tag:blogger.com,1999:blog-2005356420664196922024-02-20T21:42:07.203-08:00The Consensus Building ApproachLarry Susskind is Ford Professor of Urban and Environmental Planning at MIT and Vice-Chair of the Program on Negotiation at Harvard Law School. His blog reports on the way consensus building and negotiation tools are being used to ensure more democratic decision-making. Larry is also founder and chief knowledge officer of the Consensus Building Institute,Lawrence Susskindhttp://www.blogger.com/profile/11017587745669060378noreply@blogger.comBlogger94125tag:blogger.com,1999:blog-200535642066419692.post-9320762607900200242021-04-13T06:52:00.001-07:002021-04-13T07:25:45.965-07:00Preparing the Next Generation of Professors of Environmental Studies<br />In a recent article, Benjamin Cashore and Stephen Bernstein argue that doctoral programs in environmental schools, like Yale’s School of Forestry and Environmental Studies, The Nicholas School of the Environment at Duke University, the School of Natural Resources at the University of Michigan and the Bren School of Environmental Science and Management at the University of California, Santa Barbara are taking the wrong approach to preparing the next generation of environmental professors. <br /><br />They identify four approaches to environmental policy-making or problem-solving: Type 1: win/win, or utility maximization assumes that rational choice theory will help to identify the best solutions to environmental problems. Type 2: win/lose optimization assumes that cost-benefit or other kinds of environmental analysis can identify effective environmental policies. Type 3: win/lose compromise achieves solutions through the application of multi-goal policy analysis. And Type 4: win/lose prioritization which they believe is “the most appropriate metaphor for a range of environmental problems especially those that risk irreversibility, such as species extinctions and climate change.” Type 4 challenges – which they label “super wicked” -- are those where: time is running out, those seeking to solve the problem are also causing it, no central authority exits and public policy appear to be discounting environmental futures irrationally. <br /><br />Cashore and Bernstein believe that universities training the next generation of college professors of environmental studies are emphasizing Type 1, 2 and 3 approaches at the expense of Type 4. Indeed, they argue that “almost all teaching fails to conceive of type 4 problems or develop research and training to address them.” On this last point, I would say they are not entirely correct. The PHD Program in Environmental Policy and Planning in the Department of Urban Studies and Planning (DUSP) at MIT is the exception. <br /><br />The PhD Program in Environmental Policy and Planning offered by the DUSP definitely assumes a Type 4 orientation. While we expect our doctoral students to know how to assess the likely benefits and costs associated with environmental policy options, we don’t believe that environmental policies that produce greater economic benefits are necessarily the policies that ought to be adopted. In addition, we teach that most environmental decisions should not be left to expert policy analysts, or even the elected policymakers for whom they work. Rather, they should be the product of direct consultation and collaborative problem-solving that involve the relevant stakeholders directly. As difficult as it may be to reach agreement when a great many stakeholders are pursuing their own priorities (and have different levels of technical sophistication and political clout), we believe the goal of public policy-making should always be to seek informed agreement rather than splitting the difference or letting the politically powerful decide. <br /><br />We teach our doctoral students the skills of consensus building so they can facilitate collaborative problem-solving. And, while we expect our doctoral students to be familiar with the technical dimensions of climate change, ecosystem management, renewable energy, pollution control, water allocation and other elements of sustainable development, we don’t assume that science or engineering hold the answers when there are political or ideological interests as stake. We also teach that sustainability ought to be the product of face-to-face negotiations among groups with contending interests, in which joint fact finding and systems modelling play an important part, although elected officials have the final say. <br /><br />We teach a range of research methods, not just quantitative and qualitative analytical tools, but participatory action research (PAR) as well – an approach to research that assumes communities and stakeholders who are the subjects of research are co-owners of any findings and need to be involved in both research design and interpretation of the data collected. <br /><br />We don’t teach Type I approaches at all. We introduce Type II and Type III, but only so our doctoral students are familiar with the assumptions and analytic tools on which they rely. <br /><br />All of our environmental policy doctoral students are required to delve into a discipline like economic development, public policy, urban sociology, social anthropology, political science, or data science on which they are examined by a three-person faculty committee. (We call this a First Field). All doctoral students also have to construct a problem-focused Second Field (again, with advice from a three-member faculty advisory committee) on which they are also examined. As it turns out, no two doctoral students take the same general exam. Almost all of our doctoral students are admitted with a prior master’s degree, some in urban and regional planning, some in science or engineering and some in humanities and social science. Most also have professional experience through which they have participated in environmental problem-solving of one kind or another. <br /><br />Almost all of our doctoral students complete at least two full time years of course work at MIT prior to taking their comprehensive exams. They also complete a qualifying research paper during their first year to demonstrate their research capabilities. Here are very brief descriptions of ten of the graduates of our EPP PHD program between 2010 and 2017. <br /><br /><b>GRADUATES OF THE DUSP/EPP PHD PROGRAM (2012-2017)<br /></b>I have included titles of their dissertations to highlight the scope of their interests. Also, nine of their dissertations have already been published by academic or commercial publishers. <br /><br /><b>Ella Jisun Kim<br /></b>Disaster and Risk Management and Climate Change Specialist<br />Young Professionals Program at World Bank (Washington, DC)<br />Dissertation: <i>Testing a Public Health Orientation to Climate Adaptation Planning</i><br /><a href="https://www.blogger.com/#">Climate Change and Public Health in Cities </a>(2019, Anthem Press)<br /><br /><b>Kelly Heber-Dunning <br /></b>Research Scientist and Coastal Training Program Manager<br />University of Texas at Austin Marine /Science Institute<br />Dissertation: <i>Resilient Coasts, Resilient Communities: Grassrootes vs. Top-Down Management of Coral Reefs in South East Asia</i><br /><a href="https://www.blogger.com/#">Managing Coral Reefs: An Ecological and Institutional Analysis of Ecosytstems Services in Southeast Asia</a> (2018, Anthem Press)<br /><br /><b>Danya Rumore<br /></b>Research Associate Professor in Quinney College of Law and Director<br />Of the Environmental Dispute Resolution Project at the Stegner Center at the University of Utah<br />Dissertation:<i> Helping Coastal Communities Anticipate and Manage Climate Change Risks Using Role-Play Simulations</i><br /><a href="https://www.blogger.com/#">Managing Climate Risks in Coastal Communities: Strategies for Engagement, Readiness, and Adaptation</a> (2015, Anthem Press)<br /><br /><b>Bruno Verdini Trejo<br /></b>Lecturer of Urban Planning and Negotiation; Executive Director, MIT-Harvard Mexico Negotiation Program<br />Dissertation: <i>Charting New Territories Together: Laying the Foundation for Mutual Gains in US-Mexico /Water and Energy Negotiations</i><br /><a href="https://www.blogger.com/#">Winning Together: The Natural Resource Negotiation Playbook</a> (2017, MIT Press)<br /><br /><b>Leah Stokes<br /></b>Assistant Professor of Political Science at University of California – Santa Barbara<br />Dissertation: <i>Power Politics: Renewable Energy Policy Change in US States</i><br /><a href="https://www.blogger.com/#">Short Circuiting Policy: Interest Groups and the Battle Over Clean Energy and Climate Policy in the American States</a> (2020, Oxford University Press)<br /><br /><b>Todd Schenk<br /></b>Assistant Professor of Urban Affairs and Planning, School of Public and International Affairs at Virginia Tech<br />Dissertation: <i>Institutionalizing Uncertainty: Explaining How Infrastructure Stakeholders Can Collaboratively Prepare for Uncertain Climate Futures</i><br /><a href="https://www.blogger.com/#">Adapting Infrastructure to Climate Change: Advancing Decision-making Under Conditions of Uncertainty</a> (2017, Routledge)<br /><br /><b>Nick Marantz<br /></b>Assistant Professor of Urban Planning and Public Policy at University of California-Irvine<br />Dissertation: <i>Planning by Contract: Negotiated Regulations in Urban Development</i><br /><br /><b>Madhu Dutta-Kohler<br /></b>Associate Professor of Practice and Director of the Program in City Planning and Urban Affairs at Boston University<br />Dissertation: <i>Making Climate Adaptation Work: Strategies for Resource Constrained South Asian Mega-Cities</i><br /><br /><b>Tijs van Maasakkers<br /></b>Assistant Professor of City and Regional Planning, Ohio State University<br />Dissertation: <i>Trading Places: The Development of Markets for Ecosystem Services in the United States</i><br /><a href="https://www.blogger.com/#">The Creation of Markets for Ecosystem Services in the United States: The Challenge of Trading Places</a> (2016, Anthem Press)<br /><br /><b>Isabelle Anguelovski<br /></b>Research Professor, Institute of Environment Science and Technology,<br />Autonomous University of Barcelona<br />Dissertation: <i>Neighborhood and Refuge: Environmental Justice and Community Reconstruction in Boston, Barcelona and Havana</i><br /><a href="https://www.blogger.com/#">Neighborhood as Refuge: Community Reconstruction, Place Re-making, and Environmental Justice in the City </a>(2014, MIT Press)<br /><br /><b>Kathy Araujo<br /></b>Associate Professor of Energy Innovation Systems and Policy,<br />Director, Energy Policy Institute at Boise State University<br />Dissertation: <i>Decarbonizing Shifts: Dynamic Conversations in the Energy Balances of Four Prime Mover Energy Countries</i><br /><a href="https://www.blogger.com/#">Low Carbon Energy Transitions: Turning Points in National Policy and Innovation</a> (2017, Oxford University Press)<br /><br />All of these individuals found full time teaching or consulting positions in their field when they graduated. They are currently employed (full time, many on a tenure track) by a wide range of universities in a wide variety of departments/fields. While we only admit 2 or 3 EPP PHDs a year, they almost all graduate in five years or less. Over the past 20 years, we have graduated almost 50 PHDs in EPP. They have all pursued either research or teaching careers in the environmental field.<br /><br />As far as tackling “super-wicked” challenges in the environmental realm, our doctoral students can be counted on to (1) advocate collaborative approaches to environmental decision-making; (2) commit to harmonizing values, policy and politics, especially in place-based decision-making; (3) draw on a wide range of mixed analytical methods, and (4) prioritize contextual concerns rather than depending on general theories. Those who are teaching in universities work in multi-disciplinary ways, regardless of the department or school within which they are located. And, finally, they will be inclined to explain to their students and clients that certain environmental and natural resource management problems cannot be solved by putting a price on ecosystem services or environmental quality.Lawrence Susskindhttp://www.blogger.com/profile/11017587745669060378noreply@blogger.com0tag:blogger.com,1999:blog-200535642066419692.post-76568730540700402212018-11-12T10:33:00.002-08:002018-11-12T10:35:00.596-08:00Anticipatory Governance: Do You Know What It Is?<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-size: 14pt;">I finally found the right phrase to describe what city planning is, and what city planners do. Planners provide ideas, analyses and organized settings in which governance (i.e. collaborative problem-solving) can take place. And, unlike many<o:p></o:p></span></div>
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<span style="font-size: 14pt;">other professionals they focus on normative concerns (i.e. what ought to be done?) regarding the future (not just an analysis of what is happening at present). Planners are the facilitators of anticipatory governance. <o:p></o:p></span></div>
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<span style="font-size: 14pt;">This doesn’t mean that certain planners don’t do other things as well, but as a profession as a whole, planners are primarily focused on problem-solving and informed decision-making that spotlight the needs and interests of future residents (to say nothing of future generations). This includes the needs and interests of current residents and stakeholders as they imagine themselves and their community in the future.<o:p></o:p></span></div>
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<b><span style="font-size: 14pt;">Why Governance Not Government?<o:p></o:p></span></b></div>
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<span style="font-size: 14pt;">In a democratic setting, elected governments have final decision-making authority (along with the courts). Yet, representatives of non-elected stakeholders (i.e., interest groups) also have important roles to play in democratic decision-making. Governance networks can help set the public policy agenda and tee up policy or programmatic options for consideration by officials, along with arguments to support them. <o:p></o:p></span></div>
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<span style="font-size: 14pt;">To the extent that governance can produce informed consensus proposals, it is not clear why elected and appointed officials would disregard them. If you were an elected official, and I could tell you which action on a policy question would win you unanimous support from all sides, wouldn’t you be inclined to go along? The only reason not to accept a well thought out proposal that all groups publicly support is if a particular political donor or backer secretly disagree with it. I say secretly because as a stakeholder that individual, company or group would be included in the public consensus building effort that generated the proposal in the first place. But, they might want to be seen as supporting common efforts (and so involve themselves in a consensus building effort) while privately trying to sabotage wat the group produces. Other than that, though, elected and appointed officials know that continuing to ignore informed consensus recommendations would be political suicide. <o:p></o:p></span></div>
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<span style="font-size: 14pt;">In the public realm, the focus is on collective decision-making rather than individual priorities. When we rely on majority rule or raw political discourse, it is easy for elected and appointment officials to disregard competing policy proposals, and do what they want. They can just say that the public was divided, so they had to do what they thought was best. That’s not possible, though, if all interested stakeholders get together to generate a policy proposal that all of them support. If all the relevant groups were consulted, and they all support what is being proposed, it is almost impossible for officials to disregard their suggestions. <o:p></o:p></span></div>
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<span style="font-size: 14pt;">In the current political climate, with a clear divide between liberals and conservatives, no action is often the only outcome. But if governance networks take responsibility for working out their differences, whatever larger political divide might exist wouldn’t stop officials from taking action. The product of governance should be informed (i.e. science and other technical considerations must be in the story) policy proposals. Such proposals can only emerge if stakeholders are able to resolve whatever differences they have. While this may sound difficult, it is much easier than many people suspect. Groups take extreme positions when they are in a majority rule situations and they want to ensure their views get attention. They are much more reasonable if they know that everyone’s goal is an informed consensus. <o:p></o:p></span></div>
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<span style="font-size: 14pt;">Most, but not all, political action focuses on short-term concerns or commitments. Those in power at any point in time know that a swing in the majority might well lead to a shift in policy down the road. But, if society needs to take action on issues or problems that require consistent support over a longer-term (i.e. such policies won’t succeed unless they remain in place for a much longer timeframe than the normal electoral cycle), bi—partisan or multi-partisan support is required. Governance aims to generate support for actions that requires long-term, multi-partisan support, like efforts to address the possible effects of climate change. <o:p></o:p></span></div>
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<b style="text-indent: 0.5in;"><span style="font-size: 14pt;">Who is the Client?</span></b></div>
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<span style="font-size: 14pt;">Meaningful governance requires ad hoc representation of all relevant (and self-<o:p></o:p></span></div>
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<span style="font-size: 14pt;">identified) stakeholder groups. While it may be difficult at first to identify spokespeople for some unorganized or hard-to-represent interests, it is almost always possible to find acceptable proxies to represent them. Anticipatory governance is client-oriented. That is, it doesn't authorize a select few to propose action in the name of a vague public interest. Instead, representatives of the full range of relevant stakeholders have to do the hard work of sorting out their differences and generating proposals that they all think are better (for them) than taking no action at all. New online technologies, when used by skilled facilitators, can engage large numbers of people in such collaborative deliberations. And the more this happens, the more skilled and efficient groups will become in identifying spokespeople, and the spokespeople will become in reaching an informed consensus on a pressing issue or question that a government body must address. <o:p></o:p></span></div>
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<span style="font-size: 14pt;">The clients for the planners who seek to facilitate anticipatory governance cut across all strata and categories of interested stakeholders. However, this is the opposite of advocacy planning -- which involves spokespeople who are trying to maximize the interests of only a few stakeholder groups, often at the expense of others. Spokespeople in the context I am describing, must be able to pursue their group’s interests while simultaneously taking account of the interests of others. (This is not a win-lose situation.) This involves crafting agreements through a search for mutual gains, and trading across sub-issues or linked issues the parties value differently. This is what happens in a global context when the sovereignty of nations ensures they can not be bound by an international law or requirements they don’t voluntary accept. <o:p></o:p></span></div>
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<span style="font-size: 14pt;">Finding the right participants for each policy dialogue requires careful stakeholder assessment. It also means the number of participants in facilitated anticipatory governance is likely to be pretty large. To begin, a team of neutral facilitators needs to reach out to potential participants, talk with them confidentially and generate a list of possible participants that all stakeholder groups (and elected officials) accept as legitimate. The techniques of stakeholder assessment have been codified and professionalized over the past few decades. <o:p></o:p></span></div>
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<span style="font-size: 14pt;">Trades or packages (not single issue deliberation) are usually required to build <o:p></o:p></span></div>
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<span style="font-size: 14pt;">a consensus on a controversial issue. This can only work if all the relevant stakeholder groups are represented and the process of collaboration is facilitated by skilled neutrals (acceptable to all parties, including the elected officials who will receive whatever recommendations the ad hoc process generates). So, <o:p></o:p></span></div>
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<span style="font-size: 14pt;">“blue ribbon” participant selection by officials is not acceptable. <o:p></o:p></span></div>
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<b><span style="font-size: 14pt;">The Need for Collaboration and Consensus Building<o:p></o:p></span></b></div>
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<span style="font-size: 14pt;">Once the right stakeholder representatives are assembled (and they might meet in person at the beginning and end of a collaborative process while all the work in between might be done online or by sub-committees), the task of generating an informed agreement can begin. Usually, this requires a period of joint fact finding involving a range of technical experts acceptable to all the participants. The planners, or neutral facilitators, can bring possible names (and credentials) to the attention of the participants. The experts they choose agree (and are paid) to share what they know, in terms that everyone can understand, with all the participants. This avoids advocacy science where each party seeks expert advisors who will say what they want them to say. <o:p></o:p></span></div>
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<span style="font-size: 14pt;">The most useful tool for this kind of collaborative problems solving is scenario planning. This is a technique that imagines a range of possible futures (in which different policies or programs could be pursued even though there is substantial uncertainty about what the future hold. The governance network doesn’t have to agree on how to frame a single version of the issue or problem it has come together to address. It can work simultaneously with multiple futures in mind, looking for policies or actions that will bring about results that are attractive to the participants regardless of which “version of the future” they think is correct.<o:p></o:p></span></div>
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<span style="font-size: 14pt;">Scenario planning sometimes requires the stakeholder participants to attach probabilities to highly uncertain futures. So, if I want the government to take action to avoid the effects of something that has a small chance of occurring, while you prefer a policy aimed at a future that is more likely, we can agree on a proposal that addresses both of our concerns. We can say to our elected officials, those of us who are most concerned about something that has a 10% chance of occurring (but if it does occur will have impacts that are likely to be devasting), support Policy A. Those of us who define the issue in terms of a future that has a 90% chance of occurring prefer policy B. Our elected officials will have to choose between A and B, but in so doing, they will reveal which version of the future they expect. By involving all of the stakeholders, and engaging in joint fact finding and scenario planning, the participants will be able to narrow the policy choices to two, contingent on which of two futures one selects. The officials involved might choose to adopt policy B in the short-run with a commitment to monitor events and results over time, and agree ahead of time to switch to Policy A if the monitoring shows that a certain threshold has been crossed. This formulation of what needs to be done is one that all parties can endorse, and that officials can feel comfortable supporting. It is also an adaptive approach to policy-making that best accounts for the increasing uncertainty surrounding a great many of the systems at the heart of public policy-making. <o:p></o:p></span></div>
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<span style="font-size: 14pt;">Anticipatory governance does not operate on the basis of majority rule. Nor does it require unanimity among all the stakeholder participants. A unanimity rule would allow one holdout to blackmail everyone else. Typically, consensus in these circumstances requires overwhelming agreement, as long as the concerns of outlier participants are clearly addressed by everyone, and all the participants have tried to think of a way of incorporating the outlier’s concerns into the final agreement. Holdouts who disagree, can count on their views and arguments being included as a footnote or appendix to the consensus proposal submitted to the officials who must make the final decision. <o:p></o:p></span></div>
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<span style="font-size: 14pt;">Obviously the product of an anticipatory governance effort needs to take the form of a written agreement that all the participants sign on behalf of their organizations or constituencies. While it is not legally binding, it should have an impact, especially when it is widely distributed via social media. It needs to be delivered and explained to the relevant public officials by the planners who facilitated the joint problem-solving effort. <o:p></o:p></span></div>
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<b><span style="font-size: 14pt;">How Should We Educate the Facilitators of Anticipatory Governance?<o:p></o:p></span></b></div>
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<span style="font-size: 14pt;">Some of the skills that planners must master to facilitate anticipatory governance should now be clear. They need to know how to complete a stakeholder assessment. This might require technical background on the issue or question that is the focus of the collaborative effort, so that the interviews they do with potential stakeholders can be completed efficiently. They need to be able to help the group draft and enforce ground rules regarding how they will interact. They also need to know how to organize and manage a joint fact-finding process and a scenario planning effort that lead to the drafting of a written proposal. They have to be able to organize in-person and online dialogues involving quite a few people, and to keep a clear written summary of what groups and sub-groups have agreed. Finally, they need to be able to communicate with public officials, clearly and efficiently, and answer whatever questions might come upo about the group’s proposal and the process by which it was developed. <o:p></o:p></span></div>
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<span style="font-size: 14pt;">All of this needs to be done in a way that does not betray a personal bias for or against what any of the participants prefer. Any sign of bias is sufficient reason for one or more participants to ask that the planner/facilitator to be replaced. Sometime the facilitator needs to organize preparatory efforts for participants who have never participated in such collaborative efforts. This might take the form of a short training course or coaching session. <o:p></o:p></span></div>
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<span style="font-size: 14pt;">Many college and university departments that train professional planners might have to augment their faculty and curriculum to ensure that students graduate with the skills I have listed. It is difficult to impart this kind of knowledge and capability if you have never tried to do this work yourself. Graduate students should be encouraged to serve as interns or apprentices to professional planners and facilitators who can tutor them in the relevant techniques. <o:p></o:p></span></div>
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<span style="font-size: 14pt;">Finally, planners who hope to facilitate anticipatory governance efforts need to learn how to ensure that organizational or public learning happens. Every process of the kind I am describing offers an opportunity for the participants to “get better” at this form of interaction (while advancing their own organization’s interests). It is important to stop at several points during each process, and certainly at the end, to give the participants time to reflect on what has transpired and to modify their personal theories of practice if necessary. <o:p></o:p></span></div>
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<span style="font-size: 14pt;">As I said at the outset, anticipatory governance can occur at any scale. The skills required to facilitate collaborative problem-solving are generally transferable from one scale to another. It is my hope that the requirements of organizational leadership in the private sector, public sector and non-profit sector will soon include the ability to participate effectively in the kind of process I have described. The better prepared the participants are, the more likely it is that they will generate informed agreements that all of them can support. And, when they do, elected and appointed officials should be eager to implement their proposals. <o:p></o:p></span></div>
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Lawrence Susskindhttp://www.blogger.com/profile/11017587745669060378noreply@blogger.com0tag:blogger.com,1999:blog-200535642066419692.post-34641404851687921192018-05-23T08:00:00.000-07:002018-05-23T08:00:59.652-07:00Planners are No Long Generalists with a Specialty<div dir="ltr" style="text-align: left;" trbidi="on">
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There’s recent discussion in urban planning journals about the way professional city planners should be educated today. Almost fifty years ago, Professor Harvey Perloff at UCLA suggested that the way to think about educating urban planners was in terms of training “generalists with a specialty.” He thought all planners should have basic professional skills and theoretical knowledge coupled with more detailed techniques and understandings related to an area of application or specialization, like housing or urban design. When Perloff (who I knew) was thinking about it, the general or shared portion of the curriculum probably equaled about 8 – 10 of the 14 semester long courses students were expected to complete in a two-year curriculum (plus a master’s thesis). So general knowledge constituted 70% of the degree. The general portion of the curriculum has continued to shrink over the past 50 years. Now it is probably no more than 25% - 30% of the curriculum, and students can choose multiple ways of covering some general requirements by taking different versions of methods or applied social science courses offered in other departments (or by-passing test-out exams). This allows them to satisfy their differing interests.<o:p></o:p></div>
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So, my estimate is that 70% of the curriculum is now keyed to specialized knowledge and skills while the shared portion of the curriculum today represents only 30% of the credits students are required to complete. While this sometimes makes it difficult for students in the same cohort to understand why they are getting the same degree (since they are mostly studying such different things), it reflects the dramatic explosion of knowledge in adjacent fields that planning specialists know they need to master. I’ve taught at MIT in the Department of Urban Studies and Planning (DUSP) for almost fifty years. Since the early 1980’s I’ve had responsibility for building DUSP’s Environmental Policy and Planning (EPP) specialization. Let me offer a quick description of how both the generalized knowledge that planning students are expected to master has changed, even as it has shrunk, and how the specialized knowledge in the environmental planning specialization (and I think it is similar to other specialties like housing, community development, transportation and regional economic development) has evolved as well. <o:p></o:p></div>
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Most of today’s city planners are not preparing for life-long careers in municipal planning departments or city planning consulting firms the way their predecessors were. Instead, they are as likely to go to work in the private sector (as a sustainability officer for a major corporation), the public sector (as staff to an elected official) or in the non-for-profit sector (heading an NGO). And, even if they are aiming for a public sector job, it is very possible they will be working at the metropolitan, state, or national rather than the neighborhood or municipal level. They might spend part of their time working in the US, but they are almost as likely to spend a portion of their career working in another part of the world (where the growth of cities, especially mega-cities, is relentless). Indeed, a very large portion of the graduate students currently studying in the 60+ urban planning schools in America are from other parts of the world, and likely to return home. City planners are no longer restricted to gathering the information needed to turn out master plans or sector plans (like transportation investment schemes). They are more likely to be involved in formulating climate adaptation strategies, promoting new downtown arts districts or working to protect critical urban infrastructure from cyberattack. Moreover, their roles and responsibilities will shift many times during their careers as they morph from a design role, to a policy analyst’s role, to an advocacy or community organizing role, to a mediating role, or even a futurist’s role. <o:p></o:p></div>
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The kinds of practitioners that agencies and organizations want to hire must be multi-talented, tech savvy, committed to taking action in the world, capable negotiators and able to write and speak effectively in contentious public settings. To survive in these situations, planning graduates must be clear about their ethical obligations and continuously reflective, adapting their personal theories of practice as they encounter and learn from each new situation. <o:p></o:p></div>
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<b>The New General Curriculum<o:p></o:p></b></div>
