John W. Bardo
Chancellor
Western Carolina University
Cullowhee, NC 28723
Thank you for the opportunity to be with you today and to have a chance to talk with you about the future. I entitled this talk around the notions of change and expected impacts on education because, as all of you already know, our future is defined by change.
Change is something we can fear, or something we can embrace.
Change is something we can be a part of, or something we can merely observe.
Change is something we can cause, or something we can simply wait for.
And change is not just something that will occur in the future. We live in a state of change. Our challenge, and our opportunity, is to be a player, not a spectator. And to remember that the most significant single part of the change factor is the human factor.
What I would like to focus on are some of the most dominant changes that are occurring, and then to suggest how these changes might best be considered within the educational context. Finally, I would like to share with you how we are responding to these issues at Western. How we are seeking to generate fundamental change in an institution that will be 110 years old this year. And how, in doing that, we are seeking to assure that the human factor remains the most important factor.
Fundamental to any discussion of change and education is consideration of three basic issues: 1) the rate of change is increasing exponentially; 2) electronics technologies are driving these changes; and 3) basic human nature is not going to change in the short or medium run. This third issue, the fundamental nature of what it means to be human, is too often ignored when the other issues are discussed. Unfortunately, this leads to some fairly specious conclusions that do not track.
The Nature of Change in the Technological Economy
There are many dimensions on which we could typify the changing nature of our social and economic situation. In The Digital Economy, Don Tapscott defines twelve themes that he believes typify current trends. Among the most important of these for this discussion are the shifts in the nature of knowledge, innovation, globalization, and discordance.1 The other trends are of great significance, but they do not as clearly impact the direction of education.
Fundamentally, the economy is being restructured so that the greatest rewards are being given to those who can work with information and who can appropriately utilize knowledge. If we look just at the importance of information technology in the nation's economy, we can get some sense of the significance of this change. In 1985, information technology was directly responsible for 4.9 percent of the US's Gross Domestic Product (GDP). By 1997, this had increased to 8.2 percent. (These percentages do not include the "indirect" contribution of information technology through its applications in other economic sectors.) Now, at the same time that information technology was increasing its share of the GDP, costs were declining precipitously. The real cost of computing is estimated to have declined thirty percent per year for the last two decades; the real cost of communication has declined an average of 8 percent per year for the last 70 years; and the cost of a unit of disk storage has decreased one hundred fold since 1991.2
What all this has done is to rapidly increase the rates of change in the volume and flow of information. The gross volume of information available to people is doubling every three to five years. If current trends continue, and there is no reason to believe that they will not, the amount of information is expected to be doubling every 73 days by the year 2020. The implications of this trend for the structure and process of education are staggering.
Because of the rapidity of change, people who can innovate and cope with change will be advantaged. When faced with the onslaught of change, rigidity and unwillingness or inability to innovate will be ineffective. An individual's capacity to innovate depends on many personal characteristics and abilities. Among the most crucial of these are a positive, proactive change orientation; the ability to communicate well; mental and emotional flexibility; and a strong orientation toward life-long learning. Innovation is a result of intellectual power being applied in the right situation, but it is unlikely unless the individual has developed values, norms, beliefs, and habits of mind that support innovation. Unfortunately, with all the emphasis on technology and information in today's literature, there is relatively little attention paid to the importance of the socio-psychological dimension of innovation. Failure to attend to these elements can be devastating. Indeed, an argument could be made that many of the problems being faced today around the world are due in large measure to the inability to appropriately lay the social psychological groundwork for innovation and change.
Globalization is generally understood in terms of the "global economy." In a global economy based on high-speed communications, there is little reason why much work, with the exception of personal services, cannot be accomplished anywhere in the world. For a number of years, corporations have been hiring computer programmers in India to program computers located in the United States. Neither the programmer nor the computer cares about the distance since communication is for practical purposes instantaneous.
