Tieto- ja viestintätekniikan opetuskäytön strategiamateriaalia - Oulu

ABOUT ICT and STRATEGIC THINKING 

You can’t use an old map to find a new land 

(Hamel 2000, 149) 

juha.pohjonen@oulu.fi 

University of Oulu, Finland 

Juha Pohjonen - University of Oulu - Finland - email: juha.pohjonen@oulu.fi 1

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INTERNATIONALIZATION 

AND GLOBAL 

MEGATRENDS 

SOCIAL 

DEVELOPMENT 

POLICY 

CHANGES IN 

WORKING LIFE 

NEW IDEA OF KNOWLEDGE AND 

VIEWS OF TEACHING AND LEARNING 

NEW POSSIBILITIES OFFERED 

BY NEW TECHNOLOGY 

VISIONS 

RENEWALS 

OF THE LEARNING 

ENVIRONMENTS 

STRATEGIES 

QUALITY 

EFFECTIVENESS 

= Goals/ Results 

PRODUCTIVITY 

EFFICIENCY 

=Resources/ Results 

QUANTITY 

NEW POSSIBILITIES OFFERED 

BY NEW ORGANIZATIONAL MODELS 

ref. Helakorpi 1993, Pohjonen 1993 


UNIVERSITIES - FOUR ACCUSATIONS 

(cf. J.S. Daniel 1996, Mega-universities and...) 

NATIONAL UNIVERSITY SYSTEMS ARE NOT 

ACCOMMODATING THE VOLUME AND VARIETY OF 

STUDENT DEMAND 

HIGHER EDUCATION IS TOO COSTLY 

HIGHER EDUCATION DOES NOT DELIVER 

GRADUATES WITH THE SKILLS EMPLOYERS VALUE 

TEACHING METHODS ARE TOO INFLEXIBLE TO 

ANSWER THE NEEDS OF A DIVERSIFYING STUDENT 

BODY 


PRESSURES ON UNIVERSITIES FOR CHANGE 

(ref. e.g. CRE 1998) 

◆ REDUCED FUNDING 

◆ CALLS BY GOVERNMENTS AND BY SOCIETY FOR 

GREATER ACCOUNTABILITY and PRODUCTIVITY 

◆ DEMAND FOR INCREASED RELEVANCE 

◆ COMPETITION WITHIN THE HIGHER EDUCATION 

SECTOR AS WELL AS WITH OTHER ORGANIZATIONS 

◆ ADVANCING INFORMATION AND COMMUNICATION 

TECHNOLOGY 

◆ … and NEW FORMS OF TEACHING AND LEARNING 


FOUR MOST FREQUENT REASONS GIVEN 

FOR USING TECHNOLOGY IN EDUCATION 

(ref. Bates 1997, Restructuring the University...) 

TO IMPROVE ACCESS TO EDUCATION AND TRAINING 

TO IMPROVE THE QUALITY OF LEARNING 

TO REDUCE THE COSTS OF EDUCATION 

TO IMPROVE THE EFFICIENCY AND EFFECTIVENESS 

OF EDUCATION 


OLD AND NEW PARADIGMS OF HIGHER EDUCATION 

◆ TAKE WHAT YOU CAN GET 

◆ ACADEMIC CALENDAR 

◆ UNIVERSITY AS A CITY 

◆ TERMINAL DEGREE 

◆ UNIVERSITY AS IVORY TOWER 

◆ STUDET = 18 --> 25 YEAR OLD 

◆ BOOKS ARE PRIMARY MEDIUM 

◆ TENURE 

◆ SINGLE PRODUCT 

◆ STUDENT AS A PAIN 

◆ DELIVERY IN CLASSROOM 

◆ MULTICULTURAL 

◆ BRICKS AND MORTAR 

◆ SINGLE DISCIPLINE 

◆ INSTITUTION-CENTRIC 

◆ GOVERNMENT FUNDED 

◆ TECHNOLOGY AS AN EXPENSE 

Tiato / Inglish et al 1999) 

◆ COURSES ON DEMAND 

◆ YEAR-ROUND OPERATIONS 

◆ UNIVERSITY AS IDEA 

◆ LIFELONG LEARNING 

◆ UNIVERSITY AS PARTNER IN SOCIETY 

◆ CRADLE TO CRAVE 

◆ INFORMATION ON DEMAND 

◆ MARKET VALUE 

◆ INFORMATION REUSE/INFO EXHAUST 

◆ STUDENT AS A CUSTOMER 

◆ DELIVERY ANYWHERE 

◆ GLOBAL 

◆ BITS & BYTES 

◆ MULTI-DISCIPLINE 

◆ MARKET-CENTRIC 

◆ MARKET FUNDED 

◆ TECHNOLOGY AS DIFFERENTIATOR 


ABOUT EDUCATIONAL CHANGES 

(ref. e.g. Bates 1997) 

