1. EVOLUTION OF HIGHER EDUCATION IN THE WORLD
Introduction. In the last decade, and today, profound changes are taking place in HIGHER EDUCATION, and those that presumably will occur before the 2030s should lead each of these centers of study in the world and the countries to start or continue their work of reviewing their scenarios, strategies and plans for their innovations.
However, this process of change is quite erratic and slow because it is observed that many institutions: (a) are dedicated to solving contingent problems (plans, budgets, salaries, hiring, work stoppages, layoffs, etc.), (b) they have difficulty anticipating scenarios in which they could work, (c) it is complex to choose the paths to follow to incorporate into the different processes of technological change, (d) the ideas and concepts of what should come to be in their corporate strategies are not being in the future (2030-2040) and (e) continue to focus on existing and specialized knowledge and forget that there is much more knowledge in the future, and that it is non-existent today, and that it will arise from “plural interstitial innovation ”, Which is the purpose of this work.
We must be aware that these institutions compete, and will continue to do so, on the one hand, by attracting students with certain characteristics, they will compete for financing for research and innovation and for many other public and private resources that are available, but not only from their local markets, but also from the global market.
The contributions that Olibar Consultores Int´l has given and received from education have been constant for almost half a century, in which it has participated and known, along with other agencies, the progress, arrests and setbacks of public institutions and local private companies linked to knowledge and education and it has been observed - receptively and critically - the evolution of universities and other institutions of higher education in the United States, Europe and Asia.
Based on a deep and long interdisciplinary reflection that has been taking place for decades by this team and its associates from the academic, business and cultural fields, the following proposals are disclosed as a free contribution to the community, which are mainly based on the concept of innovation, such as a relationship between the present and the future, that is, between " the true of now and the unknown of the future and the role of its strategy".
Characteristics of institutions and teaching. Higher education institutions are characterized by having a pyramidal organizational structure, with three functions: training, research and dissemination, and in which training is in the faculties, schools, and functional institutes for the subjects assigned to them. Some organizations have expanded in student body, others in geographic coverage, but have not reached the global limits of other organizations. Maintaining these qualities has been a major concern in the past, and given the perspectives provided by different scenarios, the greater probability is that this organizational format will be very different by the 2030s.
In recent years many changes have occurred in the classroom, in teaching methods, in the introduction of very different instruments to support the teacher and students, in distance learning, in free courses, in courses by Internet leading to titles. These are times in which one learns and unlearns, and teachers-students and student-teachers are reached with the help of new media. Part of these advances are contributions from many private companies that supply products and services that are changing the environment of traditional classroom education.
2. BASES FOR PLURAL INTERSTITIAL INNOVATION IN HIGHER EDUCATION AND PROPOSITIVE INTERPELLATION.
Innovative interstitial plural higher education is now presented, with its theoretical and practical bases and its support record, the preamble of which is indicated below:
The sources of knowledge and especially of new knowledge.The development of knowledge is universal, it is growing and it comes from very different sources, so it is necessary to be very careful to select the incorporation of these content advances for formal education. It is not difficult to imagine that the development of much of this new knowledge is underpinned by monetary and non-monetary benefits. In this way, the task of keeping up to date with progress in each subject can become overwhelming and the possibility of falling behind or far behind in obsolescence mode could be accelerated in the future. This danger may be more present depending on the quality and academic versatility of the main authorities and the resources available to stay current. Questions: What opportunities and threats open for classical higher education ?; What strengths,demonstrable, do you have to approach these new sources of knowledge ?; What strategy should each institution follow to overcome its weaknesses to innovate ?, etc. The answers to these questions, for the future of higher education in the world, have been obtained by accessing sources of knowledge using expert and artificial intelligence-based systems (which have sophisticated algorithms and multiple variables for managing the enormous accumulated knowledge about strategy) which is impossible to apply only with personal capacity.They have been obtained through access to sources of knowledge using expert systems and supported by artificial intelligence (which have sophisticated algorithms and with multiple variables for managing the enormous accumulated knowledge of strategy), which is impossible to apply only with personal capacity.They have been obtained through access to sources of knowledge using expert systems and supported by artificial intelligence (which have sophisticated algorithms and with multiple variables for managing the enormous accumulated knowledge of strategy), which is impossible to apply only with personal capacity.
