ERIC ED384316: On the Horizon. The Environmental Scanning Newsletter for Leaders in Education, 1994-95.

82 Pages·1995·2.5 MB·English

by  ERIC

DOCUMENT RESUME
HE 028 429
ED 384 316
Morrison, James L., Ed.
AUTHOR
On the Horizon. The Environmental Scanning Newsletter
TITLE
for Leaders in Education, 1994-95.
North Carolina Univ., Chapel Hill. School of
INSTITUTION
Education.
REPORT NO
ISSN-1074-8121
PUB DATE
95
82p.; For the 1993-94 newsletters, see ED 371 699.
NOTE
On the Horizon, CB3500 Peabody Hall, University of
AVAILABLE FROM
North Carolina, Chapel Hill, NC 27599 ($24.50
individual annual subscription; $49.50 organizational
subscription; $124.50 site license).
Serials (022)
Collected Works
PUB TYPE
On the Horizon; v3 n1-5 1994-1995
JOURNAL CIT
MF01/PC04 Plus Postage.
EDRS PRICE
Economic Factors; Educational Environment;
DESCRIPTORS
*Educational Trends; *Environmental Scanning;
*Futures (of Society); Higher Education; Politics of
Education; Social Change; *Strategic Planning;
Technological Advancement; *Trend Analysis
IDENTIFIERS
Internet
ABSTRACT
These five newsletter issues focus on potential
developments and critical trends in higher education. Feature
(1) "A Reinvented Model for Higher Education"
articles include:
(2) "Redesigning American Public Education"
(Richard B. Heydinger);
(3) "Envisioning (and Inventing) the Future" (Ian
(James S. Coleman);
(4) "Human Factors: The Problems of Integrating People and
Wilson);
Technology in the Workplace" (Arnold Brown); and (5) "School Is
Out--Learning Is In" (Terry O'Banion). Regular columns focus on
social, technological, economic, environmental, and political issues
affecting higher education, as well as commentaries on higher
education issues, the Internet, and computer software. (MDM)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
***********************************************************************
ON THE HORIZON
THE ENVIRONMENTAL SCANNING NEWSLETTER FOR LEADERS IN EDUCATION
1993-1994
BEST COPY AVAILABLE
U.S DEPARTMENT OF EDUCATION
Ofice d Educalonat Rematch and Improvement
"PERMISSION TO REPRODUCE
THIS
EDUCATIONAL RESOURCES INFORMATION
MATERIAL HAS BEEN
GRANTED BY
CENTER (ERIC)
o Thts document has been reoroduCed as
James L. Morrison
received Iron, the person or orgentiatton
lorionating .1
Mtno: changes have bean made to improve
University of N.C.
reproduchOn
suably
Po lois of woe., or °wham Meted in theldocv
mast do not necessarily represent official
TO THE EDUCATIONAL
RESOURCES
OERI postl.on or policy
INFORMATION CENTER
(ERIC)
A Reinvented Model for Higher
Education
The angst over higher education's future
71177B. F7717iger
We need a new organizational paradigm: one
seems more pronounced than ever. Many
that will focus us on those we serve; allocate
Alliance for Higher
institutions are working to implement
resources based on demonstrable success; provide
changes. Examples: Syracuse University is placing
flexibility that will permit timely responses
Education
to
renewed emphasis on senior staff teaching;
changing student and research needs; eliminate
University of
Bennington, downsizing its faculty by 10%, has
unnecessary layers of oversight by placing more
replaced tenure with employment contracts; the
Minnesota
responsibility with those we serve. This paradigm
62 campus Minnesota State College and Univer-
will provide today's institutional leaders with the
sity system is designing an outcome-based, cus-
tools necessary to "remodel" higher education
so
tomer driven "product" assessment system in-
that it can meet the needs of the twenty-first
tended ultimately to guide its resource alloca-
century.
tions.
Ifwe were to remodel today's higher education
Admirable efforts, but not enough. Twenty-
system using the tools of this paradigm, what
first century higher education must become mis-
might it look like? The remainder of this article
sion-driven, customer-sensitive, enterprise-orga-
answers this question, in the context of a multi-
nized, and results-oriented.
campus, statewide, public system. However, most
The "tool box" of
To accomplish this mandate is difficult, for the
of these ideas are equally applicable to the single
higher education
"tool box" of higher education change contains
campus, whether it be public or private.
mostly tools from the nineteenth century bureau-
change contains
The Foundation for This
cratic paradigm. Our reward system drives us
mostly tools from
toward the criteria of the academic disciplines and
Reinvented Model
often away from our institutional missions. We
the nineteenth
This reinvented model "unbundles" the
cur-
are confident that we know what is best for
century
rent, multi-campus systemseparating its func-
students; hence we do not ask alums or employers
tions into a collection of public enterprises. A
for their needs. We screen for inputs, not assess
bureaucratic
public enterprise is a corporation, established by
outputs. We budget on number of faculty lines,
paradigm.
the state with a public body as its major stock-
rot allocate resources on accomplishments. It is as
holder. The enterprises in this model would not
if we have an electrical problem, and all we have
receive legislative appropriations; instead their
is a plumber's tool box.
