vancouver may 2009 wallin ppt

© Erik Wallin, 2009

The Third Mission and

Societal Entrepreneurship

Erik WallinAssociate Professor, Lund University

Managing Director, CITY Conversity AB

Presentation at

The International Conference on

Community Engagement and Service: The Third Mission of Universities

Vancouver, May 2009


Who am I – as a professional?

@ Lund UniversitySchool of Economics and Management, Informatics

@ Øresund UniversityUSBM project

@ CITY Conversity AB Busyland as a serious virtual world for experimental learning of the future

Social networking via LinkedIn as a professional within the “education Social networking via LinkedIn as a professional within the “education industry”. industry”. LinkedIn to Dinerwa


Agenda

• Background– Universities and Lifelong Learning

• Our approach– Education process re-engineering to make

education a part of the creative industry• LearnActs

– Learning objects and facilities for the effective generation of key competences for lifelong learning

• Busyland– A virtual city state devoted to collaborative and

experimental learning of possible worlds

Towards a revival of the academic tradition?Towards a revival of the academic tradition?


The University and the Third MissionUniversity missions1st mission:

Research/Knowledge creation Pre-search?

2nd mission: Teaching/Transfer of knowledge Learning on-demand?

3rd mission: Application/ExploitationSocietal innovations?

Time for re-thinking the future role of universitiesTime for re-thinking the future role of universitiesIs learning for societal innovation and competent citizenship possible Is learning for societal innovation and competent citizenship possible within the current frame-of-reference?within the current frame-of-reference?


Education and lifelong learning

Lifelong Learning• The new concept of key

competences

• The old concept of faculties

• What are the competences and faculties for the University of the Future?

In a globalized and personalized world: In a globalized and personalized world: Lifelong learning: “OK, so this is my lifetime on planet Earth”Lifelong learning: “OK, so this is my lifetime on planet Earth”


Three learning traditions

• A) Academic knowledge– The art of theoretical questioning

• B) Business skills– The art of practical solution design

• C) Civic attitudes– The art of being a good citizen with civic

virtues

Academic

Business

Civic

Conversity

The ConversityThe Conversity®® concept for lifelong learning concept for lifelong learningCompetence as an integrated composition of knowledge, skills and attitudesCompetence as an integrated composition of knowledge, skills and attitudes


The dominant design of education

Periods in Life

Year 2007

Year 1900

Childhood Playground

University campus

Senior residential area

Workplace

Time & History

Space & Geography

Year 2000

Low integration of learning in time and space


Education process re-engineeringTowards life-long and life-wide learning

• From the local school to global community sites

Part of D

ay

Periods in Life

• From a period in life to daily learning acts

• From artificial examples to real world cases


New architectures for learning

Learner CentricIn global virtual space

Teacher centricIn local physical places

From To


Our approachThird mission as societal entrepreneurship

Feature Framing third mission for societal entrepreneurship

Historic The long view of inter-generational transfer of cultural heritage, accumulated wealth and taken-for-granted commons and institutions

Systems science Dynamic and complex socio-technical systems with feed-back and feed-forward loops on different systems levels where central to both learning and innovation is change

Entrepreneurship Big problems are excellent drivers for new business and new innovations, including radical innovations

Lifelong learning The key competences for lifelong learning has low degree of fit to our present faculties and professions

Post-modernity The dialectics between Theory of Facts and Theatre of Fictions allows education to be a creative industry


The metaphoric trope: Being in the World, Common Sense, Theocracy, Natural habitats, Natural rhythms, Natural matters

The metonymic trope: Living in Estates, Common Property, Aristocracy,Cities, Local clocks, Artificial matters

The synecdoche trope: Working in Organizations, Common Systems, Democracy, Nation states, Standard time, Fabricated matters

The ironic trope: Playing as actors within given frameworks. The Tragedy of the Physical Commons meet the Comedy of The Digital Commons, with mixed reality more understandable as Theatre Plays than as expected outcomes of Theory, Time for Ricorso

Degree of artificiality

Historic era (logarithmic scale)

The Civilization process (after Giambattista Vico)


The metaphoric trope: Being in the World, Common Sense, Theocracy, Natural habitats, Natural rhythms, Natural matters

The metonymic trope: Living in Estates, Common Property, Aristocracy,Cities, Local clocks, Artificial matters

The synecdoche trope: Working in Organizations, Common Systems, Democracy, Nation states, Standard time, Fabricated matters

The ironic trope: Learning in Living Labs and CoP-s, Common Futures, Ideocracy, Glocal transit halls, Virtual presence, Digital matters,A growing market for the Creative Industry

Degree of artificiality

Historic era (logarithmic scale)

The Ironic trope- the big challenge for the creative industry!


