2016/03/21 15:30 “International Perspectives Panel”, T-Summit 2016

#tsummit2016 Government panel chaired by Monique Morrow, Cisco/ISSIP President

This digest was created in real-time during the meeting, based on the speaker’s presentation(s) and comments from the audience. The content should not be viewed as an official transcript of the meeting, but only as an interpretation by a single individual. Lapses, grammatical errors, and typing mistakes may not have been corrected. Questions about content should be directed to the originator. The digest has been made available for purposes of scholarship, posted by David Ing.

T-Summit 2016, Transformational Approaches to Creating T-Shaped Professionals, National Academy of Sciences Building, March 21-22, 2016

Moderator Introduction by Jim Spohrer, IBM

Moderator Monique Morrow, Cisco/ISSIP President

Panel:

  • Brian MacCraith, President Dublin City University, Ireland
  • Graham Doxey, Knod Network
  • Desiree van Welsum, Innovia Strategies
  • Andre Riecher, European Commission

[Monique Morrow, Cisco/ISSIP President]

Digital transformation:

  • Exponential change

TQ:  Technology Quotient?

Refugees, migrants

Kathryn Sullivan, NOAA, former astronaut:  Be T-shaped

[Brian MacCraith, President Dublin City University, Ireland]

Dublin City University joined the T party 5 years ago

  • University of Enterprise, proactive engagement
  • First year 1980
  • 16,000 students
  • Ireland’s fastest growing university

Purpose to enable students to flourish in the 21st century

Generation 21 program

  • Interview employers, they were happy with disciplinary, but missing …
  • creative and enterprising
  • effective communicators
  • solution-oriented
  • globally-engaged
  • active leadership
  • committed to continuous learning

Students get an e-portfolio, fill in their informal learning

  • 80-85% of students do 2 to 6 month internships
  • 6 month after graduation, 93% of students are employed

Entrpreneurship:

  • 2013 Ireland’s first student accelerator UStart
  • Europe’s first Ashoka (social innovation) program
  • Hackathon

Digital Innovation Creativity Enterprise see http://dcubsblog.dcu.ie/rolling-dice-digital-innovation-creativity-enterprise-dcu-business-school/

DCU Enrich, Postgraduate Student Programme, since < 10% end up in academia

Work in progress, but employers telling that it’s worthwhile

  • Need T-customization, depending on discipline (some focus on downstroke)

[Graham Doxey, Knod Network]

Eliminating the education to employment gap — a mission

It’s a skill gap, not a job gap

  • 21st century is the ability to do
  • Confidence is a currency, based on experience

Quote from Jim Spohrer:  at IBM, would rather hire a failed entrepreneur, over a graduate from any program

Another quote:  We hire for the technical skills, but we fire on the soft skills

Students enroll in experiences, rather than courses

  • Focus on Africa and India
  • Students get a job before they graduate
  • Employers get an employee pipeline

Dr. Jorg Drager:

  • Digital revolution in education is about people, not technoligies
  • Pedagogy first: invest in people, not devices

Targeting people who can’t get to higher education

Biggest problem for IBM and GE was in Nairobi

  • Started with student in Nairobi

We will teach people how to swim, but companies may require scuba diving

  • Project-based research inside companies

JoyWo (Joy for Women, in Nairobi)

  • Have 77 of their kids in their the program
  • Satisfaction 90% to 100%

[In UK, freeformers:  people 16 years old, Prince’s Trust, no secondary education, they ask what you’re passionate about]

[Andre Riecher, European Commission]

First heard about T-shaped people in the late 1990s, then dot-com crash

  • Then 2003, Nicholas Carr, IT doesn’t matter

Established a group to understand

  • 70% of industry said academia wasn’t producing the people they wanted, while academia was satisfied

Developed a single reference framework for IT competencies, already had in Italy, Germany, etc., but national focus

Needed a traditional body of knowledge, so could define what to be taught

30% of women who join an IT program, drop after 6 months

Less than 50% of IT people in EU have an IT degree

Code of conduct and ethics

How to manage digital transformation?  Conceptualize leadership with INSEAD, in two reports:

  • Shaping the ground
  • Digital transformation

T-shape in E-leaders

[Desiree van Welsum, Innovia Strategies]

Work from OECD, World Bank

Jewel skills, much like T-skills

Skills as a way to reduce income equality

Digital dividend:  in addition to digital infrastructure, skills

Tradeability of skills across countries

  • Threat of robotics: 40%
  • Threat of jobs from another country:  20%

Michael Mandel, estimate of the app economy

  • Most companies also have apps
  • This creates secondary jobs from technical skills
  • Development of remote activities, upskilling people

Policy issues:  Whose responsibilities is it to train these people?

  • Contract economy, Uber
  • Companies don’t want to train, as skills are fungible, to go to other companies
  • For individuals:  for remote locations?

MOOCs underutilized

[Questions]

What is the future of the enterprise?  Maybe now swarming organizations.

  • In WWII, had to find more generals, as they old weren’t qualified
  • Need to be more agile
  • Sharing economy:  small now, potential to be much bigger.
  • Uber doesn’t own any cars; AirBnB doesn’t own properties; Facebook doesn’t own content
  • Regulation?
  • May have policy-makers over-regulating or too soon.
  • Blurring of manufacturing and services:  e.g. Komatsu construction machines, selling services of machines, as well as information from the machines
  • 60% of IBM employees are mobile:  then online learning, since 80% of time is engaged online.
  • The day that companies understand that they control the quality of the education will be like a Skynet event.
  • Could universities become irrelevant?  Governments should respond.
  • Quality of the education system can’t be more than the quality of the teachers.
  • How bring people up from data, information, knowledge, wisdom. l

Colleges in the U.S. are satisfying IT skills.  India? Want 24 hour R&D.  How to break down barriers.

  • IBM last year hired 2000 in one job class, and they need to hire 12.500; their knowledge isn’t strong enough, need master’s degree level
  • Undergraduate is harder, easier to start with someone who has a degree
  • Parents in India won’t allow them to do anything but get the degree, even if the degree doesn’t mean anything
  • Can do experiential learning.
  • Annual increase in population in India is the size of Australia, they can’t build the buildings fast enough, so have to go to e-learning.

Transformation inside organization.  To transform education, could have collaborative economy.

  • Knod was described as the Uber of education
  • MIT SoL:  nano-degrees?
  • Hackathons

Disruption?

  • Estonia is the best example of e-government, they made decision to invest in IT.
  • Need political will
  • Rwanda, Colombia, need will
  • Erik Brynjolffson, elephant in the room
  • Complaints that can’t find data scientists, but it is the same complaint that can’t buy a BMW for $100

Role of face-to-face in broad skills?  Empathy and communications online?

  • Knod has 90% retention, technology is used to connect humans to humans
  • Can produce empathy, teamwork, leadership through experience
  • Can’t do it through traditional online of showing screens and absorbing
  • However, if there’s a team, engaged every day, and getting coaching, they’re having experience through technology
  • Digital etiquette: can see slides, allow people remotely to communicate
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David Ing blogs at http://coevolving.com , photoblogs at http://daviding.com , and microblogs at https://ingbrief.wordpress.com . See .

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