We have again focused our trends around five key areas of change, and for each we have chosen two trends to describe and illustrate. The five key areas of change provide a context for understanding how the trends may develop, and where we’re likely to see the impact of what is happening. The graphic above illustrates the relationship between this year’s trends and the areas of change at the centre.
The culture of an organisation is the product of the collective values, beliefs and principles of its members, and comprises an interlocking set of goals, roles, processes, values, communications practices, attitudes and assumptions. Influences that change or alter any aspect of this mix will likely have an impact on the overall culture.
The pace of change driven by new technologies and technological advances looks set to continue and even accelerate, meaning that existing skills in the teaching workforce will need to be frequently upgraded.
The important thing here is the pervasive nature of change that occurs when a new technology is introduced, because technological change is not additive, it is ecological. When you add a new technology you don’t simply change something, you change everything.
Educational institutions are by nature, very reliant on the structures that give them their identity and serve to support what they do and the way they do it. Structural change refers to the deep reaching change that alters the way authority, capital, information, and responsibility flows in an organisation.
For educational institutions this may mean changes to existing structures (e.g. modern learning environments) or the emergence of completely new structures (e.g. virtual schools).
The way we generate wealth and the skillsets required to contribute to this are key elements in any economy. In the past, economic activity was determined by the combination of natural resources, labour, and capital. This view is now challenged by consideration of the value of things such as technology and creativity, giving rise to alternative views such as the concept of a knowledge economy.
In business terms, process is a collection of related, structured activities or tasks that produce a specific service or product. Simply put, process may be understood as ‘the way we do things’.
Educational institutions are generally very process-driven, from enrolment, to curriculum, to assessment and graduation — each is defined by the process that is adhered to and which determines how things are done.