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While the list of required subjects in today’s urban planning departments may look somewhat similar to the class titles of two or three decades ago, I can assure you that the content, and in many schools the pedagogy, are quite different. Today’s course about the planning profession and the basics of planning practice address a which wider range of themes than the old version of those courses. And, the ethical dilemmas (i.e. How can we promote economic growth while maintaining the most important cultural elements of long-standing communities? How can we ensure more efficient transportation and energy production while moving people to healthier lifestyles and a fairer allocation of public resources?) are front and center. The need for collaboration in all kinds of decision-making is highlighted (linked to much less reliance on expert decision-making). This demands a new repertoire of skills and techniques; incorporating knowledge from the social sciences and the natural sciences,but requiring a meta-analysis of whose knowledge this is and how it ought to be shared. The challenges and opportunities posed by social media pose choices that planners never had to make; now they have to learn how to make sure that scientific and technical input are not pushed to the side in the face of efforts to empower more people to participate or buried beneath the partisan debates that dominate our political world. MIT requires every student to take classes in the history of the planning profession, methods of economic analysis; and tools of data management, data mapping and statistical analysis, but it is increasingly difficult to argue that there is only one way of presenting this material. Students can learn the basics of microeconomic analysis by focusing on land market, housing prices, natural resource management, or energy policy, in the United States or in any other country. They need to learn research methods to write a thesis, but these methods might diverge depending on whether they are going to study the way mangrove forests were being managed in Malaysia or the effectiveness of a particular community development strategy in Detroit. So, not only does the content of the general portion of the curriculum keep changing, but the best way of learning that content might depend on the substantive or specialized interest of each student. <o:p></o:p></div>
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This brings me to the changing nature and expansion of the specialized portions of urban planning degree programs in the United States.<o:p></o:p></div>
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<b>The Evolving Specialized Curriculum<o:p></o:p></b></div>
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The Environmental Policy and Planning specialization at MIT allows students to focus on transboundary water management, renewable energy and energy efficiency, environmental justice, forest management, food systems, post-disaster relief and reconstruction, coastal zone management, ecosystem services, climate change (mitigation and adaptation), healthy communities, mass transit systems, and monitoring efforts aimed at promoting sustainability and resilience. With a relatively small full-time EPP faculty of five or six (some of whom are shared with other specializations), we have to depend on the availability of coursework in the other two dozen departments at MIT and through cross-registration at Harvard. We expect students to take only half of their course work each semester in our department. We insist that they have a primary thesis advisor from DUSP, but we encourage them to add a reader or additional advisor from another department or from the world of practice. Almost all students are working 10 -15 hours throughout the two years on a research or community-based project as a way of financing their tuition. They look for projects that allow them to apply what they are learning in class. In addition to a thesis we require students to take a Practicum – a semester-long problem-focused course with a client. (In the old days these were called Studios and they usually resulted in a design of some sort. Now they are as likely to produce policy advice to the mayor of Mexico City on ways of improving the efficiency and fairness of mass transit operations in that city. Note though, that most Practicums are offered through a specialization.)<o:p></o:p></div>
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In EPP we offer four or five sets of two or three subjects dealing with different natural resource management or environmental problems (i.e., climate change, water management, energy systems, healthy communities, environmental justice). These are enough to prepare our students so they can participate in classes at the Harvard School of Public Health, MIT’s Department of Earth, Atmosphere and Planetary Sciences, the Sloan School of Management, the Department of Chemical Engineering, or work at one of the many interdisciplinary labs or research projects around the campus. If there is a gap in what’s covered around the campus, we will add a temporary instructor in a field like plant ecology or energy efficiency. <o:p></o:p></div>
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Almost all of the DUSP faculty teach comparatively. We have to, since a significant share of our graduate students are not American. While I don’t think there is a “one world” approach to teaching planning that applies equally well everywhere, I do think that an explicitly comparative approach to teaching environmental planning will prepare students (as long as they also develop cross-cultural communication skills and a sense of cross-cultural awareness) to work outside their home country. Also, within their specialties they are learning how the same challenges are being dealt with differently in different countries. <o:p></o:p></div>
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Each of the four main specializations in DUSP (i.e., EPP, Housing and Community Economic Development, City Design and Development and International Development) offers an introductory graduate course. Mine is the Introduction to Environmental Policy and Planning. You can see the curriculum at MIT Open CourseWare (ocw.mit.edu). You can also read all the materials students are assigned, see the exams and the best student responses, and even videos the best short oral presentations in responses to simulated practice scenarios. These are included in our E-book called <b>Environmental Problem-Solving</b>published by Anthem Press and written with two of my doctoral students and a faculty colleague (Bruno Verdini, Jessica Gordon, and Yasmin Zaerpoor). The four segments of the course deal with the dynamics of environmental policy-making, environmental ethics, methods of environmental analysis and forecasting and collaborative problem-solving. Segments from all the assigned readings are included in the book with permission. While this is an introduction to one of the specializations<o:p></o:p></div>
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in the Department, it covers a version of some of the general problems and themes that all planners need to know about. It illustrates how material that was once covered in a unified fashion in the general curriculum (that all students had to take) is now covered in an expanding specialization so that students can learn about general planning practice requirements while establishing their identity as a specialist in environmental planning. (MIT even offers a Certificate in Environmental Planning so that students who receive a general MCP degree can convince potential employers that they really are environmental specialists.)<o:p></o:p></div>
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We are still trying to figure out how to support additional specializations (i.e. urban science, smart cities, and cybersecurity; arts, new media and technology-assisted communication; and neuroscience, behavioral economics, entrepreneurship and social innovation). We are also continuing to experiment with new pedagogical forms (i.e. blended courses that combine elaborately designed online elements with face-to-face elements; role play simulations, and real-time video feedback on practice simulations). <o:p></o:p></div>
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<b>Conclusion<o:p></o:p></b></div>
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It is no longer relevant to think of planning education as training generalists with a specialty; rather, we are now training specialists with heightened applied social science, action science and reflective practice capabilities who are ready to work anywhere in the world. And, while faculty are still judged (in terms of promotion) on the theoretical/research they publish, they are required to teach analytical methods, applied social science, and planning history in ways that heighten the usefulness of theory for practice. In addition, our faculty includes Professors of Practice and Lecturers who complement the members of our tenured faculty who come out of traditional disciplinary fields. There is no conflict in our Department between theory and practice.<o:p></o:p></div>
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Lawrence Susskindhttp://www.blogger.com/profile/11017587745669060378noreply@blogger.com0tag:blogger.com,1999:blog-200535642066419692.post-68988285774451857712017-12-26T07:42:00.000-08:002017-12-26T07:42:44.229-08:00Three Surprising Leadership Skills<div dir="ltr" style="text-align: left;" trbidi="on">
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MIT is looking ahead, trying to figure out what skills the
next generation of scientists, engineers, applied social scientists, designers
and managers will need. After careful consideration,
and a close review of numerous studies of the future of work, MIT believes it
will have to complement the depth of the training it currently offers in dozens
of technical fields with an equal commitment to developing the breadth of each
individual’s leadership capabilities. To build this necessary breadth, it will
be necessary to focus on helping learners <b>know
themselves</b> (e.g., improve their emotional intelligence, adaptability,
resilience, ethnical awareness, reflective capacity, etc.), <b>work with others to get things done</b>
(e.g. motivate others, give and receive feedback, build teams and networks,
communicate effectively, resolve conflict, and negotiate with difficult people);
and<b> build organizational capacity</b>
(e.g., manage change, manage crises, help organizations learn, implement user
experience design and better marketing, and commit to process improvement). No one can learn all these things at once; so,
we’ll all have to commit to life-long self-improvement. The university’s job
will be to make it easy for everyone to acquire both technical depth and leadership
breadth as they need it. In all
likelihood, this will involve a range of new teaching and learning formats.</div>
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As I listen to successful individuals say what it took for
them to achieve their goals (at every level, in every sector), many seem to be
stuck on an old-fashioned view of a leader as someone with a strong personal vision
who can command others to do what needs to be done.<span style="mso-spacerun: yes;"> </span>In my view, this model -- derived mostly from
accounts of military, sports, political and business victories -- is not likely
to work in the future. More distributed or facilitative models of leadership-- that
emphasize knowing how to work in partnership with others and build organizational
capacity -- are likely to be more valuable. <span style="mso-spacerun: yes;"> </span>When I look at the way ideas about leadership
are changing at MIT, shifting from top-down to facilitative models, three specific
leadership skills stand out for me: setting a constructive problem-solving
tone, facilitating group efforts and negotiating in a value-creating fashion. These
are likely to surprise traditionalists, but I think we can already see how these
capabilities will define a new generation of leaders.<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">Setting a
constructive problem-solving tone <o:p></o:p></b></div>
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What do leaders need to be aware of at the outset of a
venture?<span style="mso-spacerun: yes;"> </span>Not just their own goals and
vision, but the way their behavior influences others. Efforts to establish one’s
firmness or strength are less important than an ability to model or set a joint
problem-solving tone. Whatever the organizational context, technical managers,
team leaders and CEOs must be able to motivate and inspire others to work and
think creatively. The more everyone is ready to share responsibility for the
success of the group, the lighter each person’s load will be, and the greater
the collective wisdom available to apply to problem-solving. <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Leaders
are people who are able to put themselves in the shoes of others. <span style="mso-spacerun: yes;"> </span>They are in sufficient control of their ego to
be able to share responsibility and applaud the good work of others. Emotional intelligence
and self-awareness are crucial to the ongoing success of teams or organizations
in an era of flattened hierarchies and distributed leadership. If a leader can’t
inspire a problem-solving tone, commanding that everyone perform is likely to
backfire. <o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">Facilitating group
efforts <o:p></o:p></b></div>
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The general presumption in the world of management is that
technical experts will be able to collaborate with each other; it turns out,
though, that collaboration is a learned, not an innate capability. Launching multifaceted
high-performance teams is an important leadership responsibility, and it
involves being able to facilitate group interactions, not just leaving
everything to the team members.<span style="mso-spacerun: yes;"> </span>In my
view, facilitation is a crucial leadership skill. Those of us who teach
facilitation know that it involves selecting the right mix of team members, designing
the work plan properly (including parceling out assignments and setting ground
rules regarding the way members will interact with each other), holding a
mirror up when the group members are not working well together, mediating among
contending individuals and serving as a scribe so there is a reliable record of
what transpired. <span style="mso-spacerun: yes;"> </span>While it is possible to
contract out for many of these facilitation services, leaders better understand
exactly what the facilitation assistance is that they want and need. And,
sometimes, only the leader can resolve internal team disagreements.<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">Negotiating in a
value-creating fashion<o:p></o:p></b></div>
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The success of many organizations hinges on the ability of
their leaders to negotiate effectively with representatives or leaders of other
organizations. Supply chains work that way, as do inter-organizational
partnerships. Leaders who think that these kinds of negotiations are like
traditional win-lose bartering in the market place, do their organizations a
terrible disservice. Negotiating when long-term relationships are important, requires
a different (i.e., “mutual gains”) approach to deal-making. The Mutual Gains
Approach (MGA) to negotiation requires finding trades or ways of reframing
disagreements that add to, rather than just divide, value. The most successful
leaders know how to do this.<o:p></o:p></div>
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation reference"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="line number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="page number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="endnote reference"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="endnote text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="table of authorities"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="macro"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="toa heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 5"/>
<w:LsdException Locked="false" Priority="10" QFormat="true" Name="Title"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Closing"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Signature"/>
<w:LsdException Locked="false" Priority="1" SemiHidden="true"
UnhideWhenUsed="true" Name="Default Paragraph Font"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Message Header"/>
<w:LsdException Locked="false" Priority="11" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Salutation"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Date"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Block Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Theme"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 9"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
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As colleges and universities re-organize to enhance the breadth
of the leadership skills they are imparting, I hope they will realize that the
learning involved is probably not best presented in traditional semester-long
courses, nor delivered in lecture format. Helping students learn from their own
experience, and engage as co-learners with others (often online), will require
new pedagogical strategies.<span style="mso-spacerun: yes;"> </span>And, when
this happens, learners are likely to demand certification: not just an
indication that they have completed the required work, but a guarantee that
they have achieved mastery of the skills involved. <o:p></o:p></div>
</div>
Lawrence Susskindhttp://www.blogger.com/profile/11017587745669060378noreply@blogger.com0tag:blogger.com,1999:blog-200535642066419692.post-63068372117289061262017-12-02T08:25:00.002-08:002017-12-02T08:25:48.787-08:00Do colleges and universities in America do more harm than good? Of course not!<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal">
<span style="font-size: 10.0pt;">I was shocked to learn that a
substantial portion of American adults believe that colleges and universities
do more harm than good. Really? What leads them to this conclusion? The web and
talk radio are filled with people making such assertions (but offering no
evidence). You will see and hear that: it costs too much to go to college; there’s
no guarantee of a good job after graduation; student loans are destroying every
student’s financial future; college faculty are brainwashing their students –
biasing them against traditional American values, teaching them Marxist ideas
and misleading them about what it takes to succeed in life; university
administrators are claiming more and more tuition money for themselves, and amassing
gigantic endowments; and there are an increasing number of useless majors and
frivolous subjects being taught. Some of these same observers are convinced
that most young people should become mechanics, plumbers, and welders, so they
can live a good life without wasting time and money getting a college degree. Finally,
according to these critics, colleges and universities are coddling students, encouraging
them to cave in to political correctness and banning right-thinking speakers. If
you read the <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Chronicle of Higher Education</i></b>, a weekly newspaper produced by
people who know something about what’s actually happening on campuses in the
United States, academic are on the defensive -- obsessed with the most
outlandish claims of their online critics. We see story after story about a
very small number of high profile campus confrontations. Very little space,
though, is devoted to detailed analyses of what is really being taught, the
dramatic changes that have taken place in instructional methods (in most
fields), the ways that universities are reconfiguring themselves to ensure that
their graduates can meet the demands of a changing (global) job market and the actual
impact that college and university study has had. <o:p></o:p></span></div>
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<br /></div>
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<span style="font-size: 10.0pt;">What we rarely see in the <b style="mso-bidi-font-weight: normal;">Chronicle</b>, hear on the news or read on
the web, are accounts of the vast majority of students and faculty in 90% of
the colleges and universities in the country, going about the business of
teaching, learning, pursuing basic and applied research and providing service
(often as part of applied learning programs) to local and distant communities,
agencies, and companies. Unless you spend time in a legitimate sample of colleges
or universities on a regular basis, sit in on classes, read the materials
students are assigned, read the theses and project reports students produce,
analyze the research findings of the faculty and talk with their community and
industry partners, you would have no way of knowing the startling success that
two-year colleges, four year colleges, public and private colleges and research
universities are having – often in the face of substantial under-funding. They
continue to prepare the next generation of workers, citizens, managers and
leaders while amassing new knowledge and innovative technologies that make it
possible to improve the quality of our lives, use our resources more wisely,
organize ourselves productively and govern ourselves effectively. <span style="mso-spacerun: yes;"> </span>It’s a good thing that our higher education
system is working as well as it is, and not the way the critics claim. If they
were right, America would have long since lost its competitive edge. New jobs wouldn’t
be created at unprecedented rates. Investment capital would have migrated to more
friendly locations with better prepared workers, more effective managers and
more stable and accountable regulatory systems. <span style="mso-spacerun: yes;"> </span>But, that’s not the case. More of the
brightest people from all over the world are still trying to make their way
into our colleges and universities.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-size: 10.0pt;">Unfounded claims about the
diminishing value of higher education in America have nothing to do with what really
happens in 90% or more of the classrooms, laboratories and field-based learning
settings around the country. On most campuses, students and faculty are too
busy to worry about what the latest self-aggrandizing guest speakers has to say.
The amount of class time spent debating the latest front in the culture wars is
trivial. The vast majority of media-based critics don’t spend nearly enough
time inside colleges and universities to understand how students, teachers and
administrators go about their day-to-day tasks. One reason for this is that
many of the people voicing unfounded criticisms have neither the knowledge or the
skill to understand the substance of what’s happening. It takes no knowledge or
skill to repeat unsubstantiated claims aimed at attracting attention on the
web.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 10.0pt;">If everyone teaching and
every student studying at a college or university in America were to tweet two
lines about the most important thing they are learning or doing research about </span><span style="font-size: 10pt;">(under the banner #I’m
learning what I need to learn or # I’m teaching what I need to teach), we could
quickly rectify the built-up mis-impressions.</span><span style="font-size: 10pt;">
</span><span style="font-size: 10pt;">My tweet would say (#</span><b style="font-size: 10pt;">Teaching
urban and environmental planners how to lead and support public and private agencies and
organizations in the US and around the world</b><span style="font-size: 10pt;">). </span><span style="font-size: 10pt;"> </span></div>
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<br /></div>
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<span style="font-size: 10.0pt;">There wouldn’t be space in
our tweets, but maybe we could also convince the media (of all kinds) to
include stories about the new inventions emerging from university laboratories,
the start-ups being created in dorm rooms, and the assistance students are
providing to a wide range of communities. Most people would be surprised to
learn about the new interdisciplinary majors and concentrations that have been
created in data science, biotech, applied social science, design science, conflict
resolution, user experience design, and a host of other fields at a wide range
of colleges and universities. It would be great to see independent
documentation of how the requirements in all kinds of degree programs have
changed over the past ten years, and how opportunities for hands-on learning
and internships have increased in pre-professional studies programs all over
the country.<o:p></o:p></span></div>
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<span style="font-size: 10.0pt;">It shouldn’t be hard to
create an overwhelming counter-argument showing that all citizens need constant
access (throughout their lives) to the learning opportunities that colleges and
universities provide, across many fields, for continued skill development and
personal fulfillment.<span style="mso-spacerun: yes;"> </span>And, our society
depends on the constant flow of scholarly insights and research breakthroughs crucial
to our continued well-being. <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
</div>
Lawrence Susskindhttp://www.blogger.com/profile/11017587745669060378noreply@blogger.com0tag:blogger.com,1999:blog-200535642066419692.post-5825524410713600182017-11-14T11:46:00.001-08:002017-11-14T11:52:03.363-08:00Universities are underinvesting in efforts to improve the quality of teachingMy friend and colleagues, Michael O’Hare (a Professor at UC-Berkeley), points out in a recent paper entitled <i>The 1.5% Solution: Quality Assurance for Teaching and Research</i> that major research universities underinvest in continuous improvement of their teaching efforts. Given that universities have only two primary tasks -- teaching and research – they ought to be willing to invest as much in improving the quality of their teaching as they do in providing an elaborate infrastructure to support basic and applied research. But, that doesn’t seem to be the case.<br />
<br />
O’Hare calculates that major universities devote something like $300,000 to present a semester-long course (i.e. student time, rooms, professor’s salary, web, teaching assistants, etc.). This is what it takes to ensure that faculty and students are present in the right place, at the right time, with the resources they need. He assumes, for planning purposes, that a course is taught to 50 students; faculty at research universities carry a three-course-per-year teaching load, teaching is half a professor’s academic year time, and fringes and benefits are included. To increase student learning by 5%, therefore, O’Hare estimates that it ought to be worth spending $45,000 per year, per professor, to improve the quality of teaching and student learning. Unfortunately, nothing close to that is currently being spent.<br />
<br />
O’Hare suggests that universities ought to invest 1.5% of their faculty payroll in quality assurance to improve teaching performance – in much the same way that almost every industry invests in quality assurance as it seeks to improve its efficiency and effectiveness.<br />
<br />
O’Hare points out three ways that any and every university department could try (at very modest cost) to improve the quality of its teaching. These follow closely what other segments of the economy have learned about quality improvement. While teaching is not the same as producing most other products or services, I’m convinced (after almost 50 years as a teacher at MIT) that the most basic quality assurance strategies do apply equally well to the university.<br />
<b><br /></b>
<b>Instructors should talk more with each other.</b> You might not believe it, but it is very rare for MIT faculty to sit in on each other’s courses to observe and offer advice on possible ways of improving teaching. And, similarly, faculty members almost never compare notes before classes begin on what they are proposing to cover in their classes and how they intend to go about teaching the material. Everyone is presumed to be a subject matter expert; although why this is presumed to carry over into teaching expertise is beyond me. If a Department made it a policy that every faculty member should expect one of their colleagues to sit in on at least one of their class sessions each semester, then no one would feel singled out. While such assignments could be made absolutely randomly, I don’t see a problem asking the faculty to choose the colleague they want to have sit in. In an after-class discussion, I would hope that the person observing would suggest (1) things I saw you do that I’m going to try myself (and why), and (2) things I’m going to suggest you might find helpful. I don’t think such reports need to be submitted in writing to the relevant Department, but it might be valuable if the person being observed wrote a short summary of what they heard and how they intended to take the feedback on board.<br />
<br />
<b>Instructors should make a greater effort to help students learn to teach each other more effectively. </b>Faculty are used to giving students formal feedback (i.e. graded tests and quizzes) on how well they have mastered the material presented in class. It seems to me that faculty could also observe each student giving feedback to a fellow student, and translate that into an occasion to help every student get better at giving constructive feedback and advice to their peers. We need to make it easier for our students to learn from each other. In one of my classes, I ask a few students to make six minute oral presentations -- in a hypothetical work situation -- drawing on what they have learned that week in class. As soon as they are done, every student in the class is asked to use a one page printed template highlighting five or six aspects of the presentation to provide the presenter with immediate feedback. In addition to noting what was done well and what could be improved, each student provides several sentences of commentary. This is all done in five to seven minutes. Each presenter that gets 25 separate sources of feedback on their presentation. This has nothing to do with their grade. Everyone in the class makes at least three oral presentations throughout the term. Each bit of feedback is not anonymous. We always say students learn as much from the other as from their professors, but what do we do to make sure that happens? Nothing. I think faculty should commit to make sure that students learn (as part of every course!) how to help their fellow students learn as much as they can from the class. It should be the faculty member’s responsibility to instruct and support students as they help each other learn. I think that academic departments should insist that faculty make an effort to get better at doing this.<br />
<br />
<b>Academic departments should measure everything they do on a continuous basis.</b> There’s nothing new about this idea. Arthur Demming pointed out many years ago, in the context of industrial activities, that anything not measured is not likely to be improved. What to measure, though, in the context of university teaching, is not clear. Most universities currently measure student satisfaction immediately at the end of a semester-long class. More than anything else, this tends to gauge the popularity of the professor. I’ve rarely seen student course evaluations lead to improvements in teaching strategy or performance. What else might be measured? It seems obvious it would be a good idea to measure student knowledge about course material before and after each segment of a class, as well as before and after the entire course. This works if a class is mostly aimed at helping students master substantive knowledge. But, if a class is supposed to teach students how to do something, it makes more sense to give students simulated opportunities to see whether they have mastered the relevant skills. Digital simulations are expensive to build, but they work. Face-to-face role play simulations are not expensive to create, and they work as well. When groups of students in a class play the same game separately, comparisons of the results and student reflections on the experience can give faculty a clear idea of what they are conveying effectively and what needs improvement. I’ve found that saving the last three minutes of a class to ask students what they took away from the session often generates surprising responses. It certainly helps me recalibrate when what they report don’t correspond with what I thought I was teaching! I’m in favor of asking each faculty member what they intend to measure so that they can improve their teaching performance. A university department should provide technical support to make this happen. Then, with the relevant data in hand, each faculty member should commit in writing to experiments or reforms in their next round of teaching, along with a clear indication of what they will measure next time.<br />
<br />
I know that there will be substantial resistance to these three simple ideas. Non-tenured faculty will be worried that admitting there is room for improvement in their teaching may somehow jeopardize their reappointment. Tenured faculty have little or no incentive to invest in getting better at teaching. To date, most faculty members at most research universities have not been asked to focus on teaching their students to teach their classmates. This will be seen as an (uncompensated) expansion of the faculty’s role and responsibility. Most faculty won’t know how to do this. Departments will complain that arranging a system of faculty visits to each classroom is a new administrative task for which they are unprepared. Systematically measuring teaching performance (and improvements in teaching performance) is not something that academic administrators know how to do. Nevertheless, I would argue that University leaders should pursue Professor O’Hare’s 1.5% solution to the problem of improving teaching effectiveness. There’s really no good excuse for not getting better at what we do.<br />
<br />
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Takeo Kuwabarahttp://www.blogger.com/profile/18379892378036075901noreply@blogger.com0tag:blogger.com,1999:blog-200535642066419692.post-26901468186844399532017-09-18T10:23:00.000-07:002017-09-18T12:22:21.487-07:00Consensus building in the Age of Trump: Strategies for the ADR Field<div dir="ltr" style="text-align: left;" trbidi="on">
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: 16.0pt;">What’s it like in The Age of Trump?<o:p></o:p></span></b></div>
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<span style="font-size: 16.0pt;">What’s special about the Age
of Trump?<span style="mso-spacerun: yes;"> </span>I would point to two things.
