2. The context calls for more innovation
What have been the impacts of these evolutions
on Higher Education?
Has leadership proved to be impactful?
3. 11/23/08
Expansion of the knowledge economy and growing middle
class in many developing nations = higher demand for
tertiary education.
Global massification of education, not yet saturated,
The traditional age‐group for higher education is also
broadening:
a. The demand from mature students for higher education
is growing in many parts of the world.
b. A lasting trend for some time.
The knowledge economy has come
4. 11/23/08
The world of Knowledge Economy is changing in itself :
a. HE has become an aspiration for all,
b. Science is increasingly global and increasingly perceived
as linked to human, social and economic progress
c. Changes in the constituencies for knowledge (e.g. risk
governance is a new field…)
The Knowledge economy is changing itself
5. 11/23/08
The 2008 financial crisis and the subsequent public debt crisis
had many negative impacts especially on
a. Business innovation and R&D
b. Employment rate : Unemployment of highly skilled has
increased Quarterly unemployment rate for high-skilled
workers for selected countries
Yet, the crisis and the recovery have been uneven across
industries… and certain countries have better resisted the
crisis than others: China, Korea Business funded R&D, yearly
growth rate remains high
The crisis has changed the settings of the
knowledge economy
6. Overall, in response, governments introduced short- term measures
and longer-term reforms, a large bunch of them focusing on HE with:
a. High priority and increased resources allocated to Higher Education
b. Increased budgets for higher education and universities
(India, Poland, Sweden, Switzerland, etc.)
c. Development of HE capabilities including infrastructures
(Canada,Colombia, France, India, etc.)
d. Maintained or increased hiring of researchers at university during
economic downturn (Italy)
e. Changes in the governance of HEIs : Reform of HEIs management
and funding: confirmed trend in many countries towards greater
autonomy and more competitive grant funding (away from „block‟
funding) – introduction of performance- and indicator-based
allocation mechanisms• Strengthen evaluation of uni/programmes
In response, Govts introduced recovering
measures associated with HE reforms 1/2
7. In response, Govts introduced recovering
measures associated with HE reforms 2/2
Strengthen education for innovation…
Improve the teaching of STEM
New teaching methods: increased hours of instruction
(Germany, Ireland, Norway), new curricula, standards
(Australia, Ireland, UK),
New assessment practices (Austria, Norway, Poland)
Teacher training…
Improving the teaching of entrepreneurship:
Accelerate knowledge transfer to industry and society,
Improving the conditions of technology transfer,
Professionalisation,
Raise awareness of IPRs in the research community (courses) and the
general public
ABOVE ALL, CALLING FOR INSTITUTIONAL RESPONSIVENESS!
8. What have been the impacts of such
changes for Higher Education?
Strengthen leadership
at all levels
9. Has leadership proved to be impactful?
Addressing the needs for social and economic
development
Opting for an outward orientation
Fostering institution-wide-change
Better decision-making
Overcoming obstacles
Systematic monitoring
10.
Innovation as a driver for change
How can leadership help?
Innovation for quality
How to foster leadership for quality?
11. Innovation leads to change
a. R&D
b. Employers/students
c. International mobility
d. Equity and drop out
Innovation calls for experimentation
a. AlternativeT&L practices
b. Dissemination
c. Sustaining
Innovation includes risks
a. Constant change
b. Avant-garde frightens people
Innovation as a driver for change
12. How?
EncourageTeachers
and students to be
innovators
Be a learning
organisation
Embed innovation in a
wider range of policies
How can leadership help?
Conditions:
Tailored to
management
Challenge thinking
and modus operandi
Embedded in the
whole institution
Strategically
developped
13. An internal organisation in place
Anyone should be a change agent
Centralised vs. collegial
Managing ≠improving quality
Innovation for quality
Leadership
14. Map distribution of responsibilities
Create a leadership-friendly environment
Establish appropriate organisational structures
How to foster innovation for quality?
