A TRANSATLANTIC DIALOGUE a Different Future

FacultyThe of theFuture A Transatlantic

Dialogue SAN MINIATO, ITALY (hosted by the University of Florence)

Madeleine F. Green Lewis Purser

AMERICAN COUNCIL ON EDUCATION

CRE: THE ASSOCIATION OF EUROPEAN UNIVERSITIES FacultyThe of theFuture A Transatlantic

Dialogue SAN MINIATO, ITALY (hosted by the University of Florence)

Madeleine F. Green Lewis Purser

AMERICAN COUNCIL ON EDUCATION

American Council on Education

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This report may be downloaded as a PDF file from ACE’s web site at www.acenet.edu, or from CRE’s web site at www.unige.ch/cre. Foreword: A Shrinking Pond

“Rectorem te posuerunt; curam illorum habe.” (“They have chosen you as Rector; therefore, take good care of them.”) from the frescoes at the University of Pisa’s Interdepartmental Centre at Calci, a former Carthusian Monastery

hile it is accepted without ques- changed dramatically. The first transatlantic Whatever their tion in university circles that fac- meeting occurred before the fall of the Berlin differences, higher ulty members should be linked in Wall, while the European Union was in the education institutions Wa global dialogue with their research and early stages of integration. These ten years teaching peers, relatively few opportunities have seen an explosion in technology on both on both sides of the exist for those in leadership positions to think sides of the Atlantic, a dramatic growth in Atlantic have a great about higher education in an international higher education participation rates in deal in common in context. Since 1989, the Transatlantic Western and Central Europe, and a political Dialogue Program has provided some 150 sea change in the former Communist bloc. terms of tradition and North American presidents and European Discussions of the “market,” once heard only mission. rectors with the opportunity to reflect jointly in the United States, are now part of daily and in some depth about higher education European university life, as mass higher edu- and their institutions. The initiative chal- cation evolves and as institutions compete for lenges the unexamined cultural assumptions students and funding. Lifelong learning, bor- that define our map of “the way things are” derless education, and a new array of and, at the same time, encourages leaders to providers are but a few of the common issues place their own institutions (by necessity the of debate for institutions in Europe and North center of their daily universe) in a much America and for participants in the broader, worldwide context. Whatever their Transatlantic Dialogue. differences, higher education institutions on These similarities and some projected dif- both sides of the Atlantic have a great deal in ferences for the future were highlighted in the common in terms of tradition and mission. opening discussion of the 1999 Transatlantic The importance of probing these commonali- Dialogue, in which participants created a ties and differences, and of fostering greater chart of several key indicators, present and collaboration, forms the basis of the future, that reflect institutional engagement Transatlantic Dialogue, a bi-annual meeting with external constituencies. The three key of presidents, rectors, and vice-chancellors indicators chosen were: sponsored by the American Council on Education and CRE: The Association of 1 1. Serving adult/mature students. European Universities. 2. The revenues derived from relationships In the ten years since the inception of this with industry. Transatlantic Dialogue, the world has 3. Service to the community.

1 The first such Transatlantic Dialogue took place in 1989 at the University of Hartford, USA; followed in 1991 at the Université Libre de Bruxelles, Belgium; in 1993 at the College of William and Mary, USA; in 1995 at the Université de Lausanne, Switzerland; in 1997 at Brown University, USA; and in 1999 at San Miniato, hosted by the University of Florence, Italy.

