More barriers to delivery?

8. … ignore efforts to build sustainable structures. It’s often easier to “do it yourself,” but in the long run the efforts can’t be sustained. Creation and expansion of sustainable (perhaps even, self-creating) systems is essential to enhance delivery.

9 … look strictly to one discipline for Institute support. This is particularly true for IF @ AACC’s approach.  The Institute core value is in the breadth and synergy produced by cross disciplinary input.  Delivery of a dynamic, growing Institute is enhanced by this breadth.

10. … assume that because faculty members possess earned doctorates and other degrees that they are comfortable directing Institute projects. Professional development is critical.  There are several reasons for this. Let’s take these in turn.

• Lack of futures awareness. Awareness of a futures perspective is central. In this culture we require standard undergraduate programs to include history (past), sociology, psychology, political science, geography or others (some study of contemporary life – present), but future is NOT required. Hence, the perspective is not part of the larger intellectual consciousness.
• Awareness, but lack of skills. There are tools beyond perspectives themselves that can be learned. “Thinking like a futurist (as futurist, Peter Bishop says)” is important, but skills of futurists are also important.
• Awareness, skills but lack of confidence. Practice is necessary to develop confidence in thinking and acting like a futurist.  Expanding teaching opportunities for a larger group of colleagues and making local and professional presentations available, increases confidence through “doing.”

With these guidelines in hand, we need to address continuous improvement and innovation. Anticipating and assessing gaps in delivery must be ongoing and is an essential part of the growth process.