From Chalkboards to Chatbots: The Evolving Landscape of Educational Technology Integration

Introduction

The recent massive adoption of public access large language models, invites for a reflection on the history of adoption of new technologies, in particular in education. As an economic historian, I believe a historical approach shows how the framing of the question strongly influences the conclusions. The article by Molenda, Subramony and Clark Stallkamp (2023) provides an excellent overview of the state of the question, organizing this vast subjects into broad categories or "paradigms", or guiding principles that inspire research and practices.

In my view, their conclusions about recent developments during the introduction of the mobile and internet are somewhat unsatisfactory, in particular with respect to what they call the emerging technologies paradigm from around 1998 to present. The core idea behind this approach is to highlight the tendency to readily accept and adopt the continuous stream of new applications and technologies that appear at an increasingly rapid rate, without sufficient critical evaluation. While in the initial phases there can be an uncritical hype about a new technology, soon its limitation become all too obvious. In subsequent phases, serious attention to use cases and value added is given.

In this article, we explore the effect on the educational sector of the most recent wave of new technology, multi-modal, large language models.

Concepts of technology adoption and spread

Broadly, there are 3 main theoretical models about how new technology in general is adopted. 

Core-Periphery Model

The core - periphery model is frequently used by economic historians to describe the geographical spread of technology associated with the first (steam), second (electricity), third (computers), and fourth (AI) industrial revolutions. Understanding core-periphery models provides insights into the historical patterns of technological diffusion and the challenges faced by less developed regions in gaining access to and mastering new technologies. A variety of this model is are formal gravitational models, which predict a higher adoption rate in areas of concentration of, for example, population or wealth. Uncritical application these models can lead to a degree of geographical determinism, and disregard opportunities or alternative strategies that may emerge in peripheral regions.

Product life cycle model

The life cycle model comes from the world of marketing and applies best to technologies for which there is a potentially mass demand. Understanding these broad patterns can help companies and individuals anticipate technological changes and make more informed decisions. The spread of technology from invention to widespread adoption and eventual obsolescence can be described in the following stages:

1. Invention: A new technology or innovation is created, often through research and development efforts.
2. Early Adoption: The technology is first introduced to the market. Adoption is typically slow as it may be expensive, complex, or unfamiliar to most consumers.
3. Early Majority Adoption: As the technology improves and prices decline, it starts gaining mainstream acceptance. More people begin adopting the technology at a faster pace.
4. Late Majority Adoption: The technology becomes more affordable and accessible. Even those who are more skeptical or risk-averse start adopting it.
5. Laggard Adoption: The last group to adopt the technology are the laggards, who may be resistant to change or have limited access.
6. Maturity: The technology reaches widespread usage and saturation in the market. Innovation and improvements slow down.
7. Decline: New, more advanced technologies emerge and start replacing the older technology. Demand for the older technology decreases, leading to its eventual obsolescence.
8. Obsolescence: The technology is no longer used or supported, often phased out as newer alternatives become available and more widely adopted by consumers and businesses.

This model is descriptive in nature and has little explanatory or predictive power.

The disruptive innovation model

Disruptive innovation is a concept developed by Clayton Christensen, a Harvard Business School professor, in the early 1990s. It refers to a process through which a product or service in a competitive market initially takes root in simple applications at the bottom of a market and then gradually moves upmarket, ultimately displacing established competitors. This model highlights how new entrants can successfully challenge and overtake established firms by targeting overlooked or underserved market segments. It key characteristics are:

1. Market Entry: Disruptive innovations typically begin by serving low-end or niche markets that are not appealing to established companies, often due to lower profit margins.
2. Initial Inferiority: These innovations usually offer simpler, less sophisticated products or services that may not initially meet the performance expectations of mainstream consumers.
3. Upward Trajectory: Over time, as the disruptor improves its offerings, it begins to attract more demanding customers from the mainstream market.
4. Market Transformation: Eventually, these innovations redefine market standards, leading to significant shifts in consumer behaviour and industry dynamics.

Examples of disruptive innovation are the personal computers. Initially targeted at hobbyists and small businesses, they eventually displaced mainframe computers. Another example is Netflix and streaming video in general. Started as a DVD rental service and disrupted traditional video rental stores like Blockbuster by transitioning to streaming services. Disruptive innovation is a model with explanatory power and some predictive power.