AMERICAN COUNCIL ON EDUCATION 1 Participants marked both their current These projected institutional shifts, as level of institutional engagement with these reported by the university presidents and rec- groups and their projected level of involve- tors, will have important implications for fac- ment by the year 2010. Once this was done, a ulty work within universities. Greater empha- number of interesting observations could be sis on mature students will shape the curricu- made: lum, delivery modes, and pedagogy. Increased involvement with industry will raise major Both European and North American issues about intellectual property, who con- institutions recorded a “low to medium” ducts what kind of research, and how faculty current level of programming for adult members spend their time. Increased service students. Everybody expected that level to the community may compete for faculty Increased involvement to increase substantially by the year 2010. members’ attention to teaching, research, and with industry will raise Greater differences were seen in relation- participation in the governance of the institu- major issues about ships with industry. With respect to the tion, but also will require a fresh look at the percentage of revenue derived from rela- intellectual property, traditional academic rewards system. In a nut- tionships with industry, the current situa- shell, the projected changes in higher educa- who conducts what tion looks more similar now than in the tion will inevitably reshape faculty roles. kind of research, and projected future. North Americans indi- Thus, in selecting the topic for this cated that the percentage of their rev- how faculty members Transatlantic Dialogue—the Faculty of the enues derived from these relationships Future—both ACE and CRE assumed correctly spend their time. was at present “low to medium,” and the that the gap between Europe and North Europeans “low.” While the North America had also narrowed with respect to Americans saw a strong increase in the the heart of the matter, academic issues. future, moving to “high,” the Europeans Issues of how faculty members connect with expected to move more modestly to new realities, with students, and with external “medium.” communities, and of how presidents and rec- The differences were less pronounced tors can lead in this swirl of change, resonated with respect to service to the community. with participants from 16 countries, who in North Americans reported a higher level spite of their different national contexts, of current engagement than did the shared many of the same concerns. Europeans, but participants on both sides of the Atlantic expected increases in this area over the next ten years.

2 THE FACULTY OF THE FUTURE: A TRANSATLANTIC DIALOGUE A Different Future

great deal of the two-and-a-half-day The growth of technology. The tradi- In the United States dialogue focused on the future sce- tional university is not well organized to especially, higher narios for higher education that exploit new technologies, even if some of education is seen Acould shape the work of faculty members. The these very same technologies originated rapidity and intensity of change, as outlined within the university. The traditional uni- as an engine for by ACE President Stanley O. Ikenberry, place versity is very closely tied to place, economic growth. a powerful set of pressures on higher educa- designed to nurture a community of tion institutions in Europe and North scholars who, while living and working in America, including: close physical contact, have intellectual lives that are independent of one another. Rising expectations of society (lifelong New information and communication learning, workforce preparation). In the technologies have the potential to United States especially, higher educa- explode this traditional organizational tion is seen as an engine for economic model. Where the growth of technology growth. will have taken us by 2010 is unforesee- The move to a knowledge society and able at this stage. economy. This reality repositions univer- The explosion of knowledge. sities, which continue to be valued as a Knowledge is the ultimate renewable principal (but not the sole) source of resource. As the volume of knowledge basic knowledge and discovery, and continues to expand, the pressure to which increasingly are recognized by increase the capacity of higher education society for their value in promoting eco- will rise commensurately, yet it will be nomic development and solving social impossible for institutions to do more problems. and more of everything. Ultimately, the The advent of the “global village,” explosion of knowledge will force institu- with a global economy, global politics, tions to make choices, considering funda- global communications, and global expo- mental purposes and values in the sure to catastrophes. These all have seri- process. ous implications for universities, not only The end of higher education’s monop- in what they do, but also in how they do oly on the creation and dissemination it. of knowledge. Industry is a major player The move from elite to mass higher in research, with far greater resources education, which is changing the role and capacity than higher education. On and mission of the university and increas- the dissemination front, the “new pro- ing the university’s responsibility toward viders” are seeking to meet market needs society. Universities also increasingly by serving populations of students that serve as repositories of knowledge with are choosing them over traditional insti- an important “certification” role, for tutions. Increasingly, these are global instance, when instruction is provided by institutions that cross national borders other players.

