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Bulding A Leadership Vision PDF
Bulding A Leadership Vision PDF
Bulding A Leadership Vision PDF
a
LEADERSHIP
By Donald E. Hanna
H
growing problem of relevance as they enter the twenty-first
century. With the international economy evolving toward a
global network organized around the value of knowledge,
the capacity of people and organizations to use technologi-
cal developments wisely, effectively, and efficiently has
emerged as a critical societal concern. People and nations are
relying on colleges and universities to help shape a positive
future. However, to capture the advantage of this more cen-
tral focus and role, higher education institutions will need to
transform their structures, missions, processes, and pro-
grams in order to be both more flexible and more responsive
to changing societal needs.
Donald E. Hanna served as Chancellor of the University of Wisconsin-Extension from 1993
to 1997 and as Associate Vice-Provost for Extended University Services at Washington State
University from 1987 to 1993. He is currently Professor of Educational Communications
with the University of Wisconsin-Extension. Hanna is the co-author and co-editor of Lead-
ership for 21st Century Learning: Global Perspectives from Educational Innova-
tors (2001) and the principal author and editor of Higher Education in an Era of Digi-
tal Competition: Choices and Challenges (2000).
24 EDUCAUSE r e v i e w July/August 2003 Illustration by Derek Lea, © 2003 © 2003 Donald E. Hanna July/August 2003 EDUCAUSE r e v i e w 25
A key factor in the changing societal boundaries will be increasingly blurred vidual learning becomes more connected
needs is demand. Sir John Daniel, former as a result of the greater communication with personal and professional experi-
chancellor of the Open University, United and interactions made possible by in- ences, learning and instruction will need
Kingdom, has argued that demand for creasingly powerful technologies. The to become increasingly interdisciplinary
higher education is dramatically outstrip- ivory tower pictured below is becoming a to mirror and deal with real problems and
ping the capabilities of nations to expand relic of the past—of a time when knowl- real issues, which always involve integrat-
access due to already existing shortages edge was to be guarded in order to be pre- ing the perspectives of many disciplines
of space in traditional colleges and uni- served, when it served to separate those and approaches. This trend is amplified
versities, a growing young population in with “class” from those without, and by the general learner’s desire to know
many areas of the world, and limitations when the primary medium for storing more of the whole of things, not just a
on resources, both financial and human. knowledge was physically and geographi- specialized discipline.4
He suggests that in order to sustain even cally bound books. College and universi- As an example, the University of
the current level of participation in ties must change their public image, from Wisconsin–Madison has implemented
higher education globally, an average of that of the protective ivory tower to one of the concept of interdisciplinary cluster
one new major institution would need to a networked, communication-rich, and hires for new faculty members. This hir-
be created somewhere in the world each much more accessible environment. ing process requires that academic de-
week for the next thirty years.1 partments, through which all promotion
The problem of access is being ap- From: and tenure processes must pass, come to-
proached from multiple institutional gether through consortium-like struc-
perspectives.2 Traditional campus-based tures to hire new faculty members, who
colleges and universities are extending by design and focus will both cross and
their boundaries and are opening up link previously separate disciplines. The
access points through technology- goal is to achieve broader and more di-
enhanced distance learning, while the na- verse perspectives around research prob-
tional “mega-universities” are beginning lems; however, it remains to be seen if in-
to build in more robust mechanisms, in- terdisciplinary thinking, theory-building,
cluding student-faculty interactions that and interaction can be sustained without
are both face-to-face and supported by significantly changing and adapting tra-
advanced learning technologies. In some ditional, well-developed processes and
countries, especially in the United States, understandings regarding faculty reward,
for-profit colleges and universities are recognition, and prestige.5
being established to serve working adults, To:
and online-only institutions and strategic Strategic Challenge #3:
consortia or alliances are emerging. Supporting Entrepreneurial
Clearly, higher education institutions Efforts and Technology
must change—and, indeed, are changing— Even with the power and capacity of cur-
to meet future needs. As they continue to rently available communications tech-
do so, they will face a number of broad- nologies such as the World Wide Web and
based strategic challenges. Colleges and the Internet, adapting and integrating
universities will need to address each of these technologies with existing institu-
these challenges as they transform them- tional and departmental strategies and
selves to meet the demands of an increas- initiatives has not been a priority in many
ingly complex and dynamic environment. institutions. Furthermore, the fixed in-
structional budget framework in place at
Strategic Challenge #1: Strategic Challenge #2: Establishing many colleges and universities does not
Removing Boundaries Interdisciplinary Programs support entrepreneurial activity at the
Colleges and universities are facing the Sir Douglas Hague has noted that society curriculum, department, or unit level.