First, our political leaders (not just the President) no longer feel an
obligation to represent all the people in the district or state that elected
them. Now, they only feel accountable to their “base.” This is a relatively new
occurrence (not just in the United States, but in other democracies as well). <span style="mso-spacerun: yes;"> </span>It used to be that after politicians were
elected they felt some obligation to represent the interests of all the people
in their district or state.<span style="mso-spacerun: yes;"> </span>As a result,
we now have districts or states (or countries!) where 49.9% of the electorate
has no representation.<span style="mso-spacerun: yes;"> </span>This makes them
feel angry, anxious and defense.<span style="mso-spacerun: yes;"> </span>It also
makes them feel combative. <o:p></o:p></span></div>
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<span style="font-size: 16.0pt;">The second thing that has
changed, and it is related to the first, is that many elected and appointed
officials don’t care what evidence or<span style="mso-spacerun: yes;">
</span>arguments anyone on “the other side” presents. They won’t allow
themselves to be convinced by what anyone outside their base has to say. This
means that those in control of the levers of power can pursue whatever agenda they
choose, without having to explain or justify their actions in a manner that “an
independent observer” would agree is reasonable. This adds to the outrage, and
even desperation, of those who feel shut out and unrepresented. <span style="mso-spacerun: yes;"> </span>They are especially angry that scientific
evidence can be ignored entirely.<o:p></o:p></span></div>
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<span style="font-size: 16.0pt;">So, in the Age of Trump, many
people who have not felt powerless before feel powerless now.<span style="mso-spacerun: yes;"> </span>They are befuddled by the changes that have
occurred in the rules of the game. In the past, they assumed (maybe somewhat
naively) that their elected leaders would choose the common good over narrow
partisan interests; and, they counted on being able to advocate for what they
believe by presenting credible evidence. Now they assume these things won’t
happen. <o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: 16.0pt;">Special challenges for Consensus Builders and other
ADR professionals<o:p></o:p></span></b></div>
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<span style="font-size: 16.0pt;">ADR professionals operate in
ways that are intended to ensure fairness – to ensure that all voices are heard
and all interests are taken into account when disagreements arise. <span style="mso-spacerun: yes;"> </span>In a decision-making or governance system that
rejects the idea that the interests of all groups matter, ADR professionals are
not quite sure what part they are supposed to play.<span style="mso-spacerun: yes;"> </span>The reason those of us in the ADR field have worked
hard to add facilitation, mediation and arbitration to public and private
efforts to deal with differences, is to enhance the fairness, efficiency,
stability and wisdom of decisions that must be made. In the judicial, executive
and legislative branches, at every level of government, we have spent decades
demonstrating that adding a professional neutral can, in fact, save time, save
money and produce better outcomes (and give stakeholders greater control over
what happens to them).<span style="mso-spacerun: yes;"> </span>In the Age of
Trump, ADR professionals now wonder how they can do their job if some of the
parties don’t care what the interests of the other parties are; or, some
parties feel no obligation to listen to or present credible evidence to support
their claims.<span style="mso-spacerun: yes;"> </span>Many ADR professionals are
extremely upset about these changes. Some are so upset they feel compelled to
invest their personal time in political efforts to put things back the way they
were. When this involves advocacy, though – even when the professionals
involved are operating as private citizens -- <span style="mso-spacerun: yes;"> </span>it threatens our most important professional
asset – our neutrality. <o:p></o:p></span></div>
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<span style="font-size: 16.0pt;">Neutrality is central to the value
we add as ADR professionals. Our neutrality allows us to earn the trust of all
sides in any dispute.<span style="mso-spacerun: yes;"> </span>It also means we
can operate in the interstices between the parties and, in so doing, carry
messages and provide cover for parties to come together without appearing to be
weak. My contention is that many ADR professionals are so upset by what is
happening in the Age of Trump that they are ready to risk their perceived
neutrality.<span style="mso-spacerun: yes;"> </span>While I understand their
motives, I am convinced this would be a disaster for the profession. <o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: 16.0pt;">Increasing demand for ADR assistance in periods of
heightened conflict</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-size: 18.0pt;"><span style="mso-tab-count: 1;"> </span><o:p></o:p></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: 18.0pt;">.<span style="mso-tab-count: 1;"> </span><o:p></o:p></span></b></div>
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<span style="font-size: 16.0pt;">The Age of Trump has
certainly generated new conflicts of various kinds. <span style="mso-spacerun: yes;"> </span>When everyone is escalating their efforts on
behalf of their own point-of-view, and more people feel entitled to act in the
own interests regardless of the interests of “the other side,” there ought to
be increasing demand for our services. <span style="mso-spacerun: yes;"> </span>So,
in these times, we ought to be able to make a greater contribution (in part
because no one else is offering to reconcile those in conflict or pursue problem-solving
strategies in spite of the conflicts that exist).<span style="mso-spacerun: yes;"> </span>To succeed in the current context, however,
will require several things:<o:p></o:p></span></div>
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<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: 16.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font-family: "times new roman"; font-style: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span style="font-size: 16.0pt;">First, we have to
remind our potential clients that our goal is not to stamp out conflict.<span style="mso-spacerun: yes;"> </span>Rather, if they find themselves stalemated
and unable to take unilateral action, we can help them find agreeable ways
forward in which no one has to give in. <span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: 16.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">2.<span style="font-family: "times new roman"; font-style: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span style="font-size: 16.0pt;">Second, if well
managed, conflict can lead to produce change. Conflict is not a bad thing.<span style="mso-spacerun: yes;"> </span>As others have noted, it is the engine of
change. <span style="mso-spacerun: yes;"> </span>We can help manage conflict in a
constructive way.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: 16.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">3.<span style="font-family: "times new roman"; font-style: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span style="font-size: 16.0pt;">Third, the fact
that parties are inclined to express their interests and concerns with more
passion in the Age of Trump, is not a problem for us. In some ways, it should make
our work easier. We need to know what the interests and priorities of each party
are so we can help them formulate mutually beneficial agreements. We do this by
supporting the parties in their search for trades (across issues they value
differently) that produce outcomes better for all sides than their BATNAs. <o:p></o:p></span></div>
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<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: 16.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">4.<span style="font-family: "times new roman"; font-style: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span style="font-size: 16.0pt;">Finally, we need
to be sure that our clients understand that our job is not to get anyone to
change their beliefs or change their mind.<span style="mso-spacerun: yes;">
</span>We try to help parties reach mutually advantageous agreements in spite
of their differences. <span style="mso-spacerun: yes;"> </span>We do not allow
our own point of view or our own preferences to intrudce.<o:p></o:p></span></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: 16.0pt;">Harmonizing Interests through dialogue vs. assisted problem-solving<o:p></o:p></span></b></div>
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<span style="font-size: 16.0pt;">A segment of the ADR
profession has been moving in the direction of facilitating dialogue. Indeed,
there are many who think we should devote a substantial portion of our time to
helping Red and Blue (and others who have conflicting values) learn to talk with
and understand each other more effectively.<span style="mso-spacerun: yes;">
</span>I’m personally not convinced that dialogue for its own sake should be a
high priority for the ADR profession. <span style="mso-spacerun: yes;"> </span>I
don’t think greater understanding is going to lead to harmonization of
conflicting values and interests.<span style="mso-spacerun: yes;">
</span>Perhaps we can help people with diametrically opposed views hear each
other, but I’m not sure that’s as important as working out agreements in specific
contexts. <span style="mso-spacerun: yes;"> </span>I think we should emphasize
problem-solving -- generating “a workable peace” when some action needs to be
taken -- rather than devoting time to generating a deeper understanding of the
sources of disagreement.<span style="mso-spacerun: yes;"> </span>I don’t think
Red and Blue need to believe the same things to find ways of taking action.<o:p></o:p></span></div>
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<span style="font-size: 16.0pt;">The key is to convince as
many stakeholders as possible that there is a way to meet their interests in a
manner that will get them more than what no agreement (stalemate) guarantees, and
more than they are likely to get if they continue to battle. <o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: 16.0pt;">Coming back to neutrality<o:p></o:p></span></b></div>
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<span style="font-size: 16.0pt;">As I have already said, we
must be absolutely diligent about maintaining our neutrality – no matter how
strongly we feel personally – if we want to make a case for the value we add. I’m
convinced that the way we act in our personal lives may shape how we are
perceived in our professional roles. While each of us has opportunities to take
direct political action in our personal lives, remember that if you sign a
petition, march peacefully, write op eds, or lobby for your point of view,
there is no way anyone on the other side will accept you as a dispute resolution
professional they can trust. We need to think very carefully about how we carry
ourselves in public. I promise you that whatever actions we take in our
personal lives will be noted. Being perceived as neutrals in the Age of Trump
is, in my view, the key to contributing to conflict resolution in these
difficult times.<o:p></o:p></span></div>
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Name="footnote text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="header"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="footer"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="index heading"/>
<w:LsdException Locked="false" Priority="35" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="table of figures"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="envelope address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="envelope return"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="footnote reference"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation reference"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="line number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="page number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="endnote reference"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="endnote text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="table of authorities"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="macro"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="toa heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 5"/>
<w:LsdException Locked="false" Priority="10" QFormat="true" Name="Title"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Closing"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Signature"/>
<w:LsdException Locked="false" Priority="1" SemiHidden="true"
UnhideWhenUsed="true" Name="Default Paragraph Font"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Message Header"/>
<w:LsdException Locked="false" Priority="11" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Salutation"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Date"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Block Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Theme"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
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<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span style="font-size: 16.0pt;">[Based on the keynote presentation I made to the Biennial
Conference of the New England Association for Conflict Resolution (NEACR) in
Waltham, Massachusetts on 9/8/17.] <span style="font-size: 16pt;"><o:p></o:p></span></span></i></div>
</div>
Lawrence Susskindhttp://www.blogger.com/profile/11017587745669060378noreply@blogger.com0tag:blogger.com,1999:blog-200535642066419692.post-30639076251317760532017-08-13T13:49:00.000-07:002017-08-13T13:49:20.865-07:00Big Data, Urban Science and the Search for New Ways of Improving Life in the City<div dir="ltr" style="text-align: left;" trbidi="on">
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<br /></div>
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<o:p> </o:p>Imagine you had all the data you could possibly want about a
city. I’m talking about real time readouts of all inputs and output, along with
documentation of public satisfaction levels with all aspects of city life. Further, presume you had access to similar
information for other cities as well, so you could see trends and patterns.
What might you do with all this information to help improve the quality of life
in the city? </div>
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<o:p></o:p></div>
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<br /></div>
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There are some urban planners and city administrators who
believe that if they had that kind of information they would be able to figure
out when and how to spend public money, allocate equipment and personnel and
restrict and support private efforts most efficiently.<span style="mso-spacerun: yes;"> </span>They also think they could use the same data
to anticipate certain tipping points so that traffic snarls could be avoided
before they happen, public works staff (including police and fire) could be
deployed where they would be most needed, and infrastructure repairs could be
managed with minimal disruption. With such information, the presumption is, water,
electricity and other city resources could be priced and deployed on a
real-time basis in the most cost-effective way possible. Empty housing and
commercial space could be repurposed almost immediately, and priced to match
the city’s urban development objectives. Taxes and fees could be collected
electronically while feedback from residents could be shared with officials on
a continuous basis. With the right kinds of electronic monitoring (including
sensors of all kinds), sufficient data collection, investment in high-level analytic
capabilities and appropriately trained staff, a city could become a “smart city.”<span style="mso-spacerun: yes;"> </span>All this digitized data could be displayed in
visual form -- across multiple platforms – so that everything would be easy to
read and understand.<o:p></o:p></div>
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<br /></div>
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Of course, knowing what problems a city faces, and even understanding
what’s causing them, is not the same thing as being able to respond
effectively. The availability of real time data, even with the most advanced application
of artificial intelligence, won’t make it clear who ought to do what, in what
order, in what way and for whose benefit. These are political choices: “is”
does not lead directly to “ought” <o:p></o:p></div>
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<br /></div>
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One school of thought, promoted by some economists and
engineers, assumes that the goal of city management should be to maximize
efficiency – eliminate waste and stretch every dollar as far as possible. <span style="mso-spacerun: yes;"> </span>They want to make sure public that tax
revenue, fees and intergovernmental transfers are allocated in the most cost-effective
fashion. If the goal is to collect trash, arrest criminals, clean-up air and
water pollution, or fight climate change, money shouldn’t be wasted in the
process. <o:p></o:p></div>
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<br /></div>
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A second school of thought, inspired by ecologists and
advocates of sustainable development, believes that every dollar of public
spending should be used to meet economic, environmental and social needs <b style="mso-bidi-font-weight: normal;">simultaneously</b>, in ways that takes
account of long-term needs. Efficiency in the short-term isn’t as important to
these thinkers as long-term sustainability (which includes meeting the needs of
both current and future generations in as fair a way as possible). All the data
in the world won’t make it clear what ought to be done. In a democracy, such
choices need to be made through a messy process of reconciling conflicting
interests and values in which the population participates directly. Efficiency
isn’t always the highest priority goal. <span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<br /></div>
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My own university, MIT, is thinking about launching a new
undergraduate degree program in Big Data and Urban Science. This would bring
together faculty from urban planning, information science, electrical engineering,
city design and the applied social sciences to prepare undergraduates to build
and operate smart cities. Other universities, as described in a recent issue of
the <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Chronicle
of Higher Education</i></b>, are a step ahead. <span style="mso-spacerun: yes;"> </span>NYU, Northeastern, Carnegie-Mellon, John
Hopkins, University of Illinois, University of Rotterdam and others have
already launched undergraduate and graduate degree programs that seek to merge
teaching about big data and urban studies.<span style="mso-spacerun: yes;">
</span><o:p></o:p></div>
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<br /></div>
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As faculty in all of these programs try to decide what skills
and knowledge they want a new generation of urban scientists to master, there
are six questions I think they need to confront:<o:p></o:p></div>
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<br /></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">What do
we mean by a city?</b> <span style="mso-spacerun: yes;"> </span>(Are they talking
about activities that take place within a municipal boundary, or will they
focus on a larger set of regional, national and international forces that shape
urban life more generally?)<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">Do they
think that privacy is a concern? </b>(Do they assume that any and all information
that can be collected, should be collected? And should this information be
available to anybody who wants to use it?<span style="mso-spacerun: yes;">
</span>Can people or organizations opt out and keep information about
themselves private?)<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;">How will we fend off cyber-attacks on
critical urban infrastructure that have already begun? </b>(If urban science
means greater centralization of information and data management, won’t that
increase vulnerability to attack?)<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">Who do
they think should be in charge of designing and managing big data systems and
setting the standards used to make judgments about what’s working well and
what’s not?</b> (Will this be a managerial task assigned to various government
agencies, or will elected officials be accountable for how all this information
is collected, analyzed and interpreted?<span style="mso-spacerun: yes;">
</span>Will new laws be required to ensure that individual and organizational
rights are protected? Will this require federal, state or local legislation?
Where will enforcement responsibility sit?) <o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;">Will they be working from and toward an
idealized model of an efficient city, or will they work to preserve historical and
cultural diversity and variation? </b>(I presume that students from all over
the world will want to participate in these programs? Won’t the differences in
culture, laws, and history require very different ways of applying the new
urban science in each country? Should we assume that this is basically a
technical education and teach a kind of “one-world view”? Or, would that be a
terrible mistake?)<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">6.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">Are the
universities involved aiming to prepare public employees </b>(whose job it is to
serve the public interest), or <b style="mso-bidi-font-weight: normal;">are they
training experts who will sell their services to the highest bidder?</b><o:p></o:p></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">The City As a Place
vs. the City as an Idea<o:p></o:p></b></div>
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<br /></div>
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Most efforts to model urban dynamics assume that a city can
be described as a series of “stocks” and “flows” within a set of
boundaries.<span style="mso-spacerun: yes;"> </span>While there are always
important “feedback loops,” many of which are likely to cause unexpected
consequences, most modeling (and forecasting) efforts begin by postulating a
set of boundaries.<span style="mso-spacerun: yes;"> </span>But, what if cities,
as many urbanists contend,<span style="mso-spacerun: yes;"> </span>are largely a
product of a great many extra-territorial (even global) forces? Capital or data
flows originating in other parts of the world may have as much of an effects
as<span style="mso-spacerun: yes;"> </span>economic and social forces
originating in the city. Moreover, if we say that the operation of many of the
sub-systems in a city reflect the ways that groups of people or institutions
think about things – their perceptions -- how do we include these in the models
we teach students to build?<span style="mso-spacerun: yes;"> </span>The city is
a physical space affected by global geological and ecological forces. It is
also an idea shaped by millions of individual perceptions. Will it be possible
to make sufficiently simplified models of the city to generate useful insights
and predictions?<o:p></o:p></div>
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<br /></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">What’s Confidential
and What’s Not?<o:p></o:p></b></div>
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<br /></div>
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Assume we can answer the first question, and we know which data
are required to make a city substantially smarter.<span style="mso-spacerun: yes;"> </span>Gathering some of these data will require
tapping into otherwise secure or private data sources.<span style="mso-spacerun: yes;"> </span>And, even if we argue that individual
identities will be scrubbed, should people and organizations be forced to give
up their privacy in the name of the greater good? In the United States, we are
currently watching a version of this question play out as a National Commission
on Elections and Voting demands that all 50 states to turn over voting data
that may reveal how specific individuals voted. When it comes to financial
records (including tax returns and credit card expenditures), even if these
data are crucial to modelling how a city is doing, should individuals have a
right to keep such personal data confidential? <span style="mso-spacerun: yes;"> </span>What ethical obligations will we impose ona
new generation of big data analysts or urban scientists?<o:p></o:p></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">Cyber-Security in the
Urban Realm<o:p></o:p></b></div>
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<br /></div>
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Urban infrastructure is already under attack from hackers
who seek to hold energy, medical, water, sewage and other systems hostage. Each
new layer of encryption added in response just ups the ante. These systems are
vulnerable because individuals are not as conscious of their cyber-security
responsibilities as they should be.<span style="mso-spacerun: yes;"> </span>Solutions
will require further technological innovation and investment, but that won’t be
sufficient.<span style="mso-spacerun: yes;"> </span>What will we teach a new
generation about cyber-security and how to maintain it?<span style="mso-spacerun: yes;"> </span>And, given the vulnerability of critical
urban infrastructure to global attack, should that affect what we guarantee
with regard to privacy and control over personal data?<o:p></o:p></div>
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<br /></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">Knowledge, Power and
Authority<o:p></o:p></b></div>
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<br /></div>
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Let’s say a city has put together a comprehensive data
gathering, analysis and visualization operation. Who will have access to the
raw data?<span style="mso-spacerun: yes;"> </span>Who will have the right to
publish analyses of the information that has been collected?<span style="mso-spacerun: yes;"> </span>Will the city be willing to share assessments
of things that residents think are going badly?<span style="mso-spacerun: yes;">
</span>Will those who want to challenge current office holders be allowed access
and permitted to publish any analysis they like?<span style="mso-spacerun: yes;"> </span>Who will make decisions about how data should
and should not be interpreted?<span style="mso-spacerun: yes;"> </span>It’s my assumptions
that managers of smart cities will have “to do” lists that far exceed their
resources.<span style="mso-spacerun: yes;"> </span>Setting priorities (often in
real time) will require quick decisions, faster than the public can follow. If
all big data about cities were open sourced, would that allow more citizens to
be involved in helping to make decisions that are going to affect them? <span style="mso-spacerun: yes;"> </span>While real time referenda might be possible,
is that how cities should set priorities and make judgments?<o:p></o:p></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">Is There an Ideal
City?<o:p></o:p></b></div>
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<br /></div>
<div class="MsoNormal">
Urban planners are very place-oriented; data scientists are
not. <span style="mso-spacerun: yes;"> </span>Urban planners want to preserve the
special historical and cultural features of each city.<span style="mso-spacerun: yes;"> </span>Data scientists, on the other hand, <span style="mso-spacerun: yes;"> </span>are looking for rules of thumb to describe the
most efficient ways of delivering goods and services in general. They might
inclined to disregard inefficiencies that are a by-product of local history,
culture or values.<span style="mso-spacerun: yes;"> </span>There’s no point
collecting data if there’s no intention to use it, but putting all these data
to use means measuring how things are going compared to some benchmarks.<span style="mso-spacerun: yes;"> </span>Should benchmarks be unique to each
community?<span style="mso-spacerun: yes;"> </span>Or, is the goal of merging
big data and urban science to create “ideal benchmarks” (based on studies of
many cities over time)?<span style="mso-spacerun: yes;"> </span>Should urban
science be practiced differently in different cities, let alone different
countries?<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Public Sector vs.