Globalization also brings with it a need for increased awareness of cultural differences because of the rapid movement of information from one place to another and the increasing movement of people across geographic and political boundaries. Sociologists have noted for many years that the world is becoming in many regards more "homogeneous" while at the same time local areas are becoming more "heterogeneous." The Internet and World Wide Web have increased this trend toward homogeneity in some very important areas. At the same time, globalization has made it much more likely that individuals will come into contact-either in person or virtually-with others who do not think or act in the same ways they do. Globalization, therefore, not only has significant impact on the economy and the individual's role at work, but also in her or his likelihood of interacting regularly with people with different ways of life. This trend, too, requires the individual to develop a set of norms, values, beliefs, and ways of living that allow effective interaction with others.
The day of Henry Ford's "the Model T comes in any color so long as it is black" has been replaced by a very broadly practiced "have it your way." Everything from computers to blue jeans is being customized for the consumer. Market strategies are increasingly being customized and pitched in terms of reaching specific targets. These targets are often defined in terms of the individual and his or her relationships and affinities. And, while this may be an excellent marketing strategy, it also speaks to a social trend that is the obverse of "homogenization"-atomization and individuation. Atomization refers to the process by which individuals and groups separate themselves from others and define themselves as "different."
In the 1970s Nathan Glaser and Daniel Patrick Moynihan coined a term "emerging ethnicity.".3 What Glaser and Moynihan recognized was that people who in all measurable ways were similar had begun seeking a sense of meaning in redefining themselves as belonging to a particular ethnic group. Instead of America becoming a "Great Melting Pot," people tended to hold on to their ethnic identities long after any real differences in behavior or culture had disappeared. In fact, they noted that there was a trend for people to "rediscover" their ethnicities and to redefine their senses of self with regard to their notions of ethnic identity.
What this highlights is that in a world of change people are casting about for a means to anchor themselves and to develop a sense that they are not "just like everyone else," but that they are different and, even more critically, that they are of value. Unfortunately, the dominant trends in the economy during the last twenty years have made this search for meaning much more difficult. In terms of education, this very basic human need-the need for meaning and self-worth-is much more difficult to fulfill. Other scholars, particularly William H. Willmon and Thomas H. Naylor, have addressed this question explicitly with regard to the implications of this trend for education.4 While I am not sure that they have defined an appropriate or adequate solution to the problem, they have done a very good job of defining the nature and dimensions of the issue.
Very specifically, Willmon and Naylor argue that economic pressures, coupled with change, have led to a decline in the role of the family both in developing children and providing a basic sense of self-worth and core values. A strong emphasis on consumption, and the very real problems associated with global competition, has led parents to be out of the home, in many cases working two jobs. And these parents are many times encouraging their teenage children likewise to get part-time jobs to contribute at least their own spending money to the family finances. To Willmon and Naylor's arguments could be added the continuing pressure placed on marriage due to changing norms and structures of society, and indeed the entire rate of change, that places tremendous stress on the relationship between the parents. (The BBC recently reported that the majority of marriages in Britain end in divorce.)
A primary outcome of these pressures-outcomes that you see every day-is that many young people end up with a sense of rootlessness, and a lack of a sense of self-worth. Couple this with the great anxiety regarding the future that comes from the rapidity of change, and you have the makings of real problems. In the extreme, this results in self-destructive behavior. In lesser forms, it is associated with underachievement and wandering. Willmon and Naylor argue that much of the current trend toward very serious alcohol abuse to the point of self-destruction may be traced to these causes.
What all of this suggests is that there is a very strong need for us to change significantly the ways in which we think of education. Our goals, structures, and functions probably need to be re-examined and seriously revised. I would like to spend the rest of my time with you focusing on some of the most significant changes that we should be making in education. Because they are the most straight forward, I would like to start this part of the discussion focusing on intellectual skill development.
Refocusing the Intellectual Content of Education
In the current literature on economic development, there is very significant attention being paid to the nature of the workforce required for a region, state, or nation to be competitive and viable. Article after article stresses the same basic outcome. To expect to be successful, workers must demonstrate the:
Ability to communicate well orally and in writing. Communication will define the "core processes" of the knowledge-based economy and anyone who does not possess strong communication skills will be at a disadvantage.
Ability to "problem solve and think critically." Because of the information explosion it will become increasingly important that workers have the capacity to define a problem, determine what information is needed to address the problem; obtain the needed information; and utilize the information to make a decision.