IN THIS ISSUE:
Commentary
A Reinvented Model for Higher Education
Richard B. Heydinger
1
Quality Assessment In Higher Education
From the Editor - James L. Morison
3
Trudy W. Banta
12
Trends and Events
The Global College In Process
Robert A. Scott
13
Social - Lois Graff
5
In the 'Net
Technological - Wally Albers
7
8
Economic - A. G. Kefalas
The Jericho Project:
Environmental - Douglas Crawford-Brown
9
Networking a Community Via TV Cable
Political - Graham T.T. Molitor
10
Perry Brown
14
Professional Development
Tools
Opportunities
Microsoft Office
0TH Cosponsored Conferences
11
Bernard Glassman 15
Licensed for internal duplication
to:
enterprises would be chartered by the Higher
revenues would be earned through contracts for
Education Policy Board with a specific mission
services.
and focus.
The enterprise organization is no stranger CO
Operating under the Policy Board umbrella,
higher education. Many effective, long estab-
each enterprise would be a public corporation,
lished examples exist within the academy. It is not
separate from the others, mission-focused, and
coincidental that they are often the most effective
directly accountable to those they immediately
and cost-ecient operations on campus. For ex-
serve. Nearly all of these enterprises have a coun-
ample, n-Any continuing education centers are
freestanding enter-
terpart within today's higher education system.
Some of the enterprises are new; all reflect a new
prises. In some institu-
THE HIGHER EDUCATION POLICY BOARD
tions the auxiliary en-
focus, with new emphasis on accountable delivery
to students. Below are examples.
terprises such as dormi-
A Learning Connection would assist students
tories and parking are
THE LEARNIN
°..THE LEARNING
in making choices about their educational options
in actuality enterprise-
CONNECTION
BANK Enterpnse
Ent° .nse
and would evaluate the performance of each edu-
run units.
cational program in the system. The Learning
Because customer
Connection would act in an advocacy role to ass: ;t
satisfaction will directly
EDUCATIONAL
students sort options available by providing them
affect revenues in our
ENTERVISES
with comprehensive, user-friendly evaluative in-
proposed new system,
HI.EDUC
TEACHING
formation on educational programs.
the bottom line will be
FACILITY
Enterprises
Enterprises
A Learning Bank would maintain an indi-
to provide value to cus-
LEARNING
LEARNING
TECHNOLOG
RESOURCE
vidual postsecondary education account for each
tomers. This clear, un-
Enterprises
Enterprises
citizen in the state. All financial aid, individual
complicated funding
savings in anticipation of higher education bills,
structure guarantees
and state appropriations supporting student at-
transparent, immediate consequences for success
tendance would be held here. Under state devel-
or failure. At last the Gordian knot of competing
oped guidelines, citizens could use these funds to
demands that constrain higher education's con-
pay for their postsecondary education.
tinued development can be untied.
Together the Learning Connection and Learn-
Essential to this proposal is a much higher level
ing Bank would combine to give students two
of systematic accountability. Public scrutiny in
enterprises focused exclusively on their best inter-
this proposal would not be obstructed; it would be
ests, not the institution's, and to advise students in
enhanced. With a reliance on judgments by cus-
making both enrollment and payment-for-educa-
tomers, which in turn would influence funding,
tion decisions.
public accountability would at last be fully ob-
Educational Enterprises are the centerpiece of
tained.
this proposal, for they would be the most visible
A Family of Public Enterprises
With a reliance on
and most recognizable part of the system to the
student. Students would enroll here. Rather than
judgments by
Our reinvented model vests in a Higher Edu-
employing faculty and staff or owning facilities,
cation Policy Board the final responsibility for
customers, which
Educational Enterprises would purchase instruc-
ensuring that high quality, value-rich higher edu-
tional services, would contract for academic sup-
in turn would
cation is being delivered to the public. Organiza-
port, and would rent facilities from other enter-
tionally this Board would be similar to the state-
influence funding,
prises.
