Philadelphia University conducted a series of cultural, intellectual and social events in April. We called it “Unity Week”  (although it lasted 9 days!). I found the impact on the community to be exhilarating. There were many programs during Unity Week.  Open classes on disco and gay discrimination, Zoot suits and Latino culture; great international cuisine and a wonderful Asian fashion show. Our choir, the Philau Singers, sang 2 South African songs at the opening showcase. After a great deal of discussion with students, faclty and staff, I have centered my learning on the articulation of the experience by Dean mark Govoni. I loosely interpret his perspective below.

The fact that we celebrated diversity as a mechanism for unity is a new paradigm in diversity education: inclusion, unity and harmony. Effectively, the principal is that we are all human, and we all have a ways to go in owning our histories, our heritages, our cultures, our identities and how they impact and interrelate to others not like us.

I asked “Why did Philadelphia University seemed to naturally embrace the celebration and the process?”

Of course, I could opine about an educated mind and an environment of quality and high character. I believe Phialdelphia University is all of that. But I also think the creative mind seeks diverse inputs to craft a more interesting and provocative solution to problems. Our curriculum and the students it attracts is based in creativity and collaboration.  The benefit is superb education. The contribution to society may be much more.

Historically, each design discipline at Philadelphia University staged its own senior show event.  This year’s senior show, on campus May 15-17, will be the first show in which design disciplines in three of our schools will be presenting together. The potential for creating a wider community of ideas and interdependencies is momentous.

The decision earlier this year to present together and the planning that ensued unleashed exciting connections between disciplines.  The mingling of faculty, students and guests created community. This community invested in a shared set of ideas. It led to collaborations between those faculty and students. The most fertile territory for discovery is between disciplines, not within one’s own discipline.

While the original thinking focused on the year-end senior show, we have seen the results of this discovery in so many of the shows on campus. Upcoming events include design/business this Wednesday April 15, then our famous fashion show on April 30 (at Philadelphia’s Academy of Music) and the Digital/Industrial Design show in the Kanbar Campus Center at 2 p.m. on May 1.

Eventually all disciplines on campus might be displaying together, showing the full potential of interdisciplinary, experiential education; showing innovation in the “middle ground” between disciplines.

It is worth traveling the extra mile for a show like that. Where else can employers meet many multidimensional graduates showing off their innovative interdisciplinary work? Where else will one find an engineer with design understanding, a young entrepreneur who is a design champion or a designer who understands what it means to design furniture for a new kind of architecture?

A letter to the editor of the New York Times

To the editor:

In response to Kelley Holland’s article (“Is it time to retrain business schools” March 14)

I taught at Babson College for 15 years before coming to Philadelphia University, whose roots are in the design fields.  My experience with designers (architecture, fashion, industrial, et al) has brought to the surface many of the issues in Kelley Holland’s piece (“Is it time to retrain business schools” March 14).  The simple answer to Kelley’s question is a resounding, “Yes”.  But that’s where the simplicity ends.

I found a vast majority of MBA students have serious core beliefs rooted in fairness, ethical behavior and serving society.  They also want to share in the value they create.  Certainly, we can do more to embed ethics in commercial behavior, but teaching values is not the core issue. Also, I humbly submit that the problem is not framed by territorial parochialism or too much emphasis on analytics.

The problem may be structurally created by the formation of the business school as a distinct entity.  In pursuit of business as a profession, higher education may have built social and curricular walls that define problems in disciplinary terms instead of human terms.  No one has a finance or marketing problem; they have a problem that may need the tools of finance or marketing…or design and engineering…to solve the problem.

Business Schools need basic redesign that embraces the multi-disciplinary approach to every problem and opportunity.  Otherwise, I believe business education will devolve to skills training in support of other professional endeavors and titles.

Maybe “retrain” is too simple a solution for business schools.  Reform might be the better strategy.

