M01073
United Board Fellows Program
2013 Leadership Seminar
July 22-26, 2013
Hong Kong
Table of Contents
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Schedule
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Seminar Goals
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Seminar Topics
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Paper Abstracts
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List of Attendees (Fellows, Alumni, and United Board Staff)
About Chinese University of Hong Kong.
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About Hong Kong Baptist University .
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Practical Information .
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a. Visa and Entry Regulations
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b. Airport .
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c. Hotel .
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d. Weather
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e. Money Exchange
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f. Public Transportation .
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g. Maps and Contact Information .
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h. Request for Reimbursements .
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9) Biographies of Speakers
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10) Complete List of United Board Fellows and Alumni .
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United Board Fellows Program
2013 Leadership Seminar
July 22-26, 2013
Hong Kong
Seminar Schedule
July 22, Monday
All day
Arrivals
5:00
6:00
Introductions
Welcome Dinner
Prayer led by
Welcome Remarks
Keynote Address
Venue: Regal Riverside Hotel
Venue: Bauhinia Room (Level 3)
Dr. Hope Antone, Program Officer, United Board
Dr. Prathana Langkarpint, 2008-10 UB Fellow
Mr. Jonathan Wolff, Dir., Fellowship and Scholarship
Programs, United Board
Dr. Joshua K. H. Mok, Trustee of the United Board,
Acting Vice President (research and development), Hong
Kong Institute of Education and Changjiang Chair
Professor of Zhejiang University, China
July 23, Tuesday: Whole Person Education
Venue: Regal Riverside Hotel
6:00
Breakfast at LÉau Restaurant, 3/F
8:30
Bus pick-up for Chinese University of Hong Kong
9:00
10:00
10:30
12:30
14:00
14:30
15:15
15:30
Venue: United Board Office
Opening Worship led by
Mr. John Michael Lorena, 2012-14 UB Fellow
Welcome Remarks by
Dr. Betty Cernol-McCann, VP for Programs, UB
Orientation to the Seminar
Mr. Jonathan Wolff and Ms. Amy Weber, UB
Tea / Coffee Break
Panel Presentation: [with Q & A] Prof. Leung Mei-Yee, Dir. of General Ed., CUHK
Whole Person Education at CUHK
Dr. Philip Leung, Head of Chung Chi College, CUHK
Venue: Chung Chi Staff Club, Chinese University of Hong Kong
Lunch
Welcome address
Dr. Nancy Chapman, President, United Board
Campus Tour of Chinese University of Hong Kong
Venue: Hong Kong Baptist University
Visit to Hong Kong Baptist University
Greetings from
Dr. Albert Chan, Pres. and Vice-Chancellor, HKBU
Input Presentation:
Dr. Eva Wong, Dir., Centre for Holistic Teaching and
Whole Person Education at HKBU
Learning, HKBU
Prof. Reza Hoshmand, Dir., General Education Office,
HKBU
2
16:30
17:00
18:00
Campus Tour of Hong Kong Baptist University
Sightseeing at Kowloon area
Venue: Serenade Restaurant
Dinner
Free Evening – A Symphony of Lights in Tsimshatsui
July 24, Wednesday: Growing as Whole Persons and Leaders
6:00
9:00
9:30
11:00
11:30
12:30
14:00
15:00
15:30
16:30
17:00
17:30
18:00
Venue: Regal Riverside Hotel
Breakfast at LÉau Restaurant, 3/F
Venue: Bauhinia Room (Level 3)
Morning Prayer with Synthesis of Previous led by
Dr. M. Helen Mary Jacqueline
Introduction by
Dr. Avron Boretz, Program Director, UB
Input Presentation: “Inspiring Learners to Learn” Dr. David Kennedy, Prof. and Deputy Director,
Teaching, Learning and Research Training, James
Cook University, Singapore
Tea / Coffee Break
Presentations (1) [with Q & A ]*
Topic 1: Growing as a Person and a Leader
Venue: Vi Thai-Vietnamese Cuisine, Regal Riverside Hotel (Lobby level)
Lunch
Leadership Activities
Dr. Hope Antone, Program Officer, UB
Tea / Coffee Break
Presentations (2) [with Q & A]*
Topic 1: Growing as a Person and a Leader
Small Group Discussions (on presentations 1 & 2)*
Plenary Session: Sharing from Small Group Discussions led by
Ms. Inneke Hantoro
Evening Prayer led by
Dr. Vanitha Williams, 2012-14 UB Fellow
Dinner on your own, stipend to be provided
Free Evening
July 25, Thursday
6:00
9:00
9:30
10:30
11:00
11:45
12:30
13:30
14:30
14:45
Venue: Regal Riverside Hotel
Breakfast at LÉau Restaurant, 3/F
Venue: Bauhinia Room (Level 3)
Morning Prayer with Synthesis of Previous Day Dr. Roberto Conrado Guevara
Presentations (3) [with Q & A]*
Topic 2: Internationalization in Higher Education
Tea / Coffee Break
Small Group Discussion*
Plenary Sharing led by
Dr. Qiufeng Ji, 2014-16 UB Fellow
Venue: Dragon Inn – Huai Yang Cuisine, Regal Riverside Hotel (Lobby level)
Lunch
Input Presentation:
Mr. Ricky Cheng, Vice President for
Strategies for Institutional Advancement
Development, United Board
[With Q&A]
Tea / Coffee Break
Rest / Preparation for Cultural Evening
*Presentation groups, moderators, and panelists on following pages.
3
18:00
Venue: Scene Bar, Regal Riverside Hotel (Lobby level)
Dinner and Cultural Evening MC’ed by
Dr. Zhou Ye, 2008-10 UB Fellow
Dr. Prathana Langkarpint, 08-10 UB Fellow
You are invited to wear the special dress of your home country/culture. After dinner, you are
invited to give short cultural performances (music, dance, etc.) of your home countries,
individually or in groups.
July 26, Friday
6:00
Venue: Regal Riverside Hotel
Breakfast at LÉau Restaurant, 3/F
Venue: Bauhinia Room (Level 3)
9:00 Morning Prayer with Synthesis of Previous Day led by
Dr. Franklin Daniel, 2012-14 Fellow
9:30 Presentations (4) [with Q & A]*
Topic 3: Management in Higher Education
10:30 Tea / Coffee Break
11:00 Small Group Discussions (5 Groups)*
12:00 Plenary Sharing on the discussions led by
Dr. Roberto Guevara, 2012-14 UB Fellow
Venue: Avanti Pizzeria – Italian Cuisine, Regal Riverside Hotel (Lobby level)
12:30 Lunch
14:00 Wrapping-up Session:
Mr. Jonathan Wolff
Issues/Challenges Arising, Recommendations for Action
15:00 Tea / Coffee Break
15:30 Evaluation
Ms. Amy Weber, Program Officer, UB
16:30 Closing Act
Dr. Hope Antone
17:00 Closing Benediction led by
Fr. Tomy Augustine Kumplankal, 14-16 Fellow
18:00 Dinner on your own, stipend to be provided
Free Evening
July 27, Saturday
6:00 Breakfast at LÉau Restaurant, 3/F
Departures
*Presentation groups, moderators, and panelists on following pages.
*Presentation groups, moderators, and panelists
July 24, Wednesday:
11:30
Presentations (1) [with Q & A ]
Topic 1: Growing as a Person and a Leader
Moderator: Ms. Jema Pamintuan- Leadership Through the Arts: Literature, Film, and Theater
Towards University and Community Education and Service
Panelists: Ms. Jema Pamintuan, Ms. Inneke Hantoro- Growing as a Leader in Christian Higher
Education, Ms. Elisabeth Penti Kurniawati- Class Leadership, Mr. Noel Buensuceso-Qualities that
make a Leader Effective
15:30
Presentations (2) [with Q & A]
Topic 1: Growing as a Person and a Leader
Moderator: Helen Mary Jacqueline- Leadership Development in Christian Colleges: Experience in
Lady Doak College
Panelists: Dr. Ren Xiaowei- Reflections on Ateneo’s Experience in the Perspective of Leadership, Dr.
M. Helen Mary Jacqueline, Dr. Reena Philip- Growing in Leadership, Naw Mar MooraLeadership in Context: Nurturing Leaders through Liberal Arts
16:30
Small Group Discussions (on presentations 1 & 2)
Group 1:
2. Nguyen Hanh Phuoc Le
Leader: Noel Buensuceso
3. Xiaolin Luo
4. Vanitha Williams
1. Prathana Langkarpint
5. R. Tosan Tri Putro
2. John Michael Lorena
Group 4:
3. Naw Mar Moora
Leader: Tomy Augustine Kumplankal
4. Yohannes Sigit Purnomo Wuryo
1. Ying Wang
Putro
2. Dany Molina
Group 2:
3. Qiufeng Ji
Leader: Huaming Chen
4. M. Helen Mary Jacqueline
1. Hai Dang Bui
Group 5:
2. Wang Pei
Leader: Selvi Panggua
3. Xiaowei Ren
1. A.S. Priscilla
4. Reena Philip
2. Roberto Conrado Guevara
5. Hendra Tjahyadi
3. Xiaofen Mo
4. Jide Yao
Group 3:
5. Meilinda
Leader: Franklin Daniel
1. Zhou Ye
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July 25, Thursday
9:30
Presentations (3) [with Q & A]
Topic 2: Internationalization
in Higher Education
Moderator: Dr. Wang Ying- Translating Vision into Action: Internationalization Strategy
Implementation at Fudan University
Panelists: Dr. Wang Ying, Ms. Meilinda- Going International: The Unity of Institutional and Unit
Mission and Leadership Style, Dr. Qiufeng Ji- Internationalization and Localization in East Asian
Universities, Fr. Tomy Augustine Kumplankal- CHRISTIAN PERSPECTIVE OF LEADERSHIP:
Spiritual, Personal and Social Facets
11:00
Small Group Discussion
3. Dr. Hendra Tjahyadi
Group 1:
4. Ms. Elisabeth Penti Kurniawati
Leader: Dr. Wang Ying
1. Dr. Xiaofen Mo
5. Roberto Conrado Guevara
2. Dr. M. Helen Mary Jacqueline
Group 4:
3. Dr. Prathana Langkarpint
Leader: Dr. Jide Yao
1. Dr. Vanitha Williams
4. Dr. Zhou Ye
2. Mr. Yohannes Sigit Purnomo
Group 2:
3. Ms. Inneke Hantoro
Leader: Ms. Meilinda
4. Dr. A.S. Priscilla
1. Mr. Hai Dang Bui
5. Mr. Dany Molina
2. Ms. Jema Pamintuan
Group 5:
3. Ms. Naw Mar Moora
Leader: Dr. Wang Pei
4. Ms. Selvi Panggua
1. Dr. Franklin Daniel
5. Dr. Xiaowei Ren
2. Mr. Tosan Tri Putro
Group 3:
3. Ms. Nguyen Hanh Phuoc Le
Leader: Dr. Qiufeng Ji
4. Mr. Noel Buensuceso
1. Dr. Huaming Chen
5. Mr. John Michael O. Loreno
2. Dr. Reena Philip
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July 26, Friday
9:30 Presentations (4) [with Q & A]
Topic 3: Management in Higher Education
Moderator: Dr. Vanitha Williams- MANAGING CHANGE IN AN ACADEMIC CONTEXT
Panelists: Dr. Vanitha Williams, Dr. Hendra Tjahyadi- Christian University Between Idealism and
Existence: An example from Maranatha and Baylor University, Dr. Roberto Guevara- Leadership at Midlife:
The Inward Journey toward Wholeness, Dany Molina- PROMOTING STUDENT RETENTION AND
SUCCESS IN HIGHER EDUCATION
11:00 Small Group Discussions (5 Groups)
Group 1:
4. Dr. Hendra Tjahyadi
Leader: Dr. Roberto Guevara
5. Ms. Inneke Hantoro
1. Dr. Xiaofen Mo
6. Dr. A.S. Priscilla
2. Dr. Jide Yao
Group 4:
3. Dr. M. Helen Mary Jacqueline
Leader: Mr. Sigit Purnomo
1. Ms. Selvi Panggua
4. Dr. Franklin Daniel
2. Mr. Dany Molina
5. Ms. Meilinda
3. Ms. Jema Pamintuan
Group 2:
4. Dr. Wang Pei
Leader: Ms. Nguyen Hanh Le
1. Ms. Xiaolin Luo
5. Dr. Zhou Ye
Group 5:
2. Dr. Qiufeng Ji
3. Dr. Tomy Augustine Kumplankal
Leader: Mr. John Michael Lorena
4. Dr. Reena Philip
1. Mr. Hai Dang Bui
5. Mr. Tosan Tri Putro
2. Dr. Ying Wang
Group 3:
3. Ms. Naw Mar Moora
Leader: Dr. Prathana Langkarpint
4. Mr. Noel Buensuceso
1. Dr. Xiaowei Ren
5. Ms. Elisabeth Penti Kurniawati
2. Dr. Huaming Chen
3. Dr. Vanitha Williams
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United Board Fellows Program
2013 Leadership Seminar
July 22-26, 2013
Hong Kong
Seminar Goals
1) To affirm Fellows’ development as leaders and potential leaders.