In my view, each of these models can be valid in specific historical situations, and reveal part of the truth. Therefore, I take an eclectic approach and take elements from all three.

The productivity paradox

Robert Solow, who won the Nobel Memorial Prize in Economic Sciences in 1987  famously remarked in 1998, "You can see the computer age everywhere but in the productivity statistics." This quote encapsulates the productivity paradox, which refers to the observed phenomenon where significant investments in information technology (IT) and computing do not correspond with expected increases in productivity.

In the statistics that in the 20th century the adoption of a new technology by 80% US households took between 30 and 40 years. The only exception was the mobile phone that took 10 years or less. This is in line with Paul David's findings on the "productivity paradox". His article "The Dynamo and the Computer: An Historical Perspective on the Modern Productivity Paradox," published in the American Economic Review in 1989, examines the historical adoption of electric dynamos in factories and draws parallels to contemporary issues surrounding computer technology and productivity. He postulates that it takes an average of 40 years before a new technology leads to substantial increase in productivity or output per worker. 

According to Paul David, it can take approximately 40 years for new technologies to manifest their effects in productivity statistics due to several intertwined factors related to the adoption and integration of these technologies into existing systems. His insights, particularly drawn from the historical example of the electric dynamo, illustrate this phenomenon. The reasons for this time lag, according to e David are:

Initial Disruption: When a new technology is introduced, it often disrupts established production processes. For instance, the introduction of electric motors allowed for a more efficient arrangement of machinery compared to centralized steam engines. However, this transition required significant reorganization of factory layouts and workflows, which initially led to a decrease in productivity as firms adjusted to the new system 

Incremental Improvement: New technologies often undergo a period of incremental improvement before their full potential is realized. In David's analysis, while electric motors were available, factories did not immediately adopt them due to the complexity of integrating them into existing operations. It took time for businesses to recognize and implement the more efficient configurations that electric power enabled.

Path Dependence: The process of technological adoption is path-dependent, meaning that past decisions and existing infrastructures influence how quickly and effectively new technologies can be integrated. This historical context can slow down the realization of productivity gains as firms navigate the complexities of changing their operational frameworks.

Measurement Challenges: The initial effects of new technologies may not be easily captured by conventional productivity measures. As firms invest in new technologies but do not see immediate output increases, it creates a paradox where rapid technological advancement does not correlate with observable productivity growth.

Paul David emphasizes that while technological innovations like electricity and computing hold great promise for enhancing productivity, realizing these benefits requires time for adaptation, reorganization, and overcoming initial disruptions within industries.

The decade of the 2020s can be described as the decade where the productivity gains and new business models of the distributed internet become apparent, and reach a stage of maturity. However the release of ChatGPT in December 2022 and its massive adoption created new business opportunities and accelerated this adoption process. The relationship between human and computer has fundamentally changed: it is much easier to interact through a "chat" than through a programing language. The costs of creating specialized IT tools and online platforms dramatically decreased.

Educational technology

On the surface, the day-to-day practices in schools and universities may appear to have changed little over the past 50 years. Instructors still write on whiteboards (the successor to chalkboards), creating learning materials in real-time. Their pedagogical approach is still "chalk and talk" and their persona is the "sage on the stage". Similarly, students continue to handwrite essays on paper, which are then marked up by teachers with written feedback. This process can become highly inefficient when the handwriting is poor on either side.

However, the transformative effects of information and communication technology are quietly reshaping educational practices in the background. While photocopied materials remain commonplace, the digital distribution of course content on screens, for example, has become widespread. Furthermore, the use of learning management systems encourages instructors to more carefully prepare their teaching materials in advance of classes and assessments, rather than in real time.

Beyond the direct impacts of new technologies, the integration of educational technology is also influenced by psychological factors, such as individual resistance to change, as well as organizational rigidity within educational institutions. Overcoming these barriers is crucial for realizing the full potential of technological innovations in teaching and learning.