wide coordinating boards of today. However its
Teaching Enterprises, collections of faculty
public
responsibilities would be much different.
members to provide instructional services to one
The Policy Board would focus clearly and
accountability
or more educational enterprises, might focus on a
exclusively on the outcomes of service and the
discipline, problem, field of interest, type of stu-
would at last be
needs of the customers of higher education. The
dent served or pedagogical style. These organiza-
Board would be responsible for reviewing perfor-
fully obtained.
tions might be public corporations, private enti-
mance across the entire system, setting broad
ties or even single individuals.
policy, ensuring that values such as equity and
Each teaching enterprise would set its own
access were being fulfilled, and developing incen-
guidelines with regard to teaching loads, research
tives consistent with the overall objectives of the
and other policies. Faculty could be tenured or
system.
contracted in these organizations, depending on
The Policy Board, however, would not de-
the decision of the particular Teaching Enter-
velop detailed policies or a long list of operating
prise.
guidelines for the other enterprises, leaving those
to the talent, ingenuity, and professional expertise
continued on page 4
of those operating each enterprise. Each of these
October/November 1994
2
On the Horizon
THE Responses to "A Reinvented
FROM
Model
EDITOR
for Higher Education" from the ' List
W
James L. Morrison
e now have over 700 participants on
From Merrill Pritchett, University of Balti-
Horizon List accessible through
more: Heydinger replaces the heavy hand of an
On the Horizon
Internet. One use of the List is to
unresponsive bureaucracy by unbundling estab-
The University of
stimulate conversations on emerging trends and
lished higher education organizations to create
potential developments that may affect education
"enterprise organizations." I ain struck by how
North Carolina at
by posting draft On the Horizon articles for discus-
serious writers rely on the functioning of the
Chapel Hill
sion, critique, and comment. Below are brief
marketplace to reform higher education. Could
excerpts (somewhat paraphrased) from several
not models for reinvented higher education be
List participants who commented in response to
drawn from environmental studies or develop-
our lead article. The thoughtful and thought-
mental psychology? Would not a student -cen-
provoking responses are available in their entirety
tered model of higher education be even more
in Horizon List archives.
revolutionary?
11111111111111111
James L. Morrison, Editor
EDITORIAL
The University of North Carolina at Chapel Hill
Bernard Glassman, Associate Editor
Bruce Anthony Jones
BOARD
Pragmatix:Information Design
University of Pittsburg
Blanche Fried Arons, Associate Editor
Asterios G. Kefalas
Language Associates
University of Georgia
Walter A. Albers, Jr.
Larry Marcus
Albers Systems Inc.
Rowan College
Don Barker
Michael Maslen
Gonzaga University
Future Survey
Peter Bishop
Graham T.T. Molitor
University of Houston at Clear Lake
Public Policy Forecasting, Inc.
David Brock
James Ogilvy
University of Auckland
Global Business Network
Arnold Brown
Susan Otterbourg
Weiner, Edrich & Brown, Inc.
Delman Educational Communications
Dale F. Campbell
Tracy LaQuey Parker
University of Florida
Cisco Systems, Inc.
Gordon Cawelti
Marvin W. Peterson
Allience for Curricular Reform
University of Michigan
Chris and Doreen deWinter Hebron
James G. Ptaszyski
H+E Associates, England
Wake Forest University
Gregg Edwards
Lewis A. Rhodes
Academy for Advanced and Strategic Studies
American Association of School Administrators
Jonathan Fife
Arthur B. Shostak
ERIC Clearinghouse on Higher Education
Drexel University
Lois Graff
David Pearce Snyder
The George Washington University
Snyder Family Enterprises
Warren Groff
Gerald Units
Nova University
High School Journal
E. Raymond Hackett
Frans A. Van Vught
Auburn University
University of Twente, the Netherlands
Richard B. Heydinger
George Wilkinson
Alliance for Higher Education Strategies
The Wilkinson Group
Jeffery Holmes
Ian H. Wilson
Canadian Bureau for Intl Education
Wolf Enterprises
On the Horizon focuses on potential developments and critical trends affecting education. It is published in October/November, December!
January, February/March, April/May, and June /July by the Institute for Academic and Professional Leadership, School of Education, The
University of North Carolina at Chapel Hill, ISSN 1f74-8121. Annual cost: individual, $24.50-, organizational, $49.50; site license, $124.50.
For more information, contact Professor James L Morrison, Editor, On the Horizon, or Assistants to the Editor, K.C. Brown, Rabbi Pickerat
or
Clad Terrill, CBS 3500 Peabody Hall, University of North Carolina, Chapel Hill, NC 27599. [phone]. Internet [email protected].
