Emotional Rescue of the University: 5 Surprising Keys to 9 More Centuries of University Greatness

Emotional Rescue of the University
5 Surprising Keys to Unlocking 9 More Centuries of University Greatness
Dave Goldberg
Big Beacon
deg@bigbeacon.org
© David E. Goldberg 2015

When you saw title of talk what did
you hope to see or learn?

Stories

Surprising
journey

Fall 1993

Journal
of
Engineering

Change in Engineering Education:
One Myth, Two Scenarios, & Three Foci
Journal
of
Engineering
Educa0on
Volume
85,
Issue
2,
pages
107–116,
April
1996

Bill
Schowalter

24 May 2006

Blogpost

“Philosophy of engineering not a contraction in terms”

31 December 2010

BIG
BEACON
MANIFESTO
www.bigbeacon.org

Future of the university is being questioned.

Disruptive
innovation
pioneer Clay
Christensen
says
universities
are being
disrupted .

Growth of For-Proﬁt Universities
2001
766,000
2010
2.4 million
13.5%
annual
growth
Source:
h0p://www.propublica.org/ar6cle/the-‐for-‐proﬁt-‐higher-‐educa6on-‐industry-‐by-‐the-‐numbers

h0ps://d3e7x39d4i7wbe.cloudfront.net/uploads/photo/image/547/2013-‐12-‐19-‐mooc-‐
growth.jpgh0ps://d3e7x39d4i7wbe.cloudfront.net/uploads/photo/image/547/2013-‐12-‐19-‐
mooc-‐growth.jpg

Growth of MOOCs
2001
766,000
2010
2.4 million
13.5%
annual
growth
Sources:
h0ps://www.edsurge.com/n/2013-‐12-‐22-‐moocs-‐in-‐2013-‐breaking-‐down-‐the-‐numbers

Future of the university is being questioned.
Peter
Thiel

"The
university
system
in
2014,
it’s
like
the
Catholic

Church
circa
1514.
There’s
less
diversity,
so
you
have

the
Dominicans
and
Franciscans
and
all
these
diﬀerent

orders,
whereas
the
diversity
between
say
the
Harvard

and
Stanford
poli6cal
science
department
is

considerably
less.
But
it
is
sort
you
have
this
priestly

class
of
professors
that
doesn’t
do
very
much
work,

people
are
buying
indulgences
in
the
form
of
amassing

enormous
debt
for
the
sort
of
the
secular
salva6on
that

a
diploma
represents.”
–
Peter
Thiel,
2014

Thiel,
Peter.
(2014-‐10-‐15)
[1]
Conversa6onswithbillkristol.org

Is it really that bad?

I want to make the case that..

It’s worse!

The very idea of the university is at risk.

Universities date back to 11th century.

Founded1088

9-10 century consensus

University as an assembly of experts

Expertise is being challenged in 2 ways

Challenge #1

MOOCs

Massive open online courses

Thursday, 12 July 2012

R

Rob Rutenbar
©
David
E.
Goldberg
and
Mark
Somerville
2013

Please
do
not
reproduce
or
distribute
without
permission.

R

Phyllis Wise

Tuesday, 17 July 2012

Returns to classroom expertise are diminishing.

Challenge #2

Research

Friday, 30 January 2013

Post WW2 professor was
©
David
E.
Goldberg
and
Mark
Somerville
2013

Please
do
not
reproduce
or
distribute
without
permission.

From @jackandraka!
@deg511 Working on changing education, too!‪!
<link> !

h0p://kalatas.com.au/wp-‐content/uploads/2013/03/Screen-‐Shot-‐2013-‐03-‐02-‐at-‐12.22.39-‐
AM-‐275x300.png

Pancreatic
cancer

Mid 20th Century

168 times faster
26,000 times less expensive,
400 times more sensitive,
5 minutes to run

Kind of student we want, now.

What did he need from the professor?

Lab space

Any 14-year old with
laptop an read papers
experts read

Returns to research expertise are diminishing.

The current revolution isn’t about teaching.

Idea of university is being challenged.

What is an expert?

“I know.”

What is a university?

“I know.”“No, I know.”
“No, I know.”
“No, I know.”
“No, I know.”
”No,Iknow.”
“No, I know.”
“No, I know.”
“No, I know.”
“No, I know.”
“No, I know.”

How do we balance our portfolio?

“I know”
????

What is the opposite of expertise?

Investigate answer with 3 stories

Story 1: iFoundry & the Olin Eﬀect

Illinois Foundry for Innovation in Engineering Education
www.ifoundry.illinois.edu

Franklin W. Olin College of Engineering

The “Olin Eﬀect”

iLaunch

iCheckpoint
iExpo

iCommunity

ENG100++

Missing

Basics

ENG100++
2

Hands-‐on

Projects

Illinois
Engineering

Freshman
Experience

(iEFX)

1-hour course + zero-credit iCommunity

Great launch then…

bumps, confusion & complaining

“Weren’t sure you
were serious about us
doing what we wanted
to do, but then realized
you were, and it was
very cool.”

Then, students started to take initiative
without permission.

“Sure I made the right career choice.”

“Making me more conﬁdent in my decision to be an engineer.”

“I’m deﬁnitely more entrepreneurial.”

“Just an overall all-rounded engineer, not just a
technician. A human, not just a problem solver.”

The Olin eﬀect
at Illinois!

But how?

How did such a small eﬀort have
such a big eﬀect?

Story 2: Hwa Chong Institution

Singaporean Students Don’t Do X

How do you learn the courage to be present as a leader?

