HIGHER EDUCATION GOVERNANCE IN THE KNOWLEDGE SOCIETY BY Atis Kapenieks, Bruno Zuga, Ilmars Slaidins, Ilze Buligina

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1 HIGHER EDUCATION GOVERNANCE IN THE KNOWLEDGE SOCIETY BY Atis Kapenieks, Bruno Zuga, Ilmars Slaidins, Ilze Buligina Riga Technical University, Riga, Latvia Azenes iela 12, Riga, Latvia, Continuing Education Development Foundation Valnu iela 2, Riga, LV 1050, Latvia, INTRODUCTION This paper reports on the modelling of a university co-operation project with the goal of creating a mutually beneficial e-learning capacity. The results are analysed from the governance (management) perspective. The present situation in universities could be characterised as follows: o Rapidly growing number of students, o Recent dramatic changes of economic environment, o Vague development goals, o Formal understanding of quality issues in running quality procedures, o Barriers among university institutions weakens interdisciplinary research, o High costs and rapid outdating of training equipment, o Unclear understanding of free market forces in education. It creates difficult conditions for management. Moreover, the managers are often academic persons without broad scale management experience. In addition, business demands that universities are in top-notch running order before they will invest in large scale research projects. Therefore, transition to knowledge society is the new opportunity for university development and also for university governance. Introduction of up-to-date pedagogical methodology and learning technology in traditional universities, as well as modern management tools is of utmost importance for successful development. The e-learning and knowledge management are among the most rapidly developing disciplines in recent years. Additionally, the development results directly influences and accelerates the activities in other research areas. Many early innovators among academics are working in these fields in distance learning study centres. Although e-learning and knowledge have taken different paths in development, there is lot they share in common. Regardless of whether you are developing e-learning at an university or in a company, e-learning will certainly benefit from the knowledge management field and vice verse. A proper combination and application of these fields can tremendously raise accessibility to knowledge and improve skill acquisition process in any organisation[1]. This paper reports on attempt to use Enterprise Knowledge Development approach to study the possibilities of setting the more clear development priorities and action lines meeting the new messages of emerging knowledge society. E-LEARNING DEVELOPMENT APPROACH In order to design a set of university development priorities corresponding to the needs to transfer to a knowledge society the academics and administrators from four Latvian

2 universities carried out the study of possible university co-operation for more effective development of modern e-learning. The e-learning development approach was used because it is: o it has official political recognition on the highest levels both nationally and internationally, o there are a number of successful and visible e-learning development and delivery projects in Latvia (Riga Technical University has participated in about 20 international projects during the last 5 years), o most academics accept e-learning as interesting, but it is as yet only marginally implemented in university, o high quality e-learning development is expensive an additional motive for cooperation, o all international e-learning development projects are run in collaboration with a number of organisations. 2 ENTERPRISE KNOWLEDGE DEVELOPMENT APPROACH Our team used the Enterprise Knowledge Development (EKD) approach [3]. We previously tested it when Riga City Council participated in the 5 th Framework programme project HyperKnowledge IST (Hypermedia and Pattern Based Knowledge Management for Smart Organisations). Following [2] Enterprise Knowledge Development (EKD), is an approach that provides a systematic and controlled way of analysing, understanding, developing and documenting an organisation and its components, by using Enterprise Modelling. Basic contents of the EKD framework include: a set of description techniques, explanation of stakeholder participation and a set of guidelines for working. EKD application process is supported by a set of software tools. Organisational patterns (solutions) identified using EKD modelling essentially are generic and abstract organisational design proposals that can be easily adapted and reused. These represent solutions to specific problems within the context of an organisation, problems that are important and recurring in a variety of cases. Each pattern couples a problem with a solution, reflecting the context and the way in which the pattern can be applied [3]. MODELLING AIMS AND MODELLING TEAM The aim of modelling was to identify the hierarchy of different goals, identify the problems and transform them into the acceptable goals. Moreover, we identified the hierarchies in terms of concepts, processes, resources, actors and technical requirements to the extent that it was necessary to design the national university cooperation programme in e-learning. We organised two modelling sessions in November and December The participants were from: o Riga Technical University (Riga), o Liepaja Pedagogical University (Liepaja), o Latvia University of Agriculture (Jelgava), o Daugavpils Pedagogical University(Daugavpils).

3 3 LATVIA Riga Liepaja Jelgava Daugavpils Fig.1. Geographical distribution of participants in Latvia. All the 9 participants have 2 to 8 years of experience in e-learning and/or open distance learning. According academic ranking they were: o 2 students o 2 junior academics o 2 associate professors o 3 administrators According to research qualification they were: - 3 Master s of Science - 2 PhD students - 4 PhD level researchers MODELLING OBJECTIVES FROM A GOVERNANCE PERSPECTIVE Today's organisations need to cope with rapidly changing business environment, customer demands, stiffening competition, as well as information overload. They should also maintain high levels of innovation in their business and products. In order to adapt to the changing business environment organisations have become increasingly flexible and efficient. Among the main driving forces in this process are people and their knowledge. Organisations need to utilise this knowledge in the most efficient way since, in essence, it is the source of their competitive advantage. It is therefore that managing experience, competence, knowledge about business processes, organisational practices, best business practices are so important. [3] The project idea was to design a set of models starting with goal models. After completing the models design we intend to analyse the results from a governance perspective and identity the modelling results from this perspective as well.