The Institute for Academic and Professional Leadership serves educational leaders by providing professional development workshops and
seminars. For more information about the Institute, its facilities, and its services, contact William S. Pate, Program Director, The Friday Center, CB
#1020, UNC-Chapel Hill, Chapel Hill, NC 27599. [phone]. Internet [email protected].
October/November 1994
3
On the Horizon
haps if we dcl a better job of explaining why the
...A successful business is one that meets present
liberal arts curriculum is valuable, the customer
customer needs while at the same time planning to
would be happy to pay to acquire it.
meet needs that the customer does not yet even
The List offers an
From Dean Pielstick, Chemeketa Community
dream of. The classic example is the VCR. Devel-
opportunity to join
College: The SCANS reports call for exactly the
oped by an American company, it was dropped for
kinds of competencies that one develops through
lack of immediate markets, only to be picked up
in a worldwide
a liberal education. During customer conferences,
by a Japanese company that spent 20 years devel-
discussion/
local business leaders say that they have to provide
oping the market (i.e., getting consumers to see
specific technical training; they expect our gradu-
the need for it), and then made millions. Higher
critique of
ates to be able to solve problems and think criti-
education should try to meet the present needs of
emerging trends
cally.
students, as narrowly they are now defined, while
nor giving up the broader aims of education. If we
and issues
If you have not yet subscribed to Horizon List,
regard education as a life long process, persuade
published in On
please consider doing so (instructions are in the
our students of the truth of the idea, and practice
June/July 1994 issue). TheListoffers an opportu-
it ourselves, we might be able educate students
the Horizon.
nity to join in a worldwide discussion/critique of
who can cope and be successful for the long haul
emerging trends and issues published in On the
as well as the first job.
Horizon. Moreover, we use these discussions as a
...Maybe the most important core competency
way of identifying potential articles. Indeed, some
of higher education is encouraging our people to
of the articles we have published stemmed initially
think creatively, to experiment, and to try to shape
We hope to get
from the discussion on Horizon Listas well as from
the future. We most keep in mind that writers on
core competencies stress that what is an asset
other lists we systematically scan.
even more
We hope to get even more information from
today must be reexamined constantly, taking into
information from
the List in the future via our venture in establish-
account the possible future impact of technologi-
ing a global electronic environmental scanning
cal, demographic, and economic trends.
the List in the
database on the Internet. Now when you sub-
From David Ross, Houston Community Col-
future via our
scribe to Horizon List, part of the welcome an-
lege: I wish we could read an article on education
nouncement tells you the format for your posting
without words like reinvent, paradigm, outcome,
venture in
and how to retrieve information from the data-
customer needs.
establishing a
base.
Outcome in its most common collocation as in
The usefulness of this database is dependent
measurable outcome thrills legislators and chills
global e!octronic
upon List participantsthe more who contrib-
educators. Here in the trenches comes another
environmental
ute, the richer and, therefore, the more useful the
taxpayer subsidy of the educational testing, data-
database. We intend to mine this database for
scanning database
base management industries.
potential items for publication in On the Horizon;
,a University:Train-
From Don Mencer
on the Internet.
if we select your contribution, we will request your
. leave our
students less
ing for specific jobs
permission to publish it, giving, of course, due
prepared for the future, not more prepared. Per-
credit to you for your contribution.
A Reinvented Model for Higher Education
continued from page 2
today's implicit mission boundaries. If a Teaching
Enterprise judged that it needed better library
The Teaching Enterprise is often viewed as the
support to meet the needs ofits customers, it could
most radical part of this proposal, for instruc-
write this into its contract with the Learning
tional resources would now be "outsourced."
Resources Enterprise.
However, this change could yield some important
The Learning Resources Enterprise would own
benefits. It would disentangle competing objec-
and operate library resources including the full
tives inherent in today's multifaceted, "fuzzy"
panoply of services and resources characterizing
mission system.
today's library. Both Educational Enterprises, on
The change would give each educational en-
behalf of their students, and Teaching Enter-
terprise greater freedom to set incentives tailored
prises, on behalf of their faculty, could contract
to its particular customers. For example, an Edu-
with the Learning Resources Enterprise for ser-
cational Enterprise might demand in its contract
vices. However, a Learning Resources Enterprise
with a Teaching Enterprise that senior faculty
would also have an incentive to contract with
teach more introductory courses.
other groups in the community, thereby generat-
Similarly, a Teaching Enterprise would be free
ing additional revenue and extending accessibility
to take on as many research contracts as it wished
or to reach out in s ecial
areas, far be and
of these valuable resources.