…FOR EDUCATIONAL CHANGE TO BE EFFECTIVE, IT 

USUALLY NEEDS TO BE ACCOMPANIED BY MAJOR 

● PEDAGOGICAL, 

● TECHNICAL 

● STRUCTURAL AND 

● ORGANIZATIONAL CHANGES 

...FOR ITS FULL POTENTIAL TO BE REALISED 


FUTURE AND IT -STRATEGIES 

(Bates 1997) 

... the widespread introduction of technology-based 

teaching will require such fundamental changes to an 

istitution that its use should not be embarked upon lightly, 

nor will it necessarily lead any significant cost savings, 

but nevertheless such an investment will still be 

necessary if universities are to meet the needs of its 

students and society at large in the 21st century… 

New technology 

New ways of teaching and learning 

New management culture 

NEW IDEA OF 

STRATEGY 


A NEED FOR STRATEGIC RESPONSE 

(see e.g. CRE 1998) 

A UNIVERSITY’ S NEED TO DEVELOP A STRATEGIC 

RESPONCE TO NEW TECHNOLOGY IN TEACHING 

AND LEARNING IS BASED INTER ALIA ON; 

A REACTIVE RESPOND 

A PROACTIVE RESPOND 

A TRANSFORMATIVE RESPOND 

A SPECULATIVE APPROACH 


DEMANDS VS RESOURCES = THE CHALLENGE 

DEMANDS 

-QUALITATIVE 

-QUANTITATIVE 

CHALLENGE 

RESOURCES 

-human 

-material 

-economical 

ACT DIFFERENT 

OPEN 

AND 

FLEXIBLE 

LEARNING 

CHANGE 

AND 

TRANSFORMATION 

VIRTUAL UNIVERSITY ? 


UNIVERSITIES PATHS TO 

OPEN AND FLEXIBLE 

LEARNING 

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EVOLUTION vs REVOLUTION 

Learning 

Organization 

Environment 

Crisis 

”Dinosaur 

Organization” 

PROBABILITY 

OF SURVIVAL 

AN ORGANIZATION’S 

LEARNING 

ENVIRONMENTAL CHANGE 

+ 

COMPETITORS LEARNING 

= > 1 


CHANGE AS INVESTMENT 

Organization’s desired position 

Strategic Investments 

to Change 

Organization’s current position 

Organizations develop 

also without strategic 

interventions because 

of learning... 

but to speed up 

the development 

process they need 

strategic investments 


THE TECHNOLOGY ADOPTION LIFE-CYCLE 

(e.g. Moore) 

EARLY 

ADOPTERS 

INNOVATORS 

EARLY 

MAJORITY 

THE CHASM 

LATE 

MAJORITY 

LAGGARDS 


THE KEY: TO SEE THE POSSIBILITIES AND 

THE ADDED VALUE ! 

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trad trad trad trad 

E.G. BATES 1997 


THE PENTAD SYNDROME 

HIGH 

QUALITY 

WIDE 

ACCES 

PRO- 

DUCTIVE 

ORG. 

CHANGE 

AND 

TRANSFORMATION 

LOW 

COST 


THE FOUR TYPES OF INSTITUTIONAL CHANGE 

PERVA- 

SIVE- 

NESS 

- LOW 

ADJUSTMENTS 

FAR-REACHING 

CHANGE 

EFFECT 

- LOW 

EFFECT 

- HIGH 

ISOLATED 

CHANGE 

TRANSFORMATIONAL 

CHANGE 

(Eckel et al. 1999) 

PERVA- 

SIVE- 

NESS 

- HIGH 


FUTURE AND STRATEGIES 

(cf. Mannermaa 1999) 

◆ FUTURE DOESN’T HAPPEN BY ITSELF - IT HAS TO BE 

CREATED (cf. fatalism) 

◆ THERE IS NO ONE FUTURE, BUT A BUNCH OF ALTERNATIVE 

SKENARIOS 

◆ STRATEGIC MANAGEMENT IS BASED ON 

● PERCEIVING SKENARIOS 

● BUILDING VISIONS 

● CHOOSING AIMS 

● EXECUTING OPERATIVE ACTIONS 

◆ LINKING PROBLEM; 

● HOW TO CONDUCT PLANS AND DECISIONS FOR PREVAILING 

MOMENT METODICALLY AND ORGANIZATIONALLY ? 


