Page 11 - journal19-3

traditionalists argue. With centuries of experience to back them adaptive approach is that the expectations of the marketplace,
up, this seems like a plausible argument. Why fx what is not namely our future students (customers), is moving and will
broken? And, while the early results from MOOCs and other continue to move faster than we can adapt.
online instructional modalities are indeed mixed, one ought to Te fnal option, abandoning the traditional model, also carries
think of these spotty results as just the beginning. Turbo Gopher risk. If one accepts that the traditional model of instruction has
and Mosaic were, by comparison, frst generation prototypes entered the twilight of existence, then how soon will the sun
compared to today’s Internet and wireless-based systems. fnally set?
Similarly the MOOCs and other online instructional models
are still in their infancy. It will not be long, just a matter of a few Moving too quickly to a new model of instruction may mean
years, until these delivery systems mature, achieve some level of failure. You may misjudge the market or get undercut by a more
standardization, and garner broad market acceptance. efective competitor. Moving too slowly carries the risk that
a rapid change in the marketplace, the emergence of a higher
Te challenge is to stretch one’s imagination to 2025. What educational “Twitter”, if you will, leaves your institution too
will telecommunications and information technologies enable far behind to catch up. How do you thread that kind of needle?
us to do? Even more pressing: what will the marketplace Te answer is likely an institutional commitment to innovation
demand of us? Ponder this thought for one moment: more of balanced by shared risk.
today’s teenagers would rather possess a smart phone than
an automobile. Another thought: the entering class of 2020 Te train is leaving the station. While standing still is not
are currently fourth graders. By the time they arrive on our an option, neither is failing to get on board. Everyone has
campuses, the iPads and Smartphones we all carry today will something to contribute. We are all blessed with innovative
seem as quaint to them as rotary phones are to the Millennials. talent. How can we best respond?
Te penetration of information technology and the advancement By linking that talent to marketplace innovation, by tracking
of telecommunications capabilities are, and will remain, rapidly emerging trends closely, by understanding the cultural
relentless. Te marketplace is driven by innovation, and changes and expectations of our future customers, by partnering
personalized information is the currency that fuels it. with others with more capital to risk, and by accepting the
notion that this time, it is not just the mission and the character
Given what is already underway, a revolution fed by a confuence of our institutions that are reacting to an infection, but it is
of infections, our options are limited: defend and preserve the the very essence of how we deliver our product that is being
traditional model of instruction, adapt the model to incorporate revolutionized. It is only by recognizing and responding in these
new tools and modalities, or simply abandon the traditional ways that we can give our customers, our nation, and ourselves
model entirely. the opportunity to compete – and to thrive.
Option number one, defending and preserving the traditional
model, seems impractical. Tere is simply too much evidence
that the model has outlived its usefulness. Five decades of reform Provost, Patrick J. Burkhart, joined Mesa Community College as Provost
have not yielded signifcant improvements in graduation rates, in July 2012.
nor have these eforts eased the concerns of frustrated employers He has more than 35 years of management and executive leadership
and a public concerned about rising costs and a vanishing return experience in academia, healthcare, and government, as well as an
on investment. extensive background in directing and catalyzing innovative programs
in economic development, workforce development, philanthropy, and
Adaptation is the route that most institutions will likely follow. federally funded research. His professional background includes 22
Just as we have adapted the Internet and wired our classrooms years at Arizona State University, serving in several key leadership roles
to replace slide and overhead projectors and televisions, cost including vice president of the ASU Foundation, and Executive Director
and risk conscious educational leaders will look frst to adapt of Strategic Research Initiatives.
“what works” into their existing educational design. Tis is also He earned both his Master of Business Administration degree and
the path of least resistance for those whose very existence will his Bachelor of Science degree in Natural Sciences and Business
be challenged by disruptive change. Te risk associated with an Administration from the University of Toledo.

The train is leaving the station. While standing still is not an
option, neither is failing to get on board. Everyone has something
to contribute. We are all blessed with innovative talent.
How can we best respond?

DeRocco, E., et.al. (2011). Boiling point? Te skills gap in U.S. New York, NY: St. Martin’s Press.
Manufacturing. Te Manufacturing Institute. Lazerson, M. (1998, September). “Te Disappointments of Success:
Ferruolo, S. (1998). Te Origins of the University: Te Schools of Paris Higher Education afer World War II.” Annals of the American Academy
and their Critics (pp. 1100-1215). Stanford, CA: Stanford University Press. of Political and Social Science, Vol. 559, Te Changing Educational
Haskins, C. H. (1972). Te Rise of Universities. Ithaca, NY: Cornell Quality of the Workforce. 64-76.
University Press. Learned Luddites: Many professors are hostile to online education.
Kline, M. (1973). Why Johnny Can’t Add: Te Failure of the New Math. (2013, October). Te Economist.
LEADERSHIP Vol. 19.3 Winter 2014 9

Client: The Chair Academy Job: CHAIRAcademy_Journal_19.3
Final size: 8.5” x 11” Colors: CMYK Bleeds: Yes
Created by: Goldfsh Creative • 602.349.2220 • laura@goldfshcreative.net