Higher Education without Borders: Learning to Live Together

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 15THASEACCU Conference for administrators

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

Rapid Global Change Knowledge needs have changed Universities No longer monopolies Internationalization (learning without borders) A changing clientele Part I: 15TH ASEACCU Conference for administrators

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

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. • Today’s 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 Strategic Planning 5

The Inevitable Impact of a Fast Changing Society and Globalization • Knowledge has changed. • Higher learning and knowledge no longer monopoly of universities. • Society’s knowledge needs have changed. 15TH ASEACCU Conference for administrators

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. • 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 Strategic Planning 7

The Inevitable Impact of a Fast Changing Society and Globalization • Knowledge has changed. • Higher learning and knowledge no longer monopoly of universities. • Society’s knowledge needs have changed. • The clientele of higher education is changing, and growing. 15TH ASEACCU Conference for administrators

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 • 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 Strategic Planning 9

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 • 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 Strategic Planning 10

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 Strategic Planning 11

The Inevitable Impact of a Fast Changing Society and Globalization • Knowledge has changed. • Higher learning and knowledge no longer monopoly of universities. • Society’s 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

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 Strategic Planning 13

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

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

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

From you: “______________________________________________________________________________________________________________________.” • From a university mission statement: • “to create (programs) that will be signs of God’s 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.” • 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 Strategic Planning 19

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

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 today’s students—a 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 Church’s liturgical and spiritual life • - involve in ministries of charity AND reflect and learn from them • 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 Strategic Planning 21

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 • - impelingleraniers to translate their knkowledge into actulapractrice for the betterment of society • - preparing learniers for responsible particpat in the familyh, the community, soiciety, and the Church • From you: • “_______________________________________________________________________________________________________.” • 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 Strategic Planning 22

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 action—policy and program change. 15TH ASEACCU Conference for administrators

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 15THASEACCU Conference for administrators

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 Strategic Planning 25

Strategic Planning 27

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 The Impact of Globalization on Higher Educatiobn 30

The Conceptual Frameworks The Management Task: - the achievement of a specified goal (or target or vision), using available resources—human, financial, assets, and time—in the optimum manner possible. FAPE in-service program for administrators

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

The Conceptual Frameworks The Management Task: - the achievement of a specified goal (or target or vision), using available resources—human, financial, assets, and time—in the optimum manner possible. FAPE in-service program for administrators

The Conceptual Frameworks • The Management Task • Results Orientation • Strategic Planning: • Situation Analysis FAPE in-service program for administrators

FAPE in-service program for administrators

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

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

Maintenance costs • Impact on student satisfaction, public image • Potential for revenue generation • Involvement of PTA and local community Managing Physical Resources 46 FAPE in-service program for administrators

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

Justifying decisions and projects in light of school’s 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 Results Orientation 48 FAPE in-service program for administrators

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 Strategic Planning 49 FAPE in-service program for administrators

Actionable Items • Establish clear goals and objectives for the school and ensure that they are translated at every level of the organization. • Justify every major decision in light of the school’s goals. • Budgets, timetables/calendars, master plans, and priorities should reflect how activities and projects support goals. FAPE in-service program for administrators

Higher Education without Borders: Learning to Live Together