October/November 1994
4
On the Horizon
The Learning Technologies Enterprise would
providers in developing the range of programs and
provide computing, telecommunications, and
services it will offer students.
This reinvented
multimedia services. The primary customers of
Second, the performance of these enterprises
model should not
this entity would be students and faculty; it would
must be completely open to public review and
have performance contracts with Educational En-
be seen as a
comment. The effectiveness of an enterprise will
terprises and Teaching Enterprises respectively.
be apparent from the size and diversity of its
privatization
The Facility Enterprise would operate and
revenue streams. Budget size can be determined by
model.
maintain all buildings system wide, with the goal
each enterprise's ability to provide high quality
of producing the best possible return on these
service at a good value in the eyes of its customers,
valuable public assets. Although Educational En-
not by its political might to plead a convincing
terprises would be their primary customers, there
case before the legislature.
would be strong incentive to use these buildings
This reinvented model is certainly not the only
and grounds more creatively so that citizens would
approach to responding to the challenges facing
get a larger return on their investment in these
higher education, nor does space permit a fuller
assets.
discussion here of this model. Those wishing more
In the next issue,
information about this proposal, including a fuller
A Few Cautions in Interpreting
James Coleman,
description of each enterprise, a discussion of how
This Proposal
this model would operate on a day-to-day basis, or
University of
some suggestions of how to implement these
This reinvented model should not be seen as a
Chicago, will focus
enterprises should consult the complete proposal.
privatization model. Replacing a non-customer
[Editor's note: Copies of the proposal from
on a model for
oriented public bureaucracy with a private one
which Professor Heydinger drew this article, en-
that simply reports to a public board does not
reinventing public
titled "A Model for the Reinvented Higher Edu-
necessarily improve service. In fact experience
cation System" (publication PS-94-1), are avail-
education.
shows that such changes can easily decrease the
able from SHEEO for $10 each by calling (303)
level of service. Essential to the success of this
299-3686. In the December/January issue, James
model is the freedom for each Educational Enter-
Coleman, University of Chicago, will focus on a
prise to choose amongst both public and private
model for reinventing public education.]
problem is or automobiles that can signal when
SOCIAL The Monster Under the Bed
service is due. The data generated by the products
The central propositions of Stan Davis and
become an added value which generates a com-
17017717
Jim Botkin's new book, The Monster Un-
petitive advantage. Smart businesses hire employ-
Associate Dean for
der the Bed are that (a) the marketplace for
ees and seek customers who recognize and imple-
learning is expanding from the traditional K-12
ment these knowledge-based ideas. Increased com-
Undergraduate
plus college to a demand for lifelong learning, and
petition both globally and domestically is chal-
Programs, School of
(b) the ;ncremental demands created by this ex-
lenging firms to function more productively and
pansion are being better met by businesses than
more effectively, to learn how to "leverage the
Business and Public
by schools.
economic value of knowledge."
Management
According to Davis and Botkin, "In the infor-
A basic tenet of lifelong learning is collabora-
mation economy, the rapid pace of technological
tion. This requires a more educated workforce
The George
change means that education must be updated
that sees itself in a decision making role and
Washington University
throughout our working lives.... Lifelong learn-
understands a larger part of the operation.
ing is the norm that is augmenting and in some
The authors point to the confluence of the
cases displacing school-education" (p. 16).
growth in technology, awareness of quality prin-
If these propositions are true, they imply an
ciples, and increased global competition as causes
unprecedented competitive challenge for Ameri-
for shorter product cycles in all fields. It is becotn-
can institutions of higher learning. The challenge
ing necessary to bring new products to market
is to adapt, to "shift" some fundamental para-
more quickly at the same time that the life cycles
digms.
of existing products grow shorter.
Many factors contribute to the growing need
Davis and Botkin cite numerous businesses
for lifelong learning in a continuous learning
that have invested large amounts of capital in
environment. The rapid growth of information
developing successful educational systems, some-
and communications technology has led to the
times even calling them universities. The authors
understanding of knowledge as a product itself.
cite statistics indicating that the number of corpo-
We can create an iron, for example, that can turn
rate employees receiving formal training in 1992
itself off when it is placed in the "wrong" position
grew by nearly four million people or about 126
or copy machines that can indicate where the
million additional hours of employee learning in
October /November 1994
5
On the Horizon
In this process, each institution of learning
one year, the equivalent of almost a quarter of a
must delineate what it can do better than other
million additional full-time college students: this
institutions. In the jargon of business, what is
is a growth that the educational sector is hard
each institution's comparative advantage? In-
pressed to meet.