AMERICAN COUNCIL ON EDUCATION 3 and redefine how professors teach and ally resist such moves and regard univer- students learn. sity matters as their exclusive responsibility, except where there is clear potential These reflections on the changing con- to support research activities. temporary setting of the university and the need to prepare for a different and unknown Distrust of the “managerial univer- future resonate on both sides of the Atlantic. sity” is even greater in Europe than in However, Hélène Lamicq, president of the North America, and suspicion continues University of Paris 12, in her overview of to surround the utilitarian conception of European issues, pointed out some differ- the university. However, change is clearly ences as illustrated by the specific case of in the wind. French universities now French universities. She made a number of receive funding from both the national cross-cutting points which are crucial to the government and regional councils. The way the university relates with its external latter emphasize regional economic partners, including: development, and thus are pressing institutions and their faculty members to New realities pose The need to involve non-university think about what they do and why. special challenges for partners in the teaching and learning process. Faculty are notoriously reluc- In order to promote more open policies European presidents tant to allow non-academics to partici- and change attitudes, Lamicq proposed an and rectors, who are pate in curriculum development, and not open–door policy of accepting all visitors to elected by the faculty enough students participate in external the institution and simultaneously sending “stages” or internships during their uni- university representatives to all external and must learn on the versity years. meetings. External professionals should be job. encouraged to cooperate with faculty on The need for financial transparency. course delivery, and the criteria for faculty Continuing education is a recent devel- career promotion should also include exter- opment in which many successful part- nal commitment. Students are often the best nerships with non-university bodies have advocates to encourage faculty to become indeed been established. But the univer- more active externally. sity is often incapable of knowing how much this service really costs and there- These new realities pose special chal- fore for what price it should be sold. The lenges for European presidents and rectors, same could be said for technology trans- who are elected by the faculty and must learn fer. on the job. Like their North American counterparts, however, they live with a different Universities must develop institution- set of realities from that of their faculty col- al partnerships with their main stake- leagues. They are closer to the external stakeholders, including public representa- holders and serve as a link between the exter- tives at both local and regional levels. nal community and the university. Such partnerships are mutually beneficial for both parties, but faculty tradition-

4 THE FACULTY OF THE FUTURE: A TRANSATLANTIC DIALOGUE Changing Expectations: Serving Students and Society

hese forces have a profound impact characteristics of a loose confederation of The seminar focused on on institutional and government poli- scholars and a coherent, modern corporate two areas that are cies and behaviors. But, participants organization. As one participant asked, “Will placing major new Tagreed, it is misleading to talk about the insti- the faculty member of the future be an inde- tution as if it were a monolith. The school (or pendent contractor or a full member of the demands on faculty “faculty,” in European parlance) of medicine staff?” members: serving lives in a world quite different from the school The seminar focused on two areas that students and serving of arts and sciences or engineering. To fur- are placing major new demands on faculty ther complicate matters, the faculty itself is society. members: serving students and serving socie- not homogeneous. Even within the same dis- ty. Serving students is not new, to be sure, but cipline, academics have different interests improving teaching and learning and shifting and respond differently to the same set of the balance from being faculty-centered to environmental and institutional pressures. student-centered have risen to the top of the In earlier, less complicated times, both higher education agenda in many countries in institutions and individual faculty members the past decade. Becoming increasingly stu- could be more inwardly focused on teaching dent-centered poses special challenges in this students and conducting research. Now, as era of mass education. society’s expectations regarding the universi- Nor is serving society a totally new mis- ty are growing, so are demands on faculty sion for higher education, either in the members. Participants discussed at length the United States, with its strong tradition of relationships between institutional responses land-grant universities and community col- regarding linkages to society and the behav- leges, or in Europe, where many universities iors of individual faculty members. Given the were founded in order to contribute to the historic autonomy of faculty members at insti- development of their regional society. As pub- tutions on both sides of the Atlantic, partici- lic investment in higher education grows, and pants agreed that if institutions are to be as governments question their return on such more responsive to the needs of stakeholders, investment, the topic takes on new urgency. it will take more than simply hoping that indi- Additionally, the expectation that higher edu- vidual faculty members will rise to the chal- cation should play a role in economic devel- lenge. The size and complexity of higher edu- opment puts added pressure on institutions. cation institutions, and the drive to maintain autonomy on the part of their faculty mem- These new demands regarding students bers, work against coherence and institution- and society were explored in some depth, wide strategies. Tension between the wishes using a number of case studies to examine in of individual faculty members and the institu- practice how the roles and attitudes of faculty tional agenda is ever present. The modern have changed as these topics grow in impor- university struggles to reconcile the dual tance.