2) To stimulate reflection and provoke discussion about academic leadership through Fellows’ presentations and
small group and plenary discussions on these topics:
a. Leadership in Context
b. Being Empowered and Empowering Others
c. Responding to Challenges and Solving Problems: Case Studies
d. Preparing for Leadership
e. Whole Person Education
3) To promote interaction and networking among United Board Fellows through:
a. Small group discussions
b. Free evenings for informal discussions
c. Conversations at meals and tea breaks
d. Shared events such as the campus tour, cultural evening, and sightseeing
4) To expose Fellows to practices in higher education around the world through:
a. Interaction with Fellows from other countries and universities
b. Learning about experiences of Fellows based in different locations
c. Presentation about fundraising in higher education
5) To enhance Christian presence among Fellows and relate it to leadership development in Asian higher
education through:
a. Opening worship and morning meditations
b. Thanksgiving service at the end of the seminar
c. Discussion of Christian perspectives on leadership
d. Presentation on peacebuilding
e. Highlighting the missions, achievements, and concerns of Christian institutions
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United Board Fellows Program
2013 Leadership Seminar
July 22-26, 2013
Hong Kong
Seminar Topics
1. Growing as a Person and a Leader
a. How the institutional mission relates to your unit’s mission
b. How the institutional mission relates to your personal mission; how you fit in
c. Christian identity and mission (the institution’s and yours) in a secular world
d. Integration of faith and learning: potential and challenges
e. Improving the relationship between your unit and the overall institution
f. Asian and American leadership styles
g. Christian perspective of leadership: talents, servant-leader, prophetic vision
h. Leadership qualities desired by top administration and by those you lead
i. How growth as a leader is related to personal growth
2. Internationalization in Higher Education
a. How internationalization relates to the institutional mission
b. Potential and challenges
c. Leveraging existing networks
d. Inspiring institutional community to promote improved internationalization efforts
e. East versus West: Definitions and approaches to internationalization
f. Internationalization as it relates to whole person education
3. Management
a. Continually sharing the mission/vision/goals so that everyone owns them
b. Leveraging existing networks; using other people’s talents
c. Staying fresh, healthy and inspired; managing stress
d. Creating an environment of trust
e. Managing conflict and difficult colleagues
f. Inspiring staff to achieve excellence; measuring quality (assessment)
g. Inclusiveness amid diversity – everyone should feel their role is important
h. Including the student; student-centered education
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United Board Fellows Program
2013 Leadership Seminar
July 22-26, 2013
Hong Kong
Seminar Abstracts
Qualities that Make a Leader Effective
Noel R. Buensuceso
This presentation examines the qualities that make a leader in higher education effective. In particular, I will share my
insights and experience not only as a United Board of Christian Higher Education in Asia Fellow at Hong Kong
Polytechnic University, but also as an Associate Professor in Miriam College, Philippines. Information is basically
derived from personal interviews and observations of school administrators, non-teaching staff, professors, and
students. Additional information was gathered from official school documents like Bulletin of Information and the
school’s official website. I will also examine Emotional Intelligence (EQ) as a factor that makes leaders effective and
share how it can be learned and used in the workplace, particularly in a school setting.
Growing as a Person and a Leader: Whole Person Education in Sichuan University
--Huaming Chen
1 .Whole Person Education is an ideal concept of education. This is a kind of integration including two kinds of
education ideas ,"based on society" and "people-oriented", formed attach importance to social value, and formed
attach importance to the people value.
2. The whole-person education concept of Sichuan University. People oriented, Advocating the academic pursuit of
excellence.
3. The whole-person education practice of Sichuan University. About ”323+x” cultivation system of talents in
Sichuan University.
10
GROWING AS A PERSON AND A LEADER
--Franklin Daniel
Carl Jung identifies the process of personal growth and calls that individuation, which is essentially the conscious
realization of one’s true self, beyond the Ego that is presented by the conscious self. Perhaps the most important
realization that an individual ought to possess in his/her quest for personal growth is that there is no comprehensive
formula for being a successful leader. In the rat race for recognition one has to overcome many hurdles – be it
personal or otherwise.
Leadership and management must go hand in hand. They are not the same thing. But they are necessarily linked, and
complementary. Some of the vital differences between a leader and a manager are as follows:
– The manager administers; the leader innovates.
– The manager maintains; the leader develops.
– The manager focuses on systems and structure; the leader focuses on people.
– The manager relies on control; the leader inspires trust.
In this context I would like to recall my beginnings as a lecturer and how I am managing to balance my role currently
as a placement co-ordinator.
Peter Drucker famously stated that "management is doing things right; leadership is doing the right things." Great
leaders possess dazzling social intelligence, a zest for change, and above all, vision that allows them to set their sights
on the "things" that truly merit attention.
St. Paul’s model of leadership is very encouraging as observed in I & II Timothy. The aim of Christian leadership is
to give direction to the organization so as to obtain a full realization of God’s will for it.
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GROWING AS A LEADER
IN CHRISTIAN HIGHER EDUCATION
Inneke Hantoro
Soegijapranata Catholic University, Indonesia
Anyone could be a leader. However, not all people have a chance to lead in Christian higher education. Being a leader
in Christian higher education, especially in Indonesia, where Christian people are a minority, is truly challenging. In
the middle of globalization and the dynamic change of government policies regarding curriculum development,
Christian higher education must be able to find an identity that is based on Christian values in order to illuminate the
society and create future leaders. In order to reach the goals and to shape the institution, the character of the leaders
and their leadership model become an important key. Servant-leadership is one of the most suitable models for
Christian higher education. This leadership model can be indicated by the spirit of serving others-including
employees, students, and community. It also includes the sharing of power in decision making. A servant-leader has
some specific characteristics such as listening to others, empathy, healing, persuasiveness, conceptualization,
stewardship, commitment to the growth of people, and building community. Servant leadership is a long-term
transformational approach to life and work, which has the potential for creating positive change through society.
References:
Dean, D.R., S.J. Bracken & J.K. Allen (Eds.). 2009. Women in Academic Leadership: Proffesional Strategies,
Personal Choices. Stylus Publishing, LLC. Sterling, Virginia.
D’Souza, A. 2007. Proactive Visionary Leadership. Trisewu Leadership Institute. Jakarta.
Spears, L.C. & M. Lawrence (Eds.). 2002. Focus on Leadership: Servant-Leadership for the Twenty-First Century.
John Wiley & Sons, Inc. New York.
Wolverton, M., B.L. Bower., & A.E. Hyle. 2009. Women at the Top: What Women University and College
Presidents say about Effective Leadership. Stylus Publishing, LLC. Sterling, Virginia.
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Leadership Development in Christian Colleges: Experience in Lady Doak College
M. Helen Mary Jacqueline
Assistant Professor in Economics
Lady Doak College, Madurai,
Tamil Nadu, India
Leadership is a soft skill requiring a mix of conceptual, technical and human talents. Nowadays, the crisis in
leadership is felt in every sector and with no exception in the education sector, too. It is also understood that
developing the next generation leaders can not be done over night. Needless to say, developing leaders is a difficult
task in higher education institutions, too.
In higher education institutions, teachers are not recruited for their leadership potential. Teachers are appointed based
on their subject knowledge and teaching ability. However, they are rewarded for their research, teaching and course
development. Individuals in academic leadership positions often report an ongoing tension between research and
teaching on the one hand and leadership on the other. In this context, Christian higher education institutions have a
major role to play in developing leadership abilities of teachers and in resolving the conflicts between teaching,
research and leadership.
A leader should posses certain basic qualities such as integrity, accepting responsibility, decision making ability,
guiding and counseling, valuing human resource, good communication ability, purity of life, focus, self-discipline and
commitment. All these qualities may not be found with a teacher when he/she joins in a college that is primarily
intended for teaching and research. However, developing the leadership ability of teachers during their academic
service in the college is very much necessary for the uplift of the college and its survival.
Therefore, it is the need based concern of every educational institution to develop the leadership ability of the teachers
so that the sustainability of institution can be ensured. With this background, the experience of Lady Doak College
(LDC) in developing the leadership qualities of teachers is discussed.
