Global Values in Higher Education 341trust which in turn reflects on academic enrolment numbers and addi-
tional funding and donor opportunities. Today it may be justifiably said
that universities leaders are not just responsible for academic growth
(which is in itself a major challenge in the context of the global citizen
discourse) but also for institutional survival.
Finally, it would be remiss in a discussion on responsible leadership
in higher education committed to practising the ethos of global citizen-
ship not to raise the commitments of Goal 5 of the SDGs (read with
Goal 4), which focusses on enterprise of gender equality (SDGs: 2015e).
Painter-Morland^276 highlights the concern and the need to:
[...] seek to understand the tacit gender prejudices inherent in
[global] organisational practices and the embodied effects of
such prejudices for the individuals involved. [...] [D]espite an
overt acknowledgement of equal rights and opportunities, many
women and men still experience very real barriers in terms of
their access to leadership opportunities27.5 The Second Value: Innovation and Creativity
Responsible leadership, innovation and creativity are all carefully
linked. If universities are to meet their role as catalysts for change to-
wards a more balanced world, some degree of strategic re-focussing will
be required—and not all of this will be based on tried-and-tested univer-
sity modalities of operations.
Article 13 of the World Declaration^277 makes this clear: Higher edu-
cation institutions should adopt forward looking management practices
that respond to the needs of their environments. Planning for the 22nd
century will demand innovative approaches, formulating widely-shared
principles which address the inherent values that will make the universi-
276
277 BBVA OpenMind 2013: 441^
1998e:16