academics in a flat worldversion 5

8/9/2019 academics in a flat world version 5

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in ain a

Flat WorldFlat World

Presented by Dr. Sandra Hill & Dr. Claudia GrinnellPresented by Dr. Sandra Hill & Dr. Claudia GrinnellThe University of Louisiana at MonroeThe University of Louisiana at Monroe

March 2010March 2010

AcademicsAcademics


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Overview

Summary of The World is Flat* Ten flatteners

Triple convergence

Points of Critique U.S. Higher Education from 1960 present

Academics after the flatteners Ten flatteners

Career implications

Research implications

Global Market Forces in Higher Ed

*Friedman, Thomas L. The World is Flat: A Brief History of the Twenty-First Century(Updated and Expanded Edition). New York: Farrar, Straus and Giroux, 2006.

All quotes on following slides come from this source.

Academics in a Flat World


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When is the best time to

When is the best time tobuy a fire extinguisher?buy a fire extinguisher?

Ten FlattenersTen Flatteners


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Flattener #1: 11/9/89

The fall of the Berlin Wall didntjust help flatten the alternativesto free-market capitalism andunlock enormous pent-upenergies for hundreds of millionsof people in places like India,Brazil, China, and the formerSoviet Empire. It also allowedus to think about the world

differently to see it as more ofa seamless whole. p. 53

Paved the way for adoption ofcommon standards. p. 53



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Flattener #2: 8/9/95 (Netscape goes public) The www is for everyone

Coincides with widespread acceptance of Windows95 as a standard OS

Systems become inter-operable (and not limitedby compatibility issues)



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Flattener #3: Workflowsoftware (automates intra-and inter-business

processes and systems) Software packages talk to each

other

Work is processed in multiple

geographies Digitization and division of work


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Flatteners #1 - #3

Fall of the wall, opening of the windows, andrise of PC-based workflow software becomesthe crude foundation of a whole new global

platform for collaboration. p. 91. These lead to the remaining flatteners



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Flattener #4: Uploading Open source Community developed (and

regulated) content and software

Not one to many, but many tomany

e.g.,Wikipedia, Linux, etc.



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Flattener #5:Outsourcing Leveraging availability of

low-cost, high-quality,

global labor sources(India, China,)

Y2K impetus

Focus more on services

use of outside specialists

Agrarian & extraction econAgrarian & extraction econIndustrialization econIndustrialization econ

Service econService econ

Knowledge/information econKnowledge/information econ


Increasing Abstraction from the realIncreasing Abstraction from the real


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Flattener #6:Offshoring China joins the WTO in 2001

Sending manufacturing workto any location where it canbe done fast with low costand high quality



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Flattener #7: Supply-Chaining e.g.,Wal-Mart

Highly efficient global replenishment networks



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Flattener #8: Insourcing Management planning and expertise provided by

suppliers, customers or other service companies

e.g., UPS and FedEx arent just delivering packages,they are doing logistics p. 167



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Flattener #9: In-forming Web-based search engines, user groups, web-logs

Google what do you want to know?



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Flattener #10: Digital, Mobile, Personal andVirtual

DoCoMo (Do communications over mobile network)

Everything, everyone, everywhere instantly



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Triple ConvergenceTriple Convergence


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Triple convergence #1 Global, web-enabled, platform for

collaboration

Wealth and power will increasingly accrue

to those countries, companies, individuals,universities, and groups who get three basicthings right: the infrastructure to connectwith this flat-world platform, the educationto get more of their people innovating on,working off of, and tapping into thisplatform, and, finally, the governance to getthe best out of this platform and cushion itsworst side effects. p. 205



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Triple convergence

#2 Horizontalflat-- business processmanagement practices that take advantage

of the flat worldemergence of a large cadre of managers,

innovators, business consultants, businessschools, designers, IT specialists, CEOs, and

workers (who are) comfortable with anddevelop(ing) horizontal collaboration andvalue-creation processes p. 208



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Triple convergence

#3 Global, educated labor pool (including thebillions of China, India and the former SovietBloc)