AMERICAN COUNCIL ON EDUCATION 5 Serving Students Case Study: Arizona State University Although there are vast differences within Eu- Lattie Coor, president of the Arizona State Public pressure for rope and across the Atlantic in the structure University, described his institution’s process of refocusing on undergraduate education. The institutions to provide of higher education degrees and curricula, the preoccupation with improving learning is impetus for this reform agenda came from the legislature. Multiple strategies were devised. a sound education and a common one. Most U.S. institutions have Colloquia for first-year students were instituted, prepare students for centers for excellence that provide profession- providing opportunities for more personal al assistance for teaching staff who wish to the workforce has engagement and intensive learning opportuni- improve their teaching. The United Kingdom ties for all first-year students. More senior facul- been an important is taking the issue to a national level with its ty members were assigned to lower level courses, addressing the common problem of many factor in the drive for recently created “National Institute for U.S. research universities that first- and second- Learning and Teaching,” which plans to enhancing student year students are taught disproportionately by accredit or certify university teachers in the graduate teaching assistants. Another initiative learning. art of teaching. The University of Oslo was the establishment by the university's Board requires all new faculty members to take a for- of Trustees of a clear set of measurable goals. mal course on teaching, learning, and student New pedagogical techniques were intro- advising. Similarly, the University of Florence duced, such as increased use of active learning improved its graduation rate from 29 percent in the classroom. A large survey course in the to 49 percent with a formal program that humanities, with a poor rate of classroom attendance, was redesigned so that the reading enables faculty members to help students and materials were put on a CD-Rom. The 160 stu- prospective students learn about the opportu- dents worked in teams of four to discuss the nities and expectations associated with uni- material and respond to faculty members’ ques- versity work and to guide them in their curric- tions. Attendance and performance improved. ular choices. However, John A. DiBiaggio, Service learning was integrated into parts of the president of Tufts University, pointed out curriculum, and the involvement of undergraduates in research was expanded. Through these that, despite such initiatives, there is in gen- and other innovations, the Arizona State eral much less time now for direct, informal University was attempting to recreate the expe- contact between professors and students, rience of a small undergraduate institution with- because many aspects of student guidance in a large research university, no small chal- have been professionalized and given to non- lenge for an institution with 32,000 undergradu- academic staff members. ates. On the administrative side, the Arizona State The movement to improve teaching and University used the techniques of the Total learning grows out of several factors. Quality Management movement, which resulted Competition for students is a dominant force in streamlining administrative procedures such in the United States and, increasingly, in the as student registration. United Kingdom. Public pressure for institu- These ambitious reforms present a series of tions to provide a sound education and pre- challenges: How can such innovations be uni- pare students for the workforce has been an versalized and institutionalized? How can the university finance the additional costs of these important factor in the drive for enhancing innovations? How does the university reward student learning. Legislators are increasingly faculty members for their investment in teach- insistent about documenting results, making ing and learning when the rewards traditionally institutions more publicly accountable for the have been weighted toward research productivi- quality of their student “products.” ty? How does an institution prepare faculty— current and future—to take on these new chal- The “rampant market economy” of lenges? higher education in the United States, as one

6 THE FACULTY OF THE FUTURE: A TRANSATLANTIC DIALOGUE participant put it, is another formidable pres- Case Study: Rutgers University sure. Students have turned into consumers, President Francis Lawrence outlined the multiple and the pressures of the market create the risk efforts of Rutgers to deepen its ties with the that quality will be defined largely by the mar- community. A recent campus study demonstrated ket. Interestingly enough, parents as a pres- that 20 percent of the faculty are engaged in sure group were present in the United States public service based on their academic expertise discussion, but not in the European one—per- and that 5,000 undergraduates participated in community service during one year. haps because of the lower funding require- ments asked of them. Engagement with the community is central to Rutgers’ strategic plan, and the $12 million in In Europe, lower levels of competition and core funding to support 75 projects that has low or no student fees make market pressures been allocated from the university’s budget has less dominant in the drive to improve teaching successfully leveraged $96 million in external funding. Examples of these efforts are the and learning. Students, however, have always These linkages raise Employment Policy and Workforce Development been a powerful political force in European Center, the Institute for Urban Education, the difficult questions of universities, and they continue to exert pres- Center for Health Policy, the State Council on mission, values, and sure on their institutions, partly because of Constitutional Studies, and an education initiative their presence on university and faculty gov- in South Africa. On the curricular front, service purpose that yield no learning is incorporated in a number of courses. erning bodies, but also because students often easy answers. The strategic planning effort identified targets for control a significant percentage of the votes in investment; both the university and the commu- electing new university presidents or rectors. nity have reaped the benefits. While the idea of the student as a consumer is The emphasis on service is reflected in still not as strong in Europe as in the United Rutgers’ reward system. Recently, a merit pay States, and the general absence of tuition fees system was instituted for the unionized faculty of plays a major element in this, students are very its three campuses. A new category of professor- much considered participants in university life ship, the Board of Governors Distinguished and constantly remind university leaders of Service Professorship, was established, providing $10,000 for the rewarded faculty member to use this, demanding accountability and trans- for professional and academic work. To win this parency in the teaching and administrative professorship, the faculty member must show processes. extraordinary service over ten years.