Psychological barriers

The integration of modern educational technologies into teaching and learning practices is often hindered by various psychological barriers. One of the primary obstacles is the natural human resistance to change. Many educators and students are accustomed to traditional methods, such as lecturing and handwritten assignments, and are reluctant to disrupt their established routines and adopt unfamiliar approaches, even if the new technologies offer potential benefits.

Closely related to this resistance to change is the technological anxiety and aversion experienced by some individuals. Some educators and students may feel intimidated by the perceived complexity of new technologies, lacking confidence in their ability to effectively utilize and integrate these tools into their teaching and learning. This sense of technological inadequacy can lead to a reluctance to engage with educational technologies altogether.

Furthermore, the generational divide between younger, tech-savvy students and older, less tech-fluent educators can create additional barriers to the widespread adoption of educational technologies. Older instructors, in particular, may be more skeptical of the educational value and learning outcomes associated with technology-based approaches, preferring the familiar and "proven" traditional methods.

Concerns about privacy and data security also play a role in hindering the adoption of educational technologies. Educators and institutions may be hesitant to embrace technologies that they perceive as posing risks to student data protection and privacy, further contributing to the reluctance to integrate these tools into the educational landscape.

Alongside these psychological factors, some educators may also harbor concerns that the integration of educational technologies could ultimately lead to the replacement of teachers. The fear that technology-driven instruction could diminish the role and relevance of human educators can further exacerbate the resistance to adopting these innovations. This apprehension stems from the perception that technology-based learning may undermine the personal connections, mentorship, and individualized support that teachers provide to their students.

Overcoming these psychological barriers is crucial for the successful implementation of modern educational technologies. Comprehensive training, professional development, and the cultivation of a culture that encourages the exploration and adoption of these tools can help address the concerns and build confidence among both educators and students. By addressing these psychological hurdles, educational institutions can unlock the full potential of technological innovations in enhancing teaching and learning experiences.Conclusions and recommendations

Organizational impediments

In addition to the psychological barriers that impede the adoption of educational technologies, educational institutions also face significant organizational impediments that hinder the integration of these innovations, particularly in the context of recent advancements in AI-powered tools.

One of the primary organizational challenges lies in the inherent rigidity and bureaucracy that often characterize schools and universities. These institutions are typically structured with well-established policies, procedures, and hierarchical decision-making processes that can be slow to adapt to the rapid pace of technological change. Implementing new technologies, especially those with disruptive potential, can be a complex and arduous process that requires navigating layers of administrative approval, budgetary allocations, and institutional inertia.

This organizational rigidity is further compounded by the difficulty these institutions face in providing detailed guidelines and clear policies around the use of emerging AI-powered tools. The rapid development and evolving capabilities of AI-based technologies, such as language models, virtual assistants, and automated grading systems, present a unique set of challenges for educational institutions. Crafting comprehensive, future-proof guidelines that address the ethical, privacy, and pedagogical implications of these tools can be a daunting task for administrators and policymakers.

Moreover, the integration of AI-powered tools often requires significant investment in infrastructure, faculty training, and ongoing technical support. Educational institutions, which typically operate under constrained budgets and limited resources, may struggle to allocate the necessary funds and personnel to effectively implement and maintain these advanced technologies. The competing priorities and budget allocations within the institution can further impede the widespread adoption of AI-powered educational tools.

Additionally, the lack of clear regulatory frameworks and standardized best practices around the use of AI in education can create uncertainty and hesitation among educational leaders. Without well-defined guidelines and industry-wide standards, institutions may be reluctant to embrace these technologies, fearing potential legal or reputational risks.

To overcome these organizational impediments, educational institutions must cultivate a culture of innovation, invest in cross-functional teams to navigate technological complexities, and establish robust governance frameworks to guide the responsible and effective integration of AI-powered tools. Proactive engagement with policymakers, industry experts, and peer institutions can also help develop the necessary frameworks and guidelines to support the widespread adoption of educational technologies within these complex organizational structures.

Final Remarks

Sources

David, P. A. (1989). The dynamo and the computer: An historical perspective on the modern productivity paradox. American Economic Review, 79(2), 355-361.

