1. Role of the Educational Leaders in
Establishing Top-notch Institutions:
Why and how Higher Education Institutions should shift ?

2. Context:
Changing Trends in Higher Education Landscape
• Restructuring education systems at different
levels and market-driving
• Major trends consist of ensuring education
quality, standards, and accountability in
educational institutions
• Making a paradigm shift in
learning, teaching, and assessment

3. Transformation and Reforms
A paradigm shift
Transformation and
reforms in the system
including curriculum
reforms and
technological
innovations
Higher
Education is
experiencing

4. How to reform
education for
preparing our
younger generation
to effectively cope
with the challenges
in the new era?
In this context the question is:

5. Educational leadership
plays an important role

6. Who are
Educational
Leaders ?
What is
Educational
Leadership?

7. Educational Leadership
Is to respond by :
A fast paced and continuous action

8. Educational Leaders
Need to be equipped with competencies
To respond to the third wave Paradigm
to respond to Contextualized Multiple Intelligence
(CMI) of the New Triplization Paradigm
Committed to the development of students’
contextualized multiple intelligences (CMI)
to leapfrog

9. 4 Key Aspects to Discuss
Three waves of Educational Reform and Development
Pentagon Theory of CMI Development
Role of Educational Leaders
The Theory of Leapfrog

10. Three waves of Education Reform and
Development
Educational leadership is
challenged by the three
waves of education
reform and development
in different parts of the
world since the 1970s

11. New Triplization Paradigm
Third
wave
paradigm
Second
wave
paradigm
First wave
Paradigm

12. In 1970s the educational leaders of first wave were mainly concerned
with achievement of the planned goals through internal improvement of
teaching and learning
In the 1990s, the educational Leaders of second wave often focused on
interface improvement through various types of quality inspection and
assurance.
In facing the challenges in the new century, the third wave of
changes is moving towards future effectiveness and new
paradigm of education.

13. Reforms to sustain educational quality
Internal quality (1970s)
Interface quality (1990s)
Future quality

14. First wave Paradigm
• Conception of education Quality
Education effectiveness to achieve planned goals
• Quality assurance
Internal quality assurance: improving the internal
environment
• Major approach/model of quality assurance
Internal Models
Goal specification model
Process model

15. Second wave paradigm
• Interface quality
as satisfaction with the education services including
education process and outcomes and as accountability to
the public
• Quality assurance
ensuring that education services satisfy the needs
of stakeholders and are accountable to the public
• Interface models
Resource input model
Total quality management model

16. Third wave Paradigm
• Future quality
– as education relevance to the future needs of individuals, the
community and society
• Future Quality assurance
– ensuring the relevance of aims, content, practices and
outcomes of education
• Relevance to new paradigm in education
- Development of contextualized multiple intelligences (CMI)
• Triplication in education:
– Globalization, localization and individualization

17. Contextualized Multiple Intelligence (CMI)
of the New Triplization Paradigm
• CMI comes to the rescue to help children and
youth cope with a future
• What students should learn and how students
should learn to succeed in the 21st century.

18. Contextualized Multiple Intelligences (CMI)
The human intelligence can be contextualized and
categorized into six Contextualized Multiple
Intelligences (CMI), including:
=> Technological Intelligence
=> Economic Intelligence
=> Social Intelligence
=> Political Intelligence
=> Cultural Intelligence and
=> Learning Intelligence

19. Development of Contextualized
Multiple Intelligences (CMI)
• An emerging paradigm shift in education.
• The paradigm: from the Traditional Site-
bounded Paradigm to a New Triplization
Paradigm.
• The development of students’ contextualized
multiple intelligences (CMI)

20. Pentagon Theory of CMIs
Based on
contextualized multiple
intelligences, a
Pentagon Theory of
CMIs development
proposed by Cheng
(2000) can be used to
reconceptualize higher
education.

21. Cultural
Intelligence
Social
Intelligence
Technological
Intelligence
Political
Intelligence
Economic
Intelligence
Learning
Intelligence
Pentagon Theory of CMI development
for Higher Education

23. 1. Development of CMI
• The core condition for developing a new
generation of leaders for the future of a society
• The tertiary education should be reformed with
clear relevance and concrete linkages with the
development of CMI.

24. 2. Encouraging CMI Interactions
Relationships among the six CMI -
interactive and mutually reinforcing
with the Learning Intelligence
To have citizens with a broad mind
sets or multiple intelligences to deal
with the diverse challenges in the
new era.

25. 3. Facilitating Intelligence Transfer &
Creativity
• Intelligence transfer from one type to other types should
be encouraged and facilitated.
• The transfer itself can represent a type of intellectual
creativity and generalization.
• Intelligence transfer represents the potential of creativity
• Higher education should encourage achievement of CMI
as well as intelligence transfer and creativity.
• Important to the development of innovative knowledge-
based economy and the creation of a high level thinking
society and an intelligent global village.

26. 4. Taking Learning Intelligence at the Central
• Development of all other CMI, the development of
Learning Intelligence can play a central role.
• Instead of teaching and learning huge volume of
information and factual materials, the content of
higher education should put emphasis on
developing students’ ability.
• Emphasize the ability and attitude to life-long
learning.