development needs of the region is laudable Serving Society and useful, what costs are incurred? To what While North American institutions have a long degree should the faculty be distracted from history of active engagement with the local, what it does best—teaching and research? Can regional, and national communities, European universities be expected to replace the func- involvement is on the rise. Most U.S. institutions of the state structures, providing social tions explicitly mentioned service to the com- services that are not truly within their mission munity in their mission statements, although or scope of responsibility? To what extent, the level of intensity of the commitment varies queried one European, is the North American greatly from one institution to another. Yet, on concept of service opportunistic? How many both sides of the Atlantic, these linkages raise of these linkages ultimately will benefit the difficult questions of mission, values, and pur- institution through enhanced political credi- pose that yield no easy answers. bility or enhanced revenues? And, if the service functions are funded at the margins, and While being socially responsible to the not as part of the core funding, is this proof surrounding community or to the economic that they are expendable?

AMERICAN COUNCIL ON EDUCATION 7 Case Study: San Diego Community College Case Study: The Erasmus University of System Rotterdam The San Diego Community College System Mary O'Mahony, CRE deputy secretary general, (SDCC) serves 115,000 to 120,000 students per presented the case of the Erasmus University of year across several campuses. Half of the stu- Rotterdam in its recent developments to serve dents are enrolled in credit programs. SDCC’s society. Based in one of Europe’s most heavily mission includes lower division preparation for industrialized and populated regions, which students who transfer to four-year institutions, recently has undergone profound restructuring technical training, and economic development as a result of changes in the economic climate, support. Service to the community is integral to the university has played a key role in promot- the college’s mission, as is the case for all com- ing the human resource development aspects of munity colleges. The college’s strategy is to these changes. It has been a leader in linking engage with the community as a matter of with other educational providers, including adult course, not on an “as-needed” basis. These and continuing education providers, to ensure long-standing relationships have proved mutually that a large variety of needs are met in a ration- beneficial over the long run. Chancellor al way—resulting in the “Rotterdam Educational Augustine Gallego provided multiple examples of Square,” a mechanism that shares both SDCC’s involvement with the community. The resources and information through an Internet recent closure of a military base provided an linkup among all providers. opportunity for the college and the community to The university also has been instrumental in plan a joint venture to create an educational and strengthening ties between educational man- recreational complex. The college sponsors one agement and the local municipal administration of six centers for Advanced Technology to ensure optimal collaboration between these Development, helping companies transition from bodies. This improved cooperation has led to the a defense to a market focus. Additionally, the creation of the Rotterdam Sustainability Club, college sponsors a High Tech Resource which links education, administration, and other Incubator, providing low-cost services to 15 players in civil society to contribute to the sus- fledgling companies. tainable development of the region. The college also serves as a catalyst and The result is that the university is now at partner in improving social conditions, working the center of Rotterdam’s development, and with a public agency consortium of many organi- service and commitment to the community zations to improve housing and education and to have become a central aspect of life at the uni- feed the hungry. versity, a situation that is mutually beneficial to The San Diego Community College defines its all players. community not only as local and regional, but also as international. Situated on the Mexican border, the college is at the center of an important commercial crossroads. There are 1.4 million legal border crossings annually at the San Diego border; 42 percent of San Diego exports go to Mexico. Thus, providing opportunities for students and faculty to experience the global dimensions of their study and work is a priority for the college. It provides 17 sabbaticals for faculty to study and travel internationally and has active links with institutional partners around the world.