Molenda, M., Subramony, D. P., & Clark-Stallkamp, R. (2023). A Brief History of Educational Technology. EdTech Books. Retrieved from https://edtechbooks.org/foundations_of_learn/history_of_lidt

Terzian, S. (2019). The History of Technology and Education. OUP Academic. doi: 10.1093/oxfordhb/9780199340033.013.33

Nobel Prize in Economics 2024: Unlocking the Secrets of Prosperity

Key Takeaways:

• Acemoglu, Johnson, and Robinson were awarded the 2024 Nobel Prize in Economics for their groundbreaking research on how institutions shape economic prosperity.
• Their work demonstrated that the political and economic systems introduced by European colonizers are a key driver of the vast wealth disparities between nations.
• They developed a theoretical framework to explain why extractive institutions are so difficult to reform, but also identified circumstances where positive change is possible.
• Their findings have had a profound impact on economics and political science, highlighting the crucial role of inclusive institutions in promoting long-term growth.

Introduction

Since 1999, I have given attention to the Nobel prize in economics on my blog or in my lectures. The 2024 Nobel Prize in Economics has been awarded to a trio of pioneering scholars who have fundamentally transformed our understanding of why some countries are rich while others remain mired in poverty. Daron Acemoglu, Simon Johnson, and James A. Robinson have provided a compelling explanation for the persistent global wealth gap - and it all comes down to the nature of a country's institutions.

From extractive to inclusive institutions

Through their innovative empirical research, the laureates examined how the political and economic systems introduced by European colonizers shaped the development trajectories of their colonies. They found that colonies with dense indigenous populations tended to have more "extractive" institutions designed to benefit a small elite, while sparsely populated areas saw the establishment of more "inclusive" institutions that incentivized broad-based prosperity.

Crucially, the laureates demonstrated that this colonial legacy has had a lasting impact, with the formerly richest colonies now often being the poorest. Their work using the divided city of Nogales as a case study vividly illustrates how seemingly minor institutional differences can lead to vastly unequal outcomes, even among populations with shared geography and culture.

The laureates have also made important theoretical contributions, developing a framework to explain why extractive institutions are so difficult to reform. The "commitment problem" between elites and the masses means that promises of change are often not credible, trapping societies in a cycle of poverty and inequality. However, the researchers also show that in certain circumstances, the threat of mass mobilization can compel elites to introduce more inclusive political and economic systems.

Conclusion and call to action

The insights of Acemoglu, Johnson, and Robinson have had a profound influence on both economics and political science. Their work underscores the central importance of institutions in shaping long-term development, and has spurred further research into the complex interplay between politics, education, and societal progress.

For universities in the developing world, the lessons of this Nobel Prize are clear. Strengthening institutional quality - through measures like ensuring academic freedom, improving governance, and forging strategic international partnerships - should be a top priority. 

By embedding inclusive, rules-based practices, these institutions can play a vital role in catalyzing the kind of broad-based prosperity that has long eluded so many nations. Only then can the entrenched divides between the global haves and have-nots finally begin to narrow.

Sources

Makortoff, K., & Elliott, L. (2024). Trio of professors win Nobel economics prize for work on post-colonial wealth. the Guardian. Retrieved from https://www.theguardian.com/world/2024/oct/14/three-us-based-professors-win-nobel-prize-in-economics-daron-acemoglu-simon-johnson-james-robinson-

Prize in economic sciences. (2024, October 16). Retrieved from https://www.nobelprize.org/prizes/economic-sciences

The Unrealized Potential of the Papua New Guinea University of Technology

As the former Vice-Chancellor of the Papua New Guinea University of Technology (PNGUT), I encountered a multitude of challenges and missed opportunities during my tenure from 2012 to 2017. This complete account, from 2019, outlines my efforts to transform the university and the unfortunate circumstances that ultimately derailed my initiatives.

Modernizing the University

My strategy centered around three key pillars:

1. Bridging the digital divide and leveraging technology
2. Forging successful industry partnerships
3. Expanding international academic collaborations

Through my leadership, PNGUT became the first university in the world to access high-speed internet through the O3B satellite system. I also worked to establish robust industry advisory boards and secure significant donations from companies like ExxonMobil to support infrastructure upgrades and academic quality improvements.