4 RESULTS OF EKD MODELLING ACTIVITIES During the first modelling session we designed the goal model for the university co-operation programme. The goal model is presented in Figure 2 and Figure 3. We identified 37 goals, 15 problems, and 14 opportunities. Following of them were directly related to governance: o Goal 10: To attract appropriate institutional, Ministry of Education support and interest o Goal 19: Developing faculty exchange programs for e-universities o Goal 20: To finance international collaborative projects o Goal 29: To succeed in developing cooperative projects among universities with the financial support of the Ministry of Education o Goal 30: To promote a culture of cooperation o Goal 32: To build (organize) various cooperative reform ventures o Goal 33: To organize seminars and conferences o Problem 9: Various laws and regulations (ex MK 334) o Problem 10: The university bureaucratic administrative structure o Problem 11: The university administration has not identified the importance of e- learning 4

5 5 Opportunity 2 Need for life-long learning Opportunity 3 To attract potential employees due to new methods and technologies Opportunity 4 Available experience in e- studies organization Goal 2 To maintain and support international educational standards Opportunity 6 E-Latvia project Opportunity 1 e-eduction reduces language barriers Opportunity 5 To learn at a convenient time and place Goal 1 Latvian e-university development Problem 1 Concern/anxiety that the universities will lose something Problem 2 Ignorance about what e- education is Problem 5 Conservative academic staff clinging to the past Problem 3 Lack of clarity about copyright Goal 16 Attracting universities to collaborative ventures Problem 4 Professional regulations (doctors, teachers, architects, etc.) (medicine, pedagogy, architecture, etc.) Problem 6 Faculty payment system - teaching loads Goal 19 Developing faculty exchange programs for e-universities Goal 20 To finance international collaborative projects Opportunity 8 Regulations taken over by all professional associations Opportunity 9 The opportunity to create certification centres Problem 9 Various laws and regulations (ex MK 334) Goal 3 Develop collaborative e- studies quality systems Goal 17 To raise tutor qualification Goal 18 Universities need to retrain and develop staff Goal 4 To build E-study pilot programme Goal 12 Develop internationally accredited study programmes Goal 13 To develop locally recognized e-study programs for interuniversity usage Problem 7 Where are diplomas to be issued? Goal 5 To create development projects with potential for financial support Goal 11 Developing courses for continued education and interest Goal 6 To train new specialists Goal 7 Procedures for international work distribution Goal 8 Creating the processes (mechanism) to enable e- university collaboration Goal 9 Develop specialized courses for corporate markets Goal 10 To attract appropriate institutional, Ministry of Education support and interest Opportunity 7 Available experience in e- studies organization (development, structuring) Goal 14 To create laws and regulations collaborative venture funding Goal 15 To develop mechanism for student mobility Problem 8 Lack of laws and regulations Figure 2. The Goal model: Latvian e-learning development (Part 1/2)

6 6 Problem 10 The university bureaucratic administrative structure Problem 11 The university administration has not identified the importance of e-learning Problem 12 Inferior collaborative partners Goal 22 To study feasibility for an external investment project Goal 26 To promote cooperative efforts in the development of study materials Goal 21 To develop collaboration programme for cluster provides Goal 23 To create products those are possible to sell on the international market Goal 24 To unite all competitors in a common cluster (e-course) Goal 25 To develop knowledge to fully utilize educational potential Opportunity 10 Development potential and raise qualifications Problem 11 Opportunity to earn an additional income Goal 27 To attract universities to participate in cooperative efforts Goal 28 To promote cooperative efforts among faculty members Goal 29 To succeed in developing cooperative projects among universities with the financial support of the Ministry of Education Problem 13 Teachers experiencing threat of job loss Problem 14 The Cabinet of Ministers regulations and their interpretation Problem 15 The shortage of English language skills for international projects reduces Goal 34 Create (present) finished projects to the Ministry of Education Goal 35 To lobby for the national development plan in the division of e-learning Goal 36 To carry our explanation work about advantages of collaboration performs perrforms Goal 37 To investigate sources for financial support Role 1 Foreign expert Role 2 Trusted person (with experience in collaborative efforts) Problem 12 Opportunity to demonstrate qualifications/skills to potential partners Goal 30 To promote a culture of cooperation Problem 13 Opportunity to gain more publicity Goal 33 To organize seminars and conferences Problem 14 Opportunity to gain more materials and information Goal 31 To organize seminars about building a culture of cooperation and organization Goal 32 To build (organize) various cooperative reform ventures Figure 3. The Goal model: Latvian e-learning development (Part 2/2)