8 THE FACULTY OF THE FUTURE: A TRANSATLANTIC DIALOGUE The Faculty of the Future: Levers for Change

y what process do changes occur? Several interesting examples of incen- Changes in the While there are those who argue that tives were presented. Rutgers University has external environment higher education is immutable and created a new category of professorship, do not translate Bhighly resistant to change, most agree that rewarding professors for service to the com- change is organic, ongoing, and often invisi- munity. In Italy, universities were granted automatically into ble except in retrospect. Much of the change autonomy ten years ago, permitting them by internal energy for that occurs in higher education institutions is law to secure contracts and non-governmen- either unintentional or highly reactive. tal research funding. While faculty cannot change. increase their salaries through external fund- Intentional change is the most difficult. ing, they can purchase equipment. An Whose agenda for change should the univer- increasing number of institutions are taking sity embrace—the rector’s or president’s, the teaching excellence seriously in the awarding government’s, the students’? Assuming that a of promotion and tenure. Institutional grant leader can create a consensus about new programs to encourage the incorporation of directions (a very large assumption indeed), new pedagogic practices and technology pro- the challenge of how to mobilize energy in vide similar incentives. Innovative staff devel- service of those innovations is daunting. opment strategies can also act as incentives Changes in the external environment do not for younger faculty members, as at the translate automatically into internal energy University of Florence. Rewarding the for change. If people do not see the potential improved use of new technologies in promot- benefits of change, or deny the potential risks ing participatory and open teaching activities of maintaining the status quo, little will hap- among the faculty members has proved suc- pen. cessful at the University of New Brunswick, At the heart of institutional change lie and the University of Paris 12 has a special new behaviors and roles for faculty members. innovation fund for encouraging exciting fac- The seminar participants continually ulty developments. returned to three important strategies: per- Because so much of the budget in most suasion, incentives (of all sorts), and strategic institutions is devoted to personnel, flexible allocation of resources. To a great extent, funding to allocate to strategic priorities is North American presidents have more lati- scarce. Yet even modest amounts of funding tude with respect to the latter two approaches can have significant results, to improve quali- than do their European counterparts. The art ty, foster innovation, and assert priorities. As of persuasion, however, is key to the ability of one president pointed out, no department or all institutional leaders, who, in the final faculty member wants to be on the “low pri- analysis, cannot successfully move in new ority” list. Competition within institutions directions unless accompanied by a critical and among institutions for discretionary mass of institutional members.

AMERICAN COUNCIL ON EDUCATION 9 At the heart of funding can serve as a positive force for (and the UK vice-chancellor) from the faculty, institutional change change. resulting from his or her selection by a Board or Council, works against his or her personal lie new behaviors and Finally, the art of persuasion is a key credibility to lead the faculty members by per- lever for change. In this field, European pres- roles for faculty suasion. In both cases, however, the president idents and rectors, who are elected by their or rector needs a strong and reliable support members. peers, may have greater credibility among network of staff in key positions. their colleagues to lead by persuasion. The distance of the North American president

10 THE FACULTY OF THE FUTURE: A TRANSATLANTIC DIALOGUE The Leadership Challenge: Shaping Our Destiny

igher education institutions are dif- University of Leicester and CRE president, An important role of ficult ships to steer. The seas are observed that an important role of leadership leadership is to provide rarely calm, and there are many is to provide focus, to make sense of the com- focus, to make sense Hwould-be captains. One president likened plex external forces to those inside the insti- leading in higher education to providing tution, and to interpret the institution to of the complex external direction for a flotilla of ships, ideally all those outside. He stressed the importance of forces to those inside pointed in the same direction, but each boat good listening and of balancing the need for navigating its own way. speed in decision making with the impor- the institution, and to tance of consultation. interpret the institution These discussions revealed a wide range of views of the institution and the role of lead- At the end of the day, said Edwards, the to those outside. ership—from collegium to organization. At quality of an institution depends on the cre- some points, the cultural divide between con- ativity and dedication of its faculty. The role tinental Europe, with its elected rectors and of leadership should be seen in this light. But highly autonomous faculties, and the more he warned of the need for the leader to pur- managerial model of the United States and sue a clear strategy, and not just favor the the United Kingdom was visible. Continental accumulation of individual ideas, especially European academics are sensitive about the when outside demands multiply and require concept of strong central leadership, and the focused action. Not surprisingly, as the dis- tendency for university leaders to be more cussion progressed, it sought an equilibrium managerial. North American presidents were between the extremes of grand leadership more likely to call for a strong center or the and historic moments and a more facilitative importance of seizing “destiny moments” to role. Issues of leadership and change are nec- shape their institutions. Such moments come essarily ambiguous, defying generalizations, rarely, said John DiBiaggio, but they can be although participants considered that the decisive in an institution’s history. Yet, president’s or rector’s main contribution observed one participant, these moments are would be to optimize the conditions for indi- best understood in retrospect. vidual faculty and staff to exploit fully their own potential. The mix of national and insti- At other times, the range of views was tutional cultures, personalities, and struc- tied more to personal style and values. Robert tures will always yield a complex and unpre- Hemenway, president of the University of dictable set of circumstances and responses. Kansas, led off the session on leadership with Leaders have no choice but to try to be inten- a reminder that leaders are not “in control” tional about the change process, but the reali- and that presidents and rectors should bring a ty is always messy. certain humility to their work. Kenneth Edwards, former vice chancellor of the

