Keynote 1: Monday 28 October 2019
Knowledge, skills, and the future of Higher Education
Prof. dr. Michael Young
Professor of Sociology of the Curriculum
Institute of Education
University College London
In my presentation I will review the moves to make the university curriculum and their research priorities more relevant to what are assumed demands of a 21st century economy, paying particular attention to the Mode 1 / Mode 2 debate initiated by Michael Gibbons and his colleagues. I will argue that this is a mistaken response to the economic and social problems facing both developed and developing countries. Additionally, reducing the role of academic disciplines as the basis of both teaching and research in universities can only lead to a weakening of higher education as the primary source for promoting innovation and developing new knowledge, both for academia and for the professions.
Keynote 2: Tuesday 29 October 2019
Change management in the research-
Lessons from Canada & Pakistan
Dr. Arshad Ahmad
LUMS – Lahore University of Management Sciences
Senior Administrators are obsessed by change management and often trapped by power-distance issues with faculty. But do they have to be? Their stories are often revealed in case studies that provide insights from managerial, socio-cultural and other perspectives (see for eg. Bamber et. al, 2009 and Kezar, 2014). My 5 years of bold experiments as Vice-Provost for Teaching & Learning of a top Canadian research-intensive university offer sobering lessons as well as traces of visible high-impact practices. As Vice-Chancellor of a top comprehensive, learning-centered university in Pakistan, the windows of change appear to be bigger and the potential impact factors higher. Can that be explained by vastly different institutional, cultural and demographic profiles? What about faculty and student dispositions, as well as disciplinary perspectives? Or, should we use a different theory of change? This keynote describes an exploration of a comparative research-teaching-praxis nexus in a relatively old compared to a young university and invites you to identify your own assumptions about processes that accelerate change and redistribute power through decisions that make a difference in the student experience.
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