creased partnering both among academic institu-
Further, corporate-based learning is often aided
by a huge investment in technology to deliver
tions and between universities and corporations is
Corporate-based
necessary. Integration of providers is the key to
content expertise. Networks and multimedia sys-
learning is often
tems with self-paced and just-in-time training
preparing and presenting a complete package to
aided by a huge
the student.
readily available are able to move the educational
Switching the focus in schools and colleges
focus from teaching to learning; educators are just
investment in
from "teaching" to "learning" requires placing
beginning to recognize this as critical to preparing
technology to
more responsibility on students for learning con-
someone for lifelong learning.
tent-based material outside of the standard lec-
Davis and Botkin place the major responsibil-
deliver content
ture. Merely assigning chapters in a textbook is no
ity for the kind of education that is necessary for
expertise.
any country to remain competitive in the new
longer acceptable. Students should also be pro-
vided with information on how they learn best
economy squarely on the shoulders of business,
and most easily in a way compatible with their
not academe. Corporations face a growing need
individual learning style.
for educated employees, and there is already some
resistance to paying a premium for MBAs. As
Students should have access to tools that will
companies bring learning in-house, the value of
help them learn, the same kind of technology that
graduate degrees continues to decline. Compa-
is available in corporations today (here's one place
where a respectful partnering might really benefit
nies may even choose to recruit directly from high
a university). They should be allowed and encour-
school into their ranks.
Traditionally, companies have been paying a
aged to use all possible sources of information.
Davis and Botkin cite the example of the use of
great deal of attention to cultural diversity be-
cause, according to Davis and Botkin, of "the
calculators being discouraged in classrooms for a
long time even though everyone agreed they were
need to integrate a workforce diversified by race,
more efficient and more accurate. Another ex-
gender, and national origin." Attention is given to
improving communication and interpersonal skills
ample is the restriction on using a fellow classmate's
because this is of value to the company. Even
research paper; such papers should be stored in an
Switching the
electronic library and failure to access and prop-
issues of social and moral responsibility become
erly attribute such information should be down-
fair game for the corporate educator.
focus from
[Davis, Stan & Botkin, Jim. (1994). The
graded. Students should be taught how to work
teaching to
monster under the bed New York: Simon &
collaboratively and to exchange ideas and knowl-
edge with their fellow classmates.
Schuster.]
learning also
Switching the focus from teaching to learning
Implications
implies that we as
also implies that we as educators must better
define desired learning outcomes and develop
educators must
Davis and Botkin agree that corporations are
more innovative ways to assess whether or not
not going to displace schools and colleges for basic
better define
learning has occurred. This will probably lead
learning. However, corporations are likely to have
away from our artificial adherence on regular class
desired learning
some profound effects on what education we
meetings, with a fixed number of contact hours as
provide and how we provide it.
outcomes and
the definition of a course. The traditional model
How should educators respond? It is no longer
is not functional in a world of technology with
develop more
possible to dismiss corporate education as merely
adult learners.
innovative ways to
"training" in the most narrow sense of that word
Reassessing the teacher-student relationship
delivery of highly specialized facts or skills.
leads to reassessing the schools themselves. Do
assess whether or
Collectively, colleges and universities along
traditional schools and colleges fit the new learn-
not learning has
with business must identify what it is that each can
ing needs? Are there new issues in serving the new
offer efficiently to achieve a higher quality educa-
occurred.
"market "? Must some new academic/corporate
tion. This is not merely a matter of colleges
entity be created?
offering courses subsidized by corporations. Nor
Davis and Botkin raise many provocative ques-
should educators tailor courses designed to help
tions. In general, business schools are further
their graduates land jobs. Rather educators must
ahead than other academic institutions in exam-
accept the fact that learning is a lifelong process;
ining how corporations and higher education can
educators must help students see the connections
work together, but even they have not seen corpo-
between what is happening in "school" and what
rations as competitors in education. Perhaps it is
is happening in life, and must broaden the stu-
time to turn on the lights and examine this "mon-
dents' appi eciation for why and how a course in
ster under the bed."
hiloso h )r art or anthro do!, is "useful."
6
October/November 1994
On the Horizon
8
New Addition to the
should be designed to prepare students for less
TECHNOLOGICAL
strictly prescribed duties and greater flexibility
Endangered Species List:
and resiliency in their pursuit of knowledge and
Wally Albers
"On the Job"
technical training.
Albers Systems, Inc.