13
Internationalization and Localization in East Asian universities
--Qiufeng Ji
Nearly every major university in the world claims to be “internationalizing” its campus, but very few universities
have a coherent approach to what this will involve. International College at my host university, Payap University in
Thailand, a relatively new institution that has been in full operation only since 2003, is very successful in
internationalization. I think that this institution has made significant achievements through its operating pattern. It
enrolls both Thai and foreign students (including some US veterans or former US military personnel), who follow the
same curriculum schedules and attend the same classes. There are more than 100 courses taught in the International
College (IC) each semester and all are taught in English and use US or UK standard college textbooks. Such methods
not only ensure that students are provided access to the updated global thinking and processes, but also greatly
promote students from different societies and cultures to share their ideas and aspirations, and get much improved
mutual understanding.
Another remarkable approach of Payap’s internationalization is the “volunteers program.” This program arranges for
five college graduates from the United States per year to come to Payap to assists in various jobs, including enhancing
the English capabilities of Thai students. It greatly benefits not only the Thai students who will improve their English
proficiency and will enable them to enter the International College or go abroad to study, but also to the volunteers
who will learn a lot from the 13 months experience in an Asian country.
On the other hand, internationalization is not the end but the means of higher education. A very useful counterpart of
“internationalization” is “localization,” which is to bring “local” back into “globalization,” learn from local ways, and
link local communities to the wider socio-economies of the world. To carry out efficient localization, an institute in
higher education should try to do four main tasks: 1) Small enterprise development studies, including business
development administration, tourism, and information technology; 2) Language studies: linguistics, English
Communication, TESOL, and other languages; 3) Business/development brokers, link communities and markets
within and to the global market; 4) Area studies and Peace Studies, which bring in social and cultural understanding.
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CHRISTIAN PERSPECTIVE OF LEADERSHIP:
Spiritual, Personal and Social facets
In the past two millennia the Church has indeed been a powerful agent and force for enhancement of human life.
Christian leadership has been able to elicit a high level of compassion, commitment, and competence from its
personnel in various fields. Hence it would be worthwhile to study the salient features of Christian Leadership and
apply them in grooming leaders for our time. This presentation seeks to explore the distinctive characteristics and key
principles of Christian leadership. It is my humble submission that Christian leadership rests on three basic pillars Spirituality, Personality and Sociability.
By Spirituality I mean that Christian leader perceives the leadership role as a ‘calling’ and the task as ‘mission’
entrusted by God. The leader takes up the role and the mission in faith and seeks inspiration in moments of union with
God and in listening to God’s word. In an atmosphere of faith, listening and prayer the leader discerns the will of God
and fulfills it.
By Personality I mean the character and competence of the leader which help to answer the calling and fulfill the
mission. Character is about ‘being’ while competence is about ‘doing’. Character takes care of the attitude and inner
dispositions while competence provides the goals, objectives, lines of action and the necessary skills.
By Sociability I mean the social skills of the leader. Christian leader is neither dependent nor independent but interdependent. Inter-dependence is achieved through communication and community building. The result of interdependence is synergy. The leader communicates the vision and mission of the institution and inspires the team to
realize them. Through the community-building exercise the leader turns the institution into an organic community and
generates synergy.
The Spiritual, Personal and Social facets of Christian leadership can inspire leadership styles in various fields to
enhance human life.
Fr.(Dr.) Kumplankal Tomy Augustine
Salesian College Sonada,
Darjeeling, India
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Name
Topic
Title
: Elisabeth Penti Kurniawati
: Growing as a person and a leader
: Class Leadership
PRELIMINARY
Teaching methods and technologies
There are many methods of teaching, such as: lectures, group discussions, problem solving and laboratory practicum. Also,
there are many teaching technologies that can be used, such as: computer, LCD projector, microphone, sound system and
other multimedia devices. With all the teaching methods and technologies used, a lecturer hopes all students can
understand all course material he/she gave. Thus, he/she has finished his/her duties as a lecturer. But really, is his/her job as
a lecturer finished completely?
I compared the teaching methods and technologies used both at Satya Wacana Christian University (SWCU), Indonesia
and International Christian University (ICU), Japan. There are not many differences between us. We have differences in
class capacity and duration. Class capacity at SWCU normally is 40-70 student, while at ICU it is bigger, almost 150-300
people. Class duration at SWCU is 50 minutes/ unit while at ICU, it is 70 minutes/ unit. Both at SWCU and ICU, the
lecturers provide individual consultation hours that are available during office hours to discuss course material that has
been delivered in class.
Class Evaluation
There are many forms of class evaluations, such as: quizzes, tests, teaching evaluation, and so forth. With a quiz or test, a
lecturer can assess student knowledge from the grade obtained by the student. With a teaching evaluation, a lecturer knows
about hopes and input from the student. But, a lecturer can not know what values are obtained by the students, values that
they will keep and hold after they graduate and work outside.
I compared the class evaluation used both at SWCU and ICU. We have the same quiz and test mechanisms. We also have
the same components for grading (midterm test, final test, assignment and attendance). Teaching evaluation at SWCU is
voluntary and is only for internal purposes to evaluate the lecturer. The teaching evaluation sheet is distributed to the
student at the end of the semester. While at ICU, they have a Teaching Effectiveness Survey (TES) and Comment Sheet.
The TES Sheet is distributed at the end of the semester and the Comment Sheet is distributed 3-5 times in one semester.
The TES Sheet is for teaching evaluation and the Comment Sheet is for getting comments and questions from the students,
so the lecturer can give more attention on student interest in their lecture.
DISCUSSION
Based on the two points discussed previously about the teaching methods and technologies as well as the class evaluation,
it seems all is done to achieve the most effective learning. After I observed both at SWCU and ICU, I began to think,
regardless of the teaching methods and technologies as well as the class evaluation, the lecturers themselves have a crucial
role in learning effectiveness.
A good lecturer is not only in charge of teaching but also in charge of educating. He/she must have charisma as a leader, at
least as a leader of his/her class. He/she will be able to manage the class if he/she can lead the class well. Therefore, new
faculty members should be in an environment conducive to letting him/her grow up as a leader. How do we bring a good
class leader figure? Is class leadership as simple as that?
Referring to the Sermon on the Mount (Matthew 5-7), in this passage, it is shown that Jesus is a good teacher as well as a
good leader. As a teacher, he has charisma because of the values he teaches. He did not use any teaching technology,
neither microfon or LCD projector, but his disciples and followers always listen faithfully. As a leader, he is a role model
and always is able to control the behavior of his disciples and followers. They not only know, but also apply the values
Jesus teaches. His leadership is not limited by space and time. As a lecturer, do we not want to be like him? Is our
influence only inside the classroom, but not outside?
16
Whole Person Development in United Board Fellows:
From Mentee to Mentor
by
Prathana Langkarpint
Payap University
Thailand
After being nominated by Payap University and interviewed by the United Board Administrator, my life started to
change. One of the ultimate aims of United Board Fellow Program is preparing talented mid-career faculty or
administrators to whom home universities plan for their future leadership. United Board Fellow Program is
recognized as a distinguished program that builds up the strength of higher education institutions in Asia. Two of the
most important persons during the training are mentor and coordinator. Their roles are clearly identified and become a
very vital part of whole person development for the fellow. I would like to share my experiences gained from taking
these two roles, focusing how I achieved self development, professional development, career development, and
becoming a change agent and servant leader.
WHAT A LEADER SHOULD DO TO OPTIMIZE HIS ROLE IN THE MANAGEMENT BOARD OF
AN INSTITUTION
Nguyen Hanh Phuoc Le
In every education and training environment, especially at higher education level, leaders always keep crucial roles
because they understand best their schools’ mission and vision. It is their perception, vision and effort that determines
the schools’ sustainable development. A great leader needs to fully recognize their responsibilities in relation to
different aspects of management.
1. Specialization: A leader needs to have deep knowledge in his specializing areas, understand academic issues of his
unit and fulfill his teaching and researching duties. This is a necessary condition for him to gain trust and respect from
his colleagues.
2. Self-awareness: A leader must always be aware of his own position and responsibilities. In addition, he needs to
have frequent self-reflections about human relations in order to keep himself motivated and to overcome obstacles.
3. Being a consultant: A leader also plays the role of a consultant to his superiors so that each unit and the entire
institution are driven towards the same mission.
4. Being a listener: To colleagues, a successful leader must show respect and try his best to listen to them instead of
pushing his opinions to everyone. Not only coming up with new ideas, it is more essential that he could gather
people’s hearts and beliefs in his ideas.
5. Being responsible, tough and sensible: a leader must be responsible enough to fulfill his duties, tough enough to
encounter countless challenges and sensible enough to tackle all situations.
17
Going Global: The Unity of Institutional-Unit Mission and Leadership Style
Meilinda- Petra Christian University ( meilinda@peter.petra.ac.id/ meilinda_h@yahoo.com)
Globalization becomes one of the strong external drives for Higher Education Institutions nowadays to compete in the
education sector. As a higher education institution, Petra Christian University (PCU) also wants to get ahead in this
era of globalization. PCU states in its vision statement that it wants "to be a caring and global university that is
committed to Christian Values." Being a private and Christian university in one of the third world countries,
internationalization has become a challenge. Language barriers, debates connected to implementation among the
faculty members, positioning of internationalization (to find the right niche of internationalization), lack of funding
are the challenges that PCU is struggling with. Will PCU be able to compete without losing the values it believes in?
In this paper, I examine the relationship between Institutional Mission, Unit Mission and Leadership Style. I use
Lowney’s concept of Heroic Leadership for analyzing the connection between these elements and how they can be
used to answer the challenges. The finding of this paper suggests that it is necessary to unite Institutional- Unit
Mission with Heroic Leadership style to achieve the goal.
Keywords: Institutional Mission, Unit Mission and Heroic Leadership
18
PROMOTING STUDENT RETENTION AND SUCCESS IN HIGHER EDUCATION
Dany C. Molina
College of Engineering
Central Philippine University
An issue of concern in higher education institutions across the world is the retention and success of students in their
studies (Crosling and Heagney, 2009). Retention is the ability of an institution to retain a student from admission
through graduation (Seidman, 2005). Studies around retention typically center on student attrition after the first year
of study. Attrition, often used interchangeably with retention, refers to a student who fails to reenroll at an institution
in consecutive terms (Seidman, 2005). Success in higher education is more difficult to quantitate. The perception of
students may differ from institutions. Even among institutions, parameters for success may also vary.
Non-completion of higher education creates a negative impact on both the student and the higher education institution.
On the part of the students, it is not surprising that research shows that a student who drops out of higher education
has a greater possibility of losing life chances and together with their families, incurring accrued debts (Crosling and
Heagney, 2009). On a larger scale, students who leave higher education have negative effects on the society and the
economy through the loss of potential skills and knowledge (Crosling and Heagney, 2009; Baum and Payea; Swail as
cited in Simmons). On the part of the institution, every student “lost” represents financial loss in terms of tuition and
other fees and revenue from alumni contributions (Swail, 2006). Losing students due to high rates of withdrawal may
have also reputational implications for higher education institutions (Crosling and Heagney, 2009). This may reflect
on the nurture, support, recognition of student concerns and timely intervention offered to students.