Courage

Story 3: Lessons from Georgetown

Rewind to September 2010

Georgetown University Leadership
Coaching Certiﬁcate Program

Stuck

Love

Breakthrough

You learn courage from those who
1.  Have courage to check their egos,
2.  Trust you before you trust yourself,
3.  Are open to your exploration & learning.

Unleashing reaction

All key change
variables are
emotional.

How do we (at the university) balance our
portfolio?

The survival of the university depends

Content
Curriculum
Pedagogy
Not on

MOOCs
Not on

“I know”
“I trust”

“We trust”“We trust.”
“We trust”
“We trust.”
“We trust.”
“Wetrust.”
“We trust.”
“We trust.”
“We trust.”
“We Trust.”
“We trust.”

Assembly of
experts
Assembly
of trusting/
trusted
learners

Five Pillars
1.  Joy
2.  Trust
3.  Courage
4.  Openness
5.  Connection

Survival of the
university depends
on an emotional
rescue.

How do we do this in practice?

4 Technologies
of Trust
1.  Intrinsic
motivation &
positive psych
2.  Executive
coaching
3.  Org. culture
4.  Change
management

How do we get started?

How does transformative change fail?

4 Steps to Change Hell
I
know

•  Narrow
ﬁeld

•  Success

Ego

•  Educa6on

Transforma6on

•  Piece
of
cake

Shallow

Reﬂec6on

•  4
cri6cal
facets

•  Refusal
to

learn
others

Poor

execu6on

•  Mistake

startup

•  w/
bureaucracy

Ain’t
Broke,
Don’t
Fix
It

It’s
Broke,
What
is
“It”
&
How
Did
“It”
Get
Broke

What’s
Forcing
Change?
What
is
Engineering?
What
is
Educa6on?

Shallow:
Change
happens
Shallow:

Math,
facts,
physics

Deep:
Techno-‐economic
forces
Deep:
Broadly
human
social
prac6ce

Shallow:
Mastery
of
ﬁxed
body
of
facts
&
knowledge

Deep::
Unleashing
as
learner
&
designer.

Get
“It,”
But
How
Do
We
“Fix
It”
(Change)?

Personal
Change
Organiza6onal
Change

Shallow:
Change
teaching/pedagogy
Shallow:
Fund
change
center/project

Deep:
Authen6c
&
emo6onal
engagement
Deep:
Emo6onal,
cultural
change
management
process

Get
“Change,”
But
How
Do
We
Act?

Correc6on

Shallow:
plan/execute

at
scale.

Deep:
Eﬀectuate
on

li0le
bets.

Mo6va6on

Shallow:
Specify
&

grade

Deep:
Autonomy,

mastery
&
purpose.

Org
Forms

Shallow:
Commi0ees

Deep:
Incubator,
dual

op
system.

Ar6facts

Shallow:
ppts
&

emails

Deep:
complex

interlocking
game.

Stories

Shallow:
Stories

unimportant.

Deep:
S6cky

language
reframes.

Assess
Result
&
Iterate

Phases
of
Educa6onal
Transforma6on

0

1

2

3

4

Phase

Sharp
Skills

Shallow:
Expert

enough.

Deep:
NLQ
+
Story
+

Presence

Big
Beacon
Change
Model

©
David
E.
Goldberg
2015

7 Key Practices for Transformation Success
•  Assessment of aspirations & readiness.
•  Coalition of the willing (no boobirds).
•  Powered by intrinsic motivation (no or limited
incentives).
•  Dual operating system (no or limited committees).
•  Sharp skills training for faculty & students (NLQ +
speech acts + story + teamwork + change
management).
•  Eﬀectuate, pilots & small bets/wins (limited planning
+ action).
•  Generating & telling story (more than PR ontological).

If we do these things

Keep university strong for another 9 centuries.

Key takeaways?

Introduc6on:
An
Improbable
Journey
Chapter
1:
Engineering
Happiness
–
The
Olin
Experience

Chapter
2:
The
Incubator
–
Helping
a
Big
Old
Dog
Learn
New
Tricks
Chapter
3:
The
Spirit
of

Inven6on
–

Recapturing
the
Inspira6on
of
Engineering
Educa6on
Chapter
4:
The
Whole
New

Engineer
–
Engaging
the
6
Minds
Chapter
5:
The
Emo6onal
Breakthrough
–
5
Pillars
of

Transforma6on
Chapter
6:
The
Whole
New
Learner
–
From
Carrots
and
S6cks
to
Intrinsic

Mo6va6on
Chapter
7:
The
Whole
New
Professor
–
From
Expert
to
Coach
Chapter
8:
The
Whole

New
Culture
–
From
Classrooms
and
Curriculum
to
Culture
Chapter
9:
Changing
the
Way
We

Change
–
From
Bureaucracy
to
Change
Management
Epilogue:
An
Invita6on
to
Collabora6ve

Disrup6on
-‐
See
more
at:
h0p://threejoy.com/whole-‐new-‐engineer/#sthash.6YTCMQhz.dpuf

Get Involved
•  Read the book
www.wholenewengineer.org)
•  Hold a book club.
•  Read the manifesto
www.bigbeacon.org)
•  Become an advocate
(Website Q2).
•  Join EIWG: Educational
innovators working group
(write
deg@bigbeacon.org).
•  Students:
•  Talk to Athena Lin
(Students for a Whole
New Education)
•  Talk to Morgan Bakies
(Junior Enterprise).
© 2015 David E. Goldberg

Emotional Rescue of the University: 5 Surprising Keys to 9 More Centuries of University Greatness

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