Private Sector Careers</b><span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Urban planning education in North America has been provided
by major colleges and universities for more than 80 years. <span style="mso-spacerun: yes;"> </span>The majority of graduates of such programs
aspire to work in the public sector or in civil society (e.g. NGOs or public
interest organizations).<span style="mso-spacerun: yes;"> </span>This is true
regardless of where students originate.<span style="mso-spacerun: yes;">
</span>Of course, some graduates find private sector jobs, either temporarily
or permanently in consulting firms or corporations. Whether they are headed to
the public or private sector, students studying urban planning tend to focus on
ways of meeting the needs of the poor and the disadvantaged; they start with a
theory of market failure and look for ways of using public-private
partnerships, regulation, public investment or political advocacy to meet the
needs of those for whom the market tends to fail.<span style="mso-spacerun: yes;"> </span>The engineers and scientists likely to be
drawn to these new urban science programs may not be so public sector
oriented.<span style="mso-spacerun: yes;"> </span>Will the new urban
scientists/big data managers who graduate from these programs be public sector/civil
society or private sector oriented?<o:p></o:p></div>
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I see the emergence of interdisciplinary urban science
programs around the world as a good sign. Merging the capabilities of scientists
and engineers with applied social scientists, designers and urbanists
interested in the life of urban residents would be a positive development.<span style="mso-spacerun: yes;"> </span>We need to provide all the help we can to
people in cities trying to make adjustments and reforms that reflect a
clear-headed awareness of the complex dynamics they face. I worry, though, that
some universities moving in this direction may pay too much attention to the
advice of economists and management gurus obsessed with numerical trends, who
are willing to focus on correlation because they don’t have the tools to
understand causal dynamics. I hope that the applied social scientists and urban
planners will succeed in ensuring that progressive values like concerns about
fairness and sustainability at the core of the training of a new generation of
urban scientists. I’m certainly glad that most of the people involved in these
new efforts appear to be committed to blending schools of thought that have
operated separately for too long. <o:p></o:p></div>
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Lawrence Susskindhttp://www.blogger.com/profile/11017587745669060378noreply@blogger.com0tag:blogger.com,1999:blog-200535642066419692.post-80258210937282846342017-07-05T10:55:00.000-07:002017-07-06T13:07:31.703-07:00Contemplating the Need for more Peacebuilders <div dir="ltr" style="text-align: left;" trbidi="on">
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Peacebuilders are trained professionals who deal with
conflict inside organizations and between individuals, groups and organizations
(including countries).<span style="mso-spacerun: yes;"> </span>They have, for a
long time, made important contributions in many different realms. <span style="mso-spacerun: yes;"> </span>Their job is to not to tell people what to do,
but rather to help disputants or stakeholders devise and implement ways of dealing
with their differences. Often, their contributions don’t get the visibility they
deserve. <o:p></o:p></div>
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I want to look at what peacemakers do in several different
realms, enumerating the unique skills they need to be effective, and describe how
they can go about acquiring these skills.<span style="mso-spacerun: yes;">
</span>I also want to explore some of the reasons peacebuilders sometimes have
difficulty finding work, and how they can overcome the barriers that sometimes keep
them on the sidelines.<o:p></o:p></div>
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The chances of peacebuilders finding work improve if they
are first specialists in a specific realm. That is, they need both peacebuilding
skills AND specialized knowledge in fields like law, business management,
public policy and urban planning, international relations, industrial relations,
organizational studies, social media, or family counselling. In my experience,
peacemakers are more likely to get <b style="mso-bidi-font-weight: normal;">hired</b>
if they have specialized knowledge in a particular realm; but, they are more
likely to <b style="mso-bidi-font-weight: normal;">succeed</b> because they have
professional peacebuilding skills.<o:p></o:p></div>
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In many realms, disputants or stakeholders are unaware that there
are people (sometimes sitting right next to them in their own organization) who
can provide assistance, not by endorsing their objectives or advocating on
their behalf, but by facilitating more constructive dialogue or engagement with
the very people the disputant views as the source of their problem. Sometimes
peacebuilders make their services available through stand-alone organizations
or firms. Other times, they are embedded inside organizations (like the United
Nations) where conflicts often emerge. <o:p></o:p></div>
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Many times, in the midst of a conflict, disputants don’t
want someone to help them resolve their differences. Instead, they want someone
to help them defeat the other side (at the very least, to teach the other side
a lesson). Peacebuilders are almost always “Principled Pragmatists” seeking to
help all sides achieve an outcome that meets their most important interests -- certainly
something better than the parties are likely to achieve if they just let events
unfold. For many disputants, that’s not the help they want. They’d prefer someone
who will take their side and zealously advocate their interests in a battle to
the bitter (win-lose) end. That not what peacebuilders do; and, that’s often
the reason their services are rebuffed. <o:p></o:p></div>
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My own work sometimes involves a country trying to enhance its
water security.<span style="mso-spacerun: yes;"> </span>The country shares a
river or a lake with its neighbors. The country thinks the only way to ensure
its water security is to intimidate its neighbors, out-muscle them, or take as
much water for itself before anyone else can. The country doesn’t realize that
this actually decreases its water security. Other countries are often desperate
enough that they will do anything they can to block efforts by someone upstream
that puts them at a disadvantage. I try to point out, even to powerful
countries, that the best way to guarantee your water security is to help your
neighbors achieve their water security. Once they see this clearly, all sides
can begin to work together on new methods of reducing water loss, promoting recycling,
implementing new technologies that make it easier to move water to points where
it is needed, and working out agreements by which neighbors promise to come to
each other’s aid in periods of drought. <o:p></o:p></div>
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In many conflict situations, what the participants are
battling about is a superficial representation of a deeper historical disagreement.<span style="mso-spacerun: yes;"> </span>In conflicts between countries, for example,
the latest skirmish may just the latest episode in an ongoing battle. <span style="mso-spacerun: yes;"> </span>The partisans can’t imagine “making peace”
with their adversaries.<span style="mso-spacerun: yes;"> </span>That would mean acknowledging
the legitimacy of the other side’s claims, or accepting all the bad things the
other side might have done in the past. Peacebuilders, though, look at the prospect
of escalation that might lead to increasing violence or serious social
disruption, and think that some way can surely be found to help the parties
reach a settlement (that meets the most important interests of all sides). They
presume such an outcome would be better than the loss of additional life or
further destruction. <span style="mso-spacerun: yes;"> </span>That’s why I say
that peacebuilders are principled pragmatists: they know how to de-escalate
tension, avoid more serious confrontation and help parties engage in
problem-solving. While settlement may sometimes include apologies for past
actions or compensation for past losses, most settlements focus on ways of
moving forward -- reducing risks to all sides while embracing mutually agreed
upon principles of fairness and justice. <span style="mso-spacerun: yes;"> </span>Better to have a pretty good agreement than to
continue the battle. <o:p></o:p></div>
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Only a small number of people are cut out to be
peacebuilders (in any realm).<span style="mso-spacerun: yes;"> </span>These are
the folks who are less concerned about establishing who’s right and who’s wrong,
and more concerned about laying the groundwork for reconciliation, or a way of
moving forward that improves working relationships and helps all sides meet
their most important interests at the same time. One of the criticisms of
peacebuilders is that they are usually willing to settle for an end to a
conflict, even if the underlying causes of the dispute are not addressed. <span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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I will give an example of a person, group, or organization that
does peacebuilding in each of seven different realms. <span style="mso-spacerun: yes;"> </span>I hope you will notice the cross-cutting similarities.<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">Legal and Judicial
Realm: </b>When you go to court, there’s usually a winner and loser. The court
has no obligation to help the parties reach a mutually satisfactory outcome. The
only issues that can be debated are issues of law, and these are often narrowly
framed, and may have nothing to do with the real source of the disagreement.
All over the world, court systems now encourage prospective litigants to work
with private mediators to resolve their differences. This can save all the
parties money, and save the court time. (With overcrowded dockets, this is no
small thing.) <span style="mso-spacerun: yes;"> </span>Most of all, mediation
gives the parties control over the outcome. They don’t have to roll the dice
with a judge or a jury. There are private firms, like Judicial Arbitration and
Mediation Service (JAMS) that provide peacebuilding services in court-annexed
situations. There are also court systems that maintain rosters of qualified private
mediation providers. <span style="mso-spacerun: yes;"> </span>Some mediators are
lawyers, some are not.<span style="mso-spacerun: yes;"> </span>A few are former
judges. <span style="mso-spacerun: yes;"> </span>All have specialized training in
the legal field. Many states in the US insist that mediators who want to help
resolve court-annexed disputes complete state-approved (40 hour) training
programs. <o:p></o:p></div>
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Mediated solutions don’t set a precedent. Sometimes they are
not even recorded, although they must usually be approved by the court that
encouraged litigants to try to settle. Usually, the parties in court-annexed
mediation are still represented by counsel. The problem-solving that goes on,
however, is more informal than a typical court proceeding; and, the parties can
take up any matters they like. <o:p></o:p></div>
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There are thousands of trained peacebuilders working in the
United States, Europe and a number of other countries. Most law schools now
offer courses in Alternative Dispute Resolution (ADR) for students who want to learn
how to help their clients settle. My colleague David Hoffman, runs a firm in
Boston that offers Collaborative Lawyering for parties who want legal counsel
committed to help them resolve their differences.<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">Managerial/Business
Realm: </b>When business partners have a falling out, or firms are battling
over the ownership of intellectual property or the value of a certain deal, peacebuilders
with substantial background in the business world can be of help. <span style="mso-spacerun: yes;"> </span>Peacebuilders in this context often work with
each party to help them prepare realistic calculations of what things are worth,
and what each party’s “next best option” is likely to be if no agreement is
reached. Peacebuilders in a business context usually have specialized skills in
decision analysis or finance. Some of my colleagues at Harvard Business School,
like Jim Sebenius and David Lax, have formed companies to provide this kind of
service. <span style="mso-spacerun: yes;"> </span>Also, within certain businesses,
there are managers who have learned the skills of facilitative leadership.”
While these are not synonymous with peacebuilding skills, they certainly
overlap.<span style="mso-spacerun: yes;"> </span>So, when conflicts occur inside
organizations, leaders with facilitative leadership skills can sometimes help
resolve disagreements by assisting the parties involved. Unfortunately, most
business schools still teach classic “strong leader” management rather than
facilitative leadership skills. So, senior officials in most organizations are
not the right people to bring peacebuilding skills to bear when internal
conflicts erupt.<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">Public Policy Realm
(include environmental dispute resolution): </b>At the federal, state and local
level, disagreements often emerge over the setting of public policy priorities,
the allocation of public resources (including budgets) and the setting of
environmental, health and safety standards. While we have administrative
processes in place to give the public a chance to speak out before or after
such decisions are made, there are firms like the not-for-profit Consensus
Building Institute (CBI) that provide peacebuilding assistance in public policy
disputes around the world. Some governmental bodies are now convinced that
bringing the relevant stakeholders together in a consensus-building effort --
before government decision-makers commit to a course of action -- is a good
idea.<span style="mso-spacerun: yes;"> </span>These public officials realize that
it is valuable to know ahead of time how they might handle a contentious issue
in a way that all parties will applaud. Government decision-makers are not
allowed by law to cede decision-making authority to ad hoc assemblies of
stakeholders, but there is no restriction on bringing groups together with the
help of professional peacemakers to generate <b style="mso-bidi-font-weight: normal;">recommendations </b>aimed at meeting the interests of all sides. Staff
of the relevant government agencies usually participate in these efforts to
ensure that legal and political concerns are taken into account. Ultimately,
elected and appointed officials must make the final decisions, but when
peacebuilding is effective, decisions are likely to be implemented more
quickly, and at lower cost. And, public trust in government increases.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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The peacebuilders who provide services of this kind usually
have a background in urban planning, public management or public administration.
They typically apprentice in multi-party negotiation situations. <span style="mso-spacerun: yes;"> </span>When CBI works outside the United States, it
tries to involve skilled public dispute mediators from the relevant country.
Mediation in the public policy realm requires a well-calibrated ability to read
the relevant cultural context.<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">International Relations
Realm: </b><span style="mso-spacerun: yes;"> </span>Most people have heard of one
country providing peacebuilding assistance to help settle a dispute between two
or more other countries.<span style="mso-spacerun: yes;"> </span>Often former
heads of state are the mediators in these situations. But, there are also
peacebuilding institutions, like the United Nations, that provide mediation assistance
that is less visible to the rest of the world. <span style="mso-spacerun: yes;"> </span>Red Cross/Red Crescent can provide neutral
services in a war zone. Not-for-profit institutions, like the U.S. Institute
for Peace, the International Crisis Group, or various religious organizations
(like Quaker) have provided peacemaking assistance in many parts of the world. <span style="mso-spacerun: yes;"> </span>There are individuals, like John Paul Lederach
and my colleague, William Ury, who are affiliated with various universities,
who have been very effective peacebuilders in a number of “hot” conflicts.<span style="mso-spacerun: yes;"> </span>Why the secretaries-general of all the
multilateral institutions in the world don’t avail themselves of professional
peacemaking services, I don’t really know. At a meeting we once had at the
behest of former-U.S. President Jimmy Carter’s Center in Georgia, the
secretaries-general at the time were asked why they didn’t use professional
peacebuilders more often. They didn’t really have an answer. Subsequently, the
creation of the Global Elders, a group of former heads of state and
secretaries-general committed to peacebuilding, was launched by Nelson Mandela
in 2007. This appears to have increased <span style="mso-spacerun: yes;"> </span>awareness of the assistance peacebuilders can
offer in the realm of international relations. <o:p></o:p></div>
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<br /></div>
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I don’t think it is necessary for peacebuilders in this
realm to have held high office. Indeed, we have many examples of professional mediators
making important peacebuilding contributions.<span style="mso-spacerun: yes;">
</span>The key, is for officials at the center of such disputes to seek and
accept peacebuilding assistance. <o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Scientific Realm: </b>When
scientific and technical issues are in dispute, especially within the context
of international policy-making, it is important that scientists with
peacebuilding skills and experience get involved. Unfortunately, very few
scientists are prepared to participate in such situations.<span style="mso-spacerun: yes;"> </span>My MIT colleague, Professor Ernest Moniz, is
a physicist with extensive technical background on nuclear issues. He has been
able to bridge the scientific and political divide in a number of nuclear
disputes, even when representing the United States government. Professor Paul
Berkman at Tufts University has extensive experience as an Arctic and Antarctic
explorer and expert.<span style="mso-spacerun: yes;"> </span>He is committed to
training a new generation of science diplomats who can help to facilitate polar
policy discussions involving many nations (including First People) along with
industry and environmental groups. This requires that scientists go beyond
their normal training to gain expertise in diplomacy (and, in parallel, that
some diplomats devote time to learning more than they might normally know about
particular scientific and technical issues). <span style="mso-spacerun: yes;"> </span>We need more universities to offer training in
science diplomacy to scientists and engineers. <o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Workplace/Labor
Relations Realm: <span style="mso-spacerun: yes;"> </span></b>In the industrial
relations field, peacebuilders have long played important institutionalized
roles.<span style="mso-spacerun: yes;"> </span>Collective bargaining is often
assisted by mediators. In the United States, we have laws regarding the way that
such peacebuilding activities are supposed to unfold.<span style="mso-spacerun: yes;"> </span>At one time, schools of industrial relations trained
a great number of mediators. This is no longer the case. Still, there are
mediators in many countries with specialized sectoral knowledge who mediate
contract bargaining disputes in particular segments of the economy.<span style="mso-spacerun: yes;"> </span>There are also mediators who handle other
workplace disagreements.<span style="mso-spacerun: yes;"> </span>In some settings,
these are ombudsmen and women who work full time for companies, hospitals, universities,
government agencies or newspaper publisher, and provide neutral assistance
aimed at resolving consumer complaints and workplace disagreements.<span style="mso-spacerun: yes;"> </span>It helps when all parties (i.e. managers and
employees) understand how peacebuilding in the workplace is meant to operate. <span style="mso-spacerun: yes;"> </span>My colleague, Marcia Greenbaum, has served as
a mediator in unionized work settings for her whole illustrious career. <span style="mso-spacerun: yes;"> </span>I don’t know where the next generation of professional
labor mediators is being trained. <o:p></o:p></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">Domestic Relations
Realm</b>: <span style="mso-spacerun: yes;"> </span>Many family counsellors and
social workers know that disputes in the realm of domestic relations are best
settled with the help of trained peacebuilders.<span style="mso-spacerun: yes;">
</span>This is a context in which ongoing relationships, after a presenting
dispute has been settled, need to be maintained. So, working out disagreements
in a way that improves relationships is important. This requires special skills.
In the United States, divorce mediation is a sub-industry in the dispute
resolution field. <span style="mso-spacerun: yes;"> </span>Some family therapists
and social workers are trained as mediators. For many years, there was a
separate association of divorce mediators with members in most states in
America. Not all professionals involved in domestic relations need to be
peacebuilders, although they would all do well to learn some peacebuilding
skills as part of their graduate education.<o:p></o:p></div>
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<br /></div>
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<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Conclusions<o:p></o:p></i></b></div>
<div class="MsoNormal">
<br /></div>
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I don’t think there is any doubt that we need more trained
peacebuilders in all the realms I have described (and in others as well).<span style="mso-spacerun: yes;"> </span>Not everyone is emotionally suited, however,
to provide peacebuilding services. Some people are more comfortable in advocacy
roles. For many, Principled Pragmatism is not comfortable. While many
peacebuilders are prepared to mentor or host apprentices, we need to create a
lot more opportunities along these lines. The best way for people starting out
in a peacebuilding career is to apprentice. This provides a chance to see close
up whether this pathway makes sense, as well as an opportunity to begin
formulating a personal theory of practice. While the “entrance requirements” are
low in most of the realms I have described, opportunities to build a professional
career requires dedication over an extended period of time. From my
experienced, only the most passionate peacemakers are likely to succeed.<o:p></o:p></div>
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Lawrence Susskindhttp://www.blogger.com/profile/11017587745669060378noreply@blogger.com0tag:blogger.com,1999:blog-200535642066419692.post-9084886037796639552017-05-28T10:40:00.000-07:002017-06-03T09:01:32.690-07:00We Need Science Diplomacy!<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-size: 12pt;">My colleague, Professor Paul Berkman, has launched a Science Diplomacy Center at Tufts University. This is a campus-wide initiative coordinated through the Fletcher School of Law and Diplomacy. I look forward to working with him. We are going to offer a two day workshop this August for PHD students in Boston area universities interested in learning more about ways of ensuring that their dissertation findings are presented in a compelling way to policy-makers. To do this, we will try to equip them (including natural and social scientists) to function as “science diplomats.” There has been lots written about the need to enhance the “policy literacy”of technical specialists; we are not talking about that. That is mostly focused on the clarity and understandability of technical communication. Rather, science diplomats jump into the PROCESS of managing change, particularly when common resources are involved (i.e. oceans, the atmosphere, the Arctic, Antarctic, outer space, ocean floor, great rivers, and more), especially those that cross as well as extend beyond the boundaries of nations. This involves taking action with an eye toward balance and inclusion. Being helpful requires taking account of the interests of all, not just voicing an (informed) opinion.</span></div>
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The science diplomacy process hinges on (1) the acquisition and presentation of <b>evidence </b>regarding the way socio-ecological systems have changed, are changing and might change in the future; (2) attention to the <b>records</b> of government agreements and commitments (i.e. constitutions, laws, treaties, regulations, contracts, etc.) that spell out the rights and responsibilities of citizens, corporations, non-governmental actors, state and multi-state agencies; (3) the voices of <b>stakeholders, </b>both those who are already organized and those who are not; and (4) <b>negotiation, </b>or problem-solving, aimed at reconciling the conflicting interests (of stakeholders and governments). From my standpoint, such negotiations need to be facilitated or mediated by professional process managers. The output of these negotiations can be used or ignored by those with decision-making responsibilities. <o:p></o:p></div>
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What do potential science diplomats neeed to know to be effective? With regard to evidence, they need to know how to model complex systems and explain the dynamics of socio-ecological systems. When they present forecasts, they need to know how to acknowledge uncertainty and explain the sensitivity of their historical explanations and prospective forecasts to non-objective assumptions scientists are obliged to make (e.g., what time frame or geographic area to use for purposes of forecasting). Finally, they need to know how to gather, sort and “clean” many kinds of data gathered in the field and turn these data into evidence for decision making. With regard to government records, they need to know how to read and interpret official agreements and operating rules. This is not so straightforward as many people imagine. There are often multiple agreements, at different scales, that all apply in the same situation. And, often, (as Justice Holmes once said) general principles don’t decide concrete cases. Interpreting which rights and responsibilities apply requires learned interpretation. With regard to interaction with stakeholders, science diplomats must learn how to engage in stakeholder assessment (i.e. figuring out which groups have a legitimate claim to be involved in particular decisions and who can speak for them). They also need to know how to present the views of hard-to-represent stakeholders (like future generations!). Helping stakeholders clarify their interests, especially when they are part of fractious groups, is difficult, but it is the science diplomats job to do so.<o:p></o:p></div>
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Science diplomats need to be “at the table” when negotiations begin. We know that this is too often not the case. Typically, each “side” comes with evidence prepared by “its” scientific advisors. At that point, the battle of the print-out begins. We are not talking about this kind of advocacy science. Rather, we believe that science diplomacy requires the involvement of interdisciplinary teams of scientists as process advisors – at the table. Most scientists have never received ANY instruction about how to function in this context. We need to enrich the repertorie of individual science diplomats so they can help to craft case-appropriate ways of participating in the process of guiding change. <o:p></o:p></div>
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Many scientists have no interest in serving as science diplomats. That’s fine. There is plenty of work for them as disciplinary specialists. But, we need a growing cadre of scientists who want to engage in the interdisciplinary process of science diplomacy. This becomes increasingly urgent, as decisions made now are foreclosing our ability to protect, preserve or renew the sustainability of our world on a planetary scale. We are mindful of the horrors of “world wars” and the acceleration of human population growth from one billion people at the start of the industrial revolution toward eight billion by end of this decade. <o:p></o:p></div>
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Science diplomats can convene dialogues among allies and adversaries alike, pointing out common interests, and reminding everyone that we are a globally-interconnected civilization facing the fundamental challenge of balancing national interests and common interests for the benefit of everyone on Earth.</div>
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Lawrence Susskindhttp://www.blogger.com/profile/11017587745669060378noreply@blogger.com0tag:blogger.com,1999:blog-200535642066419692.post-31265460036646443492017-05-07T07:36:00.000-07:002017-05-07T07:36:35.036-07:00What's Happening in the Field of Urban Planning?<div dir="ltr" style="text-align: left;" trbidi="on">
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The MIT Department of Urban Studies and Planning is one of 72
university departments in North America that offers a professional (MCP) degree
in urban and regional planning. MIT will graduate about 70 MCP degree
candidates this year. All told, something close to 3,000 graduate degrees in
planning will be offered in the United States and Canada this June.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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Graduates of planning schools, including MIT, can find work
in the public sector, the private sector and as staff and leaders of civil
society organizations both in the United States and elsewhere in the world.
About 30% of the students currently enrolled at MIT are not US citizens.<span style="mso-spacerun: yes;"> </span>The incoming MCP class includes citizens of
Argentina, Switzerland, Canada, China, India, Indonesia, Spain, Israel, Mexico,
Singapore, Pakistan, Viet Nam, Iraq and Trinidad and Tobago.<span style="mso-spacerun: yes;"> </span>That equals the average non-US enrollment in
all the urban planning schools in North America.<span style="mso-spacerun: yes;"> </span>The percentage of non-US citizens in MCP
programs has held relatively constant for the past few years. <o:p></o:p></div>
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Planning schools offer a variety of specializations.<span style="mso-spacerun: yes;"> </span>At MIT, there are four primary areas of<o:p></o:p></div>
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specialization:<span style="mso-spacerun: yes;"> </span>City
Design and Development, Environmental Policy and Planning; Housing and<o:p></o:p></div>
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Community Economic Development and International
Development.<span style="mso-spacerun: yes;"> </span>In addition, there are
three cross-cutting areas of study: transportation systems planning, urban
information systems and multi-regional systems planning. <span style="mso-spacerun: yes;"> </span>Each planning school offers a unique
curriculum, but all college and university departments that are accredited have
to cover certain basic skills and give students opportunities to learn by
doing, either through paid internships or required field-based projects. Each school
offers whatever specializations its faculty can support. Many schools also
invest heavily in maintaining their alumni network and providing job placement
assistance to their students.<span style="mso-spacerun: yes;"> </span>While 5%
of each year’s MCP class at MIT continues on for further graduate study, almost
all the rest find rewarding planning-related jobs within three to six months
after graduation. <o:p></o:p></div>
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The average planner in America earns about $80,000 a year,
but most are less concerned with the salaries they make than they are with
playing an active role in helping communities solve key problems like the
provision of affordable housing, enhancement of meaningful job opportunities,
protection of important natural resources, managing the risks associated with
climate change, improving basic urban and regional infrastructure (including
better transit and mobility),<span style="mso-spacerun: yes;"> </span>and
providing greater opportunities for citizens to participate in helping their
communities make decisions that affect them.<span style="mso-spacerun: yes;">
</span>The full list of problems is much longer, especially in the developing
world. <o:p></o:p></div>
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In terms of the demographic mix of students entering the MIT
MCP program in 2017, about 52% are female and 48% male. This is the same gender
balance we have had for a number of years. MIT is not alone in this regard. In
addition, MIT enrollment the past few years has been about 45% non-white (i.e.