The social entity known as a job is "vanish-
The Phenomenal Growth of
ing like a species that has outlived its
Digital Science
evolutionary time," says William Bridges
in a recent Fortune article. Advances in technol-
Digital science, science on a computer, has
ogy have automated the production line and all
experienced remarkable growth over the last ten
but eliminated traditional repetitive tasks. Jobs
years, in both capacity and speed, providing greater
Many
have become rigid solutions to a dynamic prob-
capability for the solution to increasingly complex
lem. "We can rewrite a person's job description
organizations are
problems. Now computers
can "reengineer
occasionally, but not every week," says Bridges.
almost anything in Mother Nature's pantry," says
already well on the
Jobs are no longer socially adaptive.
Regular
Russell Mitchell in a Business Week article on
hours, strictly prescribed duties, unvarying pay
path toward being
science and technology. This puts computers at
characteristics of the traditional jobno longer
"the cusp of all scientific endeavors." Mitchell
"dejobbed."
fit the work needs of contemporary economies.
claims that "digital science marks the most funda-
According to Bridges, many organizations are
mental change in scientific methodology since
alreadywell on the path toward being "dejobbed."
Newton." Quoting a California physicist: "It's the
Workers are most likely to be assigned to a project
transcendent technology of our time." Although
where their responsits:lities and tasks evolve and
such grandiose statements are debatable, there is a
keep changing as the project evolves and changes.
germ of truth in all of this. Experimental digital
Even before finishing the first task, workers are
science, carried out in virtual laboratories, is en-
The virtual
reassignedunder several different team leaders,
joying success after success in such diverse scien-
keeping different schedules, changing locations
laboratory will
tific arenas as computational biology, modeling of
and performing a wide variety of tasks.
Skill
the combustion process, simulation of materials,
become as
requirements of the emerging workplace are more
global climate modeling, and fusion-energy reac-
general than specific, crossing traditional disci-
important a part of
tors, to mention a few. One truism emerges:
plinary lines and leaning much more towards
Digital science is able to pick up where the imagi-
the science
flexibility and resiliency than to the rigid norms of
nation leaves off, vastly extending scientific vision.
the traditional "job." [Bridges, W. (1994, Sep-
student's course
[Mitchell, R. (1994, September 19). Fantastic
tember 19). The end of the job. Fortune, 62-74].
journeys in virtual labs. Business Week, 76-88.]
work as the
Implications
traditional
Implications
laboratory
In the changing world of the vanishing-job
Science delivery is becoming more and more
concept, the packaging of education could be
computer-intensive. Educators must rethink how
experience.
adjusted to better meet contemporary work needs.
to teach science. The virtual laboratory will be-
Just as work requirements packages are no longer
come as important a part of the science student's
focused on regular hours, strictly prescribed du-
course work as the traditional laboratory experi-
ties and inverting pay, educational
packages
ence. Prepare to budget accordingly.
ECONOMIC
usual reasons given for the inability of American
Global Competitiveness
bosinesses to maintain existing markets and to
A.76==
Since 1985 the United States of America gain new ones. American business attributed this
has been down in the dumps about its
loss of global competitiveness to a "wimpy" U.S.
Department of
economic performance, at home and in
industrial and foreign trade policy and to the high
the global marketplace. At home the country
value of the dollar. Economists reminded business
Management
and government leaders of the J-curve effect.
experienced a huge loss in competitiveness (i.e.,
University of Georgia
the ability of national business to ward off foreign
Changes in government policies and business struc-
competition). Foreign manufacturers had cap-
tures tend to follow a lagged path similar to the tail
tured a substrntial portion of the U.S. market,
of the letter J. At the beginning of the change it
causing turbulence in corporate board meetings,
appears that there is no real effect on the business
activity both in terms of output and trade. Con-
and stimulating a frenzy of reorganizing, restruc-
tractual arrangements prevent any immediate ef-
turing, downsizing, rightsizing and reengi neeri ng.
fect on production and demand. After a reason-
Abroad, low quality and high prices were the
October/November 1994
7
On the Horizon
9
able time eventually the change does kick off a
inflation and (d) current balance. In the first three
process of output and trade creation.
measures the U.S. receives straight As. In the last
area, the measure of a country's net result of its
Recent events appear to have again proven the
economists correct. Two related reports have el-
international transactions, the U.S. receives the
evated the U.S. to the top of the world again for
usual C-minus.
the first time since 1985. The first report places
Growth of real GDP will average 2.6% in 1994
the U.S. at the number one position in global
for all OECD countries. For the so-called G7 that
Economic recovery
competitiveness. The second one reports a bril-
counts for 84.6% of the OECD total output, the
liant economic performance for 1994 and fore-
growth rate will be 2.7%. The U.S. tops the list of
is becoming
G7 countries and shares this position with Den-
casts an equally optimistic outlook for the coming
apparent in a
mark and Australia. Only Ireland and Norway are
year.
