Morshidi Sirat Institut Penyelidikan Pendidikan Tinggi Negara (IPPTN) Seminar Pengurusan Akademik IPT 2008 22-24 Ogos, Hotel Bella Vista, Langkawi 1

Morshidi SiratMorshidi Sirat

Institut Penyelidikan Pendidikan Tinggi Negara Institut Penyelidikan Pendidikan Tinggi Negara (IPPTN)(IPPTN)

Seminar Pengurusan Akademik IPT 2008Seminar Pengurusan Akademik IPT 2008

22-24 Ogos, Hotel Bella Vista, Langkawi22-24 Ogos, Hotel Bella Vista, Langkawi

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National Higher Education Research Institute

Objective of Objective of PresentationPresentation

To highlight that while innovating and creativity is important in academic management we must, in the first instance, understand changes in the spirit and purpose of higher education (and higher education institutions), which managers (of various generations) tend to take for granted.

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Underlying IdeasUnderlying Ideas While we are rushing to innovate and

be creative in managing academic matters we should not loose sight of what higher education is all about!

We need, in the first instance, understand the nature of HE and HEIs that we are dealing with (as social institution or as an industry?)

Can we have both under one roof?

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Readiness?

Creativity Innovativeness Determination Commitment

Creativity and Innovativeness without Determination and Commitment to Serve?

Issue of “self-serving”


Earlier vs. New Earlier vs. New Generation of Academic Generation of Academic ManagersManagers Earlier generation: higher

education as social institutions

New generation: higher education as an industry (corporatisation, marketisation policy of higher education, commercialisation of academic programmes)

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“Reformatted generation”: Trying to understand how a social institution could be an industry

Need to bring Earlier, Reformatted and New Generations on a common and practical platform

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Different Different Generations of Generations of AcademicsAcademics Differentiated demands Different levels of pressures on

academic managers Earlier generation of academics and

managers = OK Younger generation of academics

managers = OK Earlier-Younger, recipe for trouble

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Tensions and Tensions and ConflictsConflicts

Earlier generation of academics being managed by newer generation of academic administrators or managers (with different philosophy and approach)

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Academic Managers Academic Managers Responses to ChangesResponses to Changes

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Embracing “efficiency” and “flexibility” as priorities (impressive indeed), but unfortunately very troubling.

“impressive” because such adaptive responses just may help public higher education survive an era of unprecedented competition and public scrutiny

“troubling” because of the potential damage to public higher education as an intellectual enterprise, the further erosion of knowledge as an end in itself and the narrowing of academic offerings for different segments of student populations


New DevelopmentsNew Developments Before this simple bureaucracy-

professionalism dualism characterised academic organisations

Now, research universities have become more entrepreneurial through increased “academic capitalism”; research universities have become more managerial in their governance and the division of labour

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Implications of New Implications of New DevelopmentsDevelopments

Academics have become “managed professionals”

Middle-level administrators have become “managerial professionals.”

More authority to academic managers (need for flexibility to adapt swiftly and a concomitant need for discretion over resource reallocation and programmatic investment).

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Understanding Understanding Higher Higher

Education and Education and Higher Higher

Education Education InstitutionsInstitutions

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Legitimasing Ideas Legitimasing Ideas of HEIsof HEIs

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(i)moving away from the idea of higher education as a social responsibility, and moving toward the idea of higher education as an industry

(Fact or Fallacy?)


Legitimising Ideas Legitimising Ideas of HEIsof HEIs

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(ii) what is expected, appropriate, and sacred, as well as the converse.

(Do you know what are these?)


As Social Institution or As Social Institution or Industry: ImplicationsIndustry: Implications

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What is valued? What is problematic? What is in need of improvement in

both public and private higher education?


Higher Education as Higher Education as IndustryIndustry

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HEIs are seen increasingly as a sector of the economy;

a corporate model of production – to produce and sell goods and services, train some of the workforce, advance economic development, and perform research (applied in nature).


As Industry: As Industry: ImplicationsImplications

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Economic challenges and competitive market pressures warrant better management (swift programmatic adjustment, maximum flexibility, and improved efficiency in the direction of greater accountability and thus customer satisfaction).


As Social Institutions: As Social Institutions: ImplicationImplication

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HEIs must preserve a broader range of social functions that include such essential educational legacies as the cultivation of citizenship, the preservation of cultural heritage(s), and the formation of individual character and habits of mind.


Decision?Decision?

What is the nature of your institution?

Which one will you opt for? Social institution or Industry?

Decision in some way will be reflected based on your training. Sciences? Technology-based? Arts and Humanities?

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TensionsTensionsA concern that higher education’s

inability or unwillingness to adapt will result in a loss of centrality and perhaps ultimately a loss of viability

A concern that adaptation to market forces gives primacy to short-term economic demands at the neglect of a wider range of societal responsibilities, thereby jeopardising the long-term public interest including the notion of knowledge as a public good

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Higher Education as Higher Education as IndustryIndustry

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View higher education as having not just one major marketplace, as determined by type of student served, or geographic location, or degrees granted. Several types of markets at work

simultaneously – not only for obtaining students, but for placing graduates, hiring and retaining faculty, obtaining research funding, establishing collaboration with industry, maintaining endowments, sustaining and extending alumni giving and other fundraising sources.


Success…Success…

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The major barometer for managers is to read the market for constraints and opportunities relevant to the viability of their niche; if done well, a higher education organisation can capitalise on untapped demand, allowing it to supply the educational product at a higher price.

National Higher Education Research Institute 23

The decision to add an academic programme could be seen as a strategy to position HEIs to attract new customers and thereby increase revenue.

Hence, programmatic changes can be seen as prudent market corrections.