15% Black or African-American, 30% Asian-American, and 1% Native-American). <o:p></o:p></div>
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While planners in the past were often preoccupied with the
formulation of community master plans or zoning ordinances, that is no longer
true. Today’s planners are committed to taking action – helping to implement
improvements in the quality of life, particularly for the most vulnerable
segments of society, often through public-private partnerships of various
kinds. Whether employed by neighborhood, city, metropolitan, state or national
agencies, private companies or NGOs, planners are busy trying to facilitate
social change.<span style="mso-spacerun: yes;"> </span>Many MIT graduates are engaged
in entrepreneurial activities – often aiming to create new companies or
organizations that know how to use digital technology to disrupt traditional
ways of delivering public services or managing community economic development
(again, both in the US and overseas). <span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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The U.S. Department of Labor Statistics says that there are
about 35,000 practicing urban planners in the United States. Canada counts
6,500 (and currently lists urban planning as one of the top jobs in the country
because of the rapid growth of cities). It’s hard to find reliable numbers for
other countries. <o:p></o:p></div>
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To repeat: graduate students studying at MIT are as
interested in planning in the developing world (i.e. the “global South”) as
they are in working in the developed nations of the “North.” Many expect to
work in both parts of the world during their professional careers. <span style="mso-spacerun: yes;"> </span>And, if they stay mostly in the United States,
they are probably going to move around quite a bit.<o:p></o:p></div>
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The DUSP faculty continues to diversify – demographically
and by fields of expertise.<span style="mso-spacerun: yes;"> </span>The most
recent additions to the faculty over the past few years come from public
health, law, political geography, anthropology, urban and regional economics, urban
design, and infrastructure planning. The last two members of the DUSP faculty
to receive tenure have been women. <span style="mso-spacerun: yes;"> </span>We
have new joint degrees with the Department of Civil Engineering and the Sloan
School of Management along with continuing double degrees with Architecture,
the Media Lab and Political Science. In any given semester, students can choose
among field-based projects and faculty led studios and practicums in Malaysia,
Argentina, Colombia, Mexico, Israel, Singapore, Brazil, Philippines, China,
Mozambique, Haiti, Kenya and a wide range of projects in various parts of the
United States. <o:p></o:p></div>
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<br /></div>
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The Department of Urban Studies and Planning is in a
leadership role on the MIT campus, participating in the Environmental Solutions
Initiative, the MIT Energy Initiative, the reformulated interdisciplinary transportation
degree program, undergraduate teacher education in STEM subjects, the Real
Estate Entrepreneurship Lab and emerging cross-campus teaching and research
programs focused on Negotiation and Leadership, Healthy Cities and Social Entrepreneurship.
DUSP faculty have never been as fully engaged with colleagues in the Schools of
Science, Engineering and Management as they are now. <o:p></o:p></div>
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<br /></div>
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I have been on the DUSP faculty for 47 years.<span style="mso-spacerun: yes;"> </span>I’ve seen tremendous changes in what planning
students want to learn, what they seek to accomplish in the world, what the
faculty are able to teach, the kinds of action-research in which students and
faculty are engaged, the shift from plan-making to collaborative
problem-solving, and the way our field fits with the ever-shifting pattern of
evolving disciplines.<span style="mso-spacerun: yes;"> </span>The things that
haven’t changed are our focus on improving the quality of life in places and
spaces, our commitment to a range of progressive values, and our continued
involvement in improving both our analytic capabilities and our understanding
of the politics of social change. <o:p></o:p></div>
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I expect the number of students seeking to enroll in
professional degree programs in urban planning will grow.<span style="mso-spacerun: yes;"> </span>With more people living in cities around the
world, and an increasing share of college graduates looking for meaningful work
that allows them to contribute to real-life problem-solving, a career in urban
planning looks increasingly attractive. <o:p></o:p></div>
</div>
Lawrence Susskindhttp://www.blogger.com/profile/11017587745669060378noreply@blogger.com0tag:blogger.com,1999:blog-200535642066419692.post-78299905313036466802017-01-28T11:16:00.000-08:002017-01-28T11:16:21.505-08:00Socially Responsible Real Estate Development (Part II)<div dir="ltr" style="text-align: left;" trbidi="on">
In my preceding blog post, I argued that socially-responsible real estate development can not be achieved merely by making philanthropic donations or branding efforts. Direct engagement with a wide range of stakeholders, using the tools of Environmental and Social Impact Assessment, is required. And, the point of such interactions is not merely to minimize the adverse effects of what the developer wants to build; rather, the goal should be to meet as many of the interests of as many of the stakeholders (including the developer!) as possible. In my new MIT MOOC, the proper ways to use EIA and SIA are described. The MOOC is a five week, online course that will be offered for the first time in the summer of 2017. More information about enrollment can be found at the Samuel Tak Lee Real Estate Entrepreneurship Program at MIT (stl.mit.edu).<br />
<br />
While the United States and Europe have a long history of requiring EIA and SIA, they are mostly used to justify design and development decisions that have already been made, rather than as a means of engaging stakeholders with conflicting interests in joint problem-solving. Many developers view EIA and SIA regulations as nothing more than a nuisance. They decide what they want to build, hire consultants to make sure all regulatory requirements are met, do their best to market a positive view of their project and (in the United States especially) go to court to fend off legal challenges from opponents. This completely misses the opportunity to discover low-cost ways in which a developer can simultaneously meet local needs and solve long-standing problems while earning public support for their project and even permission to adopt innovative practices that might otherwise be prohibited. EIA and SIA can be used to meet BOTH the interests of the developer and the people most likely to be affected by whatever new project is being planned.<br />
<br />
In the MOOC we present a case study of one of the largest mixed use mega-projects currently being built in Asia. The goal is to construct housing for more than 700,000 people on reclaimed land just off the edge of a developed area. By some estimates, the project will cost more than $60 billion over a twenty year period. The developer sought at the outset to skirt long-standing EIA requirements. While land use decisions in this particular country are usually the exclusive domain of state and local governments, the federal government was forced to get involved in this instance because the neighboring country was worried that the project would adversely affect them. The project was put on hold until the developer completed a detailed EIA. The cost of halting development was substantial. In the end, the project had to be scaled back by more than 20% and new plans had to be prepared. Nearby fishing communities, adversely affected by the early work on the project, had to be compensated for their losses. Had the developer engaged the relevant stakeholders in an EIA and SIA before starting construction (and before locking in on a version of the project that showed little or no concern for the interests of others), they would have saved an enormous amount of time and money. Also, their reputation would not have taken the international hit that it did.<br />
<br />
In the MOOC, in which anyone can enroll at no cost, participants will have a chance to (1) read carefully selected excerpts from relevant books and articles (with short commentaries explaining how and why EIA and SIA work); (2) view mini-lectures summarizing best practices around the world; (3) try to respond to challenging scenarios (to see whether they can apply what they have learned); (4) watch edited conversations with enrollees who have already taken the course at MIT and completed the scenario assignments; (5) listen to short interviews with experienced real estate developers describing what they have learned about socially-responsible real estate development; and (6) test their knowledge by taking a short multiple choice quiz before and after the course. In addition, there are short animations that summarize the most important points in each module. All told, each of the five modules in the MOOC takes about 3 - 5 hours to complete (depending on your ability to read and write in English). Certificates of completion are provided by MIT.<br />
<br />
In making the MOOC, we talked with a number of very experienced real estate developers who have undertaken projects all over the world. We also made our way through most of the published work on EIA, SIA and what is called Collaborative Adaptive Management. I tried to incorporate some of the ideas contained in my earlier book (with Patrick Field) called <b>Dealing with an Angry Public</b> (Free Press, 2010). What struck me most is the maxim that developers "need to go slow to go fast." That is, many developers believe that speed is of the essence. They rush to get things built, sell their product as quickly as possible and generate a positive cash flow to satisfy their investors. Short-cuts at the beginning, however, including efforts to sidestep direct involvement of stakeholders in meaningful EIAs and SIAs, actually add to the time and cost involved in completing a project. Even more important, efforts to push through a pre-conceived version of a project miss the chance to "create more value" for both the developer and the community. It turns out, socially-responsible real estate development is the most profitable kind of real estate development -- in both the short-term and the long-term.<br />
<br />
<br /></div>
Lawrence Susskindhttp://www.blogger.com/profile/11017587745669060378noreply@blogger.com2tag:blogger.com,1999:blog-200535642066419692.post-39079126474493293602016-09-11T07:38:00.000-07:002017-01-28T10:20:19.880-08:00Socially-Responsible Real Estate Development (part I)<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal">
I am trying to build a MOOC (an open course on line) that
will help anyone engaged in real estate development, or any aspect of city
redevelopment, think hard about their social responsibilities.<span style="mso-spacerun: yes;"> </span>To date, most discussion of social
responsibility focuses on what is called Corporate Social Responsibility
(CSR).<span style="mso-spacerun: yes;"> </span>That is, what do<span style="mso-spacerun: yes;"> </span>corporations need to do to meet their social
responsibilities?<span style="mso-spacerun: yes;"> </span>CSR is basically a
form of “corporate self-regulation” or “active compliance” with the “spirit of
the law,” “ethical standards” and “national or international norms”.<span style="mso-spacerun: yes;"> </span>By now, after several decades of discussion
(and some serious scholarship), CSR advocates are prepared to make the case
that corporate actors will have an easier time attracting the workers they
want, enhancing their reputations and differentiating their brand, reducing
regulatory scrutiny and improving relationships with their suppliers if they
take environmental sustainability seriously, get involved in the communities
where they operate (often through charitable giving) and avoid false
advertising (and engage is what is known as ethical marketing).<span style="mso-spacerun: yes;"> </span>So, if corporations do “the right thing,”
engage in corporate philanthropy and behave ethically they can count themselves
as socially-responsible.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
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I have a different view.<span style="mso-spacerun: yes;">
</span>Imagine a large real estate investor who is thinking of building a mega-project
outside his own country; say, in a developing country. With the help of local
partners, he finds a site for a large, gated, mixed-use development that
will take a decade or more to complete and cost billions of dollars.<span style="mso-spacerun: yes;"> </span>If he succeeds, he will make a lot of
money.<span style="mso-spacerun: yes;"> </span>He hires consultants (some local,
some from his home country) and prepares a marketing brochure that includes
images of the amazing project he has in mind. He initiates preliminary
conversations (behind closed doors) with key political figures in the region to
win their support. <span style="mso-spacerun: yes;"> </span>And, based on these
conversations, he takes on local equity partners.<span style="mso-spacerun: yes;"> </span>He is assured by these partners that they
will have smooth sailing when it comes to getting the regulatory approvals they
need. He begins to make highly visible donations to local business
organizations and seeks as much media attention as he can get. <span style="mso-spacerun: yes;"> </span>In the formal submissions he makes to whatever
agency has final review power, he highlights his commitment to “green” building
and promises to set aside a share of construction jobs for local workers.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Most
CSR-types would say that he is acting in a socially-responsible way. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
As he begins to market his project, it is clear to everyone
(from the images on the giant posters on the site and the materials handed out
in the showroom) that the project is aiming to attract a class of
international investors and residents who look nothing like the vast majority
of people in the region or in the communities near the site.<span style="mso-spacerun: yes;"> </span>His media consultants succeed in planting
newspaper stories highlighting the tax revenues his project will generate for the
local and state government.<span style="mso-spacerun: yes;"> </span>These
stories also refer to the substantial grants that the national government has
offered the developer and the local community to underwrite the infrastructure required
within the gated community.<span style="mso-spacerun: yes;"> </span>The developer
argues that his mega-project will be almost self-sufficient in terms of its
energy production, waste disposal, and provision of social services. In the
process of filling wetlands and assembling the land for the proposed project, however,
environmental interest groups begin to complain that the project will be
diverting too much water away from existing settlements.<span style="mso-spacerun: yes;"> </span>And, they are concerned that the gated
community will not be full integrated into (or managed by) the local and
metropolitan agencies and service systems that already exist. Some
international environmental organizations express worries as well. <span style="mso-spacerun: yes;"> </span>They are concerned that internationally
protected environmental areas will be sacrificed. Some local political groups
ask why there has not been a more careful study of the potential environmental
and social impacts the proposed project might have.<span style="mso-spacerun: yes;"> </span>The developer points to (1) the extensive
studies he has done that led to the “green” design he is pursuing; (2) the
“approvals” he has already gotten from local and state officials; (3) the
charitable contributions he has made and will make to local organizations
because he intends to be a good neighbor; and (4) his record (in his own
country) as someone who takes his corporate social responsibilities seriously.
He claims to have met all prevailing regulatory requirements.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
It is easy to see why corporate philanthropic contributions
do not necessarily equal socially-responsible development. <span style="mso-spacerun: yes;"> </span>Merely generating some “social good” beyond
the interests of the developer is not enough. Reaching informal agreements (or
winning political support from a few key officials in the region or the
country) is not the same as ensuring that the concerns of local stakeholders
(i.e. the people most likely to be adversely affected by a mega-project now and
in the future) are met.<span style="mso-spacerun: yes;"> </span>Obeying the law,
to the extent that regulatory requirements are spelled out and enforced, is not
enough.<span style="mso-spacerun: yes;"> </span>Claiming that you “always” take
account of your “triple bottom line” (i.e. seeking to have a net neutral
environmental impact, a positive social impact and, of course, achieve
financial profitability), and that you adhere to ISO 26000 norms (the best
practices prescribed by the International Standards Organization) do not guarantee
socially-responsible real estate development. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
You could imagine how a massive real estate project could
displace long-time poor residents of an area, claim a disproportionate share of
scarce natural resources, radically alter culturally significant patterns of
everyday life and leave a number of groups worse off, even as the developer
demonstrates that his project will have a positive impact, he will behave
ethically, and he will make philanthropic contributions to the area.<span style="mso-spacerun: yes;"> </span>The balancing of competing stakeholder
interests, now and over time, is the issue. Values and conflicting interests
need to be reconciled in a transparent way, and not all can be easily factored
into a comprehensive benefit-cost analysis. <span style="mso-spacerun: yes;"> </span>The problem for all the parties is how to meet
their conflicting interests in an effective and efficient fashion. I don’t
think we can rely on standard government agency reviews to achieve such balance.
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Well then, how can such balance be achieved?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
My new MOOC (<b style="mso-bidi-font-weight: normal;">Socially-Responsible Real Estate
Development: Using Environmental and Social Impact Assessment to Reconcile Conflicting Interests</b>) -- that will be offered in 2017 by the Sam Tak Lee Laboratory
for Real Estate Entrepreneurship at MIT<span style="mso-spacerun: yes;">
</span>-- will teach how conflicting interests can be balanced. My focus
is on the <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">process of social and environmental impact assessment</i></b>. This is
the only way to guarantee the direct engagement of all relevant stakeholders;
and, the ONLY way to achieve socially-responsible real estate development on a
case-by-case basis.<span style="mso-spacerun: yes;"> </span>The good intentions
of the developer are not enough.<span style="mso-spacerun: yes;"> </span>The physical
design of the project is <b style="mso-bidi-font-weight: normal;">not</b>
in-and-of-itself a measure of socially-responsible real estate
development.<span style="mso-spacerun: yes;"> </span>It is only by engaging
representatives of ad hoc stakeholder groups, with the assistance of a
professional (neutral) facilitator, in a joint problem-solving process, that
socially-responsible real estate development can be achieved. <span style="mso-spacerun: yes;"> </span>The problem-solving I am talking about needs
to focus on how the developer, in conjunction with local stakeholders,
regulators, independent technical advisors, and non-governmental advocacy
groups can ensure that conflicting interests are resolved fairly, <span style="mso-spacerun: yes;"> </span>in ways that take account of the culture and
values of the existing area.<span style="mso-spacerun: yes;"> </span>The
tools for doing this are well developed:<span style="mso-spacerun: yes;">
</span>environmental impact assessment (EIA), social impact assessment (SIA),
and collaborative adaptive management (CAM).<span style="mso-spacerun: yes;">
</span>I also argue that these tools should be used regardless of the
extent to which they are legally required.<span style="mso-spacerun: yes;">
</span>My measure of whether socially-responsible real estate development has
been achieved is the extent to which good-faith efforts have been made to meet the
conflicting interests of the relevant stakeholders, taking account of
technically-sophisticated forecasts and assessments produced by analysts
working for all the stakeholders.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In the MOOC<span style="mso-spacerun: yes;"> </span>I <span style="mso-spacerun: yes;"> </span>review exactly what ought to be done at
each step in such a collaborative review process. And, I think I can make this
case (although slightly differently) even in countries that have less of a
democratic tradition of public engagement. I review and illustrate the
practical aspects of getting this work done in a reasonable amount of time at
the lowest possible cost.<span style="mso-spacerun: yes;"> </span>And, I emphasize
the important role that only a neutral facilitator can play once a large number
of stakeholders agree to participate in face-to-face
problem-solving. <span style="mso-spacerun: yes;"> </span>Of course, the interactions
I am describing do not substitute for or pre-empt government decision-making.<span style="mso-spacerun: yes;"> </span>They precede it.<o:p></o:p></div>
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<br /></div>
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In my next blog post, I will review in more detail the ways
in which EIA, SIA and CAM have been used (and abused) over the past several
decades in the United States, Europe and elsewhere. <span style="mso-spacerun: yes;"> </span>In this first post, my goal was to reframe the
definition of social-responsibility – moving away from the focus on corporate
philanthropy. I want to make the case that creating “shared value” from the
standpoint of all the parties involved is a more appropriate way to define social
responsibility.<span style="mso-spacerun: yes;"> </span>Most of all, I want to
challenge the assumption that traditional entrepreneurial models (i.e. doing
well by doing good) can achieve socially-responsible real estate development.<span style="mso-spacerun: yes;"> </span>More is required,
particularly a commitment to direct stakeholder engagement.<o:p></o:p></div>
</div>
Lawrence Susskindhttp://www.blogger.com/profile/11017587745669060378noreply@blogger.com2tag:blogger.com,1999:blog-200535642066419692.post-80486264082115991612016-06-12T16:12:00.000-07:002016-06-14T05:45:10.338-07:00Teaching Negotiation Online: What Happens when you Adopt a UX (User Experience Design) Orientation?<div dir="ltr" style="text-align: left;" trbidi="on">
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I taught an online negotiation course for the first time this spring. MIT’s Professional Education Program and its Office of Digital Learning (ODL) invited me to design and teach a course for professionals around the world willing to pay approximately $500 to participate in a six week course for about 3 – 5 hours a week. I chose to focus on Entrepreneurial Negotiation and gave the course an added twist by adding to the title “The MIT Way” (reflecting the MIT motto of “mens et manus” or mind and hand, or knowledge and practice”). Over the past few years, ODL has attracted tens of thousands of online learners, so it sounded like an exciting opportunity. </div>
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Some of you have heard about MOOCs (Massive Open Online Courses). MIT participated jointly with Harvard and other top-tier universities -- through an entity called Edx -- to offer free online access to regular college courses. These consisted of videos of college lectures supplemented by power points. Students took machine graded multiple choice exams at the end of each module, and received a certificate of completion if they made it all the way through a class. Production and dissemination were paid for by foundation grants or donated by universities hoping to sell accompanying books or other teaching materials. Edx has run through many millions of dollars. Only a tiny fraction of the global participants who signed up for most MOOCs (many of them high school students) actually completed the courses and mastered the material. So, MIT has decided to look for a more financially sustainable and effective way of sharing the knowledge developed on campus with a wider international audience.</div>
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The MIT professional staff I worked with are practitioners of a new approach to online learning called User Experience Design (UX or UXD or UED). I like the Wikipedia description of UX: it is the process of enhancing user satisfaction by improving the usability, accessibility, and pleasure provided in the interaction between the user and the product. It is revolutionizing all kinds of design efforts, including the way companies market products and organizations interact digitally with their clients. The MIT Professional Education staff, with its UX orientation, made me rethink every aspect of my approach to teaching negotiation. I will share a few of things I learned.</div>
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First, online learners prefer to watch videos rather than read text. When I say videos, I don’t mean videotaped versions of the 50 minute lectures I would usually give in a regular class or training program. They want short, animated or otherwise highly produced segments that get to the point and entertain (infotainment). The MIT team informed me that my usual negotiation lecture introducing key negotiation concepts would need to be reduced to a six minute animated short. It took some doing (and a lot of help from several skilled graphic artists, especially one in the Czech Republic I never talked to directly) to present almost two dozen concepts in a six minute cartoon strip based on two key characters – Novi (a female, African-American inventor) and Vic (a male, Caucasian venture capitalist) who were about to negotiate the possibility of some kind of joint venture keyed to a new device Novi had created. If you start, as UX does, from the standpoint of the learner rather than the instructor, everything you say and the way you say it, changes.</div>
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MIT has developed a platform that allows hundreds (actually thousands) of course participants to interact face-to-face simultaneously via the web (not skype). So, each week, more than two hundred participants negotiated with randomly assigned partners from elsewhere in the world. Each negotiation was scheduled for 60 – 90 minutes. When the scheduled time for negotiations was over, students could watch a taped version of my MIT graduate students doing the same negotiation (from start to finish) that they had been assigned. Viewing my same negotiations that the online participants had just completed was optional, but almost all of the online students chose to view the tapes. Then, they watched me (on tape) interacting with two sets of my students who had completed the negotiation assigned to the online class that week. My online video debriefing of each week’s negotiation assignment involved me going through the full tape of my two graduate student pairs of negotiators and selecting video highlights focusing on the key learning points I wanted to raise. When I met with the four students (in a studio setting) to debrief, I had two giant screens on the wall that I controlled from a laptop in front of me. I pre-selected highlights (almost like a sports broadcaster reviewing all the games on a particular day) so I could question my students, pressing them to explain why they did what they did, what they might have done differently and what they learned. The tapes of these studio interactions initially ran for several hours. But, with the help of my editing team, we were able to post-produce three or four eight minute segments keyed to the theme of the week. The online participants were also asked to complete short assigned readings each week from the electronic version of my recent book). My assumption was that watching me debrief my students would resonate with the experience the online learners had just had. From the polling we did, that turned out to be true. It was as if I was debriefing the online learners.</div>
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When I first saw the tapes of my students completing the negotiations that the online class was assigned, I didn’t want to leave anything out. Every second seemed valuable. After multiple tries, however, I was able to isolate 8 – 10 minutes of highlights (especially pair handling the same moments in the negotiation differently). I pre-load these for the studio debriefing with my students. When I reviewed the several hours of video of the debriefings that followed (all unscripted), I didn’t see how I would be able to cut these down to three or four segments of seven to eight minutes. I had to put myself into the learner’s position. What did they most want to know? And, why? Each finsished video segment was “tested” multiple times by people like those we thought would sign up for the course. While you need skilled editors to smooth out the video and audio, and to add titles and music, those of us who have only taught from our own perspective can eventually, on our own, identify with the needs of the learners.</div>
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There are lots of other innovative instructional elements in the course. We interviewed Cambridge entrepreneurs – mostly MIT spin-offs – in their offices. I asked them on camera to talk about the most difficult negotiations they have had. These were also reduced to six minute cameos that appear week by week and align with the four teaching themes around which the course is structured – dealing with ego and emotion, coping with uncertainty, managing technical complexity and building trusting relationships. While I got better at preparing five or six minute mini-lectures introducing topics like these, it took the guidance of a skilled video producer to help me transform my usual pedagogical style to a learner-oriented approach to presenting my ideas. By the way, I found it impossible to use a teleprompter to read scripts. It was only through multiple impromptu takes that I found the voice I was looking for.</div>
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The MIT teaching platform allows students to share their written work with each other, and give each other grades and feedback (all anonymously). I assigned a short-follow-on scenario each week that picked up where the assigned negotiation exercise left off. They had to write out one page of their best advice to Novi and Vic in each situation. Then, each participant had to offer comments and grades to at least two other people on their written responses. I provided a detailed grading template with an example of how I graded a student’s response to each assignment. This is all accomplished electronically and automatically by the MIT Professional Education platform. But, a problem emerged when a handful of online participants offered nasty comments and unfair grades. I had to add an online ombudsmen (one of my post-docs with a lot of negotiating teaching experience). He was available to re-review comments and grades for anyone who felt they had been treated unfairly. While this only amounted to 1% - 2% of the participants, I was genuinely surprised at how mean the class participants could be to each other. Remember, everyone was paying to participate in the six week course and these were mostly young professionals. These were not your usual internet trolls who write vitriolic comment and leave.</div>
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I asked the participants to reflect at the end of each week (in writing, but for themselves) on what they learned and what they were confused about. At the end of each week I entertained questions (on the Open Electronic Forum also supported by the platform). I chose about a dozen (from about 50 – 60) questions to answer in writing each week. It took me about two to three hours to write out my answers each week. It was clear that participants were taking the class very seriously and reflecting carefully on what was happening. I posted by weekly answers for the whole group to see each Monday morning as a new unit began. I could tell from their questions where I had failed to be clear or where the materials I had developed did not go far enough. Answering their questions in real time was important, also, for those who had expected to interact with me personally when they had signed up for the course.</div>
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In the last week of the course, I asked them to prepare a composite reflective memo. While we polled the group each week (after every exercise and assignment) to find out the ratings and judgments about each component of the class), their detailed closing evaluations made clear that the idea of a “learning journey” really does make sense. They elaborated on what they took from the course (relative to their individual needs) and gave me a sense of whether I had succeeded. There’s no way a “final exam” makes sense in this context (and I wonder, in retrospect, how much sense it makes in more traditional in-person classes). My focus on their evolving theories of practice and the importance of continuing to learn from your own negotiation experience may be the most important thing I gave them.</div>
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Preparing and presenting the online course made me think very hard about how people learn to negotiate, how they acquire and master various micro-skills, how they confront and reformulate their personal theories-of-practice and how they learn from their own ongoing negotiating experiences. As I try to think 10 years ahead, I imagine that my face-to-face negotiation instruction and training sessions will incorporate a lot more prepared video elements (before and after class). I’ve already introduced a new kind of video assignment in my “regular” MIT class – requiring students to videotape (using an ipad) at least three other pairs or groups of students doing assigned negotiations and producing (using imovie) annotated video presentations for the rest of the class. The act of having to edit, add titles and sub-titles, and narrate a three to four minute composite video turns out to be a great way to get students to realize what they are supposed to be learning. Video debriefing allows us to all be looking at the same thing. </div>
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The MIT Professional Education team hired someone (an MIT undergraduate, it turns out) to write the detailed code “automating” every moment of the six week on line course. Imagine you had to anticipate every question, every concern and every bit of confusion that online learners might have. Then, you had to write the instructions to those learners (both in terms of how to use on the platform and in terms of queuing up the learning assignments they are required to complete). That’s what it means to incorporate a UX perspective in online negotiation instruction. That’s what I think we should all learn to do.</div>
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Lawrence Susskindhttp://www.blogger.com/profile/11017587745669060378noreply@blogger.com1tag:blogger.com,1999:blog-200535642066419692.post-22422161751161173782015-12-28T22:13:00.000-08:002016-01-21T03:41:21.338-08:00Successful Entrepreneurs Must Learn to Negotiate<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9yuuhG_g6npnSId7BOhYGq1KbHn3dVumvQHIvv3Ke7fZcd_wDrZVtFGw48t6W0zCzMGl75gyJVm-9rxRyfxtmywjTCxShA7UKO6Bc33fIVxHSDl3oh_SlZEy3cSaAMRSFH-gECilHhXY/s1600/imgres-1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9yuuhG_g6npnSId7BOhYGq1KbHn3dVumvQHIvv3Ke7fZcd_wDrZVtFGw48t6W0zCzMGl75gyJVm-9rxRyfxtmywjTCxShA7UKO6Bc33fIVxHSDl3oh_SlZEy3cSaAMRSFH-gECilHhXY/s1600/imgres-1.jpg" /></a></div>
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<b style="mso-bidi-font-weight: normal;">Successful
Entrepreneurs Must Learn To Negotiate <o:p></o:p></b></div>
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If you can’t negotiate, you can’t be a successful entrepreneur.
