Society seeks answers

New thinking can solve new problems

Canada's universities and colleges have a daunting and compelling responsibility.  Uncertainty, change and loss characterize the world we live in and, as a result, solutions reliant on predictability, standardization and historical precedent no longer address what society needs from its institutions of higher learning. Established and comfortable responses no longer make sense -- politically, socially, environmentally or otherwise.

People from all over the globe enrol in doctorate, graduate and undergraduate degree programs at Royal Roads University. A short commute from Sooke, the campus is at 2005 Sooke Road on the spectacular Hatley Park National Historic Site. Certificate and diploma programs are also offered along with executive and custom education. ____________

We need new thinking, new processes and new structures to address the needs of this new reality because in the coming years, the challenges we face now will become even more undeniable.

Education is the key.  Through analysis, study and reflection, we can learn from established knowledge and ultimately create new knowledge that will ensure our survival by helping us address today's key economic, social, cultural and environmental challenges.

Canada's universities and colleges are primarily responsible for the creation of this new knowledge and for the development of essential leaders who can meet the crises we face, both locally and globally.  We have an obligation to increase knowledge -- through discovery of the new and confirmation of the old. We have an obligation to disseminate that knowledge as well -- in the classroom; in the boardrooms; and in the scientific communities.

Universities and colleges have to be active participants with the public and private sector if we are to move forward and address the important issues that surround environmental sustainability today. We have to provide support and enter into partnerships. We must encourage reflective engagement with our communities and facilitate dialogue to support new initiatives.  What's critical, as well, is that we assume responsibility for promoting the application of learning. Our role is as catalysts for innovation and the implementation of new ideas and new thoughts.

How can we do this? At Royal Roads University, we enter into collaborations. Recently, for example, we signed a memorandum of understanding (MOU) with the Canadian Medical Association to assist with leadership development and research aimed at supporting physicians across Canada. In May, we joined Camosun College, North Island College, the University of Victoria and Vancouver Island University in signing an MOU to provide a broader range of learning opportunities and supports to residents of Vancouver Island. And not long ago we also signed four agreements to deliver academic programs to Chinese citizens - in China and in British Columbia.

In order to be more responsive to post-secondary educational needs, we also need to abandon the idea that "one size, one look, one feel" works for everyone. Instead, we need to reflect on the particular value and unique contributions of a research university, a regional university, a trade-based polytechnic institute, a community college or a special purpose university such as Royal Roads University and Emily Carr University.  In light of the complexities of society today, we need to explore how we can differentiate ourselves because without a variety of models, we are in danger of a homogenization of institutions resulting in a mediocre system rather than a strategically aligned system.

As demographics underlying student participation in the post-secondary system change, so must the nature of the education we offer. We need to focus not just on the education needs of students entering the workplace but on those already in the workplace who wish to upgrade their skills so they can make better contributions to their workplace and society as a whole.  In order to do that, program offerings must be relevant, current and timely. The tendency of universities and colleges to design and introduce programs that are supply-driven rather than demand-driven must end and the dominance of a university and college education that is based upon traditional disciplines must give way to one that takes into account the need for programs that equip people to solve contemporary problems.

Post-secondary institutions will not be able to demonstrate community leadership and assume the role of catalysts for change if they themselves continue to be resistant to change and continue to function largely under educational models that were developed in previous centuries.  Publicly supported post-secondary institutions must be more aligned with and responsive to the needs of their communities and less aligned with the needs and particular interests of those within their walls. The reality of the world we live in requires us to demonstrate more obviously our ability to change, be nimble and be focused.

Allan Cahoon is president of Royal Roads University and has been a business and management professor for more than three decades.