HIGHER EDUCATION FOR THE TWENTY-FIRST CENTURY: VISION AND ACTION

WORLD DECLARATION ON HIGHER EDUCATION
FOR THE TWENTY-FIRST CENTURY: VISION AND ACTION

AND

FRAMEWORK FOR PRIORITY ACTION FOR CHANGE
AND DEVELOPMENT IN HIGHER EDUCATION
adopted by the

WORLD CONFERENCE ON HIGHER EDUCATION



Higher Education in the Twenty-First Century:
Vision and Action

9 October 1998




Owing to the scope and pace of change, society has become increasingly knowledge-based so that higher learning and research now act

as essential components of cultural, socio-economic and environmentally sustainable development of individuals, communities and

nations.

Recalling also the Universal Declaration of Human Rights which states in Article 26, paragraph 1, that ‘Everyone has the right to

education’ and that ‘higher education shall be equally accessible to all on the basis of merit’, and endorsing the basic principles

of the Convention against Discrimination in Education (1960), which, by Article 4, commits the States Parties to it to ‘make higher

education equally accessible to all on the basis of individual capacity’,

Convinced that education is a fundamental pillar of human rights, democracy, sustainable development and peace, and shall therefore

become accessible to all throughout life and that measures are required to ensure co-ordination and co-operation across and between

the various sectors, particularly between general, technical and professional secondary and post-secondary education as well as

between universities, colleges and technical institutions,

MISSIONS AND FUNCTIONS OF HIGHER EDUCATION

Article 1 - Mission to educate, to train and to undertake research

Article 1 - Mission to educate, to train and to undertake research

We affirm that the core missions and values of higher education, in particular the mission to contribute to the sustainable development and improvement of society as a whole, should be preserved, reinforced and further expanded, namely, to:

(a) educate highly qualified graduates and responsible citizens able to meet the needs of all sectors of human activity, by offering relevant qualifications, including professional training, which combine high-level knowledge and skills, using courses and content continually tailored to the present and future needs of society;

(b) provide opportunities (espace ouvert) for higher learning and for learning throughout life, giving to learners an optimal range of choice and a flexibility of entry and exit points within the system, as well as an opportunity for individual development and social mobility in order to educate for citizenship and for active participation in society, with a worldwide vision, for endogenous capacity-building, and for the consolidation of human rights, sustainable development, democracy and peace, in a context of justice;

(c) advance, create and disseminate knowledge through research and provide, as part of its service to the community, relevant expertise to assist societies in cultural, social and economic development, promoting and developing scientific and technological research as well as research in the social sciences, the humanities and the creative arts;

(d) help understand, interpret, preserve, enhance, promote and disseminate national and regional, international and historic cultures, in a context of cultural pluralism and diversity;

(e) help protect and enhance societal values by training young people in the values which form the basis of democratic citizenship and by providing critical and detached perspectives to assist in the discussion of strategic options and the reinforcement of humanistic perspectives;

(f) contribute to the development and improvement of education at all levels, including through the training of teachers.

Article 2 - Ethical role, autonomy, responsibility and anticipatory function

In accordance with the Recommendation concerning the Status of Higher-Education Teaching Personnel approved by the General Conference of UNESCO in November 1997, higher education institutions and their personnel and students should:

(a) preserve and develop their crucial functions, through the exercise of ethics and scientific and intellectual rigour in their various activities;

(b) be able to speak out on ethical, cultural and social problems completely independently and in full awareness of their responsibilities, exercising a kind of intellectual authority that society needs to help it to reflect, understand and act;

(c) enhance their critical and forward-looking functions, through continuing analysis of emerging social, economic, cultural and political trends, providing a focus for forecasting, warning and prevention;

(d) exercise their intellectual capacity and their moral prestige to defend and actively disseminate universally accepted values, including peace, justice, freedom, equality and solidarity, as enshrined in UNESCO’s Constitution;

(e) enjoy full academic autonomy and freedom, conceived as a set of rights and duties, while being fully responsible and accountable to society;

(f) play a role in helping identify and address issues that affect the well-being of communities, nations and global society.