27. 5. Globalization, Localization, and
Individualization of Education
To maximize the
opportunities for
development of CMI for
tertiary
students, globalization,
localization, and
individualization in
tertiary teaching and
learning are important
and necessary.

28. Globalization
• Transfer, adaptation, and development of values, knowledge,
technology and behavioral norms across countries and societies in
different parts of the world.
• Growth of global networking, global transfer and interflow in
technological, economic, social, political, cultural, and learning
aspects, international alliances and competitions, international
collaboration and exchange, global village, multi-cultural
integration, and use of international standards and benchmarks.
• Maximizing the global relevance, support, intellectual resources,
and initiative in schooling, teaching, and learning
• Globalization in education are web-site learning.

29. Localization
• Adaptation, and development of related
values, knowledge, technology, and behavioral norms from/to the
local contexts.
• The enhancement of local
values, norms, concern, relevance, participation, and involvement in
the related initiatives and actions.
• Local networking; adaptation of external
technological, economic, social, political, cultural, and learning
initiatives to local communities.
• Localization to education are to maximize the local

30. Individualization
• Related external values, knowledge, technology, and behavioral norms
to meet the individual needs and characteristics.
• Importance of individualization to human development and
performance is based on the concerns and theories of human motivation
and needs.
• Emphasis of human potentials; promotion of human initiative and
creativity; encouragement of self-actualization; self-managing and self-
governing; and concern for special needs.
• Implication of individualization in education - Maximize
motivation, initiative, and creativity of students and teachers in
schooling, teaching, and learning through such measures as
implementing individualized educational programs.

31. New Paradigm: Triplization in Education
• The process of globalization in
technological, economic, social, political, cultural, an
d learning aspects (Cheng, 1999)
• Different parts of the world are rapidly networked
and globalized through internet and different types of
IT, communications, and transportation (Albrow, 1990;
Naisbitt, & Aburdence, 1991).
• Interactions between nations and people become
boundless, multi-dimensional, multi-level, fast, and
frequent.
Relevance to Paradigm Shift in Education

32. New millennium- multiple person
• The human nature in a social context of the new
millennium will be a multiple person as technological
person, economic person, social person, political
person, cultural person, and learning person.
• Life-long learning and learning society
• Become towards a multiple intelligence society.
• Contribute to the development of a multiple intelligence
society.

33. Role of Educational leaders - Current
Reality
if we are in the second
wave of education
reforms, can it meet the
challenges in a new era of
globalization, information
technology and
knowledge based
economy?

34. The Leapfrog Theory by Robert Ringer (Winning
Through Intimidation, Looking Out for No. 1)
• Can leapfrog over your competition to be ahead of
the pack.
• Operate on a higher level than everyone else.
• Don’t wait for another person or organization to
tell you that you have arrived.

35. Theory of Leapfrog
• Nations to lead in an era of accelerating
change, students, teachers and states need to
“leapfrog” to a new paradigm of knowledge
production - Moravec (2007)
• Leapfrogging means to jump over obstacles to
achieve goals - Harkins and Moravec (2006)
• Require a new “Leapfrog” mindset, based on
rapid, proactive responses to future realities.

36. Leapfrogging as a Strategy
• Role has been adopted in education in different parts of the
world.
• adopt the Leapfrog Principle in education, support it with
advanced technologies, will become human capital
development leaders among global knowledge and
innovation economies - Harkins (2007)
• Practice of preparing students for the old economy and the
old society jobs will lead to a crisis in human capital
development - Moravec (2007)
• The Leapfrog principle requires entirely new approaches to
teaching and learning.

38. As Educational
leaders we have to
continuously develop
our academic
competencies.
defining
purpose, pursuing
purpose, and
fulfilling purpose

39. Effort is to see how
interface education
quality and internal
effectiveness are
relevant to these
challenges

40. .
Rethink about how
to change
curriculum, pedago
gy and systems.
.
Emphasize relevance
of
aims, content, practices
and out comes of
education to the future
of new generation in a
new era

41. Building and Sustaining a top
notch Institution
Depends on :
Adapt
to
dynamic
and
powerful
environ-
ments
Courage
to
change

42. Think as a Futuristic Institution…
Virtual
Collaborative vs traditional
Content (accessibility to
content)-
dynamic, interactive, accessible
any where, any time

43. Develop New Measurement Parameters
Emphasis on
Eye – to vision ability to
benchmark, to see targets
Heart- to desire, develop passion
Stomach- to commit, zest to
execute, motivation

44. Develop New Measurement Parameters…
• Willingness – is intrinsic by observing and
understanding the value and benefits of this
new world, pedagogy
• Excitement - How can you be excited
• To change the way by experimenting
, learning, observing, drive
• Attempt to live the dream, understand the
execution

45. We can believe, if an
education institution can
ensure internal
quality, interface quality, and
future quality, it can drive
towards total quality
assurance and a top notch
Institution

46. Thank You