- 1 - () Realising the Global University: International Strategies for a Rapidly Changing World Worldwide University Network & The Observatory on Borderless Higher Education Conference London November 14 & 15, 2007 Realising the Global University: International Strategies for a Rapidly Changing World Worldwide University Network & The Observatory on Borderless Higher Education Conference London November 14 & 15, 2007 Jorge Klor de Alva, J.D., Ph.D. Senior Vice President, Academic Excellence Director, National Research Center University of Phoenix (Former President, University of Phoenix) Jorge Klor de Alva, J.D., Ph.D. Senior Vice President, Academic Excellence Director, National Research Center University of Phoenix (Former President, University of Phoenix)

- 2 - () MAKING SENSE OF “GLOBAL” WHEN THE WORLD IS FLAT World flattened because global competitive playing field being leveled by globalization: first manufacturing, now services Lower living costs, increased quality of low cost education abroad Ageing workforce, dysfunctional K-12 education at home Constantly improving information communication technology China, India, former Soviet Block joining world economy Meaning ever-increasing array of services tradeable across borders, doubling of world labor force, much highly skilled Effect in U.S.: over 83% of workers provide services, impersonal service sector estimated at million potentially offshorable jobs within decade or two

- 3 - () NOT SURPRISINGLY, EVEN ECONOMISTS ARE WORRIED!

- 4 - () WHO WILL EARN MORE MONEY IN 30 YEARS, CHEMISTS OR CARPENTERS? A “global university” can be one that is “world-class” or with substantial international connections, but must be one that… asks itself, What are we educating our students for? understands what jobs and workplaces will exist when students join future workforce; thinks in new ways about workplace divide, for instance, the fact that: „Most students will work in offshorable high or low impersonal services (no need for face to face): Chemist, accountant; or telemarketer, call center operator; „Or in less vulnerable personal services (delivered face to face): Teacher, internist, investment banker; or carpenter, nurse, plumber; and, therefore, can address globalization’s present historic cusp where the high/low education distinction recedes as personal/impersonal distinction comes to the fore.

- 5 - () SO WHAT’S A GLOBAL UNIVERSITY TO DO TO MEET THE CHALLENGE OF GLOBALIZATION? Difficult transition coming, which educators need to handle better than transition out of manufacturing (send more young to college; get them to study science, math, engineering) „With transitory unemployment increasing with frequent job changes: need to inspire a commitment to life-long learning „With more imports of goods, services, and peoples (threatening inflationary protectionism, anti-immigrant policies, heightened competition) need to teach personal skills of survivability „With continued downward pressure on wages in offshorable jobs through at least 2030, need to instill positive self-image leading each students to identify and focus on their highest value „With more labor force mobility coupled with transforming demographics, need to provide necessary cognitive, affective competencies wherever and whenever needed

- 6 - () UNIV. OF PHOENIX IS THE FIRST U.S. “NATIONAL” UNIVERSITY, IS IT ALSO A GLOBAL ONE? With 310,000+ students, 20,000+ faculty, 250+ campuses, and growing; with experience educating thousands in all continents; and a firm commitment to providing an education that can increase students’ productivity in a flat world, we think this question is not out of place. But I must save my answer for tomorrow’s last panel when we will debate the move “from rhetoric to reality.” THANK YOU!