Giving so many people access to all these

tools of collaboration, along with the abilitythrough search engines and the Web toaccess billions of pages of raw information,ensures that the next generation ofinnovations will come from all over PlanetFlat. The scale of the global community thatis soon going to be able to participate in all

sorts of discovery and innovation issomething the world has simply never seenbefore. p. 212



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Points of CritiquePoints of Critique


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CRITIQUE #1CRITIQUE #1Why America's Top Pundits Are Wrong: Anthropologists

Talk Back (2005) eds. Catherine Besteman and HughGusterson (California Series in Public Anthropology, 13)

Friedman doesntaccount for illegal tradefueled by those whodont profit from

globalization

Friedmans idea is aglobal ideal



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CRITIQUECRITIQUE #2

The World Is Flat?: A Critical Analysis of New York Times BestsellerbyThomasFriedmanby Ronald Aronica andMtetwaRamdo (2006)

Presents only 0.1% of picture in hisbook other 99.9% include Monsanto

seed monopolies and suicides ofthousands of farmers; 99.9% ofpoor grown poorer due to

agribusiness Forgets that Free trade is about

corporate freedom and citizendisenfranchisement

Hides corporate greed



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CRITIQUE #3CRITIQUE #3The Rise of the Creative Class(October2005) Atlantic Monthly, Richard FloridaassertsThe World Is Spiky.

Globalization haschanged the economic

playing field, but hasn'tleveled it

Economic activityconcentrated in certain

areas, specifically theNorthern Hemisphere

Location does matter



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CRITIQUE #4CRITIQUE #4

Why the World Isn't Flat. (2007) Foreign

Policy. Harvard Business School professorPankaj Ghemawat

A globally connected worldis so far an unfulfilledprophecy

People still do businesslocally

Friedmans book latest inexaggerated visions



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PRESENTERS CRITIQUESPRESENTERS CRITIQUES

Is a privileged view ignores workers & poverty

Focuses crux of argument on technology ignoringpeople behind the machines

Hasnt produced anything new here hiseconomic theories have been around since AdamSmith (18th C) and David Ricardo (19th C) globalization dates back to Alexander the Great,

the Silk Road, and earlier

1.0 Countries Globalizing (1492 1800)2.0 Companies Globalizing (1800 2000)

3.0 Individuals Globalizing (2000 )



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U.S. Higher EducationU.S. Higher Education19601960 presentpresent


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U.S. Higher Education 1960 present 1960s:

15 18 hour load, 40 hour work week w/ office hours Shared office space

Faculty club One text, no supplements Prepare own materials, spirits duplicator for

handouts No phone, typewriter, calculator, or scantron

Pooled support (e.g., typing pool, departmentalphone)

Big change: Doctorally qualified faculty, Privateoffices



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U.S. Higher Education 1960 present 1970s:

Private office

Research release (12-15 hour teaching load)

Office hours to provide time for discipline-based research

Scantrons, calculators, electric typewriters

Mainframe access provided (pooled resource)

Pooled support

Big change: own typewriter

and phone



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U.S. Higher Education

1960 present 1980s: Private office Research release (9-12

hour teaching load) Office hours to provide

time for research Scantrons, calculators,

photocopiers Textbook choices,

publishers transparencies,testbanks

Some ftp and e-mail forresearch purposes withdesktop mainframeconnectivity

Basic word processors andspreadsheets

Big change: own pc and e-mail connectivity



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U.S. Higher Education 1960 present

1990s:

Private office, own pc, phone w/voice mail

Internet for research and e-mail

Research release (6-12 hour teaching load)

Office hours often by appointment to provide timefor research

Scantrons, spreadsheets, Blackboard/WebCT,photocopiers, scanners, printcenters (high speed

laser) More textbook choices, instructors manuals, ppt

slides or publishers transparencies, testbanks

Big change: internet connectivity, cell-phones,

digital media



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U.S. Higher Education 1960 present

2000s: Private office, own pc, phone w/voice mail

Internet for: research (incl. library work, daily news, blogs),e-mail, administrative work (e.g., BANNER) and instruction

Faculty web sites plus WebCT/Vista

Publisher web sites Research release (6-12 hour teaching load)