The purpose of this review is to examine student retention program especially for freshmen students in different
institutions of higher learning. Included in this review are the factors influencing retention, impact of low retention, as
well as theoretical frameworks underlying retention. Discussion also focuses on student retention practices that may
positively address attrition and impact on increasing the persistence rates among students.
19
Leadership through the Arts:
Literature, Film, and Theater towards University and Community Service
Jema M. Pamintuan, Ph.D., Ateneo de Manila University, Philippines
In his essay entitled “Cultural Identity and Development,” Professor Felipe de Leon of the University of the
Philippines posed a current problem in cultural education. According to him, “the positive utilization of Filipino
cultural strengths for effective governance and management, higher productivity, and promotion of social well-being,
is conspicuously absent in our institutions, whether public or private.” Higher education therefore plays an important
role, particularly, in using the arts as a medium for strengthening and promoting Philippine culture. The primary
objective of the paper is geared towards the proposal that education through cultural awareness can become a base for
society’s meaningful transformation.
The paper aims to outline my experiences as a Philippine literature teacher, and a practitioner in film and theater
music. Being a teacher of literature allows me to explore more materials in teaching, using film, music, and theater to
teach folk literature and Philippine poetry to my students. On the other hand, working in film and theater music
allows me to reach a wider audience, to promote Philippine literature, music, and culture, which we usually use as
subjects for the films and plays we produce.
Continuing these projects, and strengthening further my involvement in the arts while contributing to the higher
education of my institution, challenge me to explore for more knowledge on how to do these on a sustainable level.
The paper hopes to problematize, discuss, and address such challenges of making one’s work effective, sustainable,
and service-oriented, both beneficial to the university, and to the community (on a regional, national, and
international level), as well. Teaching and initiating creative projects, hopefully, will mostly stem from the utilization
of Filipino cultural assets.
The experiences, the interviews I conducted, and the lectures I delivered, during my 4-month stay at Tunghai
University in Taiwan, will also be tackled in the paper. These experiences provided further motivation and knowledge
to become a more efficient and committed educator and artist, with cultural awareness and service to the community
as primary goals in every teaching and creative endeavor I might want to pursue. With these, I hope to echo what Prof.
de Leon emphasized in his essay, which is the need for “embarking on a serious program for cultural awareness and
education.” Literature, film, music, and theater, with the help of different institutions and concerned individuals, can
work together to promote and utilize cultural strengths and resources in educating the youth and the community.
20
GREAT LEADERS WORK SMARTER, NOT HARDER
--Selvi Panggua
There are many good leaders in organizations today, however, organizations need not only a good leader but a great
leader. The purpose of this paper is to provide brief information of the ways to be great leaders. Being a great leader
means working smarter not harder. She or he works strategically by having a plan and setting clear goals, leveraging
existing networks, delegating work, giving solutions, staying inspired, achieving quality but avoiding perfectionism,
managing stress, maintaining an overview and identifying problems while focusing on the organization journey. This
paper also presents some opinions about great leaders from a variety of levels of the leaders at Valparaiso University
through personal interviews by the writer during her study as a visiting scholar at this University. There is no shortcut
to becoming a great leader; it needs effort, time and process. These suggestions hopefully will help a leader to be a
great leader.
Key Words: Leader, Great Leader, Smarter, Harder, Strategically
21
Growing in Leadership
Dr. Rachel Reena Philip
UBCHEA Fellow
Success of an organization usually can be traced to a successful leader. There are varied definitions of a leader that have
been offered by management experts. One of the definitions that have appealed to me states that ‘a leader influences others
to go to places where they might not have gone otherwise.’ In an organizational set up, leadership thus is the process of
influencing people to achieve their organizational mission and vision. Leadership is about vision, about people buying into
it and about producing needed changes. Implicit in the statement is that the leader is able to develop an organizational
vision, has the gift of persuasion, and is able to build trust of the team.
Similar to the numerous definitions of a successful leader, the list of qualities of a leader is also long--often too long to be
useful or practical. Many of them are empirically accumulated from behaviours of successful leaders. Qualities such as
integrity, dedication, magnanimity, humility, openness, creativity, fairness, assertiveness, sense of humour, ability to
assume responsibility, skill in team building, planning skills, trustworthiness, all have been touted among the top qualities
expected in a leader. While the list is large and may be of academic interest, rarely are all these qualities found in one
person. But indeed many of them can be cultivated.
In complex organizational environments, more than the qualities of individual leaders, their behavior in such environments
appears more important for success. The traditional autocratic or hierarchical modes of leadership have given way to a
model that invokes teamwork and sense of community. Personal involvement, ethical and caring behavior are emphasised
in this mode of ‘servant leadership’. The guiding principle is that the leader is still a servant because of her desire to serve
better (help others/organization) rather than gaining increased power. Such servant leadership evidently empahsises team
building, collaboration and trust. Building trust, showing consideration and caring, treating the team with respect and
valuing their inputs become the essential elements. The leader morphs into a resource for the team not the ‘boss’ of the
team. The leadership behavior is akin to Christian leadership with Christ as the role model. A servant leader, who is in
relationship with Christ, should easily be able to follow Christ’s example to serve others and lead without any conflict in
the day to day world environment. Such style can be cultivated no matter where one is placed in an organizational
hierarchy. The notion that a few extraordinary people at the top of the pyramid can provide all the leadership that is needed
today is untenable.
As an UBCHEA Fellow, my recent exposure to leadership styles in a variety of organizations has indeed emboldened me
further in adopting the servant leadership mode in the context of my home (Union Christian College) institution. My
submissiveness to Christ will help me as a leader to develop a Christ-centered leadership style and exercise assertiveness
only to the needed degree that would automatically elicit trust, co-operation and team spirit from the group that I work with
at UC College. My approach will continue to be to listen to the nuances of what others say and why they say it and to
arrive at a response with the consensus of the whole group, for the success of the institution and community. My efforts as
a leader will continue to influence others by being trustworthy. That includes disclosing information to team members
without “spin” and seeking their valuable inputs.
The UBCHEA Fellowship at Hope College undoubtedly has broadened my horizon and I have numerous ‘take-aways’
from this wonderful experience. These have made an indelible mark on my attitude and approach to leadership style and
will influence my career and organizational involvements. While I do recognize the unique differences in culture, beliefs,
and resources between the two institutions, some of the leadership behaviours that I observed at Hope College, are
evidently adaptable to my home institution. Specific examples of the lessons learned and my accomplishments in
influencing strategic directions at my home institution (UC College) will be discussed in more detail in the full text.
22
Reflection on Ateneo’s experience in the perspective of leadership
REN Xiaowei
(Shaanxi Normal University, China)
During the period from November 2012 to March 2013, I visited and hosted by Ateneo de Manila University as an
UB fellow. Through the rich experience in Ateneo, I was improved a great deal in many aspects, especially in the
perspective of leadership.
Undoubtedly, leadership will mean different things to different people and to different work area. It is impossible to
create a universal and uniform pattern of leadership which suits anyone and anytime. However, according to my
experience in Ateneo, there are at least three factors that are extremely important for leadership, especially for
leadership in institute of higher education.
One is that the leader in any position of university should desire changes for making things better, and have a sense of
eagerness to pursue change. In the process of massive phase of higher education development, it is indeed very urgent
to seriously consider how to face and deal with the challenges put forward by the new epoch of higher education. As
the higher education steps out of the isolated state and enters into an open world, it is natural for the problem of how
to develop international education to arise. With increasing number of university students, how do we create the new
teaching pattern to satisfy the diverse need of student for higher education? In a time of knowledge economy, how do
we improve university’s level of social service? Confronting with problems like these, we really need to adapt
ourselves to the change of the situation of higher education and strengthen the desire for pursuing creative change.
The second is that successful leaders must pay high attention to the needs of their followers. This trait is usually
reciprocated with enthusiasm by the followers, especially at the middle level of an organization. Any leadership is
actually a kind of system. Also, it is self-evident that only efficient system can make leadership efficient in the same
degree and produce capacity of leadership. With regard to this respect, those who are at the middle level of a system
or management deserve high attention and emphasis. It is they who play the crucial role of realizing the top leader’s
advanced idea and carrying out the concrete policy. In a university, there are usually two series of middle level, one is
the functional sectors, the other the schools. Comparatively speaking, the latter is more important than the former,
because any university will mainly depend on its basic constituted schools to realize its mission of teaching, research
and social service.
The last is the personalities of leader, which is a key factor determining the extent of his attraction and capacity of his
leadership. Any leadership wishes to be treated with an attitude of respect with awe. To be so, many factors will work.
Among them, following two are especially important. One is to be fair and to make an impression of fairness, which
is common for leadership in any collective group. The other is to be an expert and influential scholar in his or her
research, which is unique for university leadership. It is unimaginable for a person without academic excellence to be
a successful leader in a university.
23
Strategic Vision Development Process
Yohanes Sigit Purnomo Wuryo Putro
University of Atma Jaya Yogyakarta
Yogyakarta, Indonesia
Strategic vision is really important to a university. It will provide a direction for university to achieve the university
destination both in short-term or long-term. The successful of the strategic vision could be affected from its
development process.
Mostly, university has its own strategic vision's development process that can be different between the other
universities. In some university, maybe the strategic vision development process just getting the input from limited
people, even just from the university leaders. At the others side, maybe the development process was deliberately
open and participatory planning process.
This paper will try to explain how the strategic vision's development process done in universities. It will explain both
of Baylor University and University of Atma Jaya Yogyakarta experiences in strategic vision development process.
This comparison then could be used by the other university to enhance and improve their strategic vision's
development process.
Motivation and Human Relations
By
Tosan Tri Putro
UB Fellow from
Duta Wacana Christian University Yogyakarta, Indonesia
The purpose of participating in the fellowship program was to find new things. There are so many things that made
such a rich experience, especially the relationship with other people of different cultures, with different interests and
different backgrounds. There was a great deal of cooperation in all the activities in which I participated. All ran
smoothly with a Team Spirit very visible, with conflict rarely heard.
The main thing that is noticeable at my host institution, The Hong Kong Polytechnic University, Hong Kong is the
degree of co-operation with other institutions, within and outside the country, both on a small scale at course level, as
well as the university-wide scale. Impressive was the number of individuals who have networked with the external
academic and industrial world. It only takes a small team to handle a project / event such as, AtyPI, is an world annual
conference about typeface or typhography, and annual design conference, BODW (Business of Design Week in Hong
Kong). Real work is the key, not just discourse, discussing things that are too complicated but never realized.
There is one thing that was enough to make me happy and I think this is one success of this fellow in the UB program:
establishing a new network between School of Design, The Hong Kong Polytechnic University, and the Product
Design Department UKDW, which was implemented in a Study Trip to Yogyakarta , Indonesia.