SHAPING A NEW VISION OF HIGHER EDUCATION

Article 3 - Equity of access
Article 4 - Enhancing participation and promoting the role of women
Article 5 - Advancing knowledge through research in science, the arts and humanities and the dissemination of its results
Article 6 - Long-term orientation based on relevance
Article 7 - Strengthening co-operation with the world of work and analysing and anticipating societal needs
Article 8 - Diversification for enhanced equity of opportunity

Article 9 - Innovative educational approaches: critical thinking and creativity
(a) In a world undergoing rapid changes, there is a perceived need for a new vision and paradigm of higher education, which should be

student-oriented, calling in most countries for in-depth reforms and an open access policy so as to cater for ever more diversified

categories of people, and of its contents, methods, practices and means of delivery, based on new types of links and partnerships

with the community and with the broadest sectors of society.

(b) Higher education institutions should educate students to become well informed and deeply motivated citizens, who can think

critically, analyse problems of society, look for solutions to the problems of society, apply them and accept social

responsibilities.

(c) To achieve these goals, it may be necessary to recast curricula, using new and appropriate methods, so as to go beyond cognitive

mastery of disciplines. New pedagogical and didactical approaches should be accessible and promoted in order to facilitate the

acquisition of skills, competences and abilities for communication, creative and critical analysis, independent thinking and team

work in multicultural contexts, where creativity also involves combining traditional or local knowledge and know-how with advanced

science and technology. These recast curricula should take into account the gender dimension and the specific cultural, historic and

economic context of each country. The teaching of human rights standards and education on the needs of communities in all parts of

the world should be reflected in the curricula of all disciplines, particularly those preparing for entrepreneurship. Academic

personnel should play a significant role in determining the curriculum.

(d) New methods of education will also imply new types of teaching-learning materials. These have to be coupled with new methods of

testing that will promote not only powers of memory but also powers of comprehension, skills for practical work and creativity.

Article 10 - Higher education personnel and students as major actors

FROM VISION TO ACTION

Article 11 - Qualitative evaluation (Quality Evaluation
(a) Quality in higher education is a multidimensional concept, which should embrace all its functions, and activities: teaching and

academic programmes, research and scholarship, staffing, students, buildings, facilities, equipment, services to the community and

the academic environment. Internal self-evaluation and external review, conducted openly by independent specialists, if possible with

international expertise, are vital for enhancing quality. Independent national bodies should be established and comparative standards

of quality, recognized at international level, should be defined. Due attention should be paid to specific institutional, national

and regional contexts in order to take into account diversity and to avoid uniformity. Stakeholders should be an integral part of the

institutional evaluation process.

(b) Quality also requires that higher education should be characterized by its international dimension: exchange of knowledge,

interactive networking, mobility of teachers and students, and international research projects, while taking into account the

national cultural values and circumstances.

(c) To attain and sustain national, regional or international quality, certain components are particularly relevant, notably careful

selection of staff and continuous staff development, in particular through the promotion of appropriate programmes for academic staff

development, including teaching/learning methodology and mobility between countries, between higher education institutions, and

between higher education institutions and the world of work, as well as student mobility within and between countries. The new

information technologies are an important tool in this process, owing to their impact on the acquisition of knowledge and know-how.
Article 12 - The potential and the challenge of technology
Article 13 - Strengthening higher education management and financing
Article 14 - Financing of higher education as a public service
Article 15 - Sharing knowledge and know-how across borders and continents
Article 16 - From ‘brain drain’ to ‘brain gain’
Article 17 - Partnership and alliances

http://www.unesco.org/education/educprog/wche/declaration_eng.htm

Management Text Books History

Economics




The Wealth of Nations was published on 9 March 1776.


Alexander Hamilton was influenced in part by The Wealth of Nations to write his Report on Manufactures, in which he argued against many of Smith's policies. Interestingly, Hamilton based much of this report on the ideas of Jean-Baptiste Colbert, and it was, in part, Colbert's ideas that Smith responded to with The Wealth of Nations.



Efficiency

Industrial Engineering

Marketing Management

Principles of Management

Operations Management

Organizational Behavior

Production Management

Purchasing, Procurement, Supply Management

Scientific Management

Shop Management

Supply Chain Management

Supply Chain Management by Sunil Chopra and Peter Meindl, Pearson
First Edition 2001

Zero Labor Factory

First Zero Labor Factory in China

Dongguan-based private company Everwin Precision Technology Ltd is implementing a project to put 1,000 robots in use in its first phase of the zero-labor project. The company has so far installed  100 robots on the assembly line.