challenge of removing the boundaries has problems whereas colleges and uni- Frequently within this budgeting frame-
between higher education institutions versities have departments and that the work, adding students, using learning
and their external publics while at the two very often do not match well.3 He and technologies, and creating new paths of
same time protecting the fundamental many others call for institutions to pro- access simply increase the workload of the
values and traditions associated with free vide better linkages between problems faculty without providing significant new
academic inquiry, independence of and disciplines and for academic depart- resources to the academic unit. Even
thought, and rights and responsibilities ments to reformat and reorganize when funds are added to departmental re-
of the faculty. What is “on-campus” and courses, programs, and structures to re- sources, they are often at the margin. As a
what is not will become less and less ap- spond to increasingly sophisticated and result, faculty and academic departments
parent. The result is that activities and market-knowledgeable students. As indi- are hesitant to commit to programs that
potentially add workload but few re- ment are being redesigned to be deliv- critical to defining quality in the future, as
sources. This is especially true in research ered flexibly, through multiple pathways illustrated in Figure 1.
universities, where commitments toward increasingly initiated and controlled by
securing research funding often return the student. These direct and immediate Strategic Challenge #5:
most if not all resources secured without personalized contacts with students are Emphasizing Connected
adding to instructional workload. In many becoming more central to organizational and Lifelong Learning
cases, the additional research dollars re- and educational quality, as perceived by Institutions are focusing more directly on
duce the faculty member’s instructional the student. helping students to develop the skills
commitments, resulting in spreading the This transition is a major challenge for necessary to be successful in today’s
existing instructional commitments of many higher education institutions, economy, which values and rewards the
the department across fewer full-time fac- where the focus has historically been on ability to work in teams, to develop cre-
ulty members. It is little wonder that in the product or core program design and ative approaches to problem-solving, and
these settings, the implementation of on the building of quality through insti- to learn constantly. Even though colleges
learning technologies to increase access tutional improvements in faculty, facili- and universities are being pressured to be
has met with minimal support, if not di- ties, and student qualifications, rather more responsive to the demand for work-
rect resistance, from the faculty. than on the processes or the specific cus- force development and to the training
tomization of programs designed to meet needs of the corporate sector, many in-
Strategic Challenge #4: individual student needs. However, the dustries are finding that their core busi-
Redesigning and Personalizing changing audiences for higher educa- ness practices and production processes
Student Support Services tion—including adult professionals, who are changing so rapidly that their real
College and university leaders are in- frequently combine complex career re- bottom-line need is for people who are
creasingly recognizing that to regain pub- quirements with family responsibilities adaptable and who know how to learn
lic support and participation, institutions and geographic limitations (traffic in and problem-solve. Since this need cor-
will need to become more focused on cities and rural isolation), and more and responds directly with the historical mis-
customizing programs to serve students more students who are working part-time sion of higher education, those institu-
where they are—physically, economically, to make ends meet—are making cus- tions that focus on helping students
and academically. As this process occurs, tomization and convenience a require- know how to learn and how to apply what
student support services such as admis- ment for all programs and services. This they learn to real situations will be in-
sions, advising, registration, and place- blend of approaches and services will be creasingly valued. Those that continue to
measure learning in abstract and rela-
tively unconnected assessment processes
Figure 1. Evolution of Program Design in Higher Education such as class-by-class content examina-
tions, multiple-choice tests, and other
Thinking leads to:
www.myuniversity.com forms of memorization and recall will in-
Product Orientation creasingly be at a competitive disadvan-
tage. The industrial modern system of
Campus-based Standardization education will move to a post-modern
perspective in which taking advantage of
Reconciliation???? context, collaborating, and constructing
Adult Professional knowledge will be valued skills.