Office hours to provide time for research, or by instantmessage, or by appointment, or

E-Instruction clickers, scantron

Big change: Web services



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U.S. Higher Education 1960present: Summary

Technology, infrastructure & structure led to greaterfaculty autonomy

More emphasis on individual performance, less on

institutional relationships More emphasis on faculty members external

relevance, less on internal equity/seniority

Smaller role for the faculty member in developmentof teaching materials

Greater editorial role for the faculty member inassembling teaching resources from diverse sources

Seniority comes more from research performance,not development and mastery of teaching materials



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AcademicsAcademics

After the FlattenersAfter the Flatteners


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Academics after Flattener #1: Berlin Wall

11/9/89 Decentralized

production, storage & distribution of knowledge

Diverse Varied knowledge producers Global competition - U.S. system no longer unchallenged (TopWSJ recruiters international ranking)

Relocalized Global collaboration and partnerships are of heightenedimportance (Think Globally, Act Locally)

Accreditation standardization (e.g., EQUIS and AACSB)China Europe International Business SchoolInstitut Europen d'Administration des Affaires European Institute of Business

Administration

Illinois Institute of TechnologyIndian Institutes of Management


European Quality Improvement SystemAssociation to Advance Collegiate Schools of Business


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Academics afterFlattener #2: 8/9/95Netscape goes public

Net based resource distribution and

acquisition Publishers and colleagues materials

intellectual property rights, mashup

Student research and plagiarism issues Faculty share an office -> faculty dont needan office



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Academics after Flattener #3: Workflowsoftware

Administrative processes, personnelprocesses, registrars activities, etc. go

paperless

Reduced use of physical handouts

Potential to outsource administrativepaperwork -- applications, graduationclearances, etc reducing staff



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Academics after Flattener #4: Uploading

Source of materials often open, increasingirrelevance of textbooks

Validation of teaching and learning materials what counts as scholarly

Use of WebCT, Blackboard and open sourceplatforms such as Moodle

Increased potential for plagiarism due toease of uploading



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Academics after Flattener #5:Outsourcing

Publishers handle more of instruction and

assessment what do the faculty provide? Utilization of call centers for student services

(e.g., tutoring, advising, grading, etc)

Farming out online class instruction

Is the classroom relevant? Is thiscorrespondence course redux?



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Academics after Flattener #6: Offshoring

Shipping out degree earning to for-profit(FP) and corporate universities

Enrollment in for-profit universities grown fasterper year last 30 years compared to all institutions

9% vs. 1.5% growth9% vs. 1.5% growth

FPs now offer 4-year degrees

FPs forcing change in traditional colleges: attracting adult learners

offering online programs

hiring faculty by the class (adjuncts)



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Academics after Flattener #7: Supply-Chaining Value-chain curriculum (students dont spend all 4 years in

one institution) Institutions specialize and link up

e.g., an institution offers only the IS major and transfers instudents who have completed Core.

e.g., community colleges teach General Education courses (2+2)

HS partnerships via dual-level courses

Corporate relations/Corporate universities



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Academics after Flattener #8: Insourcing

Support services need not be managed by theuniversity

bookstore, housing, dining services handled bycorporate entities, i.e. Barnes & Nobles

copying handled by CopyNation, IT handled byIBM, payroll handled by PWC, etc.

What about departmental administration



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Academics after Flattener #9: In-forming

Enhanced use of the internet for research,reduced need for physical libraries

Changed process for preparation of materials

Rate of change in content Student research methodologies all

internet, no library per se

-hits on Google determine value? Studentstake the first hit, Wikipedia

Knowledge production in form of video,blogs, forum posts, IM, (how to evaluate non-

traditional assignments)



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Academics after Flattener #10: Digital,Mobile, Personal and Virtual

Do we need offices dedicated to individualfaculty members?

Should our buildings not be more generalpurpose?