My new online class at MIT is designed to help both new and experienced entrepreneurs
improve their negotiation skills. This includes learning how to handle the four
unique features of entrepreneurial negotiation. <o:p></o:p></div>
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Harvard Business School Professor Howard Stevenson had it
right when he said that entrepreneurship is “the pursuit of opportunity beyond
resources controlled.” That means that no matter what the sector, entrepreneurship
requires convincing others—start-up co-founders, angel investors, venture
capitalists, employees, and potential business partners —to commit their
knowledge, time, reputation, expertise, and money to <i style="mso-bidi-font-style: normal;">your </i>idea. <span style="mso-spacerun: yes;"> </span>You’ve got to
convince them it’s in their interest to do what you want, when you want, the
way you want. And, you also have to be able to listen and improvise so you can refine,
or even overhaul, your ideas in light of others’ needs and contributions.<o:p></o:p></div>
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These are learnable skills. Studies and experience show that
people can get better at negotiation, no matter what their underlying style or background.
Self-confidence has nothing to do with it, either. Empirically, confidence is a
terrible predictor of one’s negotiation ability. So, if you think you can’t negotiate,
don’t be discouraged. And if you think you’re a negotiation genius, don’t be so
sure. <b style="mso-bidi-font-weight: normal;"><span style="font-size: 10.0pt;"><o:p></o:p></span></b></div>
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My new online MIT Professional Education course, <a href="http://web.mit.edu/professional/digital-programs/courses/negotiations/index.html">Entrepreneurial
Negotiation: The MIT Way</a>, is designed to teach dealmaking skills to people
working in start-ups or other entrepreneurial settings.<b style="mso-bidi-font-weight: normal;"><span style="font-size: 10.0pt;"> </span></b>It focuses on the unique
features of entrepreneurial deal-making: the importance of <b style="mso-bidi-font-weight: normal;">ego and emotion</b>; <b style="mso-bidi-font-weight: normal;">technical
complexity</b>;<b style="mso-bidi-font-weight: normal;"> uncertainty</b>; and the
need to build and maintain <b style="mso-bidi-font-weight: normal;">relationships.</b>
Most simple buy/sell negotiations don’t always these factors; most
entrepreneurial endeavors do.<o:p></o:p></div>
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My online negotiation course is like no other. It teaches
negotiation through the use of role-play simulations developed by the Program
on Negotiation at Harvard Law School (which I co-founded, and where I have
taught executives and students for many years). These sims allow participants
to practice the skills they’re learning, and discuss what worked and what they
could have done differently. The course also includes video of real people
negotiating, and shows me giving them coaching advice using video-recorded
highlights of their efforts. The course provides opportunities for students to
put their learning into action by writing short (two-page) response papers that
other students in the class read and grade using an assigned template.<o:p></o:p></div>
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It is not possible to learn negotiation skills without
practicing. And, it is best to practice with someone you can talk to
afterwards. So, everyone who registers is urged to have a buddy register with
them, so that they can complete four face-to-face practice negotiations.
<span style="mso-spacerun: yes;"> </span>For those who can’t co-register with a
buddy, we have other ways to help you practice.<o:p></o:p></div>
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The course focuses on the four unique features of
entrepreneurial negotiations:<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">(1) Ego and Emotion<o:p></o:p></b></div>
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Anyone who invents or creates something tends to become
attached to it—maybe even a little protective or defensive about it. After all,
they’re proud of what they produced—which they understand better than anyone—and
have their own ideas about the best way to proceed. They are likely to get
upset if someone else even appears to downplay its value. Entrepreneurial negotiations,
therefore, almost always involve some degree of defensiveness on the part of
the proposer or creator. On the other side, negotiation counterparts, such an
investors, tend to have a healthy skepticism about the claims any inventor is
making. After all, a large percentage of all new businesses and new ideas fail.
Put these two together, and talks are likely to be delicate, perhaps even
escalating into increasingly bold claims and deeper skepticism. Such
interactions can lead to bruised egos.<o:p></o:p></div>
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Why does this happen? Psychologist Lee Ross at UCLA has identified
an important cognitive bias that applies in these situations—<i style="mso-bidi-font-style: normal;">reactive devaluation</i>. It causes all of
us to automatically question the legitimacy of anything proposed by a negotiating
partner. An inventor is inclined to mistrust the statements made by the other
side about his or her invention. While investors or business partners almost
always start out skeptical about the claims made by an inventor.<o:p></o:p></div>
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There are a number of strategies and techniques that can be
used to counteract important emotional and cognitive dynamics like reactive
devaluation. <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Entrepreneurial Negotiation: The MIT Way</i></b> gives budding entrepreneurs
a chance to learn and practice these deal-saving techniques.<i style="mso-bidi-font-style: normal;"><o:p></o:p></i></div>
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<b style="mso-bidi-font-weight: normal;">(2) Technical Complexity
</b><i style="mso-bidi-font-style: normal;"><o:p></o:p></i></div>
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Many start-ups are built around a technical insight or
design. These may involve innovative hardware or software, or a complicated new
application of old tools to solve a tricky problem, or capture an untapped
market segment. Despite plenty of exceptions, potential investors or business partners
rarely have the same specialized expertise as the inventors with whom they are
negotiating. That’s why investors often rely on experts of their own to test
and vet whatever is being proposed. Asymmetries in technical understanding and
the involvement of skeptical experts working for the other side can create difficulties.<o:p></o:p></div>
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For example, experts selected by an investor or potential business
partner may represent a particular school of thought on a technical matter that
causes them to be skeptical of what is being proposed. When this happens, the
inventor has to work especially hard to win over the other side’s expert. Moreover,
even in the face of a great idea, an investor’s technical expert might remain
skeptical, just to prove his or her worth, reflecting more of a bias than an objective
evaluation of whatever is being proposed. In such situations, the entrepreneur
will end up negotiating not only with the investor but also, indirectly, with<b style="mso-bidi-font-weight: normal;"> </b>what we call the investor’s or
partner’s “back table.”<o:p></o:p></div>
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To negotiate with a back table (even indirectly), entrepreneurs
have to find a way to make sure claims about their product or service, based on
technical or scientific tests they have done themselves, are convincing. They
know the strengths and weaknesses of the tests inside and out. Unfortunately,
given typical negotiation dynamics, their results may fail to persuade a back
table for the reasons mentioned above<b style="mso-bidi-font-weight: normal;">. Entrepreneurial
Negotiation: The MIT Way</b> teaches “joint fact-finding” – a technique for overcoming
this problem. <o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">(3) Uncertainty </b><i style="mso-bidi-font-style: normal;"><o:p></o:p></i></div>
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Entrepreneurship turns on innovation, and innovation is ripe
with uncertainty. The usual argument in favor of something innovative is that
no one has ever tried it before. The argument against it is also that no one
has ever tried it before. All this uncertainty creates both risk and
opportunity. Both are magnified by technical complexity in fast-changing markets
and shifting business environments. <o:p></o:p></div>
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Especially at a start-up, reasonable minds can disagree
about how to manage uncertainty. Experimentation and creativity help, of
course. But in negotiations, investors and entrepreneurs sometimes turn to
another tool to resolve their different estimates of what is likely to happen. <span style="mso-spacerun: yes;"> </span>Instead of trying to negotiate agreements based
on whose forecast is more likely to be correct—e.g., how fast the user base
will grow, how soon the company will become profitable, when the next round of
funding might arrive, how fast the company can scale up its presence or
production—the parties can use “contingent agreements.” These bridge competing forecasts
by spelling out what both sides agree should happen regardless of which scenario
is correct. In <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Entrepreneurial Negotiation: The MIT Way</i></b>, I examine the best ways
of using contingent agreements as a hedge against uncertainty.<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">(4) Relationships </b><i style="mso-bidi-font-style: normal;"><o:p></o:p></i></div>
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At the conclusion of many buy-sell negotiations, the parties
are glad they never have to see each other again. Entrepreneurial negotiations,
on the other hand, often require ongoing relationships. Managers need to keep
talking to their board of directors; founders need to talk to venture
capitalists more than just once. Once they have worked together for a while, they
may part company; until then, though, they are best off behaving as if they
will have to continue to work together. <o:p></o:p></div>
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There are several ways negotiators should and should not behave
when they anticipate the possibility of long-term interactions with their
negotiating partners. First, long-term working relationships hinge on trust,
and trust depends on truthfulness. My course explores the differences between the
kind of bluffing that’s seen as appropriate in many negotiating contexts, and
the kind of deceit that sours relationships. Second, when relationships matter,
negotiators should avoid win-lose deals that eventually leave one side realizing
they didn’t get a fair shake. The alternative is a win-win outcome that
benefits everyone, at least one that leaves all parties better off than they
would be with any other available deal. This is more if both sides commit to creating
enough value to go around. <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Entrepreneurial Negotiation: The MIT Way</i></b>
explains how to create value through win-win trades that build trust and sustain
relationships.<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">The MIT Way <o:p></o:p></b></div>
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To be a good negotiator, you need more than mere tactics and
technique. You need a theory, one that explains why you should do some things
and not others. MIT’s motto (“Mens et manus”) is Latin for mind and hand—theory
and practice, why and how. Any good entrepreneurial negotiator must know what
to do and how to do it. Without adequate theory, you won’t know how to
improvise or apply what you know in new situations. <span style="mso-spacerun: yes;"> </span>Without adequate technique, you won’t be able
to pull it off. The MIT way is to learn the theory of negotiation (that has
developed in academic and business settings over the past several decades) try
it out, and then formulate a personal approach to entrepreneurial negotiation
that integrates both the why and the how. <o:p></o:p></div>
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The text for the MIT course is <a href="http://web.mit.edu/professional/digital-programs/courses/negotiations/index.html?utm_source=cb-blog&utm_medium=web&utm_campaign=dp-2016#aboutus" target="_blank">Good For You, Great for Me: Finding the Trading Zone and Winning at Win-Win Negotiation</a>. Those who enroll get a free
electronic copy. <o:p></o:p></div>
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Lawrence Susskindhttp://www.blogger.com/profile/11017587745669060378noreply@blogger.com3tag:blogger.com,1999:blog-200535642066419692.post-2601614443255290102015-08-13T16:01:00.000-07:002015-12-28T23:15:44.450-08:00The Effects of Climate Change Are All Local: Here's What You Can Do to Help Manage the Risks<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: inherit; mso-bidi-font-family: Times; mso-fareast-language: JA;">We've spent far too much time thinking about the
global causes of climate change, and not nearly enough worrying about the local
impacts that climate change is already having on coastal communities. The
distinction is important. Most of the people pushing for reductions in
greenhouse gas emissions are environmentalists or experts worried about future
generations. But there is a very immediate constituency – the people being hit
with higher costs for insurance, water and electricity, and those facing
substantial property losses or a drop in business income today because of
increased flooding and water shortages. People who live in a coastal community
or on a river nearly anywhere in the world are a lot more worried about what's
happening <b>right now</b>, than what might happen to future generations
if we don't limit greenhouse gas emissions in the U.S., China, India and
elsewhere. Climate change means too much water or not enough water in the
wrong place at the wrong time! It means deadly heat waves. It means radical
changes in natural places, animal and plant life and the onset of new
diseases. <o:p></o:p></span></div>
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<span style="font-family: inherit;"><br /></span></div>
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<span style="font-family: inherit; mso-bidi-font-family: Times; mso-fareast-language: JA;">Our new book, <b>Managing Climate Risks in
Coastal Communities: Readiness, Engagement and Adaptation</b> (by Lawrence
Susskind, Danya Rumore, Carri Hulet and Patrick Field) is about to be published
by Anthem Press. It tells the story of four coastal communities trying to take climate
change-related risks seriously. What they are doing -- and what we have helped
them learn from their efforts -- can help other cities and towns fast-forward
the adoption of climate risk management measures that everyone agrees on. Here's
what these four communities in New England have done:<o:p></o:p></span></div>
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<span style="font-family: inherit;"><br /></span></div>
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<span style="font-family: inherit; mso-bidi-font-family: Times; mso-fareast-language: JA;">1. WHAT WE DID:<span style="mso-spacerun: yes;">
</span>The “we” in this story is the New England Climate Adaptation Project
(NECAP), a partnership based at the MIT Science Impact Collaborative and the
not-for-profit Consensus Building Institute. Our close partners included the
National Estuarian Research Reserve System, the University of New Hampshire,
and four New England coastal communities. We prepared four Stakeholder
Assessments—one for each partner town in Massachusetts, Rhode Island, New
Hampshire and Maine. These involved interviews with several dozen officials,
activists, business leaders and scientists. The scientists on our team prepared
a local climate change forecast (estimating likely temperature, precipitation
and sea level changes in the near term, mid-term and long-term) using downscaled regional
climate models and long-term data from local meteorological measuring stations.
With all this information in hand, we developed tailored role-play simulation
(RPSs). These are "serious games" that ask participants to imagine
that they are working in a community a lot like their own, trying to figure out
what to do about possible climate risks. We organized several workshops in each
of our four partner communities at which more than 100 - 150 people played the
games in each place. Workshops were co-sponsored by a wide range of local environmental,
business and public service organizations. The press attended. We
used social media to generate as much interest as we could. <o:p></o:p></span></div>
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<span style="font-family: inherit;"><br /></span></div>
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<span style="font-family: inherit; mso-bidi-font-family: Times; mso-fareast-language: JA;">2. WHAT WE WANTED TO LEARN: <span style="mso-spacerun: yes;"> </span>We wanted to know if this approach to
enhancing community readiness to address climate-related risks works. Does it
give people a better understanding of the problems they face, the options open
to them, the reasons that experts and locals think differently about what is
happening and what ought to be done, and the costs of taking different actions?<span style="mso-spacerun: yes;"> </span>Does this approach to public engagement build
capacity and political momentum? Does it change anyone's mind?<span style="mso-spacerun: yes;"> </span>Does it legitimize the search for immediate
"no regrets" actions as far as public spending is concerned?
Does it help the community see why adaptation is a local (not a state or
a federal) problem? <span style="mso-spacerun: yes;"> </span>To answer these
questions, we used independent town-wide polling to establish a base line of
public attitudes about climate change before and after the workshops, surveying
more than 500 people. We held intensive debriefings with all participants at
the end of each workshop. We interviewed almost 25% of the participants 4 - 6
weeks later to see what they remembered. We did statistical analyses of
the results across demographic groups within each community, between those who
participated in workshops and those who didn't, and then compared the four communities
in the four states. We prepared detailed Case Studies summarizing what we
learned in each town. In the book, we summarize all of our findings. <o:p></o:p></span></div>
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<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: inherit; mso-bidi-font-family: Times; mso-fareast-language: JA;">3. RESULTS: A simple, but tailored one-hour game with
a 30-minute debriefing <b style="mso-bidi-font-weight: normal;">can change minds</b>
with regard to the importance of climate change, the nature of climate risks, and
the <b style="mso-bidi-font-weight: normal;">need for local action</b>. People
from almost all groups (except those so convinced that climate change is not a
problem that they refused to participate) learned about the <b style="mso-bidi-font-weight: normal;">science involved</b>, increased their sense
that <b style="mso-bidi-font-weight: normal;">local governments need to act</b>
and became <b style="mso-bidi-font-weight: normal;">more optimistic that people
in their community could and should act together to manage climate risks</b>. Public
officials and staff felt more empowered to take action in their respective
spheres (public works, emergency response, health services, etc.) after seeing people’s
hearts and minds change at the workshops.<o:p></o:p></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
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<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: inherit; mso-bidi-font-family: Times; mso-fareast-language: JA;">4. WHAT COMMUNITIES CAN DO.<span style="mso-spacerun: yes;"> </span>Communities facing climate change-related
risks have a few different options: they can <b>do nothing</b> and
hope for the best. They can <b>invest in emergency preparedness </b><span style="mso-bidi-font-weight: bold;">so they are better able to respond and
recover from crises</span>. They can "<b>retreat" from the most
vulnerable areas</b>. They can try to <b>defend themselves </b><span style="mso-bidi-font-weight: bold;">by building protective infrastructure and adopting
new policies, such as land use regulations and building codes.<b> </b></span><b style="mso-bidi-font-weight: normal;">They can mix and match</b> elements of each
of these strategies. Whatever they decide, they will need widespread
support because it will take public and private cooperation and a continuous,
not a one shot, effort to bring all but one of these options to fruition.