Stephen Spinelli Jr., Ph.D.
President
Philadelphia University

Like many schools, Philadelphia University has a tradition of honoring senior athletes before their last home game.  The athletes are introduced with comments by their coach followed by an underclassman’s statement about the senior.

On Saturday this ritual happened on Herb Magee Court.  A unique circumstance was senior basketball player Amanda Brennan being honored with a tribute from her sophomore sister Kate.  Kate’s heartfelt connection with Amanda was beautifully articulated and emotionally charged.

Then the game was played. http://www.philau.edu/today/headlines/?p=543

In a triple overtime win the Brennan sisters each had career performances totalling 60 points.  The connection between these young women seemed to infuse the team with exceptional inspiration.  Let me be clear.  It was a team win with virtually everyone making a contribution to a 114-104 thrilling marathon.  Did the connection between these sisters, exhibited in the pre-game ceremony, correlate with the team’s performance?

It is difficult to go through a day without some thought about the global economic crisis.

The reasons for the meltdown range from sub-prime lending behavior, to complex financial derivatives and credit default swaps.

I think there may be another less complex but equally vexing reason. 

The ability to create, accumulate and distribute information is incalculably greater today than ever before and the pace of each of these activities is breakneck and increasing.  No one knows how to effectively manage and discern the value and complexity of this information. 

Might the flow of capital and the creation of complicated “packages” of capital and capital related instruments  ($62 trillion of credit default swaps diffused through global markets) match our capacity for information flow?  If so, it is clear there is a lack of ability for due diligence to keep pace with the flow of capital.  Simply stated, there was too much money and assets, assembled with too much information for even the most sophisticated capitalist to correctly assess the risk.  It is a massive game of musical chairs, played in a room so large you don’t know how many seats exist or how many people are playing the game.  The music is played faster and faster and when it stops there simply are not enough seats for the players.

Universities play a crucial role in the creation and dissemination of knowledge and information.  We must gain greater understanding of the impact of information overload and teach parsing and assimilation skills.  This is a time for careful reflection and we have to make sure students are capable of that thoughtfulness.

Last May I suggested to our graduates that they live in interesting times. They’ve become even more interesting…and serious. The world economy’s capital infrastructure is undergoing seismic change.  At the same time, and in part because of the financial disruption, the U.S. economy is in recession.  The length and depth of the recession is likely tied to the extent of the credit debacle.  While overall corporate earnings, lower consumer demand and the weakness of the auto industry all contribute to recession, I believe it is the flow and accessibility of capital that is the larger economic issue.  And, all of this is impacting higher education. Two-thirds of lending institutions who previously made college loans are exiting or will exit that business.  Unemployment is likely to rise and family income growth may suffer. Yet, with all of that as a backdrop I am more bullish on Philadelphia University than ever. We have just completed a world class strategic plan that is unequivocally focused on taking what we do best to the next level – educating students to be professionals and leaders ready to address the emerging challenges in the workplace, both today and in the future.  Interdisciplinary, collaborative work on real-world issues is central to the strategic plan and our faculty and staff are actively engaged in its implementation. We have record enrollment and continued strong applications for the coming year.  Moreover, the University is operating on a solid financial base. I have been through several recessions (with 1976-1980 a particularly challenging time during which indexed gas prices, interest rates and unemployment were all higher than they are today).  Well-managed institutions that focus on their core mission will emerge stronger and grow healthier when the recession ends.  And it will end. Philadelphia University is poised for greatness.

On Thursday, October 30, I participated in a live online chat with faculty and staff.  Below is a transcript of the questions and answers. 

I look forward to continuing the conversation.

Question: Some people became very nervous after your message to the community about the economy. Can you give us more details about this issue?

Answer: This is an important question. We are monitoring key variables on almost a daily basis. Because the economy remains both dynamic and fragile, I think the most prudent course of action is to diligently review the current budget and create as much savings as is possible. Those savings will be used to support students who struggle to meet their financial obligations to the University. I believe this will both protect our student body and our faculty and staff. Let me be specific, by doing this I believe we best protect everyone’s position at the University. Currently our financial position remains very strong. 