THE NEW STRATEGY PARADIGM 

(Hamel-Prahaland 1994) 

NEED TO UNDERSTAND THAT COMPETITION OF THE FUTURE 

IS DIFFERENT THAN COMPETITION OF THE PRESENT 

NEED TO SEE THE POSSIBILITIES OFFERED BY THE FUTURE 

NEED TO GET THE WHOLE ORGANISATION TO SEE THE 

POSSIBILITIES THAT THE FUTURE HAS 

NEED TO ACQUIRE THE WHOLE PERSONNELS COMMITMENT 

NEED A GOAL TO BE SUPERIOR 

NEED TO ENDEAVOUR THE FUTURE FIRST AND WITHOUT 

EXCESSIVE RISK 


TEN SCHOOLS (Mintzberg-Ahlstrand-Lampel 1998) 

THE SCHOOL: STRATEGY FORMATION AS: 

◆ THE DESIGN SCHOOL: A PROCESS OF CONCEPTION 

◆ THE PLANNING SCHOOL: A FORMAL PROCESS 

◆ THE POSITIONING SCHOOL: ANALYTICAL PROCESS 

◆ THE ENTREPRENEURIAL SCHOOL: VISIONARY PROCESS 

◆ THE COGNITIVE SCHOOL: MENTAL PROCESS 

◆ THE LEARNING SCHOOL : EMERGENT PROCESS 

◆ THE POWER SCHOOL: PROCESS OF NEGOTIATION 

◆ THE CULTURAL SCHOOL: COLLECTIVE PROCESS 

◆ THE ENVIRONMENTAL SCHOOL: REACTIVE PROCESS 

◆ THE CONFIGURATION SCHOOL: TRANSFORMATION 


TRENDS IN STRATEGIC THINKING 

◆ 1960 

◆ 1970-1980 

◆ 1990 - 

◆ STRATEGIC PLANNING 

◆ STRATEGIC MANAGEMENT/ 

LEADERSHIP 

◆ STRATEGIC THINKING 

... hence we would do well to drop the term strategic 

planning altogether and talk instead about strategic 

thinking connected to acting … (Mintzber 1998, 72) 


STRATEGIC THINKING AS SEEING 

Nasi 1991 / Mintzberg 1998 



Seeing ahead Nasi 1991 / Mintzberg 1998 



Seeing behind Nasi 1991 / Mintzberg 1998 



Seeing above (down) Nasi 1991 / Mintzberg 1998 



Seeing above (below) Nasi 1991 / Mintzberg 1998 



Seeing beside and beyond Nasi 1991 / Mintzberg 1998 



Seeing through Nasi 1991 / Mintzberg 1998 


INTENDED STRAT 

STRATEGY PROCESS 

cf. cf. 

e.g. Mintzberg & Näsi 



UNREALIZED STRAT. STRAT 


EMERGENT STRAT. STRAT 

DELIBERATE STRAT. STRAT 

cf. cf. 








REALIZED STRAT. 

cf. cf. 






ORGANIZATIONAL LEARNING 



REALIZED STRAT. 

cf. cf. 



POLICY DEVELOPMENT, IMPLEMENTATION, AND 

EVALUATION M. E. Zeglen 1996 

Problem / 

Issue 

Policy Evaluation 

Policy Development 

Policy Implementation 




Problem / 

Issue 

Issue 

Crafting 



Policy 

Crafting 

Policy 

Selection 


Policy 

Presentation 




Problem / 

Issue 

Issue 

Crafting 



Policy 

Crafting 

Policy 

Selection 


Policy 

Implementation 

Policy 

Funding 

Policy 

Presentation 

Policy 

Decision 




Problem / 

Issue 

Policy 

Optimization 

Issue 

Crafting 


Policy 

Evaluation 

Policy 

Operations 


Policy 

Crafting 

Policy 

Selection 


Policy 

Implementation 

Policy 

Funding 

Policy 

Presentation 

Policy 

Decision 


EVOLVING A BUSINESS STRATEGY 

UNDERSTANDING 

THE VISION 

ASSESSING THE 

CURRENT STATE 

ASSESSING 

OPPORTUNITIES 

Ford et al 1996 

IDENTIFYING KEY 

OBJECTIVES 



UNDERSTANDING 

THE VISION 

ASSESSING THE 

CURRENT STATE 

ASSESSING 

OPPORTUNITIES 



OBJECTIVES 

PRIORITISING 

OBJECTIVES 



UNDERSTANDING 

THE VISION 

ASSESSING THE 

CURRENT STATE 

ASSESSING 

OPPORTUNITIES 



OBJECTIVES 

PRIORITISING 

OBJECTIVES 

IDENTIFYING WHAT 

HAS TO BE DONE 



UNDERSTANDING 

THE VISION 

ASSESSING THE 

CURRENT STATE 

ASSESSING 

OPPORTUNITIES 

FORMALISING THE 

STRATEGY 



OBJECTIVES 

PRIORITISING 

OBJECTIVES 

IDENTIFYING WHAT 

HAS TO BE DONE 


COMMON MISALINGMENTS 1. 