Individual landowners, businesses, environmental activists, public agencies and
taxpayer groups will have to work together. <o:p></o:p></span></div>
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<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: inherit; mso-bidi-font-family: Times; mso-fareast-language: JA;">5. WHAT WE LEARNED: Above all, communities must
enhance their level of readiness if they expect to address climate risks. They
will have to provide opportunities for widespread public involvement in
something other than a few "town hall" meetings at which pre-packaged
information is handed out and people are lectured at. They will have toh help
taxpayers understand that there are "no regrets” moves they can make to reduce
climate risks while simultaneously accomplishing other important objectives at
the same time. For example, using this year's open space preservation money to
create natural barriers along the shore can provide storm protection for
private property owners, reduce saltwater intrusion into freshwater wetlands
(protecting underground water supplies), armor waste disposal and electricity
infrastructure, and minimize flood risks. <o:p></o:p></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: inherit; mso-bidi-font-family: Times; mso-fareast-language: JA;">6.<span style="mso-spacerun: yes;"> </span>OUR TAKEAWAY:
The sooner the U.S. shifts its focus to reducing local vulnerability to climate
risks (so that everyone can see what the costs are going to be year after year
as climate change accelerates), the sooner there will be more of a political
constituency that wants to get at the source of the problem. So, unlike many who
worry that any talk of adaptation detracts from global efforts to push for
mitigation (i.e. reduction in greenhouse gases), we take just the opposite
view. We think the political pressure for mitigation is not strong enough
to push for a global action plan or new US laws because people don’t recognize
the costs to them today. Now is the time to highlight what it’s going to take
to help vast numbers of coastal and riverine communities all over the world avoid
paying immense costs just to survive in the years ahead. When they see
what it really costs to manage climate risks, we believe they will care much
more about the underlying cause, and quickly become the missing constituency
needed to push for global emissions reducing policies. <o:p></o:p></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: inherit; mso-bidi-font-family: Times; mso-fareast-language: JA;">6. WHAT CAN YOU DO? Get your community to play
the serious games we have developed (or look for a range of local partners that
will help adapt the games to your local conditions). Do a simple, anonymous
assessment to understand what everyone's real views are at present on issues of
climate change (you might be surprised!). Use our before-and-after
surveys to document the shifts that occur once people start attending workshops
and playing the right games. Get local officials and community activists
to be the first to play the games and talk about what the results suggest for
your community. Involve the local media in reporting the story. Adopt a
consensus building approach to formulating a collective risk management plan
for the community. Don't wait for extensive state or federal direction -- it's
probably not coming anytime soon. Emphasize the search for no-regret options --
things you can do right away that are good for multiple reasons AND will reduce
your community's vulnerability to sudden climate change. <o:p></o:p></span></div>
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Lawrence Susskindhttp://www.blogger.com/profile/11017587745669060378noreply@blogger.com0tag:blogger.com,1999:blog-200535642066419692.post-62349422158549424992015-06-07T09:27:00.000-07:002015-06-07T09:27:50.242-07:00It's the Process, Stupid!<div dir="ltr" style="text-align: left;" trbidi="on">
For part of every year, I live in the most libertarian state in America. My family and I have spent our summers and winter vacations in the same small cabin on a lake for more than 25 years. The town we live in has about 1350 residents (about 900 of whom are 18 or older). It spreads out over about 30 square miles. There is a state road running through the town that is zoned for commercial use; otherwise, the town, in its master plan has chosen to ban heavy industry (particularly oil and gas distribution centers and junk yards). So, the town doesn't offer many jobs and most people commute to work. The several lakes in the town and beautiful New England setting attract a lot of out-of-towners and vacationers. Right now, the residents are up-in-arms because the town has approved construction of an oil and gas distribution center in the commercial zone. The site in question is in a 100 year flood zone, in a wetland and over an aquifer recharge area.<br />
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The story of how the project was approved is worth telling because it underscores, even in a state that is strongly anti-government, that people don't like it when someone, however well established in town, plays fast and loose with the rules of the game. The landowner of the site got himself appointed head of the local Zoning Board. The Board heard the applicant's request for a zoning variance (making an exception and allowing heavy industry in a commercial zone) at a meeting when the public was not present. (The public wasn't present because notice of the meeting was placed in a newspaper in the state capital 30 miles away. Less than 1% of the town subscribes to that paper.) At the meeting, the chair of the Board stepped down for a few minutes, recused himself, walked around to the other side of the microphone and presented his request for a variance. During the discussion (with no legal counsel present), he advised his fellow Board members that they were empowered to grant the variance, and that's what they did. Almost all were newly appointed. (One member, in private conversation, indicated that he felt pressured to go along.) The minutes of the meeting (again, which almost nobody knew about) were not posted in the town hall until AFTER the 30 day period for a legal appeal of the variance had passed.<br />
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Next, the site plan for the new oil and gas distribution center went to the Planning Board. The Planning Board held an extended public hearing that stretched over several evenings and several weeks. The professionals hired by the applicant offered a detailed site plan. Strong concern was registered by nearby residents (who had not received any notice of the request for the zoning variance because the land owner kept a small strip of land between the proposed project (which was now in the the hands of the oil and gas company) and the neighbors. Thus, technically, they were not abutters. The way the Planning Board operates in this state, since it made up of citizen volunteers and has no professional staff of its own, is to rely on what the applicant submits. When concerned citizens pointed out that even a small leak could spill across the road into the nearby brook and contaminate two of the lakes in the town, the applicant's engineer assured the Planning Board that the containment plan they had in mind wouldn't allow this to happen. When residents complained that<br />
the whole facility was in violation of the town master plan (which clearly excludes heavy industry), the applicant's lawyer pointed out that the Zoning Board had granted them a variance. When residents raised concerns that the volunteer fire department did not have the necessary equipment or training to deal with a propane or fuel oil fire, the specialist hired by the applicant explained that their leak detection and containment system would head off any such problems. The Planning Board didn't buy this, so the applicant offered to pay for new equipment and training for the local fire department. When other critics of the project pointed to sink holes that had already formed on the site (because so much of the soil was disturbed when the site was excavated and regraded), the applicant's engineers said they would put the tanks on concrete pads. When still others pointed out that the site is in a seismically-active area and the pads (and tanks) might crack, the engineer said that they weren't required to make the facility earthquake-proof. <br />
<br />
The town by-law only requires a drainage plan sufficient to deal with a 10 year flood. An engineer hired by concerned "abutters" said that a 100 year flood analysis would make more sense. When citizens at the hearing pointed out that very large tanker trucks would be heading to the site at least three times a day and turning off a highway (with a 55 mile an hour speed limit and a passing lane coming from the other direction), the applicant said that they had already received approval from the state highway department. When neighbors asked for trees to hide the tanks from the highway, the project developer indicated, at first, that wouldn't be possible because the police and fire chiefs needed to be able to see the tanks from the road to ensure security. (They later backed off this claim and agreed to add a visual barrier.) When residents asked that the Planning Board require the site owner to carry insurance sufficient to cover any and all costs of accidents and leaks, the Planning Board claimed that it was not empowered to do this. The back-and-forth continued for many hours. Some residents had done their homework and discovered that the applicant had similar facilities at several other sites that had been the target of state and federal enforcement actions. The Planning Board ruled such comments out of order, claiming they were only entitled to look at the details of the site plan. Eventually, the Planning Board was caught in the middle between friends of the applicant and angry opponents. The town Board of Selectmen indicated that there was nothing they could do because the project was in the hands of the Zoning Board and the Planning Board.<br />
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It took only a few weeks for a petition to the state Attorney General asking for an investigation to gain almost 300 signatures (about 1/3 of the adults in town). The Attorney General, though, will probably find that the Zoning Board followed the letter of law. It seems the rules regarding public notice and recusal of officials are pretty vague. The Planning Board's final approval is likely to be tied up in court for the next several years. How is it possible for a Planning Board to protect the public health, safety and welfare (to say nothing of the ecosystems involved) if it has no independent environmental impact assessment or risk assessment to work from, even for one of the riskiest projects in the town's recent history? How can it be OK for a landowner to take his request for a project that is clearly barred by the town master plan (as well as by a plebiscite when the master plan was updated) to a Board that he heads? How is it possible for public notice requirements to permit no notice to nearby landowners and no posting of the minutes of a Board meeting within the period in which residents are allowed to appeal such a decision?<br />
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What's interesting is that signs have started to sprout all over town saying "No Tanks." Residents in this libertarian state are looking to their local officials to "do something" about the threat posed by the project. Other commercial interests along the state road are worried that heavy industry in the commercial zone may pose risks to them and adversely affects the business climate. The state-wide daily newspaper has begun to cover the story, indicating that such manipulation of local boards is not in the best interests of the state. Even if the courts uphold both the Zoning and Planning Board decisions, residents won't forget what happened. I doubt the oil and gas distribution company will have very many local customers. In the end, even if the letter of the law is followed, but the spirt of the law and basic fairness to neighbors are violated, everybody loses. Opponents will face ongoing and unnecessary risks (and loss of property values), while proponents will besmirch their good name, lose market share, set a troublesome precedent and face extended legal fees.<br />
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Better for local governments, even in a libertarian state, to set and follow clearer and more sensible ground rules. And then, everyone needs to abide by the process. </div>
Lawrence Susskindhttp://www.blogger.com/profile/11017587745669060378noreply@blogger.com1tag:blogger.com,1999:blog-200535642066419692.post-60978605418545429202015-05-12T15:23:00.000-07:002015-05-12T15:23:14.291-07:00Evaluating a Consensus Building Effort<div dir="ltr" style="text-align: left;" trbidi="on">
I worry a lot about how to evaluate the success or failure of consensus building efforts in which I get involved. When I try to convince someone in a position of responsibility to commit to consensus building, I need to tell them how they'll be able to gauge the results. Assume, for example, that I a am able to persuade a public official to (1) spend $50,000, and (2) require agency staff (as well as more than a dozen non-governmental participants) to commit the equivalent of one day a week for several months trying to reach agreement about when, whether and how to proceed with a controversial project. If the project is going to cost several million dollars -- and generate tax revenues for the city for many decades to come -- it is easy to point out that $50,000 is a small price to pay for ensuring broad-gauged public support, especially if the group is able to reach an agreement among all (or nearly all) the participants. But that's not a sufficient measure of success, is it?<br />
<br />
And, what if the agreement is not unanimous? Someone opposed to a project now supported by a larger group may have a harder time blocking implementation (and pursuing their own interests). From that person's standpoint, a nearly-unanimous agreement is not a good thing. And, what if the agreed upon version of the project is going to cost the city a lot more than the original proposal? Without a consensus building effort, the project might still have gone ahead, albeit with only lukewarm support from some of the stakeholders. To get agreement (which is still worth it to the city), local government might be required to pony up additional resources. Someone whose best interests are served by blocking any and every version of the project and for whom no amount of compensation of any kind would justify their support will feel that nearly unanimous agreement is a bad outcome. .<br />
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More specifically, here are the three questions I ask myself when I try to evaluate the success or failure of a consensus building effort: Was agreement reached (and did the agreement meet the interests of all or almost all the stakeholders)? How does the agreement compare -- in terms of the fairness, efficiency, stability and wisdom of the choices that were made -- to what the parties would probably have been forced to accept? And, are there spillover effects of the agreement and the consensus building process that should be taken into account in my overall assessment of the results?<br />
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<b>Agreement Reached?</b><br />
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If all the parties support the agreement; that is, if they believe there interests are well met; I would probably say the process is a success. Of course, the agreement must be reached without spending an exorbitant amount of time or money. And, the parties had to have a pretty good idea when they came to the table of what their interests and walk-away options looked like. If the process brings some people to their senses or helps them clarify their priorities and their walk-away alternatives, that, too is a measure of success -- even if no agreement is reached.<br />
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Sometimes one or more parties will oppose an agreement even though everyone else is happy with it. Since most consensus building efforts do not commitment to unanimity, I might still judge the outcome a success. It may be, the rest of the group ganged up one party -- an outlier whose interests are diametrically opposed to everyone else's. On the other hand, assuming the rest of the group has made a good faith effort to meet the interests of the one left out, I would probably say the process was a success. the exception, though, is when the one left out holds the key to moving forward (i.e. the developer who is financing the project). Then, if an agreement can not be implemented, the process is clearly not a success.<br />
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So, the extent to which the parties feel that the consensus building process helped them reach an agreement that meets their interests is a key to the success of the effort. If the agreement is not unanimous, it might still be successful as long as the group makes a good faith effort to meet the interests of the one left out. And, if the outlier was seeking primarily to play a spoiler role, everyone else may judge their agreement a huge success. If the process helped the parties recalculate their priorities and check the reasonableness of their expectations, even if no agreement is reached, I might still say the process was a success. No agreement is sometimes the right outcome, especially if there is no "solution space" in light of party's next best option.<br />
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<b>As Compared to What?</b><br />
<b><br /></b>
Even if the group reaches agreement, we still need to consider the fairness, efficiency, stability and wisdom of what they have worked out. In my book<b> Breaking the Impasse</b> (Basic Books, 1985) I explore each of these criteria in more detail. If an agreement is reached by papering over fundamental differences, the desired results may not be achieved, even if the strict terms of the agreement are implemented. My Dutch friends call this "a thin ice agreement." If the participants were tired, and agreed to something contrary to their interests, they'll reneg and implementation will fail. Sometimes the parties agree to endorse to something without checking back with their constituents (i.e. their back tables). The agreement may well fall apart in such cases. Furthermore, circumstances may change during implementation. If the parties fail to consider important contingencies (and structure their agreement accordingly), whatever they are hoping to achieve won't happen. So, we can say, in retrospect, that an agreement wasn't wise (even if we can't say that at the point at which it is signed). Judging whether an agreement (and the process leading up to it) is fair, efficient, stable and wise requires the passage of time. Looking back, it might be obvious that the parties ignored or misread information readily available to them. These are all situations in which agreement, in and of itself, is not a sufficient measure of success.<br />
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<b>Spillover Effects?</b><br />
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The assessment of any consensus building process hinges, in part, on the goals the parties set for themselves at the outset. In the midst of a hopeless deadlock, stakeholders might set as their goals rebuilding trust and generating a few good ideas (that might give root to longer term solutions). So, a process could be successful even if an agreement is not reached. It all depends on the goals of the participants. If an agreement is reached, but in the process relationships are undermined; for example, it turns out someone didn't negotiate in good faith and that become clear only after an agreement was reached, I might judge the process a failure. I also want a consensus building effort to make it easier for the parties to deal with each other in the future. I want to help build trust, increase empathy and enhance appreciation for the views of others. I want to help the parties internalize the ground rules essential to joint problem-solving. If all of these things don't happen, even if agreement is reached, I might decide that the process failed.<br />
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<b>In Sum</b><br />
<br />
Its hard to answer the three questions with which I began. Moreover, the answers may vary depending on who you ask. Averaging the results (across all stakeholders) just muddies the result. Aggregating across the participants hides what could be serious adverse effects on the least powerful or the least articulate stakeholder. On the other hand, netting out the results in a way that assumes that each participant must achieve a result that at least equals what they would have gotten if there had been no consensus building effort, is probably a reasonable way to gauge the outcome. I also try to incorporate an assessment of what the participants learned (about each other and how to participate in such a consensus building process). If I can say that everyone got at least what they would have achieved without the consensus building effort -- and some got more -- while some (or most) of the participants felt they learned how to advance their interests more effectively in the future, then I would say a consensus building effort was successful.<br />
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Lawrence Susskindhttp://www.blogger.com/profile/11017587745669060378noreply@blogger.com0tag:blogger.com,1999:blog-200535642066419692.post-38944440410496488172015-04-19T07:52:00.001-07:002015-04-21T21:35:38.017-07:00The Academic Life: Not much of a Community<div dir="ltr" style="text-align: left;" trbidi="on">
I've been part of the same academic department for more than 40 years. For 12 of those years, I had management responsibility. All told, there have been 12 different heads of the Urban Studies and Planning Department since I arrived in 1969. I've seen six university presidents come and go. I've also seen how six Deans of the School of Architecture have approached the increasingly difficult task of trying to make sense of our school with its Department of Architecture, Department of Urban Studies and Planning (DUSP), The Media Lab, and Center for Real Estate that offer 20 different degrees. Because I am on sabbatical, I have had a chance to reflect on the most significant changes in the way my Department was run in the past and the way it currently operates. Don't get me wrong. I'm quite happy where I am, or I would have left. And, the MIT administration (at a very centralized institution) has been quite generous with the Department. But, the differences in what academic life used to be and what it is like now -- in the same department in the same university -- are worth noting.<br />
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The size of the tenured faculty has remained relatively stable for more than a decade (although we probably have the largest tenured faculty of any of the 70+ planning schools in North America). We haven't switched to part-time, adjunct faculty the way many schools have. We do have several Professors of Practice and full-time non-tenured faculty because we need advanced practitioners to help teach practice-skills, but mostly we have full time tenured or tenure-track faculty. We just hired four new faculty members this past year. Our two-year professional master's of city planning degree has about 120 students. That's been stable for a long time. There are still three or four applicants for each slot ever year. There may be a slight uptick in the number of international students in our MCP and PHD programs over the past 20 years, but not much. The PHD Program mostly takes students with a prior master's degree who stick around for four to five additional years. There are 50 - 55 full time enrollees and 12 - 15 applicants for each of the 10 - 12 slots we fill each year. They are an extremely eclectic group with impressive scholarly credentials and a lot of practical experience in the public sector or in civil society. It's a big department with lots of resources. It's not so large by MIT standards, at least insofar as the engineering and science departments are concerned, but 30 tenured or tenure-track faculty is large by comparison with all other department of the same kind. So, we have a lot of graduate students and a large faculty. (N.B. In the 1970's, when "urban problems" in America were on the front page every day, we had to cap the number of undergraduate majors in the department at 50. Now there are fewer than 20 undergraduate majors, and they are more environmentally focused.)<br />
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Students and faculty in the Department of Urban Studies and Planning continued to be divided into program areas -- city design and development, environmental policy and planning, international development, and housing and community economic development along with cross-cutting areas like transportation planning and urban information systems. These divisions, however, are a lot less useful than they used to be because students and faculty are engaged in research on issues like renewable energy, climate adaptation, housing development in China, and the impact of social media on public participation that don't fit neatly into the four long-standing categories. The list of more than 100 classes offered every year by our faculty would startle you. And, a great many DUSP faculty teach and do research with faculty in other MIT departments or other universities, extending the geographic and topical scope of the research in the Department even further. It's hard to know which research funds are unique to our department, but I would estimate that our faculty are part of more than $5 million in sponsored research every year. We just received one of the largest gifts ever made to MIT -- $118 million -- to support a new Real Estate Laboratory with a sustainable development orientation and an emphasis on China. The scope and content of what we teach and the research we do changes to reflect what is happening the world at large. That's not surprising.<br />
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What is surprising, though, is that the way we used to make decisions -- as a faculty -- and the full partnership role that students had, are both gone. The faculty has occasional meetings to hear what has already been decided (by a small sub-committee or the Department Head), but rarely invests in anything like the extensive debates we used to have about what our objectives or policies ought to be. Students are asked their opinions, but they no longer serve as voting members on committees and, because of federal laws (and fear of lawsuits), they can no longer read letters of recommendation for student applicants or potential faculty hires. Indeed, the entire relationship between graduate students and faculty has changed. Students do not feel free to speak their minds with their faculty advisors. They are too worried about how they will be judged (or who they might offend). Junior faculty do everything they can to avoid making statements that might be divisive. They can't afford to alienate senior faculty who hold their futures in their hands. Most of the faculty and most of the graduate students have very little curiosity about what their peers (in the Department!) are doing. They are too busy doing their own work. I doubt that very many faculty would say that their colleagues are among their closest friends (although that definitely used to be the case). While I'm sure that graduate students have close friends among other students in the Department, my sense is that the scope of those connections in the Department are quite limited. Everyone is very busy, very scheduled.<br />
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Maybe that's the way it needs to be. But, I miss the freewheeling debate among the factions in the Department that could always be counted on to have strong feelings about current public policy questions. I miss the student-faculty interaction in which the students were as passionate, outspoken and uninhibited about their views as the faculty Everything seems more businesslike now. Each person sticks to their own knitting. Even though I send copies of my new books to almost all of my colleagues, I doubt any of them has read them. Not one person in five years (and I published a new book almost every year or two) has come back to me and asked to talk about what I've written. Almost no one sends copies of the articles they publish to anyone other than the one or two faculty in exactly the same area of specialization. When I travel out of the country with some of my colleagues and listen to them present to foreign audiences, I'm more likely to learn about what they are doing.<br />
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I don't know if my academic department is typical of others. But the loss of comradeship, the absence of spirited debate, curiosity about what colleagues are thinking and doing, and the lack of interest in collective governance (indeed, many faculty want to be left off committees and actively find ways of avoiding "administrative assignments") make day-to-day life in the university a lot less interesting than it used to be. The sense that graduate students "need to know their place," represents a loss for both the students (who are likely to treat their own students the same way in the future) and for the faculty who would otherwise be pushed harder to think about what they believe and why.<br />
<br />
All told, even though my department is much richer in many respects, and the individuals involved are as smart and well-educated as they ever were, it doesn't feel like much of an intellectual community. We had a series of large departmental meetings last year at which faculty were given 5 minutes to present a "lightening round" talk about their work. There were one or two questions asked by people who, in fact, were not familiar with the years of research summarized in each five minute talk (with jazzy power point slides, of course). I found it profoundly disappointing, but so typical of what passes for our "intellectual community" these days.<br />
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Lawrence Susskindhttp://www.blogger.com/profile/11017587745669060378noreply@blogger.com0tag:blogger.com,1999:blog-200535642066419692.post-26979104513917888842015-04-01T15:40:00.003-07:002015-12-30T06:30:02.868-08:00Reaching Agreement on the Nile<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgq6r65QUs20lx-oyZsBPCoVXvz3lnYP4k6ixH-_ZkgUKy1N_pqH2sRoI5_AjNZtQDzPA8957Xg2mLIJrQt-ZnhcgQ-sLyASaYoTQxG8WQ0vZ0hYKDS5KpRHge0j6hisFLIXjw2f1HdRNk/s1600/Ethiopian-Renaissance-Dam-in-Ethiopia.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="210" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgq6r65QUs20lx-oyZsBPCoVXvz3lnYP4k6ixH-_ZkgUKy1N_pqH2sRoI5_AjNZtQDzPA8957Xg2mLIJrQt-ZnhcgQ-sLyASaYoTQxG8WQ0vZ0hYKDS5KpRHge0j6hisFLIXjw2f1HdRNk/s320/Ethiopian-Renaissance-Dam-in-Ethiopia.jpg" width="320" /></a></div>
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Egypt, Ethiopia and Sudan recently signed a Declaration of Principles aimed at resolving an increasingly contentious dispute over Ethiopia’s ongoing effort to build the $4.6 billion-dollar hydroelectric power plant project called the Grand Ethiopian Renaissance Dam, Africa’s largest. The Declaration does not seek to resolve the larger question of how the overall waters of the Nile will be shared. The fact that the Declaration was signed is an important accomplishment. I want to look closely, though, at the ten principles spelled out in the Declaration because I’m worried that some may be difficult to implement. [For a full translation of the agreement see http://english.ahram.org.eg/News/125941.aspx.] I am also concerned about how the Declaration relates to the ongoing effort to reach agreement on the more comprehensive Cooperative Framework Agreement (CFA) that six of the Nile Basin countries have signed, but that Egypt and Sudan still oppose. <br />
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<b>The Principle of cooperation </b> <br />
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This principle speaks of “cooperation based on mutual understanding, common interest, good intentions, benefits for all, and the principles of international law.” The reference to international law is important. Subsequent interpretations of whether the signatories are indeed living up to their responsibilities can, at least, be interpreted in the context of the 1997 United Nations Convention on the Law of the Non-Navigational Uses of International Watercourses. <br />
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<b>The Principle of development, regional integration and sustainability</b> <br />
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The Declaration indicates that the “purpose of the Renaissance Dam is to generate power, contribute to economic development, promote cooperation beyond borders, and regional integration through generating clean sustainable energy that can be relied on.” It does not acknowledge that the three signatory countries are likely to have different objectives, at different times, with regard to energy production, agricultural needs and the allocation of water to support urban development. The idea of “regional integration” is hard to fathom. Each country will undoubtedly prepare its own development plans and pursue its own idea of what sustainable development requires. I’m afraid that the practical implications of this Principle are entirely unclear. <br />
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<b>The Principle of not causing significant damage</b><br />
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The Declaration calls for “the three countries [to] take all the necessary procedures to avoid causing significant damage while using the Blue Nile.” International law already makes clear that all riparian countries are obliged to avoid causing significant harm as they seek to use transboundary waters. The Declaration goes on to say, “In case significant damage is caused to one of these countries, the country causing the damage [...], in the absence of an agreement over that [damaging] action, [is to take] all the necessary procedures to alleviate this damage, and discuss compensation whenever convenient.” Here, again, it is hard to know what this will require in practice. Alleviation of damage could mean removing the dam. Is that what Ethiopia is committing to? Compensating the costs of damages is a complicated proposition, not just determining the amount of compensation this is appropriate, but deciding to whom and how it should be paid. No new instrumentality for determining whether significant damage has been caused or alleviating damage (or requiring compensation) is described in the Declaration. <br />
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<b>The Principle of fair and appropriate use </b> <br />
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The Declaration says that the countries involved “will use their common water sources in their provinces in a fair and appropriate manner,” taking account of “natural” and “climatic” elements, “social and economic needs,” “the needs of residents who depend on the water sources,” and “current and possible uses of the water sources.” What does this mean? Fair and appropriate use is very much in the eye of the beholder, although I am presuming they meant to reference the language of the UN Watercourse Convention that talks about “equitable and reasonable utilization.” The Declaration goes on to speak about proportionality (again, presumably with reference to the UN Convention): with regard to “the extent of the contribution of each of the Nile Basin countries in the Nile River system” and the “extent of the percentage of the Nile Basin’s space within the territories of each Nile Basin Country.” This is confusing. The reference to the Nile Basin (the full Basin presumably) goes well beyond the sub-basin. Yet, only three of the 12 countries in the full Basin are involved as signatories to the Declaration. And, even if the Declaration is referring only to the sub-basin, the percentages implied are likely to be contested. Under similar circumstances, in other parts of the world, disputes have arisen because transboundary water users tend to calculate their proportionate shares differently. The Declaration says that “Elements of preserving, protecting, [and] developing [water sources] and the economics of water sources” should be taken into account in determining fair and appropriate use. Again, determining what these costs are, is likely to be contentious.<br />
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<b>The principle of how the dam's storage reservoir will be filled initially (and dam operation policies)</b><br />
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The three nations intend to create a Technical Committee with four experts from each country. This Tripartite Technical Committee will need to undertake a number of additional studies to determine the possible impacts of the dam. The Tripartite Committee is expected to take account of the recommendations made by a previous international panel of experts.<br />
