Change Value statement

It is important to understand that the Bachelor of Leadership for Change has a deliberate value positioning.

In 2017 Otago Polytechnic has adopted a new vision:

Adopting such a vision has profound implications for the design and delivery of programmes.

The intention of the vision is inclusive; the “our people” refers to staff, learners and graduates. The inclusion of the whakatauki, ‘Kia tū ki te tahi’, indicates that we are united in our purpose, thought and action. So, what are the implications of “make a better world”?

“Making a better world” can be considered in terms of a sustainable future. That “every graduate may think and act as sustainable practitioner” has long been one of the core strategic objectives of Otago Polytechnic (Mann 2011). A key vehicle for doing this is the sustainable lens, which adds to the occupational or professional lens – what do you see (and think) as a sustainable practitioner? While there are specific goals identified, such as the Sustainable Development Goals (SDGs), it can be difficult to relate these to daily practice. It is best considered as more of a mindset than a set of individual targets.

Mindset

This mindset, or commitment to this potential to do good, Cruess and Cruess (2008) argued, “forms the basis of a social contract between a profession and society”. Unfortunately, this is not an absolute position. Steib (2008), for example argued that ethical consideration should be limited to a narrow view of the assigned work task: “the primary goal of professionalism is competent creation”. Miller and Voas (2008), however, respond, by citing Cicero’s creed concerning public safety concluding that “we’re called to create competently, but our responsibilities go beyond that… a true professional must always consider the public good.”

We define a transformation mindset as a way of thinking that leads to transformational acts resulting in socio-ecological restoration. This transformational focus comes from Olsson et al. (2004) who argued that “what is now needed is nothing short of major transformation—not only in our policies and technologies, but in our modes of innovation themselves—to enable us to navigate turbulence and meet the Sustainable Development Goal”.

In terms of Dryzek’s (2013) environmental discourses, we deliberately position the Bachelor of Leadership for Change between Sustainability and Green Radicalism. Dryzek describes two dimensions: prosaic/imaginative and reformist/radical. “Prosaic” responses involve action but without any commitment to political or social change whereas “imaginative” seeks to rethink relationships between humans and the environment and build a different kind of society. Reformist, involving slight adjustments to current systems, whereas “radical” involves widespread, major change and development of new systems. Combining these dimensions, Dryzek describes Problem solving and Survivalism which involve improvements or changes while maintaining current societal systems/habits, Sustainability, which involves systemic change and Green Radicalism which involves a fundamentally different and eco-centric worldview and lifestyle.

The sustainability journey can be described as a “wicked problem” (Morris and Martin 2009). This means it involves complexity, uncertainty, multiple stakeholders and perspectives, competing values, lack of end points and ambiguous terminology. It means dealing with a mess that is different from the problems for which our current tools and disciplines were designed. As individuals and disciplines we are ill-equipped to cope with the messy complexity we now face. Adomssent et al. (2007) saw sustainable development from a holistic perspective; it can be understood simultaneously as a concept, a goal and as a process or strategy. The concept speaks to the reconciliation of social justice, ecological integrity, and the well-being of all living systems on the planet. The goal is to create an ecologically and socially just world within the means of nature without compromising future generations. Sustainability refers to the process or strategy of transformation toward a sustainable future.

The figures below present a transformation mindset that underpins the Bachelor of Leadership for Change (Mann et al. 2017). The mindset can be considered with a device recognisable to those familiar with Software Engineering’s Agile Manifesto - a list of values and attributes arranged so that each is defined in part by an opposing value. The agile manifesto structure finishes with "that is, while we value the items on the right, we value those on the left more”. These things on the right then are not inherently wrong - we could find people attempting sustainability doing those things, but we argue that the things on the left are better. Hence, for example Item 7 “Values change over behaviour modification” can be read as “we value things that modify behaviours, but value change (and hence behaviour) is stronger”. Most of these items also carry more than one message. Item 7, for example again, also speaks to the problem of change by appealing to inappropriate values such as promoting “green” actions because it is cheaper rather than because it is the right thing to do (otherwise, what happens when green turns out to be more expensive?).

Making a Difference

There has been a shift in recent years as to how we as a society view the world. It has become increasingly apparent that as an individual, a person can make a meaningful difference, be it at an individual, local, national, or even global level. We live in a rapidly changing time, faced with uncertainty and strife. However, despite this, there is a drive within society to make a change, to improve what can be changed. It is this drive for change that demonstrates the need for the Bachelor of Leadership for Change. Alden-Rivers et al. (2014), discuss the need for this movement of change, social innovation and impact to be embedded within all facets of society, but especially so within the education sector.

By taking this position, we are aiming for the ultimate goal of ensuring that everyone is a ‘Changemaker’ to the best of their abilities. In order to do this, six unifying principles need to be embraced (adapted from Curtis, 2013):

1. Believe in a responsibility to make positive changes in society;

2. Have the power and resources to make a difference (tangible and intangible);

3. Take initiative to bring about innovative change, local and systemic;

4. Work with others to maximise impact, working in groups and networks;

5. Know and live authentically according to one’s values; and

6. Practice empathy by engaging in another person’s world without judgement.

In order to make meaningful and positive change (in whatever capacity that may be), it is important that these six unifying principles are adhered to. It is intended that by undertaking the Bachelor of Leadership for Change, that learners will develop into agents of positive change. Otago Polytechnic believes that education is a crucial element of social innovation and change, and with that in mind, this programme aims on building students’ capacities for igniting change. By providing an education platform, Otago Polytechnic will aid the development, innovation, and implementation of novel solutions to the ever changing issues that we as a society face. Sherman (2011) compiled a list of seven core competencies that Changemakers need to possess:

1. Leadership;

2. Optimism;

3. Grit;

4. Resilience in the face of adversities, obstacles, challenges, and failures;

5. Creativity and innovation;

6. Empathy; and

7. Emotional and social intelligence.

Sherman argues that in order to make positive change that these seven competencies need to be adopted by Changemakers. The Bachelor of Leadership for Change process will ensure that these seven competencies are instilled and adopted by leaders over the course of the programme, and will provide a platform for lifelong learning and changemaking.

See> Mapping of Graduate Profile to Learning Outcomes to Courses