expected to grow faster with 4.1 and 4.3 %
Last month the Swiss-based Institute for Man-
great number of
agement Development and the World Economic
respectively. For 1995 the G7 will grow at 2.9%
the OECD
Forum issued their World Competitiveness Re-
while the U.S. will average 3.0% The engines of
development for 1995 will place Canada with
countries.
port, which placed the U.S. at the top of the global
competitiveness list. Although the U.S. has been
4.3%, the United Kingdom 3.2% and the U.S.
the laughing stock for years, the global commu-
with 3.0%.
nity admitted that the U.S. is now successfully
Despite this economic growth, unemployment
competing with its traditional rivals Japan and
will continue to be a problem. In 1994 unemploy-
Germany who are placed third and fifth respec-
ment will average 7.4 % for the G7 countries and
8.5 % for all OECD countries. (Luxembourg,
tively. Within Europe, Germany, Switzerland and
Denmark top the list (Francis, 1994).
Japan and the U.S. have the lowest unemploy-
ment rates for these countries with 2.7%, 2.9%
The report defines competitiveness as the abil-
and 6.3% respectively.) The European Union
Despite this
ity of a country or a company to generate propor-
tionally more wealth than competitors do in world
(EU) countries top the list having the most unem-
economic growth,
markets. Countries are ranked in such areas as
ployed people-12% of the labor force. For 1995
unemployment
domestic economic strength, infrastructure and
a slight improvement is forecast to the tune of .39/o
management, on the basis of 381 criteria that
for all OECD countries.
will continue to
range from computers per capita to alcohol and
Price changes (i.e., inflation) will remain at a
be a problem.
very low level for 1995 for the G7 countries-
drug abuse. The U.S. excelled in a strong and early
economic recovery, coupled with high scores on
2.0% and 3.5% for the OECD as a whole, minus
entrepreneurship, internationalization and finan-
Turkey, which may experience 106% inflation.
The U.S. will be around 2.1% while the EU
cial vitality. Japan, which systematically led the
world competitiveness scoreboard for the past
countries will average 3.1%. For 1995 the U.S.
will have the largest increase in inflation (1%
eight years, has slipped to the third place, behind
Singapore, due to its "worst economic recession,
above the 1994 level), while the G7 countries will
as well as a growing mistrust of the political
remain close to the 1994 level with an increase of
system" (Butler, 1994).
2.3%. The EU will improve its position by expe-
riencing a decline in inflation from 3.1% to 2.5%.
The OECD Economic Outlook
Australia, the U.K, Canada and the U.S. lead
During the lean
the OECD in the current accounts deficits for
The Council of the Organization for Eco-
last ten years,
1994 and will continue to do so for 1995. Austra-
nomic Cooperation and Development (OECD)
educational
lia is the leader in this area with a deficit of 3.9%
met on June 7-8 at the ministerial level. OECD,
of its GDP for 1994 and 4.3% for 1995. The G7
aka the Rich Countries Club, includes the world's
institutions had to
countries have a deficit of .1% for 1994 and will
top 24 countries plus the newest member, Mexico.
bite the bullet as
experience a slight deterioration for 1995 to .2%.
The consensus of the meeting was that economic
Switzerland tops the list of winners in the interna-
recovery is occurring in a number of OECD
much as, if not
tional transactions game with a surplus of some
countries. The annual OECD Economic Outlook
more than, both
7.3% for 1994 and 6.8% for 1995. The Benelux
begins its current report with the statement, "Eco-
countries are other winners with fairly large sur-
nomic growth in the OECD area as a whole is
governments and
pluses for both the current year and 1995.
steadily gathering strength. OECD activity will
private businesses
[Butler, Chris. (1994, Sept, mber 1-15). The
expand by over 2.6% in 1994 and close to 3% in
frontrunners in a race for world trade. The Euro-
1995" (OECD, 1994). As is customary, eco-
did.
pean, 27; OECD. (1994, August/September).
nomic activity is measured by a country's perfor-
OECD economic outlook, The OECD Observer,
mance in the following four areas: (a) growth of
No. 189; Williams, Francis (1994, September 7).
real Gross Domestic Product (GDP) (b) unem-
U.S. displaces Japan as most competitive nation.
ployment (.c) private consumption deflator or
Financial Times, 1, 4.]
On the Horizon
October /November 1994
8
10