Capacity to work in groups and to be self-directed. Because of increased specialization required within the knowledge economy and because of the complexity of many work processes, there is a strong need for skills in group process and collaborative work.
competence with electronics technologies. Estimates are that by next year, more than sixty percent of non-technical jobs in the United States will require strong ability to use electronics communications technologies such as e-mail, the Internet, and presentation packages. Moreover, because of rapidly changing technologies and the evolution of software, successful workers require a level of comfort and familiarity with electronics technology that allows them to quickly learn new applications.
Flexibility of mind and a "life-long learning" orientation. Workers must be self-starters when it comes to updating skills and responding to rapidly changing situations. Since a knowledge economy is one in which change is endemic, the ability to adapt and develop new skills is critical.
What is most intriguing about the skills highlighted above is that they are the same ones that generally have been identified as defining the essential nature of an arts and sciences-based education. Unfortunately, at all levels of education we spend much more time focusing students on specific knowledge acquisition than we do on developing liberal arts-based intellectual skills (even within arts and sciences disciplines). Not to say that there has been no move in this direction-there has. Unfortunately, it has not progressed very far. Most exams and assignments do not stress communication and critical thinking and most classes are not yet taught in a format to encourage students to develop these skills. I would like to say that at Western we had solved this problem-but we have not. However, we are seriously beginning to address it.
During the last several years, we have invested over two million dollars improving the technological base of our teaching and learning process. We have had a completely wired campus for over two and a half years, which is typified by approximately 6,000 Internet connections. All academic buildings, all residence halls, and even our Cyber Café have high-speed data connections (10-base-T to the desktop). We also have nine multimedia classrooms with 25 to 34 networked computers per classroom (all linked to the Internet and to LANs and the campus WAN). We will add two more this semester including a high-end classroom. We also have distributed on campus 25 multimedia teaching stations (and we are adding two more) to allow professors to take advantage of the information available electronically both locally and on the Web.
You also are aware that WCU is the first UNC campus, and one of the first dozen public universities nationally, to have a computer admission standard. What you may not be aware of is that according to several consultants and representatives of other universities, we may be the only university in the nation that has tied this requirement to specific student learning outcomes. This illustrates what I have said about the importance of the human factor.
By the end of their freshmen year, each student must demonstrate that he or she can word process, use the required critical thinking software (Daedalus), make a PowerPoint presentation, use Netscape, do Internet and library searches for information, and (starting with the entering class of 1999) make a web page. Students cannot pass English composition, the required speech class, or the freshman seminar without demonstrating these skills.
It is not enough to have a requirement; the faculty must be ready to teach. We have dedicated 3.5 FTE to faculty training and we have offered incentives for faculty to be trained. During last spring semester, 254 faculty members (of a faculty that numbers some 350) took part in at least one training program. We also are offering assistance with course redesign and assisting faculty members in understanding how to use technology in teaching and learning. We also, through our Coulter Center, have an ongoing program of faculty development to help faculty members explore alternative teaching pedagogies that might improve student learning. At the same time, we are stressing holding students to a high academic standard and encouraging them to meet these high expectations.
The impact of these changes has been dramatic and measurable-and we have not yet fully implemented them. Last academic year, only about 38 percent of our students had computers connected to the campus network; this year more than 74 percent have them. Over 90 percent of students currently use e-mail compared to a national average of about one third. Approximately 17 percent of all classes at Western last fall were taught using a multimedia-based pedagogy including all English composition (English 101) and a required speech class. (This does not include those classes that only use multimedia for demonstration purposes.) The majority of faculty now use technology in some way in their teaching and learning.
In addition to technology, Western is moving slowly but inexorably to develop programs to assess senior level performance. About a third of the academic departments have made significant progress in this area. The focus of this assessment program is on demonstrated student ability to communicate, reason, and apply the knowledge of their disciplines. A number of departments are using a full "portfolio" assessment model while others are using a modified program based on cross-sectional analysis of a particular student project. The intent of this assessment is really formative evaluation for the academic program. That is, the faculty in the program are encouraged to use the assessment to reflect on the effectiveness of their major in developing student thinking and communication skills.
