"In tasks of the mind, monetary incentives don't improve performance."So says today's guest Roger L. Martin, and in doing so he provides the foundation for our conversation on the role of incentives in delivering powerful creative solutions to our institutions' most challenging problems.
Plymouth State University is making a dramatic shift, moving from a traditional university structure to a cluster-based model, which will give students a new combination of education and engaged scholarship necessary to compete successfully in an increasingly complex and demanding world.
This week on Navigating Change, Berkeley Professor Ricardo San Martin joins us in a conversation about teaching. What does transformational teaching look like and what does it mean to present that teacher as learner. How can we empower students to explore with each and build a sense of their own ownership in the learning process?
Professor Brad Allenby maps the changes in higher education to grand revolutions of European history, that of the Glorious British Revolution of 1688 or the French Revolution leading to the Reign of Terror. As a faculty member at Arizona State University, Dr. Allenby has seen first hand the pressure building in the classroom and beyond it. Schools are facing challenges to their economic models, just as faculty are facing pedagogical challenges in the classroom. This week on Navigating Change, Dr. Allenby joins us for a conversation on change, how we market education, and what it means for all of us to remain relevant over the next twenty years.
Links & Notes
This week on Navigating Change, we're talking about the 2-year to 4-year transfer system and the increasing impact on the 4-year colleges, and an increased sense of ownership by these schools that this is not a “Community College Problem” alone.
Before it became known as The Center for Innovation at Xavier University, it started as an innovation lab, an experiment in a new way of working together on issues facing the institution. Through continued investment and training, the university began to see results, and today the Center for Innovation carries with it a reputation of creativity in problem-solving and a model for other institutions to study. From the website:
“The Xavier Center for Innovation ... is a place where students, faculty, local business partners and sponsors, entrepreneurs, community leaders and organizers can come together to find meaningfully unique and innovative solutions to today's complex problems.”
Today on Navigating Change, Provost and Chief Academic Officer Scott Chadwick joins us to share the story of the Center for Innovation at Xavier, some of its recent successes, and his journey to understand Xavier by assessing the people, mission, and capabilities of the university as they continue to grow leaders through innovation, creativity, and inclusivity.
Links & Notes
About Scott Chadwick
Scott Chadwick’s work as Provost and Chief Academic Officer at Xavier University in Cincinnati is driven by his passion for creating systems that help students learn and develop into exceptional people. His zeal for systems thinking was formed early in his career through his consulting and financial systems work with Arthur Andersen Consulting, Firestone, and Sprint. Educated at state flagship schools, having taught at land grant universities, and having worked as an administrator at three private, Jesuit universities, Scott has a view of higher education that spans the categories often used to describe it. At Xavier, he designed and implemented the Center for Innovation, championed the creation of the School of Arts and Innovation, and guided the university’s innovation strategy that has led to hundreds of faculty, staff, and students learning innovation techniques within and across their disciplines.
This week on Navigating Change we invite writer, speaker, and teacher, Bryan Alexander, to join us and talk about the evolution of higher education. As a futurist, Bryan navigates trends in the field, particularly assessing the impact of technology in and around the classroom.
Santiago Toledo is tired of old teaching models. He serves St. Edward’s University as Associate Professor of Chemistry and as such, he was an engaged learner himself in a recent change workshop with Howard Teibel.
We often talk about the power of a strong partnership between the chief academic and business officers in driving institutional change. Today, we’re talking with two individuals who demonstrate the practical success that comes from just this sort of partnership, as their institution is truly tested with a change in their fundamental economic reality.
Faced with declines in state funding leading the nation, University of Colorado has been forced to develop innovative solutions that allow the institution to maintain its position as a leading research institution, while maintain affordability for its students. Doing so has required a best in class partnership between Senior Vice Chancellor and CFO, Kelly Fox, and Provost and Executive Vice Chancellor for Academic Affairs, Russell Moore.
Kelly and Russ will join Howard Teibel at the NACUBO Annual Meeting next month in Nashville to share their presentation, “Collaborating for Impact: The CBO/CAO Partnership in Practice.” Today on the show, they share the background of their story, and the core principles that drive their partnership, and conditions for change at University of Colorado at Boulder.
Photo Credit: “Spring has Sprung” by Zack Dischner
Our on-going series on governance brings us to the faculty perspective this week. From the point of view of an academic leader in the institution, we’re interested in putting a framework around expectations of governance, in particular: how do we do shared governance effectively in our institutions? Given the sometimes subtle nuance between authority, accountability, and responsibility for leadership, how do we know when we’re doing it well?
This week on the show, Professor Steve Fowl joins us to share his insights as an academic leader on what makes shared governance work. As former chair of the faculty senate, Steve paints a picture of an environment in which there exists clear and effective collaboration between faculty, administration, and board leadership.
"In tasks of the mind, monetary incentives don't improve performance."
So says today's guest Roger L. Martin, and in doing so he provides the foundation for our conversation on the role of incentives in delivering powerful creative solutions to our institutions' most challenging problems.