Higher Education as Social Higher Education as Social InstitutionInstitution

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Educational organisations devoted to a wide array of social functions that have been expanded over time:

the development of individual learning and human capital

the socialisation and cultivation of citizens and political loyalties

the preservation of knowledge the fostering of other legitimate

pursuits for the nation-state


Educating the masses, advancing knowledge through research, contributing to economic development by employing and producing workers, and developing industrial applications.

Shifts in societal imperatives reshaped expectations for higher education and redefined what activities are or are not recognised as “higher education.”


IssuesIssues

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Has public higher education taken on principally economic functions, abandoning the more comprehensive institutional mandate of performing not only educational but also socialisation and political functions?

Or has it become commonplace to speak of higher education in industry terms, in common parlance expecting of HEIs a set of objectives that are economic (e.g. human capital, workforce training, and economic development)?

Or is it both?


Where Are We Now?Where Are We Now?

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Legitimising idea of public higher education that has come to dominate is that of an industry (rather than that of a social institution)


Why?Why?

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Existence of three interrelated mechanisms

Academic management Academic consumerism Academic stratification


Academic Academic ManagementManagement

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Managers are expected to monitor the organisation-environment interface, determine appropriate strategies, and develop effective bridging and buffering mechanisms.

Attend to both resources as well as resource relationships


The need to manage challenges positions higher education administrators in the central mediating role of determining the potential costs and benefits of any course of action (or non-action).


While the need to manage resources and resource relationships and the need to reduce resource dependence provide a compelling post-hoc rationale for an expanded managerial domain, the role of faculty within academic governance should not be overlooked, particularly when restructuring the academic landscape of programmes offered.


Academic Academic ConsumerismConsumerism

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Consumer interests as paramount considerations in the restructuring of academic programmes and the reengineering of academic services.

The needs and interests of several types of consumers… However, it is most commonly the student-as-consumer of public higher education, and particularly the student as potential or current employee who seeks workforce training or economic security.


Academic Academic StratificationStratification

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A re-stratification of academic subjects and academic personnel, based upon the increased use-value of particular knowledge in the wider society and exchange-value in certain markets.


Higher education primarily as a “knowledge-processing” system in contrast to the conventional view that characterises higher education as a “people-processing” system in which goals, structures, and outcomes support students undergoing personality development, learning skills, and acquiring credentials that may enable upward mobility.


As knowledge is seen as a source of wealth, it is increasingly constructed as a private good rather than a public good.

The commodification of knowledge proceeds alongside negotiations over the ownership of knowledge and is refined in policies for intellectual property rights and responsibilities.

Market consciousness of knowledge outputs and property rights is bound to constrain teaching and research, and perhaps even thinking, in public higher education.


Tensions and Tensions and Balancing ActBalancing Act

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The central balancing act in contemporary academic restructuring is that of adequately responding to seemingly irreconcilable expectations, when to make gains in one dimension may mean loss in another.


Scenario 1Scenario 1

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Achieving strategic positioning in new knowledge markets may yield immediate gains for a campus in generating resources but a loss of moral legitimacy, core purposes and values such that it is no longer recognisable and identified as the entity that it was expected to be.


Scenario 2Scenario 2

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Alternatively, a campus could have all the legitimacy it can muster and no revenue, and thereby go out of business.


RealitiesRealities

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Organisational repositioning is a complex matter, not reducible to strategic prescriptions or technical manipulation. Particularly for public HEIs, repositioning with respect to contemporary environmental demands is difficult – not only in terms of determining how to reconcile conflicting demands, but also in terms of determining the extent to which the organisation can respond to demands that threaten its survival.


The question of whether or not the organisation can respond should be preceded by the question of whether or not it should respond to whatever is demanded by the resource relationships on which it depends, for an entirely different kind of organisation may result.


Managing legitimacy challenges cannot be reduced to a simple calculation or weighing discrete tradeoffs.

Acknowledging public higher education’s institutional legacies, the full range of expectations must be considered along with their moral import.


Consider for example, the commonly-cited array of demands on public higher education: To reduce or contain costs, to improve teaching and learning, to remain technologically cutting edge, and to expand access.


The demand to reduce or cut costs can be achieved in several ways – by streamlining, budget discipline, elimination of programmes that are not cost-effective, not investing in expensive ventures, or trying to achieve economies of scale.


Improvement of teaching and learning may be achieved by reducing class size, providing more faculty attention to individual students, obtaining more state-of-the-art equipment, or enhancing the learning environments.


Similarly, upgrading technology may entail major overhauls of the organisational infrastructure and access to information systems in addition to providing students and faculty with the training to use it.


Finally, expanding access may involve admitting students who are academically under-prepared and in need of expanded and extensive remedial programmes across subject matters.


Accomplishing any one of these four would be an outstanding feat, while achieving two or more in a resource constrained environment is unlikely. The demands in themselves are not at cross-purposes, but the strategies for responding to them simultaneously may be costly and in conflict.


ConclusionConclusion

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The “confrontation” between the past and the future results in a tension that is so profound that the current era is “the greatest critical age” for higher education in many higher education systems. This confrontation is characterised by a simultaneous call for protection and for redefinition.


There is a call to protect: How can higher education protect its legacy, including decades of public investment in an enterprise whose strengths must not be diluted or deteriorated for short-term market demands?

There is a call to respond: How can higher education redefine itself to attend to the signals of those it is supposed to serve?


Before you proceed to innovate and be creative, please be mindful of the arguments which I have outlined and check in the first instance the basics.

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Check your readiness for… Determination to serve Commitment to serve Service purpose Service target


Thank Thank YouYou

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Documents

Morshidi Sirat Institut Penyelidikan Pendidikan Tinggi Negara (IPPTN) Seminar Pengurusan Akademik IPT 2008 22-24 Ogos, Hotel Bella Vista, Langkawi 1