Movement to wi-fi from land-line



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Research implicationsResearch implications

Career implicationsCareer implications


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Career implications

Its not the club anymore

Get ready for change in models

Know your value proposition Build it

Defend it

Importance of individual grows, importance ofinstitution declines

Need to specialize and be an effective manager of

interfaces be careful about being a generalist Need to be a channelnot just an expert

Shorter half-life for teaching material relevance

CQ+PQ>IQ.be curious, passionate (p. 303)



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Research implications

Human/behavioral dimensions of work in theflat world

Process analysis and improvement(institutional / structural)

The new curriculum/pedagogical research Whats divisible, whats not

How does location matter

Instructional techniques for distributed learners

Student perception of content validity, reliabilityand relevance

Is the syllabus an outdated concept with the givenrate of change

Other?



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Many current college studentsMany current college studentswill eventually work in a job thatwill eventually work in a job that

does not yet existdoes not yet exist..

GlobalGlobal

Market ForcesMarket Forces

in Higher Edin Higher Ed


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WHATTHIS BOOK MEANS FOR EDUCATORS

As a bestseller and assigned college read, thebook needs to be talked about

-book offers numerous avenues for critique

Globalization will impact our students careers-understand globally savvy, locally situated

Encouragement to be innovative

Rethink buyer/seller (consumer) business

mentality of university and focus on institution asoutpost of knowledge resources

Rise and impact of global for profit(proprietary) universities looking for solutions

in the market



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The Market Speaks: Employers Wants

89 percent want more emphasis on theability to effectively communicate orallyand in writing

81 percent ask for better critical thinkingand analytical reasoning skills

70 percent look for the ability to

innovate and be creative

From Making College Relevant http://www.nytimes.com/2010/01/03/education/edlife/03careerism-t.html?pagewanted=2&sq&st=nyt&scp=81



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The Language of the Market

The Market SpeaksSeductively

Choice

Flexibility

Nimble

Freedom

C

hoice Efficient

Choice

Choice



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Global Post-SecondaryEnrollmentStatistics:

Opportunity: Global, higher/tertiary education has massive

growth potential(with attendant issues found in privatizationmovementssee numerous lawsuits/inquiries involving ApolloGroup, parentofPhoenix U).

Knowledge shares manyproperties ofa globalpublic good and isnotbound bythe law ofscarcitythataffects other commodities(from Public Policyfor a Knowledge Economy, Stiglitz 1999).

Global Growth Potential in Higher Ed


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Our job as educators is to prepare our students for a future that

we can notclearly describe or jobs thatdo notexistyet.


The free university, historicallythe fountainhead offree ideas and scientificdiscovery, has experienced a revolution in the conductof research. The

prospectofdomination ofthe nations scholars by the power ofmoney isever present and is gravelyto be regarded. (Eisenhower, 1961)

d i i Fl t W ld


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Radical Decentralization of the University

JustJust--inin--timetime--officesoffices--peoplepeople--coursescourses

OutsourcingOutsourcing--bookstorebookstore--dining facilitydining facility--coursescourses--peoplepeople


The first universities in Europe--University of Bologna (1088), Universityof Oxford (1096), University of Paris(1150)-- began as private corporations of

teachers and their pupils (initiallymedieval universities did not have acampus). Classes were taught whereverspace was available, churches or homes.A university was not a physical space but

a collection of individuals bandedtogether as an universitas. We may bemoving toward that paradigm. There isnothing new under the sun?!


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Over the course of the

Twentieth Century, the world

began its move from a vertical,

hierarchical structure to a

horizontal one.

==

??People began to move from thereal (the land), to industry (the

city), to service (institutions), to

knowledge (cyberspace), to?

Increasing abstraction &

complexity =

confu

sion


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YOUR FINAL EXAM

Whatshould educators do with ThomasFriedmans The World is Flat?

A) Burn it

B) Read itand talk about it

C

)Ask for a refund from the bookstoreD) Use itto elevate your reading lamp



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Everything we do and are planning to do,depends on one thing and one thingalone:the availability ofcheap, abundantenergy sources

So, the crucial question may be(come):

WhatWhathappenshappens

when thewhen thelights golights go

out?out?Thank you! Q & Apresentation available at

htt // di h /d l d/10848835 831

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academics in a flat worldversion 5