AMERICAN COUNCIL ON EDUCATION 11 Post-Script: The Declaration of a European Area of Higher Education

s if proof were needed of the fast- tion of a system based on undergraduate The faculty of the changing environment of higher and graduate cycles, the establishment of future will have an education, Andris Barblan, secre- a credit transfer or accumulation system, increasingly important taryA general of CRE, reported on the June and the promotion of student and staff 1999 Bologna agreement signed by the mobility, are all clearly aimed at promot- role to play in the ministers of education from 29 European ing the employability and international development of a countries. In the document, these lead- competitiveness of the European labor knowledge society ers recognized that “a Europe of knowl- market. These main objectives are edge is. . .an irreplaceable factor for backed up by the ministers’ promotion of on both continents. social and human growth and an indis- the need to develop European coopera- pensable component to consolidate and tion in quality assurance, curriculum enrich the European citizenship, capable development, and research. of giving its citizens the necessary com- It is clear that these objectives will petence to face the challenges of the new have serious implications for the millennium, together with an awareness European faculty of the future regarding of shared values and belonging to a com- the way most aspects of teaching and mon social and cultural space.” research are undertaken. Such initiatives This shared recognition of the strate- could easily also affect, directly or indi- gic importance of higher education is rectly, the role of the faculty on the west- followed in the declaration by a series of ern shores of the Atlantic. The faculty of objectives, which the ministers collec- the future will have an increasingly tively consider to be of primary impor- important role to play in the develop- tance. They commit themselves to co- ment of a knowledge society on both ordinating policies in order for these continents, and thus in fueling and guid- objectives to be reached within a ten-year ing the engines of this new knowledge period. The main objectives, including society—a future of increased potential, the adoption of a system of easily read- and increased responsibility. able and comparable degrees, the adop-

AMERICAN COUNCIL ON EDUCATION 12 List of Participants

North American Participants Claude Lajeunesse, President Paolo Blasi, Rector and Vice-Chancellor John T. Casteen III, President Università degli Studi di Ryerson Polytechnic Firenze University of Virginia University Elie Cohen, Président Lattie Coor, President Bette E. Landman, President Université Paris IX Arizona State University Beaver College Dauphine Lois B. DeFleur, President Fran Lawrence, President Michael Daxner, former State University of New York Rutgers, The State President Binghamton University of New Jersey Carl von Ossietzky John DiBiaggio, President Universitat Rev. Edward A. Malloy, C.S.C., Tufts University President Pierre Ducrey, Président Edward T. Foote II, President University of Notre Dame Réseau UNICA, ancien University of Miami recteur, Université de Ian D.C. Newbould, President Lausanne Augustine P. Gallego, and Vice-Chancellor Chancellor Mount Allison University Kenneth Edwards, Vice- Chancellor San Diego Community Julio S. León, President College District University of Leicester Missouri Southern State Robert Giroux, President College Hélène Lamicq, Présidente Université de Paris 12—Val Association of Universities Robert A. Scott, President and Colleges of Canada de Marne Ramapo College of New Madeleine F. Green, Vice Jersey Daniel O’Hare, President President Dublic City University Allen Lee Sessoms, President American Council on Queens College Mary O’Mahony, Deputy Education Secretary General Elizabeth A. Zinser, Robert E. Hemenway, CRE: The Association of Chancellor—Lexington Chancellor European Universities Campus The University of Kansas University of Kentucky Lewis Purser, Programme Emita Hill, Chancellor Officer CRE: The Association of Indiana University Kokomo European Participants European Universities Stanley O. Ikenberry, President Alberto Amaral, former Rector Lucy Smith, former Rector American Council on Universidade de Porto Education Universitet I Oslo Andris Barblan, Secrétaire Shirley Strum Kenny, President Général Luc Weber, ancien Recteur State University of New York CRE: The Association of Université de Genève at Stony Brook European Universities Vera Zabotkina, Vice-Rector Kaliningrad State University

