Transcript 2006 Analyst & Investor Conference

Realising the Global
University: International
Strategies for a Rapidly
Changing World
Worldwide University Network & The
Observatory on Borderless Higher Education
Conference
London
November 14 & 15, 2007
Jorge Klor de Alva, J.D., Ph.D.
Senior Vice President, Academic Excellence
Director, National Research Center
University of Phoenix
(Former President, University of Phoenix)
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MAKING SENSE OF “GLOBAL” WHEN THE WORLD
IS FLAT

World flattened because global competitive
playing field being leveled by globalization:
first manufacturing, now services

Lower living costs, increased quality of low
cost education abroad

Ageing workforce, dysfunctional K-12
education at home

Constantly improving information
communication technology

China, India, former Soviet Block joining world
economy

Meaning ever-increasing array of services
tradeable across borders, doubling of world
labor force, much highly skilled

Effect in U.S.: over 83% of workers provide
services, impersonal service sector estimated
at 30-40 million potentially offshorable jobs
within decade or two
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NOT SURPRISINGLY, EVEN ECONOMISTS ARE
WORRIED!
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WHO WILL EARN MORE MONEY IN 30 YEARS,
CHEMISTS OR CARPENTERS?
A “global university” can be one that is “world-class” or with
substantial international connections, but must be one that…

asks itself, What are we educating our students for?

understands what jobs and workplaces will exist when students
join future workforce;

thinks in new ways about workplace divide, for instance, the fact
that:
 Most students will work in offshorable high or low
impersonal services (no need for face to face): Chemist,
accountant; or telemarketer, call center operator;
 Or in less vulnerable personal services (delivered face to
face): Teacher, internist, investment banker; or carpenter,
nurse, plumber;

and, therefore, can address globalization’s present historic cusp
where the high/low education distinction recedes as
personal/impersonal distinction comes to the fore.
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SO WHAT’S A GLOBAL UNIVERSITY TO DO TO
MEET THE CHALLENGE OF GLOBALIZATION?

Difficult transition coming, which educators need to handle better than
transition out of manufacturing (send more young to college; get them
to study science, math, engineering)
 With transitory unemployment increasing with frequent job
changes: need to inspire a commitment to life-long learning
 With more imports of goods, services, and peoples (threatening
inflationary protectionism, anti-immigrant policies, heightened
competition) need to teach personal skills of survivability
 With continued downward pressure on wages in offshorable jobs
through at least 2030, need to instill positive self-image leading
each students to identify and focus on their highest value
 With more labor force mobility coupled with transforming
demographics, need to provide necessary cognitive, affective
competencies wherever and whenever needed
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UNIV. OF PHOENIX IS THE FIRST U.S. “NATIONAL”
UNIVERSITY, IS IT ALSO A GLOBAL ONE?
With 310,000+ students, 20,000+ faculty, 250+
campuses, and growing; with experience educating
thousands in all continents; and a firm commitment to
providing an education that can increase students’
productivity in a flat world, we think this question is not
out of place.
But I must save my answer for tomorrow’s last panel
when we will debate the move “from rhetoric to reality.”
THANK YOU!
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