Possible cooperation will be greater as the result of a passion for friends, listening to each oth
2013 Leadership Seminar
July 22-26, 2013
Hong Kong
Table of Contents
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Paper Abstracts
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List of Attendees (Fellows, Alumni, and United Board Staff)
About Chinese University of Hong Kong.
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About Hong Kong Baptist University .
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h. Request for Reimbursements .
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9) Biographies of Speakers
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10) Complete List of United Board Fellows and Alumni .
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United Board Fellows Program
2013 Leadership Seminar
July 22-26, 2013
Hong Kong
Seminar Schedule
July 22, Monday
All day
Arrivals
5:00
6:00
Introductions
Welcome Dinner
Prayer led by
Welcome Remarks
Keynote Address
Venue: Regal Riverside Hotel
Venue: Bauhinia Room (Level 3)
Dr. Hope Antone, Program Officer, United Board
Dr. Prathana Langkarpint, 2008-10 UB Fellow
Mr. Jonathan Wolff, Dir., Fellowship and Scholarship
Programs, United Board
Dr. Joshua K. H. Mok, Trustee of the United Board,
Acting Vice President (research and development), Hong
Kong Institute of Education and Changjiang Chair
Professor of Zhejiang University, China
July 23, Tuesday: Whole Person Education
Venue: Regal Riverside Hotel
6:00
Breakfast at LÉau Restaurant, 3/F
8:30
Bus pick-up for Chinese University of Hong Kong
9:00
10:00
10:30
12:30
14:00
14:30
15:15
15:30
Venue: United Board Office
Opening Worship led by
Mr. John Michael Lorena, 2012-14 UB Fellow
Welcome Remarks by
Dr. Betty Cernol-McCann, VP for Programs, UB
Orientation to the Seminar
Mr. Jonathan Wolff and Ms. Amy Weber, UB
Tea / Coffee Break
Panel Presentation: [with Q & A] Prof. Leung Mei-Yee, Dir. of General Ed., CUHK
Whole Person Education at CUHK
Dr. Philip Leung, Head of Chung Chi College, CUHK
Venue: Chung Chi Staff Club, Chinese University of Hong Kong
Lunch
Welcome address
Dr. Nancy Chapman, President, United Board
Campus Tour of Chinese University of Hong Kong
Venue: Hong Kong Baptist University
Visit to Hong Kong Baptist University
Greetings from
Dr. Albert Chan, Pres. and Vice-Chancellor, HKBU
Input Presentation:
Dr. Eva Wong, Dir., Centre for Holistic Teaching and
Whole Person Education at HKBU
Learning, HKBU
Prof. Reza Hoshmand, Dir., General Education Office,
HKBU
2
16:30
17:00
18:00
Campus Tour of Hong Kong Baptist University
Sightseeing at Kowloon area
Venue: Serenade Restaurant
Dinner
Free Evening – A Symphony of Lights in Tsimshatsui
July 24, Wednesday: Growing as Whole Persons and Leaders
6:00
9:00
9:30
11:00
11:30
12:30
14:00
15:00
15:30
16:30
17:00
17:30
18:00
Venue: Regal Riverside Hotel
Breakfast at LÉau Restaurant, 3/F
Venue: Bauhinia Room (Level 3)
Morning Prayer with Synthesis of Previous led by
Dr. M. Helen Mary Jacqueline
Introduction by
Dr. Avron Boretz, Program Director, UB
Input Presentation: “Inspiring Learners to Learn” Dr. David Kennedy, Prof. and Deputy Director,
Teaching, Learning and Research Training, James
Cook University, Singapore
Tea / Coffee Break
Presentations (1) [with Q & A ]*
Topic 1: Growing as a Person and a Leader
Venue: Vi Thai-Vietnamese Cuisine, Regal Riverside Hotel (Lobby level)
Lunch
Leadership Activities
Dr. Hope Antone, Program Officer, UB
Tea / Coffee Break
Presentations (2) [with Q & A]*
Topic 1: Growing as a Person and a Leader
Small Group Discussions (on presentations 1 & 2)*
Plenary Session: Sharing from Small Group Discussions led by
Ms. Inneke Hantoro
Evening Prayer led by
Dr. Vanitha Williams, 2012-14 UB Fellow
Dinner on your own, stipend to be provided
Free Evening
July 25, Thursday
6:00
9:00
9:30
10:30
11:00
11:45
12:30
13:30
14:30
14:45
Venue: Regal Riverside Hotel
Breakfast at LÉau Restaurant, 3/F
Venue: Bauhinia Room (Level 3)
Morning Prayer with Synthesis of Previous Day Dr. Roberto Conrado Guevara
Presentations (3) [with Q & A]*
Topic 2: Internationalization in Higher Education
Tea / Coffee Break
Small Group Discussion*
Plenary Sharing led by
Dr. Qiufeng Ji, 2014-16 UB Fellow
Venue: Dragon Inn – Huai Yang Cuisine, Regal Riverside Hotel (Lobby level)
Lunch
Input Presentation:
Mr. Ricky Cheng, Vice President for
Strategies for Institutional Advancement
Development, United Board
[With Q&A]
Tea / Coffee Break
Rest / Preparation for Cultural Evening
*Presentation groups, moderators, and panelists on following pages.
3
18:00
Venue: Scene Bar, Regal Riverside Hotel (Lobby level)
Dinner and Cultural Evening MC’ed by
Dr. Zhou Ye, 2008-10 UB Fellow
Dr. Prathana Langkarpint, 08-10 UB Fellow
You are invited to wear the special dress of your home country/culture. After dinner, you are
invited to give short cultural performances (music, dance, etc.) of your home countries,
individually or in groups.
July 26, Friday
6:00
Venue: Regal Riverside Hotel
Breakfast at LÉau Restaurant, 3/F
Venue: Bauhinia Room (Level 3)
9:00 Morning Prayer with Synthesis of Previous Day led by
Dr. Franklin Daniel, 2012-14 Fellow
9:30 Presentations (4) [with Q & A]*
Topic 3: Management in Higher Education
10:30 Tea / Coffee Break
11:00 Small Group Discussions (5 Groups)*
12:00 Plenary Sharing on the discussions led by
Dr. Roberto Guevara, 2012-14 UB Fellow
Venue: Avanti Pizzeria – Italian Cuisine, Regal Riverside Hotel (Lobby level)
12:30 Lunch
14:00 Wrapping-up Session:
Mr. Jonathan Wolff
Issues/Challenges Arising, Recommendations for Action
15:00 Tea / Coffee Break
15:30 Evaluation
Ms. Amy Weber, Program Officer, UB
16:30 Closing Act
Dr. Hope Antone
17:00 Closing Benediction led by
Fr. Tomy Augustine Kumplankal, 14-16 Fellow
18:00 Dinner on your own, stipend to be provided
Free Evening
July 27, Saturday
6:00 Breakfast at LÉau Restaurant, 3/F
Departures
*Presentation groups, moderators, and panelists on following pages.
*Presentation groups, moderators, and panelists
July 24, Wednesday:
11:30
Presentations (1) [with Q & A ]
Topic 1: Growing as a Person and a Leader
Moderator: Ms. Jema Pamintuan- Leadership Through the Arts: Literature, Film, and Theater
Towards University and Community Education and Service
Panelists: Ms. Jema Pamintuan, Ms. Inneke Hantoro- Growing as a Leader in Christian Higher
Education, Ms. Elisabeth Penti Kurniawati- Class Leadership, Mr. Noel Buensuceso-Qualities that
make a Leader Effective
15:30
Presentations (2) [with Q & A]
Topic 1: Growing as a Person and a Leader
Moderator: Helen Mary Jacqueline- Leadership Development in Christian Colleges: Experience in
Lady Doak College
Panelists: Dr. Ren Xiaowei- Reflections on Ateneo’s Experience in the Perspective of Leadership, Dr.
M. Helen Mary Jacqueline, Dr. Reena Philip- Growing in Leadership, Naw Mar MooraLeadership in Context: Nurturing Leaders through Liberal Arts
16:30
Small Group Discussions (on presentations 1 & 2)
Group 1:
2. Nguyen Hanh Phuoc Le
Leader: Noel Buensuceso
3. Xiaolin Luo
4. Vanitha Williams
1. Prathana Langkarpint
5. R. Tosan Tri Putro
2. John Michael Lorena
Group 4:
3. Naw Mar Moora
Leader: Tomy Augustine Kumplankal
4. Yohannes Sigit Purnomo Wuryo
1. Ying Wang
Putro
2. Dany Molina
Group 2:
3. Qiufeng Ji
Leader: Huaming Chen
4. M. Helen Mary Jacqueline
1. Hai Dang Bui
Group 5:
2. Wang Pei
Leader: Selvi Panggua
3. Xiaowei Ren
1. A.S. Priscilla
4. Reena Philip
2. Roberto Conrado Guevara
5. Hendra Tjahyadi
3. Xiaofen Mo
4. Jide Yao
Group 3:
5. Meilinda
Leader: Franklin Daniel
1. Zhou Ye
5
July 25, Thursday
9:30
Presentations (3) [with Q & A]
Topic 2: Internationalization
in Higher Education
Moderator: Dr. Wang Ying- Translating Vision into Action: Internationalization Strategy
Implementation at Fudan University
Panelists: Dr. Wang Ying, Ms. Meilinda- Going International: The Unity of Institutional and Unit
Mission and Leadership Style, Dr. Qiufeng Ji- Internationalization and Localization in East Asian
Universities, Fr. Tomy Augustine Kumplankal- CHRISTIAN PERSPECTIVE OF LEADERSHIP:
Spiritual, Personal and Social Facets
11:00
Small Group Discussion
3. Dr. Hendra Tjahyadi
Group 1:
4. Ms. Elisabeth Penti Kurniawati
Leader: Dr. Wang Ying
1. Dr. Xiaofen Mo
5. Roberto Conrado Guevara
2. Dr. M. Helen Mary Jacqueline
Group 4:
3. Dr. Prathana Langkarpint
Leader: Dr. Jide Yao
1. Dr. Vanitha Williams
4. Dr. Zhou Ye
2. Mr. Yohannes Sigit Purnomo
Group 2:
3. Ms. Inneke Hantoro
Leader: Ms. Meilinda
4. Dr. A.S. Priscilla
1. Mr. Hai Dang Bui
5. Mr. Dany Molina
2. Ms. Jema Pamintuan
Group 5:
3. Ms. Naw Mar Moora
Leader: Dr. Wang Pei
4. Ms. Selvi Panggua
1. Dr. Franklin Daniel
5. Dr. Xiaowei Ren
2. Mr. Tosan Tri Putro
Group 3:
3. Ms. Nguyen Hanh Phuoc Le
Leader: Dr. Qiufeng Ji
4. Mr. Noel Buensuceso
1. Dr. Huaming Chen
5. Mr. John Michael O. Loreno
2. Dr. Reena Philip
6
July 26, Friday
9:30 Presentations (4) [with Q & A]
Topic 3: Management in Higher Education
Moderator: Dr. Vanitha Williams- MANAGING CHANGE IN AN ACADEMIC CONTEXT
Panelists: Dr. Vanitha Williams, Dr. Hendra Tjahyadi- Christian University Between Idealism and
Existence: An example from Maranatha and Baylor University, Dr. Roberto Guevara- Leadership at Midlife:
The Inward Journey toward Wholeness, Dany Molina- PROMOTING STUDENT RETENTION AND
SUCCESS IN HIGHER EDUCATION
11:00 Small Group Discussions (5 Groups)
Group 1:
4. Dr. Hendra Tjahyadi
Leader: Dr. Roberto Guevara
5. Ms. Inneke Hantoro
1. Dr. Xiaofen Mo
6. Dr. A.S. Priscilla
2. Dr. Jide Yao
Group 4:
3. Dr. M. Helen Mary Jacqueline
Leader: Mr. Sigit Purnomo
1. Ms. Selvi Panggua
4. Dr. Franklin Daniel
2. Mr. Dany Molina
5. Ms. Meilinda
3. Ms. Jema Pamintuan
Group 2:
4. Dr. Wang Pei
Leader: Ms. Nguyen Hanh Le
1. Ms. Xiaolin Luo
5. Dr. Zhou Ye
Group 5:
2. Dr. Qiufeng Ji
3. Dr. Tomy Augustine Kumplankal
Leader: Mr. John Michael Lorena
4. Dr. Reena Philip
1. Mr. Hai Dang Bui
5. Mr. Tosan Tri Putro
2. Dr. Ying Wang
Group 3:
3. Ms. Naw Mar Moora
Leader: Dr. Prathana Langkarpint
4. Mr. Noel Buensuceso
1. Dr. Xiaowei Ren
5. Ms. Elisabeth Penti Kurniawati
2. Dr. Huaming Chen
3. Dr. Vanitha Williams
7
United Board Fellows Program
2013 Leadership Seminar
July 22-26, 2013
Hong Kong
Seminar Goals
1) To affirm Fellows’ development as leaders and potential leaders.