Much of the work we do in facing the new normal in higher ed involves financial objectives. Shared services? Tenure? Consolidation? Program expansions or cuts? Whether you're in senior administration, staff, or academics, you're likely addressing these challenges (and more) through the lens of a financial goal.
Professor Martin's latest work in Harvard Business Review, "The Rise — and Likely Fall — of the Talent Economy," lays out the case for the disconnect of high salaries to performance in knowledge work. But can the same case be made for the impact of significant financial goals on cultivating our best creative solutions from our teams?
From Howard Teibel's work with institutions in administrative and academic reviews, and Professor Martin's work as an academic and business leader, comes a conversation that addresses the competencies of our teams, and inspiring our best players to do their best work in the face of great challenge before them.
Links & Notes
- Roger L. Martin — rogerlmartin.com
- @RogerLMartin — Twitter
- "The Rise (and Likely Fall) of the Talent Economy" — hbr.org
- "What Threatens the Talent Economy" — Innovation Hub
About Roger L. Martin
Roger Martin is Premier’s Chair in Productivity & Competitiveness and Academic Director of the Martin Prosperity Institute at the Rotman School of Management. From 1998 to 2013, he served as Dean. Previously, he spent 13 years as a Director of Monitor Company, a global strategy consulting firm based in Cambridge, Massachusetts, where he served as co-head of the firm for two years.
His research work is in Integrative Thinking, Business Design, Strategy, Corporate Social Responsibility and Country Competitiveness. He writes extensively and is a regular contributor to: Harvard Business Review’s The Conversation blog, the Financial Times’ Judgment Call column, and Washington Post’s On Leadership blog. He has written eighteen Harvard Business Review articles and published eight books: Playing to Win (with A.G. Lafley) (Harvard Business Review Press (HBRP), 2013), Fixing the Game (HBRP, 2011), The Design of Business (HBRP, 2009); The Opposable Mind (HBRP, 2007); The Responsibility Virus (Basic Books, 2002); Canada: What It Is, What It Can Be (with Jim Milway, Rotman-UTP Publishing, 2012); and Diaminds (with Mihnea Moldoveanu, University of Toronto Press, 2009), and The Future of the MBA (with Mihnea Moldoveanu, Oxford University Press, 2008). In addition, he co-edited Rotman on Design (with Karen Christensen, Rotman-UTP Publishing, 2013).
Over the last year, we’ve returned to the topic of administrative and academic collaboration a number of times. Our lesson: successful change projects are the result of academic leaders and administrative leaders working in concert with one another.
This week we welcome Dr. Ahmed Abdelal, Provost and Chief Academic Officer at UMass Lowell. His work provides a framework for the structure and culture that makes for a collaborative leadership model that transcends competition and gridlock.
This week on the show, Provost Abdelal joins Howard Teibel and Pete Wright to reflect on his philosophy around academic leadership and his successes in working toward respectful and reciprocal leadership across the institution.
About Ahmed Abdelal
As Provost, Ahmed Abdelal serves as the chief academic officer, overseeing long-term planning, curriculum, instruction, research, outreach and assessment, libraries and academic services. In his role, he is also a member of the Chancellor's Executive Cabinet. Prior to joining UMass Lowell, Abdelal served as Provost of Northeastern University ('02-'08), and Dean of Arts and Sciences at Georgia State University ('92 -'02).
Notes & Links
- Provost Abdelal references the UMass Lowell 2020 Report Card. You can find the 2014 report here.
This week on Navigating Change we continue our three-part series in which we share the administrative and academic review from the inside out. Our second guest is professor Steve Fowl of Loyola University Maryland, and it was under his guidance as co-chair of the "New Way Of Proceeding" committee that deep investigation into institutional operations occurred. Steve’s role as chair of the faculty senate at the time made him the perfect representative in the review process.
This week, Steve shares his insights on the academic and administrative review from the faculty perspective, and how we were able to form a partnership to deliver both financial and cultural benefits to Loyola Maryland.
About Stephen Fowl
Stephen Fowl is professor of theology at Loyola College in Maryland. He holds the Ph.D. from the University of Sheffield (England). He has written several books including Reading in Communion (with L. Gregory Jones), Engaging Scripture and a forthcoming commentary on Philippians. He has edited several volumes including The Theological Interpretation of Scripture. He has written widely on topics in New Testament, ethics and theology. Fowl is an Episcopal layperson.
Part two in our Grant Lichtman interview picks up with the political challenges that erupt in districts across the country. In the face of these challenges are schools making the change required to live up to the promise of true innovation in education. We reflect on the shared challenges of broken business models — both in K-12 and higher education — and the responsibility leaders have in owning positive change in the classroom.
Grant Lichtman has quickly become one of the foremost thinkers and advocates for innovation in the classroom. His latest book, #EdJourney: A Roadmap to the Future of Education, documents his 3-month journey across the United States, interviewing teachers, administrators, students, parents, and trustees to examine innovation in the K-12 classroom.