7 7 Concept 14 Winning political support (financial support) Resource 4 Certificates (not diplomas) isues Concept 1 Pilot project e-studies modules Concept 2 Training for leadership Concept 3 Introductory level IT courses Concept 4 Latvian e-studies European Computer Driver's License Qualification (ECDL) Concept 5 Basic skills for the new economy (English, computers, communications, business Resource 1 LOLA Concept 6 Methodology Concept 10 Marketing Resource 3 E-commerce Resource 2 Existing courses Concept 7 Quality control and maintenance Concept 8 Technological opportunities to develop e-courses Concept 9 To support systems providers Concept 11 Project leadership Concept 12 The qualifications of consultants Concept 13 Qualifications of course administrators Figure 4. Concept model: Latvian e-learning development

8 8 Goal 1 To achieve international quality educational standard Goal 2 Latvian e-study system development Goal 3 Personal development Goal 4 To develop cooperative e- studies quality system Goal 5 Promote advertising campaign Goal 6 Develop programs corresponding to international standards Goal 7 To develop legislation and regulations to implement e- studies Goal 8 To develop financial management assessments to implement courses Goal 9 To attract investors Goal 10 To attract international support for program development Goal 11 Disseminate the idea among other universities Goal 12 To promote active information channels with mass media Goal 14 Advance advertising Goal 15 Advertising during project implementation 1 3 Goal 17 to promote acceptance e- course development methods Goal 13 To create high quality attractive courses for personnel development Goal 16 Advertising for course planning Goal 18 Resource and market analysis 2 Goal 19 To reach agreements with universities about copyright requirements in the area of e- studies 1 Goal 22 To analyse the achievements of other nations Goal 20 To attract other universities to cooperative ventures 2 Goal 21 To submit proposed budgets to the ministries and saeime (parliament) for e-projects 1 Goal 23 To develop procedures for credit point exchange exchange Goal 24 To develop procedures for tuition payment Goal 25 To develop course implementation and distribution procedures Goal 26 To develop financial procedures for course maintenance Goal 27 To create economic regulations promoting competitive e-studies development Goal 28 To develop technical implementation solutions Goal 29 To develop procedures for the rotation of management Goal 30 Work out methods for the contribution and delivery of courses Figure 5. Goal Model II Latvian e-learning development

9 9 The concept model in Figure 4 was designed to promote political support and programme funding. It consisted of thirteen interlinked concepts and employed three existing resources. Concept 14 includes Concept 1. Therefore concepts presented in Figure 4 are directly related to governance: o Concept 1: Pilot project e-learning modules o Concept 2: Training for leadership o Concept 3: Introductory level IT courses o Concept 4: Latvian e-learning European Computer Driver's License Qualification (ECDL) During the second modelling session in December 2002 we studied the goals for Reaching International Quality in HE. This goal was directly supported by the activities of the university co-operation programme. In figure 5 you can see a goal model for Reaching the International Quality level in HE with support of e-learning development. The university co-operation programme was directly supported by the following secondary level goals: o Personal development (2 nd priority), o To develop cooperative e-learning quality system (3 rd priority), o Promote advertising campaign o Develop programs corresponding to international standards (3 rd priority), o To develop legislation and regulations to implement e-learning, o To develop financial management assessments to implement courses (1 st priority), o To attract investors, o To attract international support for program development. The listed goals were supported by 20 more specific goals. The following were directly related to governance: o Goal 8: To develop financial management assessments to implement courses o Goal 5: Develop programs corresponding to international standards o Goal 2: To develop cooperative e-learning quality system

10 10 CONCLUSIONS We demonstrated the Enterprise Knowledge Development Approach in modelling of university Cooperation project in e-learning development. The results allowed us to identify mutually interlinked set of goals, problems, concepts, etc. We also identified the goals, problems, and concepts directly related to governance. During the modelling process we identified the links between governance related topics and other topics. The modelling process also indicated that EKD modelling is an effective instrument for a collaborative effort to create mutually acceptable development priorities for universities in an emerging knowledge society. ACKNOWLEDGEMENTS We would like to express our thanks to the participants of modelling sessions of this project. First my thanks is due to Inteta Vanaga for her skilful moderation of our modelling effort, and then to Dzintars Tomsons, Aija Kukuka, Lasma Ulmane-Ozolina, Viesturs Rozenbergs, and Arturs Skute who generously contributed their time and expertise. REFERENCES [1] Bruno Zuga, Atis Kapenieks, and Ilmars Slaidins, "E-LEARNING AND KNOWLEDGE MANAGEMENT: SIMILARITIES AND DIFFERENCES," Lifelong Learning- a Challenge for All, [2] Bubenko J.A., A.Persson, and J.Stirna, D3: Appendix EKD User Guide Royal Institute of Technology (KTH) and Stockholm University. [3] Bubenko J.A., A.Persson, and J.Stirna, D3: User guide of the Knowledge Management approach using Enterprise Knowledge Patterns Royal Institute of Technology (KTH) and Stockholm University.

Quality in University Lifelong Learning (ULLL) and the Bologna process

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