Fast internet and laptops for all students

Roadblocks to Progress

However, my efforts were consistently undermined by political interference, a lack of competent leadership of my deputies, and a culture of self-interest among senior administrators. Despite achieving a clean financial audit in 2017, and laying the groundwork for engineering accreditation, my initiatives were ultimately derailed by an unsupportive university council and do-nothing chancellors Kekedo and Koim.

The Opportunity Cost

The current "navel-gazing" approach adopted by PNGUT's leadership has squandered the progress made under my tenure. Partnerships with international universities, funding organizations, and industry leaders have been neglected, depriving students and staff of valuable learning and research opportunities. This short-sighted focus on internal politics has come at a significant cost to the university's long-term development and reputation.

The path forward for PNGUT requires a renewed commitment to good governance, academic excellence, and strategic partnerships. Only by overcoming the entrenched interests and political maneuvering can the university truly unlock its potential and serve the needs of Papua New Guinean students and society.

When Bias and Ignorance Derail Progress: The UNITECH Council's Rejection of a Campus Solar Project

As Papua New Guinea begins to seriously consider renewable energy options, it's important to reflect on a missed opportunity that occurred nearly 7 years ago at the country's premier university. In October 2017, the PNG University of Technology (UNITECH) governing council had the chance to partner with Cambridge Energy Partners and establish a small-scale solar project on the university campus. Unfortunately, due to the biases and lack of understanding displayed by key council members, this potentially transformative initiative was unceremoniously rejected.

The meeting was chaired by Chancellor Kekedo, who, as I observed, never read or wrote any Council document, and displayed her trademark bias. Spearheading the motion to dismiss the solar project was the current Vice-Chancellor, Dr. Ora Renagi. I made a strong case for going ahead, based on a feasibility study and Nasa data.

Letter of intent signed

This decision flies in the face of the critical role universities should play in piloting innovative sustainability projects that can then be scaled up and adopted by local organizations and businesses. UNITECH had a chance to showcase its commitment to renewable energy and set an example for the rest of the country, but short-sightedness and political maneuvering won out.

As PNG grapples with its energy challenges and the urgent need to transition to cleaner sources, this incident serves as a poignant reminder of the damage that can be wrought when biased, uninformed leadership derails progress. Universities should be at the forefront of driving sustainable solutions, not holding them back due to personal agendas and a lack of vision. Going forward, PNG must empower its academic institutions to boldly embrace the renewable energy future, lest it continue to miss out on transformative opportunities like the one that was squandered at UNITECH.

#PNGUniversities #SolarEnergy #UNITECHCouncil #LeadershipFailure

Exiled from the Country They Served: The Precarious Position of Expatriate Heads in Papua New Guinea's Institutions

Introduction

The recent story of my friend Carolyn Blacklock as reported by ABC, paints a chilling picture of the perils faced by expatriate leaders in Papua New Guinea's institutions. Carolyn has deep roots in the country and a distinguished international career in finance as a consultant, and with UN institutions as an international civil servant.

Carolyn Blacklock

Carolyn who headed PNG power, the national power company, and had resigned peacefully (like myself), found herself trapped in the country, her passport confiscated, and subjected to threats and detention despite being cleared of all corruption charges. Those who lost face during her term as CEO had no hesitations to pay the police to harass her in an ultimate act of vindictiveness. Her dramatic nine-day escape, involving travel by helicopter, car, boat, and on foot, highlights the precarious position of foreigners in positions of authority in PNG.

The Honeymoon Fades Quickly

At first, there is often a honeymoon period for expatriate leaders, with traditional welcomes, dancing, and promises of support. However, as soon as these foreign professionals insist on doing things by the book, stopping favouritism and wantokism, and strictly following the rules and laws, the fierce resistance begins. I remember, for example, that it took the staffing committee more than a year to decide not to renew the contract of an employee who had sexually assaulted 3 female employees. The facts were undisputed, but he was related to my deputy the current VC.

Diverse local parties normally at odds can quickly come together in a post-colonial, nationalist sentiment, united in the belief that it is all the fault of the meddling foreigner. The traditional warm welcome quickly gives way to accusations, trumped-up charges, and efforts to force these leaders out of the country. Another case in point is Jan Czuba, the Secretary of the Department of Higher Education, Research Science and Technology, who at his own expense for 2 years had to fight frivolous accusations in court. To be fair, this is how some local leaders who fall out of grace with the Prime Minister are treated as well.