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Joint fact-finding is a very good idea. It is probably the most important feature of the agreement. The Declaration calls on the Tripartite Committee to analyze “different scenarios of the first filling of the Grand Ethiopian Renaissance Dam reservoir in parallel with the construction of the dam.” It also calls for the development of “guidelines and annual operation policies” for the Renaissance Dam. It doesn’t say, though, that these policies should be developed in cooperation with the managers of the Aswan High Dam in Egypt. There is no parallel situation in the world in which two large dams in such close proximity are not managed in concert. The Declaration does call on Ethiopia “to inform downstream countries, Egypt and Sudan, on any urgent circumstances that would call for a change in the operations of the dam, in order to ensure coordination with downstream countries' water reservoirs.” That is a far cry from close cooperation in the management of the two dams. <br />
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<b>The principle of trust building </b><br />
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The Declaration says that “downstream countries will be given priority to purchase energy generated by the Grand Ethiopian Renaissance Dam.” Since Egypt is worried that the filling of the GERD will impair its ability to generate the electricity it needs, the idea that Ethiopia will sell Egypt electricity is very important. In fact, the Declaration calls for a more concrete form of benefit-sharing than anything mentioned in the CFA. However, being “given priority” says nothing about price and availability. It is highly unlikely that Egypt wants to become dependent on Ethiopia, at least at the present time, for the electricity it requires. So, it is not clear how the sale of electricity will build trust. It could be, if Ethiopia promised to replace, free-of-charge, any electricity that the filling of the GERD causes Egypt to lose, this would constitute a “confidence building” or trust-building measure.<br />
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<b>The principle of exchange of information and data</b><br />
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Egypt, Ethiopia and Sudan have promised to “provide the information and data required to conduct the studies of the national experts committees from the three countries in the proper time.” The Declaration does not say what information this covers. Nor does it say what the penalties or remedies are if accurate and timely information are not forthcoming. <br />
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<b>The principle of dam security</b><br />
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The three countries “appreciate all efforts made by Ethiopia up until now to implement the recommendations of the international experts committee regarding the safety of the dam.” I won’t review the content of these recommendations in this blog entry, but the international experts involved questioned the adequacy of the design of the GERD as well as the accuracy of certain forecasts regarding the likely impact of filling the GERD on downstream countries (i.e. Sudan and Egypt). The Declaration says that “Ethiopia will continue in good will to implement all recommendations related to the dam's security in the reports of the international technical experts.” It is not clear whether this refers to the recommendation of the earlier international experts’ report (which called for a temporary halt in construction until certain safety issues could be reviewed and resolved), or whether it refers to subsequent safety recommendations of the new Tripartite Technical Committee. <br />
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<b>The principle of sovereignty, unity and territorial integrity </b><br />
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The Declaration promises that the “three countries [will] cooperate on the basis of equal sovereignty, unity and territorial integrity of the state, mutual benefit and good will, in order to reach the better use and protection of the River Nile.” This is somewhat confusing. The emphasis on equal sovereignty and territorial integrity suggests that each of the three countries has a right to pursue its self-interest with regard to the waters of the Blue Nile. Cooperation and unity, on the other hand, suggest a commitment to their shared interests. To some observers, these commitments might appear to pull in opposite direction. A different interpretation, though, is that the Declaration is intentionally acknowledging the 1959 Nile Basin Agreement that gave Egypt veto power over any development decisions regarding the Nile. The Declaration seems to embrace the new language of the CFA or, at least, the idea that there needs to be cooperation and shared decisions making about major development projects (and that Egypt will no longer have unilateral control). <br />
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<b>The principle of the peaceful settlement of disputes</b><br />
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Finally, the Declaration calls on the three countries to “commit to settle any dispute resulting from the interpretation or application of the declaration of principles through talks or negotiations based on the good will principle. If the parties involved do not succeed in solving the dispute through talks or negotiations, they can ask for mediation or refer the matter to their heads of states or prime ministers.” I’m delighted to see an explicit reference to the need for dispute resolution. Most dispute resolution clauses in other international agreements, though, are a lot more specific about the ways in which mediation is triggered (and supplied) and how a definitive resolution of differences will be achieved (i.e. through arbitration of some kind). <br />
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The Declaration represents an important breakthrough. From all reports, construction of the GERD is more than one-third complete and concerns raised by the International Panel of Experts have Egypt worried that the filling of the GERD could cause water shortages or adverse water quality effects in Egypt. Sudan is finally a partner in these conversations. The GERD will make it easier for Sudan to store water and enhance its hydroelectricity production. All of these are positive features of the Declaration. However, the other countries upstream are probably wondering what the Declaration means with regard to Egypt’s willingness to sign the CFA and allow a full basin partnership to come into effect.</div>
Lawrence Susskindhttp://www.blogger.com/profile/11017587745669060378noreply@blogger.com0tag:blogger.com,1999:blog-200535642066419692.post-71501342530952566552015-02-24T09:06:00.002-08:002015-12-30T06:32:38.175-08:00Can Applied Social Science Solve Important Problems? We'll See.<div dir="ltr" style="text-align: left;" trbidi="on">
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There's a move afoot to dramatically increase spending in the United States on social science research. Right now, the National Science Foundation allocates less than 5% of its $7.5 billion annual budget on social science. Those who advocate a massive increase want to see additional money added to bring social science spending up to the same levels as biological, engineering and geoscience spending. Members of Congress have indicated that any increase in spending must "be in the national interest." Presumably, they want social science spending to lead to immediate economic improvements. That would be a mistake. We need social science to help us solve pressing social problems, not to help us make more money.<br />
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There are all kinds of useful applied social science research projects that could be undertaken immediately. Social scientists could show parents how to help their kids succeed in school, that might not increase the Gross Domestic Product any time soon, but it would surely help more citizens lead happier, healthier and fulfilling lives. Social scientists could determine which forms of democratic engagement (at each level of government) increase citizen confidence that their voices are being heard. This would create a more trusting electorate and maybe a more responsive government, even if it doesn't boost the economy. Social scientists could help determine which patterns of urban development are more likely to reduce the stresses of everyday life and allow people to live together with less friction and greater tolerance. This would allow all of us to enjoy more peaceful lives, even if more jobs aren't created in the short term. As the push for a massive increase in social science spending gains momentum, we need to think hard about how we want this to unfold.<br />
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Right now, some advocates of increased social science spending are thinking in terms of funding a single new center that would oversee everything. In my view, this would be a terrible blunder. First, this would require spending a huge amount of money on bricks and mortar, creating the equivalent of yet another college campus, diverting funds from the work that needs to be done. We have more than enough university buildings all over the country. Let's use those to house a decentralized network of repurposed social science research centers. Right now, NSF spends about $270 million a year on social science research. They would have to multiple that by almost 20 times to achieve parity with spending on other topics! What if there were $5 billion to spend every year on social science? How could we make sure that the additional spending leads to improvements in our lives?<br />
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Imagine that a new Applied Social Science Program were organized very differently from traditional research efforts. Instead of funding individual university-based social scientists who submit research proposals, several million dollars might be allocated to a pre-approved array of community-based research centers in the 300 or so American cities with 100,000 or more residents. This would encourage partnerships among government, industry and local universities. Funds might be allocated every five years (after the initial round) to those centers which can demonstrate that they have successfully answered the questions they set out to address. Public opinion surveys in each city would be used to gauge whether the research results were valued by residents. This would require each center to figure out a way of communicating its findings to the public. (A failure to do so would mean no continued funding.) The national coordinators of such a program could distribute a list of questions they'd like all the community-based centers to consider, but the final choice would be up to each center. The national coordinators could also take responsibility for ensuring that work completed across the country was synthesized and shared. If the point of social science research it to help solve problems, then we need to make sure that problem-havers and problems-solvers are working together.<br />
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What I'm suggesting, of course, challenges in at least four ways the prevailing logic of how social science research is currently done. First, we would stop relying on individual university-based social scientists to decide which problems or questions should be given priority. I don't see why or how a small set of social scientists ensconced in major research universities (or running a national research program) can know which problems are most important. Second, I would not leave it to social scientists to judge the worthiness of their colleagues' performance. Social science research needs to be useful to those who have to take action. Unless social science scholars can show that their research is being used to make better decisions, they should not count on further government subsidies. So, we need to make sure that experts are working with the communities and groups that need their help. Third, I would put the burden on social scientists to figure out how to make their research findings understandable to the public-at-large. A failure to do so would mean the end of their government support. Finally, I would suggest that the usefulness of social science research findings ought to be judged in particular contexts (not in general). Context is everything in the social sciences. Efforts to generalize (in the way that makes sense in the natural sciences) don't make sense in the social sciences. Any expansion of government funding of social science research should, therefore, be <b>decentralized</b> (because problems are defined differently in different places), <b>place-based</b> (so that public officials who need to take action are involved in defining the problems that need attention in their area), and <b>action-focused. </b>Applied social science researchers should be accountable for the usefulness of the work they produce. <br />
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Many social scientists want to make social science more like the physical or natural sciences. That is, they want to "do science" in a way that produces generalizable and irrefutable results. To that end, economics is currently moving toward randomized control trials (RCTs) -- experiments in which proof of the sort we expect in medical trials can be achieved through social experiments that control for everything except the one variable we want to study. For instance, if you want to know whether a certain approach to getting people to eat more responsibly is working, you have to find two populations, similar in almost all respects, and give one group the information and resources you think they need to eat in a better way while withholding the same information and resources from the other (matched) group. Putting aside the ethics of withholding something important from half the subjects in such experiments, the goal of RCTs is to strip away the importance of context. The goal is to prove things that are universally true. Unfortunately, social science doesn't really lend itself to this kind of manipulation. What's true in one context, at one point in time, from one standpoint, is not necessarily true across the board.<br />
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In my view, we shouldn't be talking about making huge new investments in applied social science until we are clear about <b>WHY</b> we think such additional expenditures are needed, especially who ought to benefit from the new work and <b>HOW</b> success ought to be measured. There are a great many people in a great many places struggling with problems that social science can help them address. Helping these individuals in ways that they find useful should be the goal of government-funded applied social research. Success should be measured primarily through the eyes of those who need the help, not through the eyes of the scholars doing the work. If the same scholars can repurpose the work they do to contribute to peer-reviewed journals, that would be great. But scholarly success shouldn't be the primary goal of social science research. <br />
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Lawrence Susskindhttp://www.blogger.com/profile/11017587745669060378noreply@blogger.com1tag:blogger.com,1999:blog-200535642066419692.post-16864251955429698052014-12-26T20:24:00.000-08:002016-06-26T16:06:01.116-07:00Artists As New Partners in Community Development<div dir="ltr" style="text-align: left;" trbidi="on">
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My daughter, Lily, described to me how she feels as an artist when urban developers use her as a way to gain attention for their latest city redevelopment scheme (and claim tax credits), but don't ever invite her or other artists to join as equity partners. Lily is concerned that art-makers of various kinds will never be able to improve their lives if all they get is access to specialized space, like performance space, rehearsal space or reduced rents. Lily lived and worked in Baltimore for a decade, deeply invested in various art scenes, and has been on the periphery of several city efforts (like those in other cities) aimed at triggering redevelopment by encouraging investment in new arts districts. The city lets developers know that certain abandoned buildings, in strategic locations, are for sale as long as proposals include a mix of affordable housing, commercial activities and art spaces (either subsidized units for artists, rehearsal spaces for arts groups or public performance spaces). Developers submit bids, hoping that the sale price of the building will be low. They try to put together plans that will yield sufficient returns for them to convince insurance companies, pension funds and banks to invest in what they have in mind. Sometimes the city can add one-time federal state or local grants to help keep costs down. The arts community is rarely invited to be part of the earliest discussions. For that to happen, individual artists or arts organizations would have to be given access to a great deal of information, be offered technical assistance and the same level of respect that full fledged partners receive.<br />
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Nobody wants to think of themselves as the reason that someone else gets to make a lot of money. What usually happens is that a developer makes a deal with the city, gets the required approvals (while admittedly taking the necessary financial risks), finds the investment capital they need and then announces to the arts community that there will be some opportunities they might appreciate. When a dance company or a community arts center (future gallery?) wants to design the space being offered, they are usually told that the deal has already been made and that the specs are locked in. When artists ask whether there are low interest loans available to buy what is otherwise being offered only as rental space, they are told that the deal with the city requires that the housing units or the commercial space not be sold (meaning that they want the continued return to capital). In other words, by the time the arts community is notified it is too late to alter the design of the space and no longer possible for the artists involved to become equity (or sweat equity) partners.<br />
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Here's an alternative model. It all begins even before the city government promulgates its Request for Proposals (RFPs). The city invites individual artists, arts organizations and related arts associations (including foundations) to hear about the city's desire to create one or more arts districts (or to emphasize art-related uses in other commercial and residential buildings). It offers to host a series of workshops for artists who want to understand more about the financial, design and other aspects of community development. Then, the city reframes its usual RFPs to indicate that it will only accept proposals in which development teams include artists or arts organizations as equity partners. The artists don't need to contribute cash upfront to be equity partners. They can earn equity shares by operating and maintaining revenue-generating performance spaces, cafes, restaurants, book stores, galleries, rehearsal spaces and teaching programs. Developers often forget that many artists work second jobs and have professional capabilities in other industries. (And, part of being successful artist is being a creative problem-solver.) If the city proposes a co-equity model, developers and artists would have substantial incentives to seek each other out. The city could also appoint an appropriately skilled individual or arts organization to serve as an ombudsman to ensure that any and all deals worked out between developers and artists are as fair as possible. This same Arts Ombudsman would perform an annual "audit" for the city to ensure that all promises are being fulfilled. No one would need to take (or pay for) legal action to make sure promises are met. Co-equity housing programs, such as those pioneered in California, have demonstrated that the inflation in property values, when split between property owners and renters, create co-equity opportunities. I'm proposing that the same idea should be applied to arts-oriented city development. If an arts organization co-owns (and, thus, operates) performance and rental space inside a mixed-use development, it should be able to count on receiving a portion of the increased value that it helps to create.<br />
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There are examples all over the world of arts-oriented development contributing to the revitalization of struggling central cities. To date, though, the success of such efforts have benefitted real estate developers more than artists. Artists have not been invited to be real partners. It wouldn't be hard for cities to turn this around, ensuring a fairer outcome for arts-makers, without in any way inhibiting the prospects for economic success. Moreover, arts organizations and individual artists are likely to be good investments as well as capable partners with a passionate commitment to their city.<br />
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Lawrence Susskindhttp://www.blogger.com/profile/11017587745669060378noreply@blogger.com0tag:blogger.com,1999:blog-200535642066419692.post-69809955248657097022014-12-19T10:29:00.001-08:002014-12-19T10:29:45.981-08:00Winning at Win-Win Negotiation<div dir="ltr" style="text-align: left;" trbidi="on">
One of my colleagues is quite upset that I have been talking about winning at win-win negotiation. He views the inclusion of this idea in the subtitle of my new book (<b><i>Good for You, Great for Me: Finding the Trading Zone and Winning at Win-Win Negotiation</i></b>, Public Affairs) as a betrayal. He's part of the "<b><i>Getting to Yes</i></b>" Club (as am I), and mistakenly thinks that <b><i>Getting to Yes </i></b>(Fisher, Ury and Patton) requires a commitment to negotiating in a purely cooperative way. That's wrong. The "principled approach" to negotiation introduced in <i style="font-weight: bold;">Getting to Yes </i>never assumed that both "sides" had to commit to purely cooperative behavior. Indeed, having known the authors for many years, I can assure you that they expected skilled negotiators to confront the inevitable tension between "creating and claiming value," that is, balancing the cooperative and competitive elements of every negotiation.<br />
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The key argument in my book is that a negotiator is likely to do better in a negotiation if he or she goes out of their way to make sure that their counterpart(s) achieve their most important interests -- while they achieve theirs. That doesn't mean, however, that everyone should split everything equally. Indeed, it's not at all clear that an even split is appropriate. I might bring more to a deal or agree to shoulder a greater share of the risk. If I do that, I should get a disproportionate share of the value we create. That's only fair. So, the question going into a negotiation is who will get the greater share of the value created AFTER both sides have meet their most important interests. I call that winning at win-win negotiation.<br />
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In the book, I describe six strategies for claiming value in a win-win context. Each assumes a sincere effort to help the other side meet their most important interests. Indeed, I argue that you should go out of your way to formulate agreements that create more value for the other side than they ever expected. Once basic interests are met, however, I think you can legitimately argue that since you did more to create a mutually advantageous agreement, you deserve a greater share of the total value created.<br />
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Over the last four decades, sophisticated negotiators have moved from win-lose (zero-sum) to win-win (all gain) negotiating strategies. Now, we have to convince the win-win crowd that there's nothing wrong with claiming a disproportionate share of the value they have helped to create (once basic interests have been met on all sides). There are ways to do this that won't spoil relationships. Do you know what's involved, or do you need to read <b><i>Good for You, Great for Me</i></b>?<br />
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Lawrence Susskindhttp://www.blogger.com/profile/11017587745669060378noreply@blogger.com0tag:blogger.com,1999:blog-200535642066419692.post-22410458976248185862014-12-13T11:34:00.000-08:002015-12-30T06:31:16.172-08:00What's the right thing to do when you are really angry about what's happening in America?<div dir="ltr" style="text-align: left;" trbidi="on">
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Students are marching in the streets to protest the recent killings of Black Americans. They want those in positions of power to acknowledge that these deaths are, at least in part, the result of unchecked racism that is still very much alive in our country. Whatever progress has been made over the past fifty years to address inequality, unfairness, racial bias, ignorance, lack of empathy and unequal opportunities, there is still a long way to go before everyday life in America aligns with the ideals we espouse as a nation. <b>The protesters want the institutions that they are part of to do a better job of addressing rampant unfairness and privilege in their normal course of business.</b> (There isn't a single class being offered in any college or university, for example, that couldn't make a useful connection between what is being taught and the changes required to make the world a fairer place.) <b>They want our political leaders to re-affirm that fairness and equality of opportunity are, in fact, important goals. They want to see explicit action and resource commitments that make it possible to achieve the democratic ideals we allude to all the time.</b><br />
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And, if the leaders in all the institutions and communities in the country no longer think that greater equality of opportunity and fairness in the allocation of collective resources are appropriate goals, then the protesters want them to admit that. Recent reports indicate that the majority of our citizens no longer think the American dream is something that they or their children can reasonable hope to achieve. That is, with the jobs they are likely to get, they won't be able to afford the housing and services they require. With the public education available to them (at increasing costs), they won't be able to get better jobs. And, with the cutbacks in government and government services, they won't be able to count on the healthy environment that is a prerequisite to living a full life and providing something better for their children. If that's what the majority face, the protesters want those in positions of leadership to own up to that. Because once they do, it might be possible to rouse the vast majority of people from their political lethargy.<br />
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Even with increasing control of our political process shifting to lobbyists and wealthy donors, the power of social media can not be suppressed. If the vast majority of people reach the conclusion that the inequalities and unfairness in our society are no longer tolerable, and they had an easy way to express their unhappiness, the noise would be deafening. If that noise were accompanied by an on-line mobilization effort around a very simple agenda, it would be possible to reframe the political discourse in the country and draw in the half of all eligible voters who don't bother to vote. It now takes only 20% of eligible voters to win a Congressional seat. It doesn't take much more than that to win the Presidency. If everyone eligible could vote on line, and their votes were clearly connected to an explicit action agenda (rather than a watered-down party platform), it would be relatively easy to engage the half of America that is too disheartened or angry to vote.<br />
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What might this new political agenda include? Not easy bromides or slogans about divisive social issues that have no consequence for how trillions of public dollars are spent. Rather, the agenda should include free public education through college for anyone whose family makes less than $100,000 a year. Free job training for anyone who chooses not to attend college. Free health care for anyone who needs it, but can't afford it. Free food for any family that can't afford it. Housing subsidies for anyone who can not afford market-reate housing. A retirement wage sufficient to live a meaningful life. The programs needed to accomplish all of these goals are already in place (although there are elected politicians trying to dismantle them). They are just not funded adequately. We have the financial resources in our overall economic system to cover these costs while still allowing continued economic growth. At the heart of everything is what we have forgotten about the role of government. <b>It is only through our collective efforts that our individual well-being can be guaranteed, and government is the only mechanism by which we can act collectively. </b>There is no way that each household can ensure clean water, clean air, adequate transportation, food that's safe to eat, punishment of consumer fraud, access to information, a legal system that holds private parties to their contractual obligations, protection from terrorism, investment in basic science, and so on. Yet, as a country, we have been brainwashed. We think that shrinking the government is going to help us. Nothing we do privately will amount to anything without an adequate government system to protect us. Each of us is both a private actor and a citizen. People have been focused too much on the things they can do for themselves as private individuals, and not enough on the things we must all do together for our private interests to amount to anything.<br />
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Take the total cost of all the guarantees I have listed. Subtract the revenue raised by a reasonable tax on corporate wealth and profits. Divide the remainder by the number of households in America. Compare the remaining cost per household to the income and wealth that each household has. Calculate what a progressive system of taxation would need to raise to cover these basic guarantees. Design a system of taxation that rewards entrepreneurial effort, but only after our minimum collective costs are covered. <br />
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What we need are some very bright people to prepare a national budget starting with a clean sheet of paper. I think most people would be shocked to see how easily all the basic guarantees I have listed can be met. If people ran for office on a very specific agenda of expenditure and revenue priorities, we could hold our elected officials accountable (at every level of government) to fulfill these commitments (and nothing more). This would restore everyone's sense of political efficacy. My colleague Sol Erdman and I have spelled out how this would work (what we called Interactive Representation or IR) in a book entitled <b>THE CURE FOR OUR BROKEN POLITICAL PROCESS</b>: <i>How We Can Get Our Politicians to Resolve the Issues Tearing Our Country Apart </i>(Potomac Books, $10 Kindle or Hardback). But, even if you don't look at the book, think about what it will take to ensure greater equality of opportunity and fairness of results in America. Think about the things we have to do collectively because individuals working on their own can't accomplish them. Think about using social media to mobilize people around a very simple agenda. Think about the things you can propose that would benefit the vast majority of Americans and ensure greater fairness in our society. Try to get the place where you work or study to put aside a little time to talk about the systematic racism and unfairness that people in our country face every day.<br />
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Lawrence Susskindhttp://www.blogger.com/profile/11017587745669060378noreply@blogger.com0tag:blogger.com,1999:blog-200535642066419692.post-59701453214271767802014-11-29T08:40:00.000-08:002014-11-29T08:40:04.234-08:00Retire Already! Why?<div dir="ltr" style="text-align: left;" trbidi="on">
In a recent article in the<b> Chronicle of Higher Education</b>, Laurie Fendrich, a professor of drawing and painting at Hofstra University, charged that anyone who holds on to a university appointment beyond age 65 is selfish and greedy. What upsets her most are senior professors who have no intention of retiring. The longer they hang on, she argues, the fewer opportunities there are for new junior faculty to be hired. Moreover, she asserts, senior faculty are staying on just because they can. (Federal law not only outlawed mandatory retirement in the academy, it made it impossible for university administrators to even inquire about the retirement plans of individual faculty members.)<br />
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There are so many wrong-headed elements to Professor Fendrich's argument, I don't know where to begin. First, she doesn't say that faculty who are no longer effective should retire; she assumes that anyone over 65 (70 at most!) should quit; that anyone over 65 is no longer a capable teacher or scholar. That's age discrimination at its worst. Second, she assumes that the departure of senior faculty will lead to the hiring of new full-time junior faculty, by their departments. Given the tendency of many colleges and universities to switch, whenever they can, to adjunct and part-time appointments, students have no guarantee that the departure of a senior faculty member will result in a new full time appointment. Thus, the department of all faculty members of 65 is likely to lead to the rapid loss of quality in academic programs. Third, it's not clear who is going to mentor all the new junior faculty she assumes will be joining the university ranks. Anyone who thinks that excellent college instructors and researchers are born and not made, doesn't know what they are talking about. Every department and every field needs a mix of senior and junior faculty to ensure the on-going development of a highly skilled professoriate.<br />
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This brings me to the program recently adopted by my university. When I reach 70, I can switch<br />
to part-time status, yet still remain a member of the tenured faculty. I can begin to receive my retirement benefits, but still receive a half-time salary. This does not require that I switch to emeritus<br />
status (which would basically strip me of my privileges and responsibilities). Emeritus faculty may be assigned a group office (so they visit the campus every day), but in most cases they do not play a part in hiring, promotion, admission, or continuing teaching their courses, supervising graduate students or serving as principal investigators on research grants and contracts. Under the new system I am talking about, senior faculty can continue to do all these things. By switching to a multi-year (renewable) contract, and reducing my draw on departmental resources, my department has the money it needs to hire a new junior faculty member (with the half of my salary that is released). While there is no guarantee this will happen -- because the central administration may want to hold the "head count" constant -- if there is a new hire, I will be on hand for several years (at least) to mentor the new hire, and perhaps teach together or jointly manage a research project.<br />
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There was a reason that mandatory retirement was forbidden in American universities in 1994. Too much experience and brain power were being arbitrarily jettisoned. Now, people like Laurie Fendrich want to go back to that system by arbitrarily shaming faculty over 65 into retiring early. I have no doubt that many 65 year old faculty members are no longer as productive or skilled as they once were. I hope anyone who falls in that category will decide to retire and make way for a new generation of college instructors. But, that should be decided on a case-by-case basis. I would also point out that there are younger faculty who are equally unproductive or incapable. I have no problem with a system of peer review that provides feedback to all faculty members every few years after they have been granted tenure. If, after several negative reviews, a faculty member who has been warned (and given the help required to re-establish their bona fides) is asked to reduce their paid time and revise their responsibilities, that would not be unreasonable. A fair, evidenced-based peer review process (such as we use to make promotion and tenure decisions) is fine. It is the arbitrary assumption that everyone over 65 is washed up, selfish or greedy that is unfair and repugnant.</div>
Lawrence Susskindhttp://www.blogger.com/profile/11017587745669060378noreply@blogger.com0