AMERICAN COUNCIL ON EDUCATION 13 ACE Board of Directors

Officers Philip R. Day Jr., Chancellor William E. Troutt, President Michael F. Adams, President City College of San Rhodes College Francisco University of Georgia J. William Wenrich, Chancellor Chair John A. DiBiaggio, President Dallas County Community Janet L. Holmgren, President Tufts University College District Mills College Vera King Farris, President Vice Chair/Chair-Elect The Richard Stockton Class of 2002 John A. DiBiaggio, President College of New Jersey Tufts University Freeman A. Hrabowski III, Nancy S. Dye, President Immediate Past Chair President Oberlin College Augustine P. Gallego, University of Maryland, James A. Hefner, President Baltimore County Chancellor Tennessee State University San Diego Community Neil Rudenstine, President Janet L. Holmgren, President College District Harvard University Secretary Mills College William Segura, Chancellor Molly C. Broad, President Gladys Styles Johnston, Texas State Technical Chancellor University of North Carolina College System University of Nebraska at Freeman A. Hrabowski III, Kearney President William E. Kirwan, President University of Maryland, Class of 2001 Baltimore County The Ohio State University Michael F. Adams, President Francis L. Lawrence, President University of Georgia Michael S. McPherson, President Rutgers, The State David G. Carter, President University of New Jersey Macalester College Eastern Connecticut State William E. Troutt, President University Peggy R. Williams, President Rhodes College Ithaca College Augustine P. Gallego, Stanley O. Ikenberry, President Chancellor American Council on San Diego Community Elected Officers of Education College District Associations—Ex-Officio for E. Gordon Gee, Chancellor Three-Year Terms Vanderbilt University American Association of Class of 2000 Community Colleges Peter Ku, Chancellor Carolyn Williams, President Robert M. Berdahl, Chancellor Seattle Community College Bronx Community College University of California, District Berkeley American Association of State Jerry Sue Thornton, President Colleges and Universities Molly C. Broad, President Cuyahoga Community Julio S. Leon, President University of North Carolina College Missouri Southern State College

AMERICAN COUNCIL ON EDUCATION 14 Elected Officers of National Association for Equal University Continuing Associations—Ex-Officio for Opportunity in Higher Education Association Three-Year Terms, continued Education Michael J. Offerman, Association of American Shirley A.R. Lewis, President Dean/Executive Director Colleges and Universities Paine College University of Wisconsin Learning Innovations Thomas F. Flynn, President National Association of Millikin University Independent Colleges and Washington Higher Education Universities Secretariat Association of American Universities Lawrence J. DeNardis, Judith S. Eaton, President President Council for Higher Francis L. Lawrence, University of New Haven Education Accreditation President Rutgers, The State National Association of State Executive Secretary University of New Jersey Universities and Land-Grant Irene L. Gomberg, Colleges Association of Catholic Vice President Colleges and Universities Lattie F. Coor, President American Council on Arizona State University Education Thomas Scanlan, FSC, President Manhattan College Elected Officers of Association of Jesuit Colleges Associations— and Universities Ex-Officio for One-Year Harold Ridley, SJ, President Terms Loyola College in Maryland Council for Advancement and Council of Independent Support of Education Colleges Walter Harrison, President Margaret A. McKenna, University of Hartford President Lesley College

15 THE FACULTY OF THE FUTURE: A TRANSATLANTIC DIALOGUE American Council on Education One Dupont Circle NW Washington DC 20036-1193 (202) 939-9418 Fax: (202) 785-8056 www.acenet.edu