Programs Customization
Strategic Challenge #6: Investing in
Student-Need
Technologically Competent Faculty
Orientation Thinking leads to:
www.mylearning.com Colleges and universities will need to de-
velop full-time faculty and staff dedicated
the question of whether or not to form Strategic Challenge #9: oriented goals and activities that focus on
alliances, the choice for many will be “al- Measuring Program Quality customers and markets, leadership, and
liance or annihilation.”7 Educational programs are being mea- strategic planning. In 2001, the University
Corporate universities are beginning sured more and more often based on out- of Wisconsin–Stout became the first in-
to broaden their mission to include certi- comes that matter to students and em- stitution of higher education to receive
fication and degree options for employ- ployers rather than on inputs that matter this award.
ees. Although in some cases, these corpo- to faculty and administrators. Graves Active engagement between learners,
rations are developing and offering such frames this dilemma as a tension between teachers, and content, between students
programs internally, they are also form- the view of education as operating for the and faculty, and between customers and
ing new strategic alliances with colleges “public good” (the traditional model) and institutions is increasingly an important
and universities. The corporation with the view of education as operating for the element of measurement for accrediting
hundreds of learning strategic alliances is private “individual good” or “employer associations. However, it is the perform-
becoming commonplace, as is the higher good.”8 ance of students in developing diverse
education institution with many partner- Major change in this perspective perspectives and approaches to problem-
ships and alliances, both with each other means a dramatic shift in how quality is solving, in gaining critical thinking skills,
and with business and industry. And in measured—with flexibility, responsive- in honing the ability to work effectively in
the United States, a number of for-profit ness, timeliness, efficiency, and applica- teams, and in establishing a pattern of
universities are engaged in experiment- bility becoming new, important measures continued learning in and out of the
ing with new assumptions about the pos- of quality. Criteria for institutional ac- workplace that will define successful aca-
sibilities and roles of enterprise in higher creditation and program quality assess- demic programs in the future.
education. ment are changing to reflect more spe-
cific measurements of learning. Some Strategic Challenge #10:
Strategic Challenge #8: accrediting associations are already Achieving Institutional Advantage
Incorporating Learning revamping their criteria and processes. For some colleges and universities, the
Technologies into Strategic Thinking For example, in the United States, the new digital environment suggests focus-
Higher education institutions will need Higher Learning Commission of the ing resources on just a few unique or par-
to integrate learning technologies into North Central Association of Colleges and ticularly outstanding programs and deliv-
their strategic planning and their setting Schools (one of the six regional institu- ering them globally. For others, it means
of institutional priorities just as they cur- tional accreditation organizations) has organizing programs differently to take
rently integrate the planning of facilities, systematically engaged in reviewing and advantage of a combination of program-
administrative processes, library sup- restructuring its criteria for awarding in- matic strengths. And for still others, it
port, and student services. Learning tech- stitutional accreditation through a com- means developing the right partnerships
nologies are no longer the sole responsi- prehensively planned process for updat- to shore up weaknesses in programs, de-
bility of the units responsible for ing standards for and expectations of livery, service to students, or other areas
computing, information technology, or accredited institutions. Establishment of important to offering high-quality pro-
telecommunications. They permeate the the new criteria has involved representa- grams. The abundance of opportunities
entire institution, and how they are uti- tives from member institutions from demands greater focus and clarity about
lized, implemented, and evaluated can across the North Central region, and an purposes and competitive strengths as
significantly advance or retard the overall entirely new framework for accrediting institutions compete in a larger, more
development and progress of an institu- institutions is expected to be in place by complex marketplace. All colleges and
tion. This integration will need broad- 2004.9 In addition, a few institutions in universities operate within this larger
based participation by the faculty and the United States have begun to adopt environment, and even elite institutions
staff of the institution in order to be sus- and follow planning processes suggested are entering the competitive environ-
tained and will also require a significant by the Malcolm Baldrige National Qual- ment and are being challenged to adapt
effort on the part of institutional leaders. ity Award, which emphasizes results- programs, structures, and processes.
