AFRICA 4 CONFIDENTIAL & PROPRIETARY
A changing landscape – the opportunity
• Demographic changes and economic pressures require institutions to expand their horizons in order
to survive or thrive.
• Online learning is a more cost-effective way to hone strong education.
• Critical to our economy, and in many cases, institutions’ own financial health.
• Adult studying is inherently linked with life and career planning as well as development.
• Lifelong learning and ongoing skills development is non-negotiable (upskilling or reskilling).
• Ready access to continuing education includes different types:
• formal classrooms instruction; workplace seminars or workshops; short learning programmes;
Professional association conferences
• New types of qualifications: Traditional vs Professional degrees.
© 2018 MONASH SOUTH AFRICA 5
CONFIDENTIAL & PROPRIETARYBecoming a university of the future
Following the new generation university
Ivory Tower Engaging Institutions
• Limited access: 20-30% eligible to get • Socio-economic change
access • Democratisation
• Elite environment • Progressively more R&D in industry
• Dictate knowledge domain • Question about relevance and value
• Challenge of value-add • Demand to open systems approach
• Curriculum collaboration
• Research: experts and practitioners
• Good neighbours
• Mutual responsibility, cooperative
education, reciprocity
© 2018 MONASH SOUTH AFRICA 6
CONFIDENTIAL & PROPRIETARYBecoming a university of the future Following the new generation university (…continued) New generation universities • Recognise the need for increased access to high quality education • Focus on inclusiveness and affordability • Refocus institutions to equip the next generation • Research that is significant and relevant - it matters • Play a key role in economic growth and socio-economic opportunity: producing business leaders, entrepreneurs, civic leaders, etc. • Impact: reducing socio-economic disparities • Refocus: world class research and providing great education to large diverse populations • An intentional student focussed vision • Vision directs the business: well institutionalised • Champions of growth and strategy © 2018 MONASH SOUTH AFRICA 7 CONFIDENTIAL & PROPRIETARY
A paradigm shift
PREVIOUSLY CURRENTLY
To graduate MOTIVATION Upskill/re-skill to remain
competitive
Formal/Direct (..scheduled) LEARNING EXPERIENCE Informal (…on the job)
Trainer centric CATALYST Learner centric
In the heads of people KNOWLEDGE In the network
What people want to learn THE FOCUS What people need to learn
What you know MEASUREMENT How well you perform
The end of studying GRADUATION The beginning of lifelong
learning
Linear CAREER PATH Varied & sequential
Traditional & conservative APPROACH Entrepreneurial & innovative
© 2018 MONASH SOUTH AFRICA 8
CONFIDENTIAL & PROPRIETARYQuadruple helix approach
INNOVATION
DEVELOPMENT SPACE
DEVELOPMENT SPACE
SPACE
Government University
Business Community
© 2018 MONASH SOUTH AFRICA 9
CONFIDENTIAL & PROPRIETARYNew educational experiences, while remaining focused on quality • Single blendedness (seamless integration of contact and distance learning) • Learning must be interdisciplinary, has virtual classrooms and laboratories, virtual libraries and virtual lecturers • Modular learning (…lego programmes), refresher courses and online mentoring • Strong partnerships with local communities and industries (co-responsibility in social development) + strong relations with regulators • Student mobility through articulation to facilitate completion (flexible, open & IT enabled, continuous support) • Relevant research (basic and applied): inter- and trans-disciplinary • Content and requirements increasing become more market-driven, to be designed inn collaboration with industry experts, preparing students to excel in demand fields © 2018 MONASH SOUTH AFRICA 10 CONFIDENTIAL & PROPRIETARY
Relevant graduateness
• Critical thinking
• People management
• Emotional intelligence
• Judgement
• Negotiation
• Cognitive flexibility
• Creativity
• Problem solving
• Information literacy and skills
• Knowledge production and management
• New knowledge
• Risk and change readiness
• Context sensitivity
• Systems understanding / capacity
© 2018 MONASH SOUTH AFRICA 11
CONFIDENTIAL & PROPRIETARYPrinciples of serving adult learners (working professionals) effectively • Career independence reflected in a new breed of independent contractors and temporary workers with increased mobility from one job/project to another marketing themselves of temporary assignments in a variety of organisations rather than seeking permanent jobs. • Becoming self-employed as a choice of independence and autonomy over dependence. • Life & career planning and development are important to adult leaners • Assessment of learning outcomes must reflect real-life • Teaching & learning is a co-creation process facilitated through technology • Aligned student support systems • Strategic partnerships to remain relevant and up-to-date • Periods of transition is crucial © 2018 MONASH SOUTH AFRICA 12 CONFIDENTIAL & PROPRIETARY
Important pointers to higher education • It takes more than slogans to bring adults back • Internal stakeholders must have a common language about the needs of adults • Experienced faculty to be used as facilitators • A shared mental model is required embracing competency-based assessment is important • Engage with employers on curriculum design, aligned to the labour market, which will lead to career success long past graduation • Since most adults cannot attend part-time, bring the campus to their finger tips • Students increasingly pursue additional credit for prior learning by submitting portfolios reflecting their experience for evaluation © 2018 MONASH SOUTH AFRICA 13 CONFIDENTIAL & PROPRIETARY
Questions & Answers
Professor HB Klopper
Director: MSA Executive Education & Short Learning Programmes
Private Bag X60, Roodepoort, 1725, South Africa
144 Peter Road, Building E – 1st Floor, Ruimsig, 1725, South Africa
E-mail: hb.klopper@monash.edu
Tel + 27 11 950 4021 | Cell +27 82 336 1044
www.msa.ac.za
© 2018 MONASH SOUTH AFRICA 14
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