Della-Piana et al. 2001 

STRATEGY IS ALIGNED WITH THE EXTERNAL ENVIRONMENT, BUT 

EVERYTHING ELSE IS MOVING IN OPPOSITE DIRECTIONS 

ENVIRONMENT 

STRATEGY 

SKILLS 

STRUCTURE 

SHARED 

VALUES 

ORGANIZATION 

ARRAGGEMENT 

STAFF 

STYLE 

SYSTEMS 




STRATEGY IS PERFECTLY ALIGNED INTENALLY - 

BUT NOT ALIGNED WITH THE ENVIRONMENT 

ENVIRONMENT 

STRATEGY 

SKILLS 

STRUCTURE 

SHARED 

VALUES 

ORGANIZATION 

ARRAGGEMENT 

STAFF 

STYLE 

SYSTEMS 




MULTIPLE STRATEGIES AND CHAOTIC INTERNAL SYSTEMS 

ENVIRONMENT 

STRATEGY 

SKILLS 

STRUCTURE 

SHARED 

VALUES 

ORGANIZATION 

ARRAGGEMENT 

STAFF 

STYLE 

SYSTEMS 


PRESSURE 

FOR 

CHANGE 

PRESSURE 

FOR 

CHANGE 

PRESSURE 

FOR 

CHANGE 

PRESSURE 

FOR 

CHANGE 

PRESSURE 

FOR 

CHANGE 

A CLEAR 

SHARED 

VISION 

CAPACITY 

FOR 

CHANGE 

+ + + 

A CLEAR 

SHARED 

VISION 

+ + FOR + 

A CLEAR 

SHARED 

VISION 

CAPACITY 

FOR 

CHANGE 

+ + + 

A CLEAR 

SHARED 

VISION 

CAPACITY 

FOR 

CHANGE 

+ + + 

A CLEAR 

SHARED 

VISION 

CAPACITY 

CHANGE 

CAPACITY 

FOR 

CHANGE 

+ + + 

ACTIONABL 

E FIRST 

STEPS 

ACTIONABLE 

FIRST STEPS 

ACTIONABLE 

FIRST STEPS 

ACTIONABLE 

FIRST STEPS 

ACTIONABLE 

FIRST STEPS 

= ”THE 

CHANGE” 

= BOTTOM IN 

THE BOX 

= A FAST START 

THAT FIZZLES 

= ANXIETY, 

FRUSTRATION 

= HAPHAZARD 

EFFORTS 

de Woot, 1996 


THE FOUR TYPES OF STRATEGY OUTCOMES 

YES 

REALIZED 

STRATEGY 

SUCCESFULL ? 

NO 

INTENDET STRATEGY REALIZED ? 

YES NO 

DELIBERATE 

SUCCESS 

(rationality) 

FAILURE OF 

DELIBERATENESS 

(efficient 

but not 

effective) 

(Mintzberg 1994: 360) 

EMERGENT 

SUCCESS 

(learning) 

FAILURE OF 

EVERYTHING 

(try again) 


WHY DO WE FAIL ? 

◆ FAIL TO GET RID OF THE PAST 

Hamel-Prahalad 1994, 117 

● SATISFACTION WITH THE PRESENT SITUATION 

● SUFFICIENT RESOURSES ELIMINATES THE 

CREATIVITY 

◆ FAIL TO SEE THE FUTURE 

● THE NORMS SHACKLES 

● THE SUCCESS BOOSTS THE STRATEGY 


TACTIC Compete Collaborate Consolidate Quit 

TIMING Leader Close 

follower 

ROLE Developer 

Broker 

User 

RISK / 

REWARD 

High 

High 

DIFFERENT STRATEGIES 

TYPE A TYPE B TYPE C TYPE D 

Broker/ 

User 

Moderate 

Moderate 

Late follower Abstainer 

User Spectator 

Low 

Mod./ Low 

High 

None 

T.KARRAN, J. POHJONEN 2000 


”NICE GUYS” 

"It's not the ”nice” guys who bring real social change. 

Nice guys look nice because they are conforming. 

It's the bad guys, who 

only look nicer a hundred 

years later, that are 

the real Dynamic force 

in social revolution. ” 

(Robert M. Pirsig: 

Lila - an Inquiry into Morals, p. 192)

Tieto- ja viestintätekniikan opetuskäytön strategiamateriaalia - Oulu

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