2) To stimulate reflection and provoke discussion about academic leadership through Fellows’ presentations and
small group and plenary discussions on these topics:
a. Leadership in Context
b. Being Empowered and Empowering Others
c. Responding to Challenges and Solving Problems: Case Studies
d. Preparing for Leadership
e. Whole Person Education
3) To promote interaction and networking among United Board Fellows through:
a. Small group discussions
b. Free evenings for informal discussions
c. Conversations at meals and tea breaks
d. Shared events such as the campus tour, cultural evening, and sightseeing
4) To expose Fellows to practices in higher education around the world through:
a. Interaction with Fellows from other countries and universities
b. Learning about experiences of Fellows based in different locations
c. Presentation about fundraising in higher education
5) To enhance Christian presence among Fellows and relate it to leadership development in Asian higher
education through:
a. Opening worship and morning meditations
b. Thanksgiving service at the end of the seminar
c. Discussion of Christian perspectives on leadership
d. Presentation on peacebuilding
e. Highlighting the missions, achievements, and concerns of Christian institutions
8
United Board Fellows Program
2013 Leadership Seminar
July 22-26, 2013
Hong Kong
Seminar Topics
1. Growing as a Person and a Leader
a. How the institutional mission relates to your unit’s mission
b. How the institutional mission relates to your personal mission; how you fit in
c. Christian identity and mission (the institution’s and yours) in a secular world
d. Integration of faith and learning: potential and challenges
e. Improving the relationship between your unit and the overall institution
f. Asian and American leadership styles
g. Christian perspective of leadership: talents, servant-leader, prophetic vision
h. Leadership qualities desired by top administration and by those you lead
i. How growth as a leader is related to personal growth
2. Internationalization in Higher Education
a. How internationalization relates to the institutional mission
b. Potential and challenges
c. Leveraging existing networks
d. Inspiring institutional community to promote improved internationalization efforts
e. East versus West: Definitions and approaches to internationalization
f. Internationalization as it relates to whole person education
3. Management
a. Continually sharing the mission/vision/goals so that everyone owns them
b. Leveraging existing networks; using other people’s talents
c. Staying fresh, healthy and inspired; managing stress
d. Creating an environment of trust
e. Managing conflict and difficult colleagues
f. Inspiring staff to achieve excellence; measuring quality (assessment)
g. Inclusiveness amid diversity – everyone should feel their role is important
h. Including the student; student-centered education
9
United Board Fellows Program
2013 Leadership Seminar
July 22-26, 2013
Hong Kong
Seminar Abstracts
Qualities that Make a Leader Effective
Noel R. Buensuceso
This presentation examines the qualities that make a leader in higher education effective. In particular, I will share my
insights and experience not only as a United Board of Christian Higher Education in Asia Fellow at Hong Kong
Polytechnic University, but also as an Associate Professor in Miriam College, Philippines. Information is basically
derived from personal interviews and observations of school administrators, non-teaching staff, professors, and
students. Additional information was gathered from official school documents like Bulletin of Information and the
school’s official website. I will also examine Emotional Intelligence (EQ) as a factor that makes leaders effective and
share how it can be learned and used in the workplace, particularly in a school setting.
Growing as a Person and a Leader: Whole Person Education in Sichuan University
--Huaming Chen
1 .Whole Person Education is an ideal concept of education. This is a kind of integration including two kinds of
education ideas ,"based on society" and "people-oriented", formed attach importance to social value, and formed
attach importance to the people value.
2. The whole-person education concept of Sichuan University. People oriented, Advocating the academic pursuit of
excellence.
3. The whole-person education practice of Sichuan University. About ”323+x” cultivation system of talents in
Sichuan University.
10
GROWING AS A PERSON AND A LEADER
--Franklin Daniel
Carl Jung identifies the process of personal growth and calls that individuation, which is essentially the conscious
realization of one’s true self, beyond the Ego that is presented by the conscious self. Perhaps the most important
realization that an individual ought to possess in his/her quest for personal growth is that there is no comprehensive
formula for being a successful leader. In the rat race for recognition one has to overcome many hurdles – be it
personal or otherwise.
Leadership and management must go hand in hand. They are not the same thing. But they are necessarily linked, and
complementary. Some of the vital differences between a leader and a manager are as follows:
– The manager administers; the leader innovates.
– The manager maintains; the leader develops.
– The manager focuses on systems and structure; the leader focuses on people.
– The manager relies on control; the leader inspires trust.
In this context I would like to recall my beginnings as a lecturer and how I am managing to balance my role currently
as a placement co-ordinator.
Peter Drucker famously stated that "management is doing things right; leadership is doing the right things." Great
leaders possess dazzling social intelligence, a zest for change, and above all, vision that allows them to set their sights
on the "things" that truly merit attention.
St. Paul’s model of leadership is very encouraging as observed in I & II Timothy. The aim of Christian leadership is
to give direction to the organization so as to obtain a full realization of God’s will for it.
11
GROWING AS A LEADER
IN CHRISTIAN HIGHER EDUCATION
Inneke Hantoro
Soegijapranata Catholic University, Indonesia
Anyone could be a leader. However, not all people have a chance to lead in Christian higher education. Being a leader
in Christian higher education, especially in Indonesia, where Christian people are a minority, is truly challenging. In
the middle of globalization and the dynamic change of government policies regarding curriculum development,
Christian higher education must be able to find an identity that is based on Christian values in order to illuminate the
society and create future leaders. In order to reach the goals and to shape the institution, the character of the leaders
and their leadership model become an important key. Servant-leadership is one of the most suitable models for
Christian higher education. This leadership model can be indicated by the spirit of serving others-including
employees, students, and community. It also includes the sharing of power in decision making. A servant-leader has
some specific characteristics such as listening to others, empathy, healing, persuasiveness, conceptualization,
stewardship, commitment to the growth of people, and building community. Servant leadership is a long-term
transformational approach to life and work, which has the potential for creating positive change through society.
References:
Dean, D.R., S.J. Bracken & J.K. Allen (Eds.). 2009. Women in Academic Leadership: Proffesional Strategies,
Personal Choices. Stylus Publishing, LLC. Sterling, Virginia.
D’Souza, A. 2007. Proactive Visionary Leadership. Trisewu Leadership Institute. Jakarta.
Spears, L.C. & M. Lawrence (Eds.). 2002. Focus on Leadership: Servant-Leadership for the Twenty-First Century.
John Wiley & Sons, Inc. New York.
Wolverton, M., B.L. Bower., & A.E. Hyle. 2009. Women at the Top: What Women University and College
Presidents say about Effective Leadership. Stylus Publishing, LLC. Sterling, Virginia.
12
Leadership Development in Christian Colleges: Experience in Lady Doak College
M. Helen Mary Jacqueline
Assistant Professor in Economics
Lady Doak College, Madurai,
Tamil Nadu, India
Leadership is a soft skill requiring a mix of conceptual, technical and human talents. Nowadays, the crisis in
leadership is felt in every sector and with no exception in the education sector, too. It is also understood that
developing the next generation leaders can not be done over night. Needless to say, developing leaders is a difficult
task in higher education institutions, too.
In higher education institutions, teachers are not recruited for their leadership potential. Teachers are appointed based
on their subject knowledge and teaching ability. However, they are rewarded for their research, teaching and course
development. Individuals in academic leadership positions often report an ongoing tension between research and
teaching on the one hand and leadership on the other. In this context, Christian higher education institutions have a
major role to play in developing leadership abilities of teachers and in resolving the conflicts between teaching,
research and leadership.
A leader should posses certain basic qualities such as integrity, accepting responsibility, decision making ability,
guiding and counseling, valuing human resource, good communication ability, purity of life, focus, self-discipline and
commitment. All these qualities may not be found with a teacher when he/she joins in a college that is primarily
intended for teaching and research. However, developing the leadership ability of teachers during their academic
service in the college is very much necessary for the uplift of the college and its survival.
Therefore, it is the need based concern of every educational institution to develop the leadership ability of the teachers
so that the sustainability of institution can be ensured. With this background, the experience of Lady Doak College
(LDC) in developing the leadership qualities of teachers is discussed.
13
Internationalization and Localization in East Asian universities
--Qiufeng Ji
Nearly every major university in the world claims to be “internationalizing” its campus, but very few universities
have a coherent approach to what this will involve. International College at my host university, Payap University in
Thailand, a relatively new institution that has been in full operation only since 2003, is very successful in
internationalization. I think that this institution has made significant achievements through its operating pattern. It
enrolls both Thai and foreign students (including some US veterans or former US military personnel), who follow the
same curriculum schedules and attend the same classes. There are more than 100 courses taught in the International
College (IC) each semester and all are taught in English and use US or UK standard college textbooks. Such methods
not only ensure that students are provided access to the updated global thinking and processes, but also greatly
promote students from different societies and cultures to share their ideas and aspirations, and get much improved
mutual understanding.