The Abuse of Power

This is not an isolated incident. There is a disturbing pattern of PNG authorities abusing the migration and legal systems to target and remove expatriate leaders who challenge the status quo and work to establish good governance. The cases of former UNITECH Vice-Chancellor John Warren and myself are prime examples. We faced trumped-up charges, slanderous attacks, and ultimately were forced to leave the country, despite our efforts to root out corruption and mismanagement. Slander is a crime in PNG, but nobody is ever indicted when it regards foreigners.

Prof. Jan Czuba

Dr. John Warren

Dr. Albert Schram

A Failure to Protect

The PNG government has consistently and intentionally failed in its obligation to protect the safety and security of foreign workers, especially those in leadership roles. Local politics, inflated egos of elected politicians, and a disregard for the rule of law take precedence over the need for ethical, competent management of the country's institutions. Until this changes, the country will continue to struggle to progress, and expatriate professionals will remain wary of taking on critical roles in PNG.

Sources

Asia Pacific Report. Retrieved from https://asiapacificreport.nz/2018/05/16/former-unitech-vc-takes-legal-steps-in-scary-png-education-controversy

Asia Pacific Report. Retrieved from https://asiapacificreport.nz/2018/08/20/second-expat-vice-chancellor-flees-for-safety-as-png-universities-turn-nasty

Expatriate v-c flees Papua New Guinea fearing for his life. (2018, August 30). Retrieved from https://www.timeshighereducation.com/news/expatriate-v-c-flees-papua-new-guinea-fearing-his-life

Howes, Stephen (May 2018) The outrageous & unfounded arrest of Dr Albert Schram. (2024, October 15). Retrieved from https://www.pngattitude.com/2018/05/the-outrageous-unfounded-arrest-of-dr-albert-schram.html

Howes, Stephen (August 2018) PNG media silent as another vice chancellor is lost. (2024, October 15). Retrieved from https://www.pngattitude.com/2018/08/png-media-silent-as-another-vice-chancellor-is-lost.html

Postcourieronline. (March 2023). Fr Czuba reinstated. Post Courier. Retrieved from https://www.postcourier.com.pg/fr-czuba-reinstated

Reflections on the Papua New Guinea University of Technology (UNITECH): Progress, Challenges, and the Path Forward

The Drive for Transparency and Good Governance

During my 6 years, or two terms as Vice-Chancellor at the PNG University of Technology (UNITECH), I had the privilege of serving its wonderful students, working with seven Ministers of Higher Education, and four Chancellors. This experience provided me with unique insights into the challenges and opportunities facing higher education in Papua New Guinea.

From 2012 to 2015, UNITECH students led a commendable drive for transparency and good governance. Sir Nagora Bogan, the second Chancellor I worked with, was known for his pragmatism and kindness. He strategically built coalitions based on politicians' desire to maintain power, while allowing me to engineer the removal of the worst offenders from the previous administration.

Uni-city Master Plan

The Student Representative Council (SRC) was the principal driver of change. The principled stance of SRC Presidents like Eddy Nagual and Joe Kaowai made it clear that students desired a well-governed, rule-based institution where academic freedom and institutional independence were honored.

Whither UNITECH?

The recent passing of Sir Nagora gives us pause for reflection. My tenure primarily focused on ensuring UNITECH programs complied with international standards, university infrastructure was upgraded to provide essential conditions for a positive learning environment, and securing ongoing support from stakeholders inside the country and abroad. As part of this process, the university became the first one in the country to actively participate in the European Union's Erasmus programs, which opened opportunities for students, as well as recruitment of lecturers abroad. It also became the first university in the world to have independent high speed internet access through the O3B satellite systems.

Just before leaving, the university received a clean financial audit, and we were on track to achieve accreditation for one engineering program in 2019, but unfortunately, again political considerations took precedence over educational quality and student experience. Two significant challenges emerged after my return from exile in Australia in 2014:

1) Political interference led to increased tensions between regional groups, resulting in tragic incidents of violence.