Leaders and staff abide by time-honored rules, policies, Leaders and staff draw on their knowledge and experience but
procedures, and protocols. take risks, often without a pre-tested methodology.
Formal academic programs drive departmental decision-making. Learners’ needs drive departmental decision-making; academic
programs are responsive to the needs of the individual learner.
Tenured faculty are primary academic decision-makers. Faculty share academic decision-making with key customers/
stakeholders.
Administrative and academic structures support the delivery Academic support structures are tailored to the needs of the
of programs and courses. learner.
People who can work within given structures are most important. People who can anticipate market shifts are most important.
Key message is “Don’t rock the boat.” Key message is “Seize the day.”
Emphasis is on systems and resources “in hand.” Emphasis is on systems and resources “in waiting.”
Strategic partnerships go unrecognized and untapped. Strategic alliances and partnerships are sought out and
implemented.
Segmented, specialized organizational structures are prevalent. Integrated, cross-functional organizational structures are
reinforced.
Budgets are stable and committed to existing programs; deficit Budgets are fluid and opportunity-seeking; deficit financing is
financing is avoided. common.
New academic programs complement existing programs. New programs create openings for new markets.
New programs must fit with existing structures. The best structure is determined for each new program.
Risk-adverse behavior seeks to minimize competition Risk-seeking behavior seeks to exploit competitive advantage
with others through regulation. over others.
Stewardship and preservation are the critical elements Vision and strategy are the critical elements of leadership.
of leadership.
Stewardship and preservation focus on assessing the impact of Strategies gravitate toward new market niches.
new activities on existing undertakings.
Change efforts focus on improving programs and activities Change efforts focus on being first to develop a new program
deemed valid by competitors. or activity.
Staff tend to work to their own agendas and act independently of Staff often collaborate with each other and across disciplines in
their colleagues. pursuit of organizational goals.
Appraisal, reward, and recognition are based primarily on Appraisal, reward, and recognition are based on individual and
individual scholarly performance. group scholarly and entrepreneurial performance.
Organizational recognition comes from interaction with, and Organizational recognition may also come from interaction
recognition by, peers in other institutions and in terms of with, and recognition by, immediate colleagues and in terms
contribution to the discipline. of contribution to the organization.
Strategic Challenge #11: to serve students effectively and to com- ation of more open, honest, and compre-
Transforming Bureaucracy, pete with aggressive, for-profit institu- hensive assessments and the re-creation of
Culture, and Assumptions tions in an environment in which the vision, mission, culture, strategy, decision-
In what may be the most difficult chal- concept of time-to-market for programs making processes, and outcomes.
lenge of all, higher education institutions is becoming more critical. Table 1 identi-
are being forced to transform decision- fies a number of cultural elements that Appreciative Inquiry Leadership
making processes and to radically change are currently undergoing adaptation and Addressing these eleven strategic chal-
past operating assumptions. Processes evolution in many academic institutions. lenges and creating a context supportive
appropriate for a stable environment in The processes for achieving transfor- of innovation and experimentation will
which markets were clearly defined, pro- mation have evolved: early efforts, in the clearly require committed, passionate,
gram structures were relatively uniform, previous two decades, focused on the and visionary leadership. Such leader-
and competition was limited are no strategic improvement of quality through ship can help to shape higher education
longer effective in a networked world. the improvement of a variety of adminis- institutions in ways that will make them
Colleges and universities are discovering trative and instructional processes, more human, more livable, and more eth-
that major changes are necessary in order whereas current efforts emphasize the cre- ical. A. Toffler has suggested that for sig-