Another remarkable approach of Payap’s internationalization is the “volunteers program.” This program arranges for
five college graduates from the United States per year to come to Payap to assists in various jobs, including enhancing
the English capabilities of Thai students. It greatly benefits not only the Thai students who will improve their English
proficiency and will enable them to enter the International College or go abroad to study, but also to the volunteers
who will learn a lot from the 13 months experience in an Asian country.
On the other hand, internationalization is not the end but the means of higher education. A very useful counterpart of
“internationalization” is “localization,” which is to bring “local” back into “globalization,” learn from local ways, and
link local communities to the wider socio-economies of the world. To carry out efficient localization, an institute in
higher education should try to do four main tasks: 1) Small enterprise development studies, including business
development administration, tourism, and information technology; 2) Language studies: linguistics, English
Communication, TESOL, and other languages; 3) Business/development brokers, link communities and markets
within and to the global market; 4) Area studies and Peace Studies, which bring in social and cultural understanding.
14
CHRISTIAN PERSPECTIVE OF LEADERSHIP:
Spiritual, Personal and Social facets
In the past two millennia the Church has indeed been a powerful agent and force for enhancement of human life.
Christian leadership has been able to elicit a high level of compassion, commitment, and competence from its
personnel in various fields. Hence it would be worthwhile to study the salient features of Christian Leadership and
apply them in grooming leaders for our time. This presentation seeks to explore the distinctive characteristics and key
principles of Christian leadership. It is my humble submission that Christian leadership rests on three basic pillars Spirituality, Personality and Sociability.
By Spirituality I mean that Christian leader perceives the leadership role as a ‘calling’ and the task as ‘mission’
entrusted by God. The leader takes up the role and the mission in faith and seeks inspiration in moments of union with
God and in listening to God’s word. In an atmosphere of faith, listening and prayer the leader discerns the will of God
and fulfills it.
By Personality I mean the character and competence of the leader which help to answer the calling and fulfill the
mission. Character is about ‘being’ while competence is about ‘doing’. Character takes care of the attitude and inner
dispositions while competence provides the goals, objectives, lines of action and the necessary skills.
By Sociability I mean the social skills of the leader. Christian leader is neither dependent nor independent but interdependent. Inter-dependence is achieved through communication and community building. The result of interdependence is synergy. The leader communicates the vision and mission of the institution and inspires the team to
realize them. Through the community-building exercise the leader turns the institution into an organic community and
generates synergy.
The Spiritual, Personal and Social facets of Christian leadership can inspire leadership styles in various fields to
enhance human life.
Fr.(Dr.) Kumplankal Tomy Augustine
Salesian College Sonada,
Darjeeling, India
15
Name
Topic
Title
: Elisabeth Penti Kurniawati
: Growing as a person and a leader
: Class Leadership
PRELIMINARY
Teaching methods and technologies
There are many methods of teaching, such as: lectures, group discussions, problem solving and laboratory practicum. Also,
there are many teaching technologies that can be used, such as: computer, LCD projector, microphone, sound system and
other multimedia devices. With all the teaching methods and technologies used, a lecturer hopes all students can
understand all course material he/she gave. Thus, he/she has finished his/her duties as a lecturer. But really, is his/her job as
a lecturer finished completely?
I compared the teaching methods and technologies used both at Satya Wacana Christian University (SWCU), Indonesia
and International Christian University (ICU), Japan. There are not many differences between us. We have differences in
class capacity and duration. Class capacity at SWCU normally is 40-70 student, while at ICU it is bigger, almost 150-300
people. Class duration at SWCU is 50 minutes/ unit while at ICU, it is 70 minutes/ unit. Both at SWCU and ICU, the
lecturers provide individual consultation hours that are available during office hours to discuss course material that has
been delivered in class.
Class Evaluation
There are many forms of class evaluations, such as: quizzes, tests, teaching evaluation, and so forth. With a quiz or test, a
lecturer can assess student knowledge from the grade obtained by the student. With a teaching evaluation, a lecturer knows
about hopes and input from the student. But, a lecturer can not know what values are obtained by the students, values that
they will keep and hold after they graduate and work outside.
I compared the class evaluation used both at SWCU and ICU. We have the same quiz and test mechanisms. We also have
the same components for grading (midterm test, final test, assignment and attendance). Teaching evaluation at SWCU is
voluntary and is only for internal purposes to evaluate the lecturer. The teaching evaluation sheet is distributed to the
student at the end of the semester. While at ICU, they have a Teaching Effectiveness Survey (TES) and Comment Sheet.
The TES Sheet is distributed at the end of the semester and the Comment Sheet is distributed 3-5 times in one semester.
The TES Sheet is for teaching evaluation and the Comment Sheet is for getting comments and questions from the students,
so the lecturer can give more attention on student interest in their lecture.
DISCUSSION
Based on the two points discussed previously about the teaching methods and technologies as well as the class evaluation,
it seems all is done to achieve the most effective learning. After I observed both at SWCU and ICU, I began to think,
regardless of the teaching methods and technologies as well as the class evaluation, the lecturers themselves have a crucial
role in learning effectiveness.
A good lecturer is not only in charge of teaching but also in charge of educating. He/she must have charisma as a leader, at
least as a leader of his/her class. He/she will be able to manage the class if he/she can lead the class well. Therefore, new
faculty members should be in an environment conducive to letting him/her grow up as a leader. How do we bring a good
class leader figure? Is class leadership as simple as that?
Referring to the Sermon on the Mount (Matthew 5-7), in this passage, it is shown that Jesus is a good teacher as well as a
good leader. As a teacher, he has charisma because of the values he teaches. He did not use any teaching technology,
neither microfon or LCD projector, but his disciples and followers always listen faithfully. As a leader, he is a role model
and always is able to control the behavior of his disciples and followers. They not only know, but also apply the values
Jesus teaches. His leadership is not limited by space and time. As a lecturer, do we not want to be like him? Is our
influence only inside the classroom, but not outside?
16
Whole Person Development in United Board Fellows:
From Mentee to Mentor
by
Prathana Langkarpint
Payap University
Thailand
After being nominated by Payap University and interviewed by the United Board Administrator, my life started to
change. One of the ultimate aims of United Board Fellow Program is preparing talented mid-career faculty or
administrators to whom home universities plan for their future leadership. United Board Fellow Program is
recognized as a distinguished program that builds up the strength of higher education institutions in Asia. Two of the
most important persons during the training are mentor and coordinator. Their roles are clearly identified and become a
very vital part of whole person development for the fellow. I would like to share my experiences gained from taking
these two roles, focusing how I achieved self development, professional development, career development, and
becoming a change agent and servant leader.
WHAT A LEADER SHOULD DO TO OPTIMIZE HIS ROLE IN THE MANAGEMENT BOARD OF
AN INSTITUTION
Nguyen Hanh Phuoc Le
In every education and training environment, especially at higher education level, leaders always keep crucial roles
because they understand best their schools’ mission and vision. It is their perception, vision and effort that determines
the schools’ sustainable development. A great leader needs to fully recognize their responsibilities in relation to
different aspects of management.
1. Specialization: A leader needs to have deep knowledge in his specializing areas, understand academic issues of his
unit and fulfill his teaching and researching duties. This is a necessary condition for him to gain trust and respect from
his colleagues.
2. Self-awareness: A leader must always be aware of his own position and responsibilities. In addition, he needs to
have frequent self-reflections about human relations in order to keep himself motivated and to overcome obstacles.
3. Being a consultant: A leader also plays the role of a consultant to his superiors so that each unit and the entire
institution are driven towards the same mission.
4. Being a listener: To colleagues, a successful leader must show respect and try his best to listen to them instead of
pushing his opinions to everyone. Not only coming up with new ideas, it is more essential that he could gather
people’s hearts and beliefs in his ideas.
5. Being responsible, tough and sensible: a leader must be responsible enough to fulfill his duties, tough enough to
encounter countless challenges and sensible enough to tackle all situations.
17
Going Global: The Unity of Institutional-Unit Mission and Leadership Style
Meilinda- Petra Christian University ( meilinda@peter.petra.ac.id/ meilinda_h@yahoo.com)
Globalization becomes one of the strong external drives for Higher Education Institutions nowadays to compete in the
education sector. As a higher education institution, Petra Christian University (PCU) also wants to get ahead in this
era of globalization. PCU states in its vision statement that it wants "to be a caring and global university that is
committed to Christian Values." Being a private and Christian university in one of the third world countries,
internationalization has become a challenge. Language barriers, debates connected to implementation among the
faculty members, positioning of internationalization (to find the right niche of internationalization), lack of funding
are the challenges that PCU is struggling with. Will PCU be able to compete without losing the values it believes in?
In this paper, I examine the relationship between Institutional Mission, Unit Mission and Leadership Style. I use
Lowney’s concept of Heroic Leadership for analyzing the connection between these elements and how they can be
used to answer the challenges. The finding of this paper suggests that it is necessary to unite Institutional- Unit
Mission with Heroic Leadership style to achieve the goal.
Keywords: Institutional Mission, Unit Mission and Heroic Leadership
18
PROMOTING STUDENT RETENTION AND SUCCESS IN HIGHER EDUCATION
Dany C. Molina
College of Engineering
Central Philippine University
An issue of concern in higher education institutions across the world is the retention and success of students in their
studies (Crosling and Heagney, 2009). Retention is the ability of an institution to retain a student from admission
through graduation (Seidman, 2005). Studies around retention typically center on student attrition after the first year
of study. Attrition, often used interchangeably with retention, refers to a student who fails to reenroll at an institution
in consecutive terms (Seidman, 2005). Success in higher education is more difficult to quantitate. The perception of
students may differ from institutions. Even among institutions, parameters for success may also vary.
Non-completion of higher education creates a negative impact on both the student and the higher education institution.
On the part of the students, it is not surprising that research shows that a student who drops out of higher education
has a greater possibility of losing life chances and together with their families, incurring accrued debts (Crosling and
Heagney, 2009). On a larger scale, students who leave higher education have negative effects on the society and the
economy through the loss of potential skills and knowledge (Crosling and Heagney, 2009; Baum and Payea; Swail as
cited in Simmons). On the part of the institution, every student “lost” represents financial loss in terms of tuition and
other fees and revenue from alumni contributions (Swail, 2006). Losing students due to high rates of withdrawal may
have also reputational implications for higher education institutions (Crosling and Heagney, 2009). This may reflect
on the nurture, support, recognition of student concerns and timely intervention offered to students.
