What are the challenges that lie ahead?

1. What are the challenges that lie ahead?

2. We are responsible for Unhappy (dissatisfied) Students?

3. How does the University face up to its responsibility for unhappy Academics?

4. How can we fulfil our responsibilities to our students?

6. We are at a cross roads?

7. What world will our students enter?

8. Capitalism at Bay?

9. Challenging times?

10. A Globalised World?

11. Business as Usual?

13. The Great North Run

14. A Planet in Peril?

18. The Corporation

19. Corporate Social Responsibility to the rescue?

20. Business Schools fail in their responsibility? • B-School Backlash • Crisis of Business Education • Are Business Schools to blame for the present crisis?

21. The Dismal Science! • “The question by the Queen during the crisis was the right one: why did none of these supposed experts spot it coming? Answer: because they were obsessed with their narrow mathematical models and had a blind faith in theories – such as efficient market hypothesis and rational expectations – that worked in the economics faculty but not in the real world. Some of the die-hard modellers fight on; they argue that their lovely models would have worked except for the colossal shock provided by the seizing up of markets in August 2007.This is the economics profession's equivalent of the old joke: "Apart from that Mrs Lincoln, how did you enjoy the play?" Once the dust has settled, there is a strong case for an inquiry into whether the teaching of economics has been captured by a small but dangerous sect” • Larry Elliot, The Guardian 31st August

22. Are we entering a new era of Global Responsibility? • Individual acts of irresponsibility have had global tragic consequences • The language of responsibility

23. Purpose

24. Dearing Report 1997 • inspire and enable individuals to develop their capabilities to the highest potential throughout life, so that they grow intellectually, are well equipped for work, can contribute effectively to society and achieve personal fulfillment; • increase knowledge and understanding for their own sake and to foster their application to the benefit of the economy and society; • serve the needs of an adaptable, sustainable, knowledge-based economy at local, regional and national levels; • play a major role in shaping a democratic, civilised, inclusive society.

25. Vision and Character?(changing views)

26. Responsibility of Universities • “According to this view, universities should play a pivotal role in the education and development of citizens and enlarging social inclusion, especially in the lives of those who might be expected to provide leadership of all kinds in civil society, if this doesn’t sound altogether too grand” (Fryer pg 76).

27. Global Education • “Respons-ability” Sterling • “Supercomplexity” Barnett • Incorporating Global Perspectives into the curriculum

28. Why Global? • In teaching, research and our business practice • Individual, Group, Community and Workplace • Local, Regional, National and Global

29. Leeds Met Internationalisation Strategy Internationalisation_Strategy_2008

30. Cross-Cultural Capability and Global Perspectives • “Dearing explicitly acknowledged that there was a need to move beyond the notion of there being a fixed common culture and set of values to a world which recognises the plurality of cultures and the possibility of competing value systems. Universities have a vital role to play in developing the knowledge, skills and values to enable students to participate as global citizens in such a world” (Otter D in Jones and Brown)

31. External Drivers: Government • “Developing and maintaining a world-class system begins with understanding the world in which we live: the values and cultures of different societies; the ways in which we are increasingly dependent upon one another; and the ways in which we all, as global citizens, can influence and shape the changes in the global economy, environment and society of which we are a part. One cannot truly educate young people in this country without the international dimension being a very significant and real part of their learning experience” (DfES, 2004).

32. HEFCE • “Higher education has a pivotal role to play in helping society to develop sustainably. This is because sustainable development is fundamentally a process through which we can learn to build our capacity to live more sustainably. It is a process which everyone needs to participate in, but the involvement of higher education is particularly important because graduates will go on to occupy the vast majority of managerial and leadership positions in this country. Thus the role of higher education far outweighs the size of the sector in terms of its resources” (HEFCE, 2005).

33. A Global Citizen….. • Is aware of the wider world and has a sense of their own role as a world citizen; • Respects and values diversity; • Has an understanding of how the world works economically, politically, socially, culturally technologically and environmentally; • Is outraged by social injustice; • Participates in and contributes to the community at a range of levels form the local to the global; • Is willing to act to make the world a more equitable and sustainable place; • Takes responsibility for their actions (Oxfam)

34. Employers? • Integrity • Passion • Character and Personality • i-graduate survey for CIHE

35. Students? • http://www.forumforthefuture.org.uk/files/FutureLeaders0708.pdf • As the results of this year’s survey show, they feel this burden, and struggle to feel optimistic about the future – whether in saving the rainforests, achieving peace or ending famine. But they haven’t given up, and their expectations are very high. As future leaders they know we need action from leaders of today, in business, government, the media and beyond.

36. Need to re-appraise our values? • No: “the day that ethics enters the classroom is the day I leave! • “Not another initiative to incorporate into our crowded curriculum • Hypocrisy • “Irrelevant to my module” • Complacency: “ We do all this anyway”

37. What are we about? • Need to be clear about our values and purpose • A Business School with responsibility at its heart • A challenging curriculum • Challenging views • Challenging students (and ourselves) • To meet the challenges of the future