Pub Date : 1900-01-01DOI: 10.5040/9781350130104.ch-001
{"title":"Transforming education for the infinite game","authors":"","doi":"10.5040/9781350130104.ch-001","DOIUrl":"https://doi.org/10.5040/9781350130104.ch-001","url":null,"abstract":"","PeriodicalId":315207,"journal":{"name":"transforming education","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122254389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.5040/9781350130104.ch-011
With the global economy increasingly centred on knowledge and skill, educational institutions are moving from traditional teaching methods to custom methodologies that promote anytime, personalized, and adaptive learning. Disruption in education with adoption of online learning platforms and the move to cloud-based solutions have brought about radical changes in education and student outcomes, attracting a potential investment of $10 trillion in the next 10 years. The pandemic has served as one of the biggest disruptors as well as accelerators in the sector. Online learning has become feasible, more easily accessible, attractive, and effective. Worldwide, institutions must leverage innovative technology solutions to reimagine the learning value chain and their operations, to transform how they teach and create a talent pool for the future. Tradi�onally, across developed and emerging markets, ins�tu�ons have underinvested in educa�on technology, or edutech, for various reasons, the least among them being the belief that one must “go to school” to learn. Factors such as lack of an enabling policy environment, inadequate government funding or budget constraints, and parental and educator iner�a have also played their part. According to a 2020 Ci� GPS report, Education: Fast Forward to the Future, edutech spend worldwide will more than double to 4.8% of total the educa�on spending, to about $360 billion by 2024, from about $160 billion in 2019. That's an average growth rate of 17% per year. This indicates massive blue ocean opportuni�es for digitaliza�on of educa�on. The pandemic has catalyzed this demand, especially in the emerging markets with significant unmet poten�al. For example, when one of India’s premier technology ins�tutes, IIT Chennai, launched an online Bachelor’s program on data science, it received an opening enrolment of 35,000 students. The Ci� report also forecasts that 50% of all study hours (in and outside classroom) will be digi�zed, sugges�ng a market size of $2.7 trillion in the medium term, eight �mes that in 2024. Industry and service providers hope that the large poten�al increase in tech spend will, at long last, lower barriers to entry, thus sharply reducing cost to students and yielding be�er learning outcomes. Reduced enrolment and funding affect revenues However, inves�ng in smart technologies such as ar�ficial intelligence, machine learning, blockchain, AR/VR, big data and the internet of things (IoT) will require strong financial health of ins�tu�ons, which are currently struggling with reduced enrolment and revenues. According to the Ci� report, enrolment rates are set to fall in 2021, especially for interna�onal enrolments; a poten�ally large drop in student enrolments is expected in the short term. This trend has been visible for some �me, especially as higher educa�on has become more expensive and students not only see in-person learning as having less value for money, but also find online courses to be a more rea
{"title":"Transforming education","authors":"","doi":"10.5040/9781350130104.ch-011","DOIUrl":"https://doi.org/10.5040/9781350130104.ch-011","url":null,"abstract":"With the global economy increasingly centred on knowledge and skill, educational institutions are moving from traditional teaching methods to custom methodologies that promote anytime, personalized, and adaptive learning. Disruption in education with adoption of online learning platforms and the move to cloud-based solutions have brought about radical changes in education and student outcomes, attracting a potential investment of $10 trillion in the next 10 years. The pandemic has served as one of the biggest disruptors as well as accelerators in the sector. Online learning has become feasible, more easily accessible, attractive, and effective. Worldwide, institutions must leverage innovative technology solutions to reimagine the learning value chain and their operations, to transform how they teach and create a talent pool for the future. Tradi�onally, across developed and emerging markets, ins�tu�ons have underinvested in educa�on technology, or edutech, for various reasons, the least among them being the belief that one must “go to school” to learn. Factors such as lack of an enabling policy environment, inadequate government funding or budget constraints, and parental and educator iner�a have also played their part. According to a 2020 Ci� GPS report, Education: Fast Forward to the Future, edutech spend worldwide will more than double to 4.8% of total the educa�on spending, to about $360 billion by 2024, from about $160 billion in 2019. That's an average growth rate of 17% per year. This indicates massive blue ocean opportuni�es for digitaliza�on of educa�on. The pandemic has catalyzed this demand, especially in the emerging markets with significant unmet poten�al. For example, when one of India’s premier