The purpose of this review is to examine student retention program especially for freshmen students in different
institutions of higher learning. Included in this review are the factors influencing retention, impact of low retention, as
well as theoretical frameworks underlying retention. Discussion also focuses on student retention practices that may
positively address attrition and impact on increasing the persistence rates among students.
19
Leadership through the Arts:
Literature, Film, and Theater towards University and Community Service
Jema M. Pamintuan, Ph.D., Ateneo de Manila University, Philippines
In his essay entitled “Cultural Identity and Development,” Professor Felipe de Leon of the University of the
Philippines posed a current problem in cultural education. According to him, “the positive utilization of Filipino
cultural strengths for effective governance and management, higher productivity, and promotion of social well-being,
is conspicuously absent in our institutions, whether public or private.” Higher education therefore plays an important
role, particularly, in using the arts as a medium for strengthening and promoting Philippine culture. The primary
objective of the paper is geared towards the proposal that education through cultural awareness can become a base for
society’s meaningful transformation.
The paper aims to outline my experiences as a Philippine literature teacher, and a practitioner in film and theater
music. Being a teacher of literature allows me to explore more materials in teaching, using film, music, and theater to
teach folk literature and Philippine poetry to my students. On the other hand, working in film and theater music
allows me to reach a wider audience, to promote Philippine literature, music, and culture, which we usually use as
subjects for the films and plays we produce.
Continuing these projects, and strengthening further my involvement in the arts while contributing to the higher
education of my institution, challenge me to explore for more knowledge on how to do these on a sustainable level.
The paper hopes to problematize, discuss, and address such challenges of making one’s work effective, sustainable,
and service-oriented, both beneficial to the university, and to the community (on a regional, national, and
international level), as well. Teaching and initiating creative projects, hopefully, will mostly stem from the utilization
of Filipino cultural assets.
The experiences, the interviews I conducted, and the lectures I delivered, during my 4-month stay at Tunghai
University in Taiwan, will also be tackled in the paper. These experiences provided further motivation and knowledge
to become a more efficient and committed educator and artist, with cultural awareness and service to the community
as primary goals in every teaching and creative endeavor I might want to pursue. With these, I hope to echo what Prof.
de Leon emphasized in his essay, which is the need for “embarking on a serious program for cultural awareness and
education.” Literature, film, music, and theater, with the help of different institutions and concerned individuals, can
work together to promote and utilize cultural strengths and resources in educating the youth and the community.
20
GREAT LEADERS WORK SMARTER, NOT HARDER
--Selvi Panggua
There are many good leaders in organizations today, however, organizations need not only a good leader but a great
leader. The purpose of this paper is to provide brief information of the ways to be great leaders. Being a great leader
means working smarter not harder. She or he works strategically by having a plan and setting clear goals, leveraging
existing networks, delegating work, giving solutions, staying inspired, achieving quality but avoiding perfectionism,
managing stress, maintaining an overview and identifying problems while focusing on the organization journey. This
paper also presents some opinions about great leaders from a variety of levels of the leaders at Valparaiso University
through personal interviews by the writer during her study as a visiting scholar at this University. There is no shortcut
to becoming a great leader; it needs effort, time and process. These suggestions hopefully will help a leader to be a
great leader.
Key Words: Leader, Great Leader, Smarter, Harder, Strategically
21
Growing in Leadership
Dr. Rachel Reena Philip
UBCHEA Fellow
Success of an organization usually can be traced to a successful leader. There are varied definitions of a leader that have
been offered by management experts. One of the definitions that have appealed to me states that ‘a leader influences others
to go to places where they might not have gone otherwise.’ In an organizational set up, leadership thus is the process of
influencing people to achieve their organizational mission and vision. Leadership is about vision, about people buying into
it and about producing needed changes. Implicit in the statement is that the leader is able to develop an organizational
vision, has the gift of persuasion, and is able to build trust of the team.
Similar to the numerous definitions of a successful leader, the list of qualities of a leader is also long--often too long to be
useful or practical. Many of them are empirically accumulated from behaviours of successful leaders. Qualities such as
integrity, dedication, magnanimity, humility, openness, creativity, fairness, assertiveness, sense of humour, ability to
assume responsibility, skill in team building, planning skills, trustworthiness, all have been touted among the top qualities
expected in a leader. While the list is large and may be of academic interest, rarely are all these qualities found in one
person. But indeed many of them can be cultivated.
In complex organizational environments, more than the qualities of individual leaders, their behavior in such environments
appears more important for success. The traditional autocratic or hierarchical modes of leadership have given way to a
model that invokes teamwork and sense of community. Personal involvement, ethical and caring behavior are emphasised
in this mode of ‘servant leadership’. The guiding principle is that the leader is still a servant because of her desire to serve
better (help others/organization) rather than gaining increased power. Such servant leadership evidently empahsises team
building, collaboration and trust. Building trust, showing consideration and caring, treating the team with respect and
valuing their inputs become the essential elements. The leader morphs into a resource for the team not the ‘boss’ of the
team. The leadership behavior is akin to Christian leadership with Christ as the role model. A servant leader, who is in
relationship with Christ, should easily be able to follow Christ’s example to serve others and lead without any conflict in
the day to day world environment. Such style can be cultivated no matter where one is placed in an organizational
hierarchy. The notion that a few extraordinary people at the top of the pyramid can provide all the leadership that is needed
today is untenable.
As an UBCHEA Fellow, my recent exposure to leadership styles in a variety of organizations has indeed emboldened me
further in adopting the servant leadership mode in the context of my home (Union Christian College) institution. My
submissiveness to Christ will help me as a leader to develop a Christ-centered leadership style and exercise assertiveness
only to the needed degree that would automatically elicit trust, co-operation and team spirit from the group that I work with
at UC College. My approach will continue to be to listen to the nuances of what others say and why they say it and to
arrive at a response with the consensus of the whole group, for the success of the institution and community. My efforts as
a leader will continue to influence others by being trustworthy. That includes disclosing information to team members
without “spin” and seeking their valuable inputs.
The UBCHEA Fellowship at Hope College undoubtedly has broadened my horizon and I have numerous ‘take-aways’
from this wonderful experience. These have made an indelible mark on my attitude and approach to leadership style and
will influence my career and organizational involvements. While I do recognize the unique differences in culture, beliefs,
and resources between the two institutions, some of the leadership behaviours that I observed at Hope College, are
evidently adaptable to my home institution. Specific examples of the lessons learned and my accomplishments in
influencing strategic directions at my home institution (UC College) will be discussed in more detail in the full text.
22
Reflection on Ateneo’s experience in the perspective of leadership
REN Xiaowei
(Shaanxi Normal University, China)
During the period from November 2012 to March 2013, I visited and hosted by Ateneo de Manila University as an
UB fellow. Through the rich experience in Ateneo, I was improved a great deal in many aspects, especially in the
perspective of leadership.
Undoubtedly, leadership will mean different things to different people and to different work area. It is impossible to
create a universal and uniform pattern of leadership which suits anyone and anytime. However, according to my
experience in Ateneo, there are at least three factors that are extremely important for leadership, especially for
leadership in institute of higher education.
One is that the leader in any position of university should desire changes for making things better, and have a sense of
eagerness to pursue change. In the process of massive phase of higher education development, it is indeed very urgent
to seriously consider how to face and deal with the challenges put forward by the new epoch of higher education. As
the higher education steps out of the isolated state and enters into an open world, it is natural for the problem of how
to develop international education to arise. With increasing number of university students, how do we create the new
teaching pattern to satisfy the diverse need of student for higher education? In a time of knowledge economy, how do
we improve university’s level of social service? Confronting with problems like these, we really need to adapt
ourselves to the change of the situation of higher education and strengthen the desire for pursuing creative change.
The second is that successful leaders must pay high attention to the needs of their followers. This trait is usually
reciprocated with enthusiasm by the followers, especially at the middle level of an organization. Any leadership is
actually a kind of system. Also, it is self-evident that only efficient system can make leadership efficient in the same
degree and produce capacity of leadership. With regard to this respect, those who are at the middle level of a system
or management deserve high attention and emphasis. It is they who play the crucial role of realizing the top leader’s
advanced idea and carrying out the concrete policy. In a university, there are usually two series of middle level, one is
the functional sectors, the other the schools. Comparatively speaking, the latter is more important than the former,
because any university will mainly depend on its basic constituted schools to realize its mission of teaching, research
and social service.
The last is the personalities of leader, which is a key factor determining the extent of his attraction and capacity of his
leadership. Any leadership wishes to be treated with an attitude of respect with awe. To be so, many factors will work.
Among them, following two are especially important. One is to be fair and to make an impression of fairness, which
is common for leadership in any collective group. The other is to be an expert and influential scholar in his or her
research, which is unique for university leadership. It is unimaginable for a person without academic excellence to be
a successful leader in a university.
23
Strategic Vision Development Process
Yohanes Sigit Purnomo Wuryo Putro
University of Atma Jaya Yogyakarta
Yogyakarta, Indonesia
Strategic vision is really important to a university. It will provide a direction for university to achieve the university
destination both in short-term or long-term. The successful of the strategic vision could be affected from its
development process.
Mostly, university has its own strategic vision's development process that can be different between the other
universities. In some university, maybe the strategic vision development process just getting the input from limited
people, even just from the university leaders. At the others side, maybe the development process was deliberately
open and participatory planning process.
This paper will try to explain how the strategic vision's development process done in universities. It will explain both
of Baylor University and University of Atma Jaya Yogyakarta experiences in strategic vision development process.
This comparison then could be used by the other university to enhance and improve their strategic vision's
development process.
Motivation and Human Relations
By
Tosan Tri Putro
UB Fellow from
Duta Wacana Christian University Yogyakarta, Indonesia
The purpose of participating in the fellowship program was to find new things. There are so many things that made
such a rich experience, especially the relationship with other people of different cultures, with different interests and
different backgrounds. There was a great deal of cooperation in all the activities in which I participated. All ran
smoothly with a Team Spirit very visible, with conflict rarely heard.
The main thing that is noticeable at my host institution, The Hong Kong Polytechnic University, Hong Kong is the
degree of co-operation with other institutions, within and outside the country, both on a small scale at course level, as
well as the university-wide scale. Impressive was the number of individuals who have networked with the external
academic and industrial world. It only takes a small team to handle a project / event such as, AtyPI, is an world annual
conference about typeface or typhography, and annual design conference, BODW (Business of Design Week in Hong
Kong). Real work is the key, not just discourse, discussing things that are too complicated but never realized.
There is one thing that was enough to make me happy and I think this is one success of this fellow in the UB program:
establishing a new network between School of Design, The Hong Kong Polytechnic University, and the Product
Design Department UKDW, which was implemented in a Study Trip to Yogyakarta , Indonesia.
Possible cooperation will be greater as the result of a passion for friends, listening to each oth