Lincoln University in 2010
We cannot choose a future for Lincoln University unless we first imagine it. This paper is intended to stimulate discussion about the nature of Lincoln's preferred future. The document defines a framework of global, national and organisational trends and issues that have been identified by staff involved in our futures scanning systems or in workshops. In our consideration of these, we must transcend preoccupation with existing structures and entities and explore the possibilities of the future with imagination and a sense of opportunity. It is essential that we preserve the characteristics, traditions and community standing currently associated with Lincoln as an institution of excellence. It is vital that we preserve the best of university values and traditions. We must also identify new ways in which we can position ourselves as an outstanding provider in a twenty-first century environment.
The transition to 2010 will require careful reflection about where the university should be strategically placed with regard to its core businesses of teaching and research, as well as with regard to the nature and extent of its human and physical support structures. Above all, we need to ask ourselves several key questions with regard to our future vision and identity:
As you think on the challenges and possibilities raised in this
paper, you should refer to these broad questions often. A series
of more specific queries follows each segment of discussion. These
questions require discussion and debate by all sectors of the
Section 1 : Challenges for the Next Fifteen Years : National and International Trends & Issues Faced by Lincoln
New Zealand universities, like those in many other parts of the
world, now confront serious financial and demographic crisis.
Societal attitudes toward universities have also changed, and
in most countries emphasis is being placed on enhanced accountability
for their expenditure of public monies. These problems coincide
with several other forces which seem set to transform the structures
of higher education throughout the world. Above all, universities
face conflicting demands both to 're-engineer' their staffing
structures, administrative practices and teaching programmes for
greater productivity; while simultaneously enhancing the quality
of their services and their ability to provide for the needs of
an increasingly diverse customer base. A brief examination of
the forces for change which underpin this central tension will
highlight the difficulty of its resolution.
International Market Forces in Tertiary Education
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