The new knowledge that is intended to be delivered in higher education comes from many and diverse sources: advanced companies, governments, international organizations and centers for the development of new technologies. Today it is not impossible to package all or almost all the available knowledge useful for the different professions. What can be prepared for delivery such as courses, workshops, exercises, programs, expert systems, etc. incorporating both the knowledge and its applications. In other words, instruments that contain absolutely all training, for example, for different professions, at different levels and with the ability to keep up-to-date and anticipate, would come into being in a sophisticated system.
In this work, the distinction of the concept of “scholar” is made for those people who are capable of learning autonomously or at a distance, because they have the capabilities and the conviction that this effort will provide them with tools to cope in their future life and that they will not it is moved by the other stimuli that most regular higher education students have.
The education of scholars has enormous advantages for people who want to make good use of their time and take advantage of spending time moving as fast as possible to achieve their goals. The experiences and results that we have today of scholars who follow courses on the internet and networks are very varied, and among them we can highlight the rapidity in the advancement of subjects by occupying different degrees of intensity. In other words, in this type of training terms such as classroom or classroom, active class, semesters, trimesters begin to be lost, and the duration is transferred to the rhythm of the student. The irreverent new interstitial higher education proposes that: even instead of charging, you can get to pay by encouraging scholars to pass and certify subjects for themselves.
Another characteristic of current teaching is the recognition that there are students interested in living, during their training, some experiences that allow them to know what an innovation process is and try for some time to train and develop their interest in making this path their own. later.
Knowledge and progress in higher education. The knowledge that is contained in higher education has, among other characteristics, one that can always be confirmed: "these are known subjects". Be it in law, health, economics, dentistry, history, chemistry, biology, geography, engineering, architecture, music, education, etc. The subjects that are provided to the students are those that have been developed by very different people who have reflected them in books, articles, systems, instruments, etc. Those same “known” subjects or contents are those included in the verification or accreditation mechanisms for the knowledge learned by the students. That is, the training and accreditation of education refers only to current and past knowledge and is excluded,partially or totally the anticipation of new future knowledge. Although it is known that every day there is progress in knowledge in all areas, the inability to anticipate these aspects creates a symptom of a crisis in the industry, which, along with other public and private actions, would lead to the termination of many higher education institutions. that they would not survive in a world that looks very different.
III.- THE EMERGING HIGHER EDUCATION INTERSTICIAL PLURAL.
The professional uniqueness of higher education entities and interstitial innovation. Most of these educational institutions are organized in faculties in charge of their respective subjects. This organization defined according to the areas of knowledge allows accentuating the depth of its contents, and almost eliminating the interaction between subjects from other faculties, thereby structurally eliminating the identification of still empty interstices between subjects that could give rise to innovations of the new stamp. and, therefore, leaving aside an unknown world with immense potential wealth, not only locally, but globally. This adds, firstly, a new component to the mission of higher education beyond the classic extension, research and teaching that is their own innovation, and, secondly, an innovation for their external users.,based on a traditional singular approach or on the new plural interstitial innovation paradigm.
Higher Education and the traditional serial and exponential innovation.Higher education delivered in the form of careers is unique and focused on one or a set of subjects and is subject to innovation as it is recognized that it must be updated, that it must be enriched or that it must be more applied. This universal process can be called “singular serial innovation” because it corresponds to the incorporation of innovations or changes on the same subject matter. Higher education is also using another process to update the content, with the incorporation of new exponential technologies in the different chairs, seminars and workshops, and this innovation is called "exponential innovation". But always logically incorporating existing knowledge, which changes at exponential rates. However,the organization focused on singular careers is a barrier when inter-relating the knowledge of each one, forcing or closing access to all that new knowledge that should be created in an environment conducive to plural interaction.
Plural interstitial innovation and its impact on education and training. The success of the concept of “plural interstitial innovation” is expected to have a great and disruptive impact on the life of all people because it opens the horizon to areas about which there is still no knowledge. Making efforts to remove the veil of the unknown is a clear way of reaching or obtaining new ways of anticipating the changes that will take place, or be made in the future, in terms of knowledge, as well as real services and products. The center of this zone of interstitial plural innovation is in relating different independent fields, between which there is no knowledge that unites them. And this space or interstice can be filled with the attributes, characteristics or functions that other elements have, which is achieved when from that or those unions a new concept or concepts is created,that then by different technological processes give rise to new products or services.