"The 'zero-labor factory" means, the size of workforce will go down  by up to 90 percent, according to the explanation given proponents of the idea or concept. In this zero labor factory, instead of  the current 2,000 workers, only 200 computer savvy operators will manage software systems and material planning and movement related operations.

http://www.china.org.cn/business/2015-05/03/content_35475523.htm

FastWorks - A New General Electric Initiative

New Management Initiative of General Electric - FastWorks

GE Appliance’s first attempt to apply FastWorks has been to create a refrigerator with French doors (doors that open from the middle) for their high end “Monogram” line. In January 2013, Chip Blankenship, CEO of GE Appliances  formed a new product development  team and told them to come with  a working product in 3 months and  production product in 11 or 12 months. The cross-functional team sat in  a room together. They became a tight group as they went down to the factory floor and built products together and looked at market research together. Customers were  involved throughout. Having the team hear customer feedback firsthand was a big change, especially for the engineers. At their training center in Louisville, they interacted with retail salespeople who came for training.  They also went to Monogram design centers in New York and Chicago to discuss and test products with other designers.

In January 2013 itself, the team came out with a “minimum viable product.” But the customers didn’t like it. The  feedback was that the stainless steel finish of the body was too dark. So it was changed to  a lighter shade of silver. Then the lighting tested poorly. They revised it.  They cycled through several design iterations using quick customer feedback. By August 2013, they had version 5, for which customers gave positive feedback. 75 units of version 6 were made in January 2014 and more customer test marketing was done. . Version 8 was approved for production  in October, and version 9 and 10 are in pipeline.

FastWorks initiative is based on Eric Ries's Book "The Lean Startup."


GE has provided thousands of copies of Eric  Ries’s book "The Lean Startup" and entrepreneur David Kidder’s "The Startup Playbook" to its employees


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GE Ventures & healthymagination CEO Sue Siegel discusses FastWorks as she gives parting thoughts at CVIP Conference.

Corporate Venturing and Innovation Partnering upload



http://www.businessweek.com/articles/2014-08-07/ge-taps-lean-startup-ideas-for-faster-cheaper-product-rollout
https://hbr.org/2014/04/how-ge-applies-lean-startup-practices/



Summary - Important Points of Lean Startup by Eric Ries




Innovation factory: A company´s only sustainable path to long-term economic growth is to
build an “innovation factory” that uses lean startup techniques to create disruptive
innovations on a continuous basis.
Culture and systems: It’s moving leaders from playing Caesar with their thumbs up and
down on every idea to – instead – putting in a culture and the systems so that teams can
move and innovate at the speed of the experimentation system.

Validated learning is the process of
demonstrating empirically that a team has discovered valuable truths about a startups
present and future business prospects. It is more concrete, more accurate, and faster than
market forecasting or classical business planning.
Validated learning is backed up by empirical data collected from real customers.

True startup productivity: systematically figuring out the right things to build. In the lean
startup, every product, every feature, every marketing campaign – everything a startup does
– is understood to be an experiment designed to achieve validated learning.

Lean New Product thinking: Lean thinking defines value as providing benefit to the customer, anything else is waste. In a new product as well as startup, who the customer is and what the
customer might find valuable are unknown, part of the very uncertainty that is an essential
part of the definition of a new product or  startup.

The experiment phase: It begins with a clear hypothesis that makes predictions about what
is supposed to happen. Startup experimentation is guided by the startups vision. The goal of
every startup experiment is to discover how to build a sustainable business around that
vision. Even when experiments produce a negative result, those failures prove instructive
and can influence strategy. In the lean startup model, an experiment is more than just a
theoretical inquiry; it is also a first product.

The two most important assumptions entrepreneurs make are:
 The value hypothesis – test whether a product or service really delivers value to
customers once using it.
 The growth hypothesis – test how new customers will discover a product or service.

Answer 4 questions:
1. Do consumers recognize that they have the problem you are trying to solve?
2. If there was a solution, would they buy it?
3. Would they buy it from us?
4. Can we build a solution for that problem?

“Go and see for yourself”. Means that business should be based on deep
firsthand knowledge. Until you have seen something for yourself firsthand you cannot be
sure you really understand any part of the business problem.
External customer data: The facts that we need to gather about customer exist only outside
the building.


Early adopters
Before new products can be sold successfully to the mass market, they have to be sold to
early adopters. These people are a special breed of customer. They accept – in fact prefer – an
80 percent solution; you don’t need a perfect solution to capture their interest. Early adopters
use their imagination to fill in what a product is missing. They prefer that state of affairs,
because what they care about above all is being the first to use or adopt a new product or
technology. Early adopters are suspicious of something that is too polished; if it’s ready for
everyone to adopt, how much advantage can one get by being early?

