Transcript WSU Key Indicators - University of Minnesota Rochester

Presentation
to Rochester Higher Education
Development Committee
August 19, 2005
Judith A. Ramaley
Winona State University
Issues in Higher Education Today
• We face complex challenges in every aspect of
life-economic, global, cross-cultural,
environmental.
• A nation is going to college but many are at risk
of being left out. Gaps in educational attainment
are widening.
• Technology is changing how we communicate,
how we learn and where we learn, what we
know and how we interact with each other.
Concepts of Engagement
“The major challenge facing contemporary
higher education is to enhance its relevance
and connectedness to the issues and problems
faced by the broader society — as these
problems are defined by community members,
and not by academics acting independently of
the views of others.” (Kenny, et al, 2002)
Characteristics of Engagement
• Shared goals.
• A shared agenda.
• Agreed-upon definitions of success that are
meaningful both to the university and to the
community participants.
• Some pooling or leveraging of university
resources and public and private funds
provided by other participants.
• Mutually beneficial and likely to build the
capacity and competence of all parties.
• Built on the strengths of the participants.
What are the Needs of Rochester?
• Rochester is a world leader in health and
technology and requires a world-class
educational structure.
• Rochester is expanding in health, biosciences,
technology/informatics. This requires investment
in a first-class research environment.
• To attract skilled workers to the area workforce,
Rochester must provide access to high quality
K-16 education and provide signature graduate
and postdoctoral programs.
How is the Rochester Community Changing?
• Rochester is growing rapidly and becoming
more diverse.
• Unless current participation rates improve, the
region will lack a sufficient highly-skilled
workforce to fuel economic growth.
• Rochester is highly dependent on two
employers. Leveraging industries and expanding
and diversifying the economy will be essential.
Successful Economic Development Requires…
• A highly-educated and trained workforce with
access to continuing professional education.
• Access to high-quality university research
conducted in a public-private partnership mode.
• Excellent communication and transportation
infrastructure.
• Healthy, sustainable communities.
• Excellent K-12 education.
• Effective investment of public resources on a
local/regional basis.
Clusters and the New Economics of Competition
• The economic world map is now dominated by
clusters of geographically concentrated
organizations in particular fields.
• Clusters leverage competition by increasing
productivity, driving the pace of innovation, and
stimulating the formation of new companies.
(Michael Porter, Harvard Business Review Nov/Dec/ 1998)
Clusters and the New Economics of Competition
Clusters depend . . .
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The use of sophisticated methods
Continuous innovation and R & D
Availability of advanced technology
Access to a highly-skilled workforce that can
support knowledge-based business
. . . in order to produce unique products and
services better, faster and in response to
customer needs and expectations.
(Michael Porter, Harvard Business Review Nov/Dec/1998)
IMAGINE . . .
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New strategies for a new era beyond
institution building
New Economic Strategies Require Equally
Innovative Responses from Higher Education
• The era of institution-building in higher education
is closing and is being replaced by new
approaches to collaboration both locally and in
cyberspace.
• Public-targeted educational partnerships that
focus on a relatively specific set of lifelong
learners and key industries in a region.
New Economic Strategies Require Equally
Innovative Responses from Higher Education
• Educational strategies shaped by a regional
economic development plan.
• A learning infrastructure built on a value network
rather than value chain model that offers the
greatest possible courses, resources, and
services to learners.
• Learners no longer required to negotiate the
structure and processes of individual institutions.
Innovative Responses from Higher Education:
the Idea of a Marketspace
• Based on the concept of an educational
marketspace that connects learners to each
other and to mentors, supported by a
collaborative infrastructure and portfolio
management.
• A marketspace cannot be built on individual
institutional architecture. It requires basic
organizational learning and change and an open
texture (multiple pathways, options).
• A successful marketspace meshes interests of
learners, employers and educators/providers.
“At base, every known educational concept
is open to reanalysis; this includes the very
notion of education, as well as the…need
to tear apart and redefine such matters as
courses, credits, skills, classes, and
degrees.”
Source: Partnering in the Learning Marketspace. Duin,
Baer and Starke-Meyerring 2001
“You can’t redesign your system by
dividing it into parts; everyone must look
at the whole together.”
Peter Senge (1994) The Fifth Discipline handbook
IMAGINE . . .