The 3rd industrial epoch

1800 1850 1900 1950 2000 2050

Year

Growth

Now

1st

2nd3rd

Zone of conflicts


Entrepreneurship - making dreams come through

– 1) Intrapreneurs: Creating changes within the established framework of an organization

– 2) Entrepreneurs: Bridging demand and supply by contracting resources and partners to build new solutions

– 3) Extrapreneurs: Introducing changes that are new to the world and “outside the box”

Societal entrepreneurshipSocietal entrepreneurshipTo work “in-between” and “outside” current established To work “in-between” and “outside” current established organizational frames and initiate Hegelian organizational frames and initiate Hegelian Aufhebungs Aufhebungs with with de-de-learninglearning practices practices

1

23


Triple Helix alliances - innovation by additive blending of interests

– Academic: Cross disciplinary and meta disciplinary collaboration for real problems

– Business: Clustering and collaboration for exploitation of a shared value system

– Civic: NGO-s and ordinary citizens as active participants as learners, workers and neighbours

Industrial and regional clustersIndustrial and regional clustersAttracting a critical mass of creative people that build trustful Attracting a critical mass of creative people that build trustful business relations in an environment open for innovationbusiness relations in an environment open for innovation


LearnActs- the minimal learning experience

Industrial standards for interoperability among learning systems: Industrial standards for interoperability among learning systems: Towards “Learning-as-a-Service”Towards “Learning-as-a-Service”


1. Awareness of my <X>2. Stories of other <X>3. Searching for all kinds of <X>4. Experience of all known <X>5. Experimenting with a typical <X>6. Theories for any <X>7. Analysis of this <X>8. Design principles for a new <X>9. Creation/evaluation of a new <X>

Knowledge creation on different knowledge levels with technology enhanced educational facilities

Performing LearnActs


The Habitorium – an exampleCasework for learners in eBusiness management

• Virtual news channels

• Collections of examples

• Learners as virtual reporters

• Learning by creating interesting examples

• Co-creation of the learning environment

• A virtual “habitorium”


The Experimentarium – an exampleCollaborative learning of LearnAct design


The Conversity® - a model for societal entrepreneurship


The Conversity of Busyland - a city state for Busy Citizens to increase future readiness


Act/ReAct

Do/ReDo

Frame/ReFrame

Consider/ReConsider

Mind/ReMind

1: Right/Wrong

2: Good/Bad

3: Should/Could

4: Sense/NoSense

Train Skills to Know How

Gain Knowledge to Know What

Adopt Attitude to Know Why

Open Mind to Know Who

Deep learning processes - a quadruple loop learning model to generate change


Act/ReAct

Do/ReDo

Frame/ReFrame

Consider/ReConsider

Mind/ReMind

1: Right/Wrong

2: Good/Bad

3: Should/Could

4: Sense/NoSense

Mind-shift

Epoch-shift

Generation-shift

Fashion-shift

Feed forward loops - learning possible futures by creating them


Global communities of practice: Collaborative learning: mass-collaborative virtual communities, professional associations, UN-actors, suppliers of infrastructures for a learning civilization

Regional industrial clusters: Sustainable growth: Academic, Industrial, Governmental and other partners involved in Triple-Helix alliances that fit Genre-de-Vie

Local community: Place management: Households, SME-s, Local civic associations with a shared common interest to add value to a specific place.

Degree of context dependency

Degree of tangible and controlled artifacts

Matters of relevance for the Glocal citizen: Daily life: Observations at grass root level, local Believe-it-or-Not stories, theory and facts, theatre and fiction

Busyland: Future concern: Citizens engaged in the co-creation of their future daily life by global and local collaboration in blended virtual and physical places

Towards a lifelong learning civilization

vancouver may 2009 wallin ppt

Documents

learning traditions

professions lifelong

lifelong learning competence

lifelong learning busyland

lifewide learning

learning learner centric

low integration of learning

daily learning acts