technology ins�tutes, IIT Chennai, launched an online Bachelor’s program on data science, it received an opening enrolment of 35,000 students. The Ci� report also forecasts that 50% of all study hours (in and outside classroom) will be digi�zed, sugges�ng a market size of $2.7 trillion in the medium term, eight �mes that in 2024. Industry and service providers hope that the large poten�al increase in tech spend will, at long last, lower barriers to entry, thus sharply reducing cost to students and yielding be�er learning outcomes. Reduced enrolment and funding affect revenues However, inves�ng in smart technologies such as ar�ficial intelligence, machine learning, blockchain, AR/VR, big data and the internet of things (IoT) will require strong financial health of ins�tu�ons, which are currently struggling with reduced enrolment and revenues. According to the Ci� report, enrolment rates are set to fall in 2021, especially for interna�onal enrolments; a poten�ally large drop in student enrolments is expected in the short term. This trend has been visible for some �me, especially as higher educa�on has become more expensive and students not only see in-person learning as having less value for money, but also find online courses to be a more rea","PeriodicalId":315207,"journal":{"name":"transforming education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133076793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.5040/9781350130104.ch-010
D. GervaseR.BushePh., Beedie, R. Marshak
The complex challenges of today’s organizations are calling for a new kind of heroic leader. The unquestioned assumption that vision is a pre-requisite for successful change, and that leaders need to be visionaries who can show us the way, presumes the future is predictable, organizations are controllable, and that plans can be implemented. We argue these assumptions are responsible for the abysmal failure rate of organization change programs. In this paper we will describe how our ongoing study of newer change practices (Bushe & Marshak, 2009, 2014, 2015) leads us to argue that successful leadership in situations of volatility, uncertainty, complexity and ambiguity (VUCA), which describe most transformational change scenarios, will require very different assumptions about organizing and leading from the prevailing “ Performance Mindset ” that emphasizes instrumental and measurable goal setting and achievement. Rather than identifying what the change will be, leaders need to identify and lead processes for engaging the necessary stakeholders in emergent change processes. To do that successfully requires a Generative Leader Mindset that acknowledges and works with the social construction of organizations. We identify seven assumptions we think underlie successful leadership practice in a VUCA world. The continuing emphasis on being a solitary, strategic thinker who can envision viable futures and the path to thos e futures does little to prepare today’s leaders for the complex, ever-changing challenges they face. Instead, leaders need to be able to hold the space of complexity and uncertainty in ways that encourage and enable emergent and generative transformational change.
{"title":"Transforming leadership","authors":"D. GervaseR.BushePh., Beedie, R. Marshak","doi":"10.5040/9781350130104.ch-010","DOIUrl":"https://doi.org/10.5040/9781350130104.ch-010","url":null,"abstract":"The complex challenges of today’s organizations are calling for a new kind of heroic leader. The unquestioned assumption that vision is a pre-requisite for successful change, and that leaders need to be visionaries who can show us the way, presumes the future is predictable, organizations are controllable, and that plans can be implemented. We argue these assumptions are responsible for the abysmal failure rate of organization change programs. In this paper we will describe how our ongoing study of newer change practices (Bushe & Marshak, 2009, 2014, 2015) leads us to argue that successful leadership in situations of volatility, uncertainty, complexity and ambiguity (VUCA), which describe most transformational change scenarios, will require very different assumptions about organizing and leading from the prevailing “ Performance Mindset ” that emphasizes instrumental and measurable goal setting and achievement. Rather than identifying what the change will be, leaders need to identify and lead processes for engaging the necessary stakeholders in emergent change processes. To do that successfully requires a Generative Leader Mindset that acknowledges and works with the social construction of organizations. We identify seven assumptions we think underlie successful leadership practice in a VUCA world. The continuing emphasis on being a solitary, strategic thinker who can envision viable futures and the path to thos e futures does little to prepare today’s leaders for the complex, ever-changing challenges they face. Instead, leaders need to be able to hold the space of complexity and uncertainty in ways that encourage and enable emergent and generative transformational change.","PeriodicalId":315207,"journal":{"name":"transforming education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127343895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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