1 / 22

Implementing the Change Academic Conservatism Melita Kovačević

Implementing the Change Academic Conservatism Melita Kovačević Vice-Rector for Science and Technology University of Zagreb UNICA Master Class: “Supervision in Doctoral Education Dubrovnik, 20 – 23 September 2009. Topics:. Definition of the term Two sides of the coin

ursula
Download Presentation

Implementing the Change Academic Conservatism Melita Kovačević

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Implementing the Change Academic Conservatism Melita Kovačević Vice-Rector for Science and Technology University of Zagreb UNICA Master Class: “Supervision in Doctoral Education Dubrovnik, 20 – 23 September 2009

  2. Topics: • Definition of the term • Two sides of the coin • Wh – questions of interest: • Why to change? • What to change? • Who has to change? • Doctoral education as a framework of change • Do we really need/want to change? • Instead of conclusion

  3. Definition of the term Conservatism: • the political philosophy... • political ideas and attitudes that are traditionally associated with cautious attitude... • a general unwillingness to accept changes and new ideas. Eg. He has been much criticized for his aesthetic conservatism … the conservatism of older teachers. Collins Cobuild, English Language Dictionary, HarperCollins Publishers, London

  4. Two sides of the coin Preservation of values Generation Gap Accumulated knowledge Neglecting reality Tradition Academic Conservatism Destruction Long history Persistence to change Recognized value Richness Denial Inaction

  5. European vs. World perspective EHEA ERA • new HE market • new demands • changing rules

  6. Three roles of a modern university in the modern knowledge economy: - Higher education-Research and development- Innovation and technology transfer Facts on ERI triangle

  7. Wh – questions of interest Why to change? • starting question  there is no need to change • It is just fine • It’ll make no good • I’m tired of changes …

  8. Wh – questions of interest internal resistance to organizational changes at universities HOWEVER, historically universities have been viewed as trendsetters and change agents for society at large  confusing controversy even for academics

  9. Wh – questions of interest knowledge society  universities are taking most prominent role nucleus of knowledge producing system HOWEVER there is discrepancy btw society and university changes

  10. Wh – questions of interest how do universities adapt to new challenges?  their learning capacities are of central relevance  the pace of change is lagging behind the societal needs  adopting to new requirements could be cumbersome process

  11. Research Education Technology Transfer Why? Wh – questions of interest University has to open towards society “University should be driven by societal and economical changes” Georg Winckler, EUA President Dubrovnik – October, 2007

  12. Wh – questions of interest What to change? • institutional role • internal structure • personal obligations, responsibilities, rights • role of administration • overall system of communication among the parties • efficiency

  13. Wh – questions of interest Who has to change? • institution/s  structural changes • academics • students • administration  people, system too much? possible? do we want it? how much do we have to do? personal level

  14. Doctoral education as a framework of change putting doctoral education to work  real challenge to academic work  PhD as a hallmark of university  the core role of it’s mission

  15. Doctoral education as a framework of change the result of a good doctoral education is not a good doctoral thesis but good new doctor much harder goal to achieve

  16. Doctoral education as a framework of change challenges:  impetus for new forms of doctoral education  the process itself  new divisions/distributions of roles institution – supervisor – doctoral student

  17. Doctoral education as a framework of change how universities can meet new needs: tradition new demands core role in PhD education society

  18. Do we really need/want to change? resistance to change:  systemic nature of organizational change • infrastructure • expert knowledge • training • long-term vision • cost-benefit

  19. Do we really need/want to change? change implies improvement:  if you need something to improve, it means “it is not good enough”  if it is not good enough, we are not good enough”!!! or

  20. Do we really need/want to change? there is a need for change  context is changing, society has new demands  let’s explore how we can be a generation of changes  how to match new demands!

  21. “We do not have to fight tradition; we must build and develop new ways based on tradition and accumulated experience” Aleksa Bjeliš, Rector Zagreb, 2009

  22. Thank you

More Related