1. 1 Implementing the Change Academic Conservatism Melita Kovačević Vice-Rector for Science and Technology University of Zagreb UNICA Master Class: “Supervision in Doctoral Education Dubrovnik, 20 – 23 September 2009

2. 2 Topics:  Definition of the term  Two sides of the coin  Wh – questions of interest:  Why to change?  What to change?  Who has to change?  Doctoral education as a framework of change  Do we really need/want to change?  Instead of conclusion

3. 3 Conservatism: 1.the political philosophy... 2.political ideas and attitudes that are traditionally associated with cautious attitude... 3.a general unwillingness to accept changes and new ideas. Eg. He has been much criticized for his aesthetic conservatism … the conservatism of older teachers. Collins Cobuild, English Language Dictionary, HarperCollins Publishers, London Definition of the term

4. 4 Academic Conservatism Preservation of values Two sides of the coin Long history Tradition Recognized value Accumulated knowledge Generation Gap RichnessDenial Destruction Neglecting reality Persistence to change Inaction

5. 5 EHEA ERA European vs. World perspective -new HE market -new demands -changing rules

6. 6 Three roles of a modern university in the modern knowledge economy: - Higher education -Research and development - Innovation and technology transfer Facts on ERI triangle

7. 7 Why to change?  starting question  there is no need to change  It is just fine  It’ll make no good  I’m tired of changes … Wh – questions of interest

8. 8 internal resistance to organizational changes at universities HOWEVER, historically universities have been viewed as trendsetters and change agents for society at large  confusing controversy even for academics Wh – questions of interest

9. 9 knowledge society  universities are taking most prominent role nucleus of knowledge producing system HOWEVER there is discrepancy btw society and university changes Wh – questions of interest

10. 10 how do universities adapt to new challenges?  their learning capacities are of central relevance  the pace of change is lagging behind the societal needs  adopting to new requirements could be cumbersome process Wh – questions of interest

11. 11 Why? University has to open towards society Research Technology Transfer Education “University should be driven by societal and economical changes” Georg Winckler, EUA President Dubrovnik – October, 2007 Wh – questions of interest

12. 12 What to change?  institutional role  internal structure  personal obligations, responsibilities, rights  role of administration  overall system of communication among the parties  efficiency Wh – questions of interest

13. 13 Who has to change?  institution/s  structural changes  academics  students  administration  people, system too much? possible? do we want it? how much do we have to do? Wh – questions of interest personal level

14. 14 putting doctoral education to work  real challenge to academic work  PhD as a hallmark of university  the core role of it’s mission Doctoral education as a framework of change

15. 15 the result of a good doctoral education is not a good doctoral thesis but good new doctor much harder goal to achieve Doctoral education as a framework of change

16. 16 challenges:  impetus for new forms of doctoral education  the process itself  new divisions/distributions of roles institution – supervisor – doctoral student Doctoral education as a framework of change

17. 17 how universities can meet new needs: tradition new demands core role in PhD education society Doctoral education as a framework of change

18. 18 resistance to change:  systemic nature of organizational change  infrastructure  expert knowledge  training  long-term vision  cost-benefit Do we really need/want to change?

19. 19 change implies improvement:  if you need something to improve, it means “it is not good enough”  if it is not good enough, we are not good enough”!!! or Do we really need/want to change?

20. 20 there is a need for change  context is changing, society has new demands  let’s explore how we can be a generation of changes  how to match new demands! Do we really need/want to change?

21. 21 “We do not have to fight tradition; we must build and develop new ways based on tradition and accumulated experience” Aleksa Bjeliš, Rector Zagreb, 2009

22. 22 Thank you