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Having your cake and eating it too!
Putting the Pieces Together
• Rochester can have both U of M and MnSCU.
Their missions complement each other.
• U of M is essential for a powerful research
environment and advanced study.
• MnSCU supports the preparation of the
workforce, engagement of faculty and students
with businesses and the fostering of an
entrepreneurial spirit to ensure technology
transfer.
Basic Premise
True collaboration does more than open new
markets or respond to current demands. It
completely reshapes the nature and
organization of higher education, transforming
responsiveness, innovation, partnership and
approaches to learning.
Source: Adapted from Partnering in the Learning
Marketspace, 2001)
Questions Guiding an Educational Strategy for the
21st Century
• What kinds of learning will prepare our
graduates for an economy in which innovation is
a constant?
• What models of higher education can synergize
with a cluster model of economic development in
a rapidly changing region?
• What community capacities will be needed to
support a world-class educational and research
response to a changing community?
• What will world class look like in the future?
Core Design of a Collaborative Model: A New
Approach to Defining World Class
• Support a cultural shift in learning. Put the
learner in charge. Assist learners and their
employers in pursuing their educational goals
anywhere and at any time.
• Build the economic, intellectual and social
capital needed to compete in the global
economy.
• Capitalize on the strengths of the partners and
create an infrastructure that supports new kinds
of collaboration.
IMAGINE . . .
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The Optimal Formula for the 21st Century!!
Higher Education in Rochester: A Vision
• Build on the existing experience of UCR to
create pathways to advanced education and
support for a highly skilled workforce.
• Link higher education programming to distinctive
cluster development and develop the workforce
needed for economic growth and community
development.
• Strengthen the capacity of UCR to support
collaboration, a shared infrastructure and a
platform for brokering the best educational
programming from around the world.
Higher Education in Rochester: A Vision
• Make institutional differences in process and
policy invisible to students.
• Create a new portfolio of signature advanced
graduate programs and postdoctoral programs
that reflect the emerging cluster of biomedical
sciences, advanced computation, nanoscale
science and informatics in Rochester.
• Reinforce the existing research infrastructure in
Rochester and support continued invention and
innovation.
Higher Education in Rochester: A Vision
• Provide research and educational support for a
sustainable community in the region described
as “social and cultural environments in which we
can satisfy our needs and aspirations without
diminishing the chances of future generations.”
• Created by a set of concepts, values,
perceptions and practices shared by the
community that form a particular vision of reality
around which people organize themselves.
(Fritjof Capra, The Web of Life)
Logic Behind the WSU Approach to
Rochester
• Support development of UCR as a national
model of educational collaboration and a new
form of World-Class Education.
• Function in an engaged mode.
• Create relationships and programs that will
expand educational access for diverse
audiences and create a skilled workforce.
• Support the advancement of a cluster model
built on science and technology R & D.
• Assist with tech transfer.
• Support small business development and
economic diversification.
WSU’s Plans for the Future
• Expand capacity of signature programs.
• Serve as a portal/broker for programs and
resources throughout MnSCU and beyond.
• Further develop relationships with diverse
communities, promoting access for
underrepresented populations and building the
future workforce.
WSU’s Plans for the Future
• Increase our capacity to participate in economic
and community development in the region.
• Support innovative approaches to the
development of vital community infrastructure in
health care, support for small business,
education and workforce development.
WSU’s Plans for the Future
• Collaborate with The University of Minnesota
and researchers at Mayo Clinic and IBM to
support development and technology transfer as
well as innovation.
• Introduce strategies of engagement more fully
into our research and educational programming.
• Innovate with partners to solve “real world”
problems.
WSU’s Plans for the Future:
Programs Under Development
• Multicultural certificate
• CSI/Bioinformatics, BS
• Secondary teaching licensure
post baccalaureate
• Doctorate in Nursing Practice
F2005
S2006
SU2006
2007
The WSU Brand
A community of learners dedicated to improving
our world.
• A national model of learning for the 21st century.
• A leader in the development and use of
educational technology.
• A leader in effective use of assessment to
promote learning.
• An institution committed to collaboration and
partnership.
Transforming for the Future…
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The alignment is right . . .
The time is now . . .
A new model of world-class education is in
view