Innovation accounting: Only 5 % of entrepreneurship is the big idea, the business model, the whiteboard strategising, and the splitting up of the spoils. The other 95 % is the gritty work that is measured by innovation accounting: product prioritizing decisions, deciding which customers to target or listen to, and having the courage to subject a grand vision to constant testing and feedback.

Once you have found success with early adopters, you want to sell to mainstream customers.
Mainstream customers have different requirements and are much more demanding.


Pivots

Zoom-in pivot: What preciously was considered a single feature in a product
becomes the whole product.
 Zoom-out pivot: What was considered as the whole product becomes a single feature
of a much larger product.
 Customer segment pivot: The product hypothesis is partially confirmed, solving the
right problem, but for a different customer than originally anticipated.
 Customer need pivot: The product hypothesis is partially confirmed: the target
customer has a problem worth solving, just not the one that was originally
anticipated.
 Platform pivot: Refers to a change from an application to a platform or vice versa.
 Business architecture pivot: For example when a startup goes from high margin/low
volume to mass market or vice versa.
 Value capture pivot: how do companies capture value?
 Engine of growth pivot: A company changes its growth strategy to seek faster or
more profitable growth.
 Channel pivot: Is the recognition that the same basic solution could be delivered
through a different channel with greater effectiveness.
 Technology pivot: When discovering a technology to achieve the same solution by
using a completely different technology.


Satisfied customers grow your business.

There are four primary ways past customers drive sustainable growth:
1. Word of mouth. Embedded in most products is a natural level of growth that is
caused by satisfied customer’s enthusiasm for the products.
2. As a side effect of products usage. Fashion or status, such as luxury goods products,
drive awareness of themselves whenever they are used.
3. Through funded advertising. As long as the cost of acquiring a new customer
(marginal cost) is less than he revenue that customers generates (marginal revenue),
the excess (marginal profit) can be used to acquire more customers. The more
marginal profit, the faster the growth.
4. Through repeat purchase or use. Like subscriptions or voluntary repurchases.

GE Team Experience Sharing at Lean Startup Conference 2013 - 12/9/2013
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leanstartupconf  upload

FastWorks - Simple Explanation by a GE Insider

FastWorks means getting to market now with something that may not be a 100% solution but that allows your customer to provide real feedback. Eric Ries calls this process the build-measure-learn feedback loop. The feedback from these first thrusts into a new market, product, service or process allow you to validate your critical hypotheses about what customers want and  what they’re willing to pay for. The feedback also gives idea on things left unaddressed. With this information, leaders can then decide to persevere on their previous course towards a final product—or they can pivot, changing their road map and heading in a new direction. Sometimes, pivoting may mean abandoning the effort altogether.

It does not mean any compromise on quality or capability. It only means engaging customers in experiments with new products in demo configurations before doing a full-up build or getting feedback from the market on a product we could build, but haven’t yet. The customers are given an opportunity to give critical insight into what the end product should look like.

FastWorks is going to be integral to the way we work. We are going to get to the market faster, with more new ideas, and rely on market feedback to shape the direction of those innovations at every step in the process. It will mean spending even more time talking to and understanding our customers…for whose benefit products are being developed.

By Todd Stiefler
Todd joined GE from the world of Washington politics and manages  business development for the services of GE including the Proficy SmartSignal predictive analytics software.
http://defense.ge-ip.com/blog/new-kind-startup/

Big Data - Successful Management Applications

Locating Promising Gold Mines  - 2000

Goldcorp was once a struggling mining business.  With the business in jeopardy and frustrated by the lack of progress, CEO Rob McEwan decided to do something truly revolutionary.

In  the Goldcorp Challenge, he took 400 MB of proprietary data, put it online and offered $575,000 in prizes for anybody who could locate promising seams.  More than 1,400 contestants identified 110 new targets, 80% of which resulted in substantial new discoveries of gold.

More about the Goldcorp Challenge
http://www.fastcompany.com/44917/he-struck-gold-net-really

Source: http://www.forbes.com/sites/gregsatell/2013/09/13/confused-about-big-data-here-are-5-things-you-need-to-do/2/

Agile - Is Still a Secret Management Idea - Steve Denning

Stephen Denning, author of  the Leader's Guide to Radical Management, published in 2010 says that Agile is still a secret management idea in an article published in Forbes Sites.

http://www.forbes.com/sites/stevedenning/2012/04/09/the-best-kept-management-secret-on-the-planet-agile/