Values, Self-worth, and the Ability to Work in Groups
One of the more difficult problems facing public education is that we do not engage in conversations about values very easily. In today's political environment, the term "values" seems to have been appropriated by people with a particular political orientation. The concept of values, however, predates this political debate; it has been part of the formal discussion in the social and behavioral sciences nearly since their inception. We in education can discuss the notion of core values without directly engaging in the current political dialogue. When I speak of "core values," I am referring to the concepts that undergird all of education and that are held dear by those of us in academe. Most directly, we value academic honesty. We expect colleagues to not fake research data, not plagiarize, and to engage in debate and discussion with the purpose of enhancing knowledge and understanding of our discipline. Likewise, we expect our colleagues to be committed to their disciplines and their work. The entire tenure and promotion process at most universities is based on the notion that colleagues should be productive members of the academy. We expect them to have a strong work ethic and for that ethic to be academically productive. Finally, it is very unusual for people in education to have very close supervision. No one makes specific daily assignments for teachers and in most schools there is a move to provide greater teacher autonomy. We expect the teacher to act responsibly and to conduct the class appropriately.
These actions demonstrate that we in education do recognize at least three core values: integrity, commitment, and responsibility. There probably are others, but these are key. What is most interesting is that surveys of employers tell us that these are the same three core values that they are looking for in employees. The critical problems for education involve, first, recognizing that our work is values based and, second, helping our students develop their own sense of the importance of these values.
At Western, we have been engaged in re-thinking our approach to begin to integrate these value expectations into our education. Most directly we talk about our expectations and we act on situations of abuse. Second, we are encouraging faculty members to require students to attend class, to come prepared, and to take responsibility for their own education (within a system of increasingly strong social support). Many, if not most, faculty members now require attendance. Most are holding students to a high academic standard and they are willing to award students low grades if they do not meet the faculty member's expectations. At the same time, we are asking faculty members to be supportive of students, help them and work with them, but to get the students over the "high bar."
A final element in preparing students to cope with change involves the importance of students developing group problem solving and working skills. This is a critical capacity that surveys of employers show is important to the future of work. A number of faculty members are working with teaching and learning pedagogies based on group processes. Last fall, the University also began a program of "learning communities" where 18 to 24 students lived together and took at least three courses together. Faculty members who worked with each learning community met to agree upon an approach, and in many of the communities, faculty members used a common theme in teaching courses from different disciplines. For fall of 1999 we also are adding a program of blocked scheduling so that students who do not wish to be part of a learning community can still have several courses with the same set of students. In this way, we can encourage students to learn from each other and to continue to develop group skills.
We are not very far along with this process, but we can already see some very significant indications of its success. During the first two months of school this fall, a time of very difficult transition for students, alcohol-related referrals to disciplinary processes were down 57 percent compared to the same period last year. The fail-out rates and probation rates at the end of the fall term were both down over 25 percent for freshmen. And, the percentage of students returning to the University for the spring term is up significantly (data on this last indicator are only preliminary at this time).
There is a great deal that remains to be done and I know that many of you also are attempting to address these issues in your school districts. If I could leave you with one message it would be continue to pursue the means for assuring that your students can compete. Assure that your curriculum stresses the learning skills of the liberal arts and sciences. Directly encourage initiative and group learning. Most importantly, assure that all students have the opportunity to experience a rigorous curriculum, delivered within a supportive educational process, that pushes them to achieve. It is very hard to raise standards, but the alternative will be much harder on all of us.
Well, I hope that this talk has stimulated some thinking regarding what might be accomplished in your school districts. We are all engaged in the most important work there is: preparing young people for the future. I thank you very much for having me here today and for the opportunity to spend some time sharing with you my thoughts on the future of education. Best of luck in the rest of the academic year. Thank you.
References:
1 Tapscott, Don (1996). The Digital Economy: Promise and Peril in the Age of Networked Intelligence. New York: McGraw-Hill.
2 Quah, Danny T. (1998). A Weightless Economy. The UNESCO Courier, 51, 12, 18 - 20.
3 Moynihan, Daniel Patrick and Glazer, Nathan (1975) Ethnicity: Theory and Experience. Harvard University Press.
4 Willmon, William H. and Naylor, Thomas H. (1995). The Abandoned Generation: Rethinking High Education. Grand Rapids, Michigan: William B. Eerdmans.