2) Pressure to ignore institutional autonomy intensified, particularly in the lead-up to the APEC summit. As a result, two foreign Vice-Chancellor, who were seen as too independently minded, were pushed out.

These two issues impeded any progress from about 2016 until today.

The Need for Consistent Leadership

The ambivalence in leadership must stop if PNG is to progress. The only job of the chair of the board (Chancellor) is to assure the strategic direction is set, and support the CEO (Vice-Chancellor) in taking the necessary measures. His or her job is not to take over executive functions, believing they are the only ones mandated by the government to rule the university. 

Wantokism (tribalism) needs to make way for meritocracy, and successful, ethical leaders should be supported rather than becoming victims of slanderous attacks. It is crucial to build rule-based, well-governed, and inclusive organizations that meet the reasonable expectations of citizens and students.

While sceptics say things will never change in PNG, I believe transformation is possible when the logic of criminal gangs is replaced by the rule of law and meritocracy. Sir Nagora, despite moments of generosity and attempts at change, struggled to fully embrace this vision, as reflected in lack of support for Sir Nagora by his own the people of Butibam and Busamang. Ironically, the populations of these villages strongly urged the government to support me until the end of my mandate, to no avail.

Sir Nagora was by far the best of a bad lot. His successor Chancellor Kekedo, was an overall embarrassment, and her lack of university education was a real impediment for her effectiveness. She is mainly known for politicizing and torpedoing the university's campus development plan, which would have generated other sources of revenue. Oddly she had been pro-chancellor during the two years in which the university council developed this plan, but turned against it when she tried unsuccessfully to push for a leading role for her own people.

She was succeeded by Chancellor Koim, who as chair of UDC had failed to deal with the financial mismanagement. As head of anti-corruption task force sweep he failed to indict a member of the notoriously corrupt O'Neill government, and more recently he single-handedly caused looting in the capital when he failed to pay the police their allowances and then lied about it. He eagerly participated in the political with hunt against me, encouraging the spread of slanderous lies in my regard.

In the end, the only charge that was made was that I did not hold a doctorate, a claim that had already been refuted by the 2018 Sevua Investigation. Inevitably, all these silly allegations were thrown out by the courts. 

Looking Forward

It is somewhat encouraging to see that the current leadership team I worked to train has renewed itself and begun to find its voice, although they are largely continuing initiatives that I started. There is still no firm grasp of the idea that the only standards that matter are international standards, and that support from foreign stakeholders is essential to carry the university to the next level. They remain unresponsive and incapable of driving the necessary changes. As a result, there is still not a single engineering program that has received accreditation.

The path forward for UNITECH and higher education in PNG requires unwavering commitment to good governance, academic excellence, and institutional integrity. Almost a decade has been lost in political squabbling and infighting. As we reflect on the past and look to the future, let us remember that progress is possible, but it requires dedication, courage, and a steadfast commitment to ethical leadership and educational quality.

The Dangers of Short-Term, Muddled Thinking: How Bad Strategy Leads to Poor Leadership

“People are sheep. TV is the shepherd.” (Scott, Jess C. Literary Heroin (Gluttony): A Twilight Parody)

Bullet-Point Summary:

1. Bad strategy is characterized by a lack of clear diagnosis, absence of guiding policy, and failure to address critical obstacles. 📊

2. Bad leadership can range from disengaged and uncritical isolates to highly engaged but uncritical diehards. 👑

3. Effective leaders achieve desired organizational outcomes and goals through competence, strategic vision, and motivation. ✅📈

4. Efficient leaders accomplish tasks in a streamlined, cost-effective manner by optimizing processes and managing resources. ✅💰

5. Ethical leadership involves a strong moral compass, fairness, and a commitment to doing the right thing. ✅

6. Leader integrity requires alignment between words, actions, and values, building trust and credibility with followers. ✅🗣️

7. Regularly evaluate and reassess strategy and leadership to ensure effectiveness and alignment with organizational goals. 🔄🎯

8. Develop leaders who are capable of driving change and achieving desired outcomes through efficacy, efficiency, ethics, and integrity. 🚀👩‍💼

Hashtags:

#Leadership #Strategy #Ethics #Integrity #BadLeadership