Question: Ok….so its now 2013….what is your vision of the University?

Answer: US News and World Report, date, September 2013 “Because of the notoriety of Philadelphia University as the ‘model professional university’ US News and World Report has added a ranking category titled Professional University. In this category, by acclamation of the Academy, Philadelphia University has been ranked number 1. The University has redefined the intersection between professional and liberal arts education. Their graduates are getting jobs at a record pace and salaries.”

Question: In what ways do you anticipate that the current economic situation in the US will impact Philadelphia University and our strategic plan?

Answer:   The current economic environment forces us to focus on the key elements of the plan and in many ways accelerates the requirement for implementation. The most significant impact of the current economic situation will be a demand by parents and students for a clear value proposition from colleges and universities. Our strategic plan confronts that issue head on. Having said that, I realize that philanthropic giving may be affected and we will have to be very specific to match our plan with donor intent.

Question: With a successfully executed strategic plan, how do you envision the campus’ growth/expansion in five to ten years - both in enrollment and the campus’ physical structure?

Answer: Our plan clearly requires this University to grow. Undergraduate population will grow consistently in small increments, maybe 10 to 50 new students a year. Graduate education will grow at a faster pace. We hope that will be 40 to 60 per year. Facilities contemplated are: a science facility, a signature DEC building and residence halls. I hope that’s just a start.

Question: What kind of addition will there be to the faculty and staff with this expansion?

Answer: The specific programs will be dictated by the individual schools through their deans. Therefore, additional faculty and staff will mirror the requirements outlined in the programs. We will continue to follow the model that balances academic and professional faculty. 

Question: When do you anticipate that the new residence hall will be constructed? 

Answer:   We believe we have a need for 500+ additional beds. We have a special committee of the board, led by a real estate expert currently formulating a plan to add those beds within the next 5 years. Clearly the state of the economy will effect pacing of the acquisition or construction of those beds. 

Question: Will any programs be phased out in light of the new DEC proposal?

Answer: The phasing in and phasing out of specific programs is recommended by the UEC and GEC, respectively. The DEC strategy does not require either addition or subtraction of any specific program. It is a framework for disciplinary integration and that is the requirement.

Question: Are we going to be closed tomorrow for the Phillies parade?!!?!?!

Answer: I do not feel comfortable canceling classes without a long and serious discussion with the faculty. For example, closing classes for the Day of Service was a month-long debate and was approved by the faculty because they believe learning objectives were enhanced. The only exception to this rule is in crisis. While I celebrate with you the Phillies victory, I cannot in good conscience call it a crisis.

Question: William R. Brody, outgoing president of Johns Hopkins University, recently said: “Being a university president is like being a cemetery caretaker: You have thousands of people under you, but no one listens.” Your opinion?

Answer: Thank God I’m not at Johns Hopkins University. We had over 160 people speak loudly in strategic planning committees over the last year. I think being a university president is better categorized as being a part of the community with a clear mission to make peoples lives better. I’m not sure I could ask for more. 

Question: Philadelphia is a bit unusual. What do you feel are good benchmark institutions that we should be looking at or aspiring to emulate?

Answer: I have struggled with this question for the past 14 months. Because Philadelphia University uniquely blends liberal arts with professional education and collaborates across disciplines so robustly, we have a highly differentiated culture. Because of that culture we are a rare institution. That is why the model professional mantra has emerged. We do have baseline institutions we benchmark in relationship to size, faculty, salaries, programs, etc. But the whole is different than the sum of the parts.

Question: At one point, a bridge over Henry Avenue at the intersection of School House Lane was being considered. Is this plan still on the table? 

Answer: Managing the pedestrian and automobile traffic is an issue we are constantly striving to answer. While the bridge is still an option, funding is difficult and therefore unlikely. We need to continue to explore other options.