Higher Education facing the past or the future? The bias towards the past is partly explained by the fact that most institutions of higher education lack centers for future studies and training. Therefore, it is difficult for them to anticipate strategically and tactically. Nor do they have a critical mass of trained experts who practice the systematic use of these methodologies and then teach them. In higher education, one of its missions being to think about the future, there are almost no institutes, faculties, careers, or training programs in this plural science, unlike the abundant number of careers and faculties of science and history.
Organization for future plural interstitial higher education. In order to achieve an environment of searching for new knowledge that relates fields that have remained separate since the birth of the training, centuries ago, education should be multi-subject in such a way that scholars naturally alternate with people with training diverse. For these scholars it will be natural to delve into the possibilities that arise when determining the differences that exist between two or more subjects, that is, their interstices, which will be full zones to create possible knowledge when combined with characteristics, attributes or other traits. of other subjects. Training in the uncertainty of an initially empty ensemble of a plural interstitial zone of innovation will be a challenge for scholars.
The path to universal education. Today the Internet reaches all the inhabited places on earth (as of December 2017 there were more than 4 billion users), as well as many of the social networks, which in some way are sources of transfer of information and knowledge and that You can perfectly advance the following steps to deliver interactive virtual professional training in all the places in the world to which you have arrived, with superior quality, up-to-date knowledge and at costs well below the thousands of dollars or euros of current training centers. of higher studies. With which much of the infrastructure, transfers and other costs incurred today could disappear.
There are companies that have been developing new knowledge for their own industries, which appear to be challenging current incumbents in higher education and in a position to access that universal training, due to the attractiveness of the higher education market, as with training in the entire life path of each person.
The foundation of the first plural interstitial university of humanity. It will be, possibly the first university of this type that exists on the planet since its purpose will be to develop in scholars the capacities to search for new knowledge, beyond what is available, forcing two or more independent subjects to be related to other subjects, to discover the knowledge that was hidden and was not available before doing this type of experiment. It is known that this type of complex approach, locally as well as globally, is considered to go beyond the limit of concrete and conventional thinking. And that, therefore, it is not acceptable for traditional systems and cultures of higher education because it is not concerned with the application of available knowledge to solve the problems that arise in governments, companies, people or nature.However, in decision-making, everyone who does so is anticipating that, the future being uncertain, he hopes that the results of his decision will be achieved.
CONCLUSION.
Risks in the path of plural interstitial innovation in higher education. In scientific research and consulting, it is known about the doubts that are created in managers regarding innovation, due to the dangers that the efforts or resources invested end in losses. But that does not prevent governments, companies and people from necessarily having to innovate, and when they do, it is because they trust that the expected result will be better than the resources included, but that does not mean that all efforts end well and are guaranteed. On the contrary, many innovation efforts in governments and in companies end badly or very badly. Higher education in the world is not exempt from this difficulty, but there is no innovation without taking risks. However, the work in innovating grows every day and spreads throughout the world,although it is known that only a small part will end in a result that is very, very much superior to the effort made favoring millions of scholars and the entire world community with their success.
Innovate Ravonni Ranivon or... Many innovations are happening in higher education institutions and in teaching, many more will be in the coming years and therefore it is likely that by 2030 the landscape of higher education and institutions, thanks innovations, especially the interstitial plural that is applied, will have changed so much that it will be difficult to remember what it was like in today's environment. Perhaps the best answer to this approach is not to fear the question: Do we have an innovative higher education? Are we ready to face the wonderful challenges of disruptive plural interstitial innovation? and… start practicing it collaboratively.
Omar Villanueva Olmedo
Director OLIBAR Consultores Int´l Lic. Ing. FEN Universidad de Chile
[email protected] 99 57 945 69
Cooperated content for the development of educational innovation in the world x RSP (*) Team Publishing OLIBAR
R esponsibility S ocial P rofesional
OLIBAR Consultores Int´l Presides: Mr. Carlos Olavarría Aranguren, Master of Science MIT / USA