Question: Have you read Big Man on Campus: A University President Speaks Out on Higher Education by Stephen Joel Trachtenberg? 

Answer: After reading this book I called Dr. Trachtenberg. He is a delightful man. As a follow-up to our telephone conversation, I invited him to Nantucket and he graciously accepted. We spent most of the day together discussing the hot issues in higher education. A couple of bits of advice I remember clearly: never take your eye off of enrollment. No matter what your endowment you will grow your budget to use the resources. Without consistent enrollment an institution falters. Second, after discussing the mission of Philadelphia University, he stood in the middle of the restaurant and applauded. You would assume correctly that I paid for dinner.

I recently experienced my first “charrette.”  For those of you unaware of the charrette pedagogy I quote wikipedia,

“The word charrette may refer to any collaborative session in which a group of designers drafts a solution to a design problem. While the structure of a charrette varies, depending on the design problem and the individuals in the group, charrettes often take place in multiple sessions in which the group divides into sub-groups. Each sub-group then presents its work to the full group as material for future dialogue. Such charrettes serve as a way of quickly generating a design solution while integrating the aptitudes and interests of a diverse group of people.”

At Philadelphia University we have expanded the concept to include the cross disciplinary charrette.  Design and Entrepreneurship students mixed.  Interestingly, business and design faculty formed a charrette team also.

The process usually starts with a problem briefing.  We called it an “opportunity briefing”. Our opportnity was to create a product or service that incorporated the principles of “cradle to cradle” sustainability.

Three hours later we had 11 products.  My favorite idea was an herb company whose natural packaging was embedded with the seed of the herb in the container.  When finished, the empty package could be “thrown away” by planting it in your garden and growing more fresh herbs.

The profs wanted to start a company that would would outfit kitchens with appliances on a lease arrangement; installing, maintaining, upgrading and modifying (want more temporary cooking tops for Thanksgiving…no problem!) appliances.

The “Opportunity Charrette” can be a powerful tool.

Today I had lunch with Mo Meidar, Philadelphia University alumnus and highly successful entrepreneur.  We engaged in a far reaching discussion.  But, Mr. Meidar stunned me with his succinct and articulate description of what he saw as the mission of higher education. 

He said he believed that learning can occur primarily in three places; at home in the family, on the streets and in school.  Today homes and families are being split at record rates.  The streets are becoming more and more dangerous.  Therefore the last refuge of learning is the campus.  And, they must be safe, challenging and relevant.

Mo’s proposition sets forth a clear mission, measurable strategy and clear outcomes.

Are colleges and universities becoming the binding agent of our communities?”

Convocation is an embedded tradition in many colleges and universities. The community assembles for the purpose of beginning the academic year. At some institutions it is perfunctory Momentum will start the year, why gather to state the obvious? Being respectful of the tradition I have attended many, but have seldom been excited by a convocation ceremony, until now.

Joanna Berwind delivered a convocation lecture that was interesting, heartfelt and empowering. 24 hours after the address I have heard Joanna quoted a half dozen times on campus. She made three key points:

1. Be true to yourself first. Think of a bull’s eye with two additional concentric circles. The bull’s eye is you. The next circle is family and the outer circle is society Being true to yourself means understanding the core and then understanding the other circles of influence.
2. Take risks. Being an entrepreneur I thought this was particularly interesting because Joanna’s take on risk was different than most. She talked about risk aversion sometimes morphing into success aversion. If you are successful then expectations rise (especially from the outer circles) and you run the risk of disappointing others. Therefore people don’t try hard to be successful so that expectations can be managed. They feel safe. Don’t be afraid to succeed!
3. The Power of And will keep you centered and not selfish. Listen to others and learn…and be true to your own beliefs. An “either or” world is divisive and diminishing. You can and should be influenced by others and stay true to yourself.

To listen to Joanna Berwind’s entire speech go to

http://www.philau.edu/today/audio/joannaberwind082108.mp3