EDU 5823 PENTADBIRAN INSTITUSI PENDIDIKAN TINGGI

1. EDU 5823 PENTADBIRAN INSTITUSI PENDIDIKAN TINGGI

2. DR. SOAIB ASIMIRAN • 89468117 • DEPUTY DEAN ACADEMIC AND INTERNATIONAL • soaib@upm.edu.my

6. Pelan Pembangunan Pendidikan Malaysia (Pendidikan Tinggi) 2015 - 2025 • Dokumen strategik yang menggariskan hala tuju pendidikan tinggi negara untuk tempoh 11 tahun bermula dari 2015 sehingga 2025. Ia adalah kesinambungan daripada kajian semula Pelan Strategik Pengajian Tinggi Negara (PSPTN) 2007-2020 serta penyelarasan PPPM (Prasekolah hingga Pendidikan Lepas Menengah) 2013-2025, yang bertujuan untuk meningkatkan dan memartabatkan sistem pendidikan tinggi negara. 

7. EDU5823/Topic 1

8. EDU5823/Topic 1 The University and the medieval world order • The first universities grew out of the cathedral and municipal schools of the reviving cities of twelfth-century Europe. • Salerno was the first school to enjoy university status. However, its claim to be the first university is still disputed. Founded in the 9th century, remained a medical school rather than developing into a university. • The first full universities in Europe were Paris and Bologna. The University of Paris was founded between 1150 and 1170. • The word universitas meant no more than a society or guild. • The university originally signified the guild of masters in Paris, the guild of students in Bologna and the Italian universities.

9. EDU5823/Topic 1

10. EDU5823/Topic 1 The destruction of the medieval world order • By 1300 universities grew from four (Salerno, Paris, Bologna and Oxford) to 16, by 1400 to 38 and by 1500 to 72 universities. • Universities were organized institutions with a rector, or chancellor, a common seal and corporate personality. • Universities were influential at all levels of medieval life. Universities were the ideological heavy artillery in the intellectual wars between church and state. • The universities became almost a separate intellectual estate, a third force between church and state. • The universities claimed about freedom of thought and scholarship.

11. EDU5823/Topic 1 The university and industrial society • The Industrial Revolution began outside universities. • Industrial society eventually recreated the university in its own image. • Higher education was still very elitist.

12. EDU5823/Topic 1 The emergence of the research university • The German and French Models • Higher education for the excluded

13. EDU5823/Topic 1 The university in the wider world • Latin America • The French and Dutch Empires • British North America • The United States • China • The Middle East • Japan

14. EDU5823/Topic 1 The University • In Latin universitas means community, universitas disciplorum et magistrorum means community of masters and pupils, universitas scholarium means community of scholars (Livingston, 1974). Universitas also means a society or guild (Perkin, 1991). • in northern Europe and Paris, university signifies the guild of masters, while in Bologna and the Italian universities, university signifies the guild of students.

15. EDU5823/Topic 1 The University • The concept of university was derived originally from various stages of different terms such as studia, trivium, magister, stadium, stadium generale, jus ubiquedocendi. • A university is a place where higher order of learning takes place, has teaching and scholarship combine together, and above all its existence is characterized by its corporate autonomy and academic freedom legalized by means of relevant laws.

16. IDEAS of UNIVERSITY • Newman idea of a university • Ortega Gasset continuation of Newman’s idea • Daniel Coit Gilman research in university • Charles Eliot graduate studies, professional school and research • Abraham Flexner on the idea of a modern university

17. Karl Jaspers on the functions of the university in research, teaching and culture. • Clark Kerr on the ideal of a multiversity – linked to economic and social growth, vital to society, military, religious groups, farmers, for civic and regional purposes, national purposes to serve mankind.

18. EDU5823/Topic 1 John Henry Newman’s Idea • Favored university as a place for the teaching of universal knowledge. • Expounded the virtues of liberal education and opposed the inclusion of research into university activity. • The cultivation of the intellectual should be the ultimate aim of a university education.

19. EDU5823/Topic 1 Gilman and Flexner’s Idea • Daniel Coit Gilman, in 1876, the first John Hopkins University president began a graduate school putting the emphasis on research. • In 1930, Abraham Flexner championed ‘the idea of a Modern University’. The university was more attuned with social evolution and became not only an institution devoted to the pursuit of knowledge, but it also became the institution for the solution of problems, the critical appreciation of achievement and the training of the mind at highest level.

20. EDU5823/Topic 1 Clark Kerr’s Multiversity • In the twentieth century, Clark Kerr in his famous Godkin lectures (Kerr, 1970) described the characteristics of the university and put forward the idea of a multiversity. The university has a multiplicity of purposes. • The university is now linked to economic and social growth and become vital not only to society, but also military, religious groups, and farmers. • Produce knowledge for civic and regional purposes, for national purposes, and to serve mankind.

21. EDU5823/Topic 1 Higher education in South-East Asia • An overview of higher education in South East Asia. • Higher education is greatly influenced by the countries’ historical past, nation-building efforts, and current global trends. • Among the less-developed countries, higher education systems are chronically under-funded and face escalating demand, under qualified academic staff, poorly planned curricula. • Higher education systems face similar problems and challenges – have budgets to balance, faculties to satisfy, social demands to meet.

22. EDU5823/Topic 1 Massification of Higher education in South-East Asia • Massification reflects developments and trends in higher education reform to increase access. • Transforming higher education systems from being elitist to ensuring mass participation across different social, income and geographical groups. • Some countries have achieved significant increases in participation rates and tackled social exclusion. • Escalating demand was brought about by population growth, democratization of secondary education, growing affluence, social mobility.

23. EDU5823/Topic 1 Massification of Higher education in South-East Asia • At the national level, it is a key instrument for human capital development to sustain economic growth, restructure society, promote national unity. • Higher education to maintain the countries’ competitiveness in a globalized knowledge economy (Malaysia, Singapore).

24. EDU5823/Topic 1 Expansion of Higher education by gross enrolment ratios (%) Country 1965 1975 1985 1995 2000 Singapore 10 9 12 34 na Thailand 2 4 20 20 32 Philippines 19 18 38 30 30 Malaysia 2 3 6 11 23 Indonesia 3 2 7 11 na Brunei na na na 7 14 Vietnam na na na 4 10 Myanmar 1 2 na 6 8 Cambodia na na na 2 3 Lao PDR na na na 2 3

25. EDU5823/Topic 1 Diversification of Higher education • Various types of higher education institutions have emerged with different missions or purposes. • Many countries witness rapid expansion of private sector. • Levels of differentiation - traditional teaching and research universities, virtual universities, polytechnics, technical institutes, open learning institutes, community colleges. • Higher education runs by for-profit corporations, non-profit organizations and religious bodies. • Open and distance learning universities and regional universities widening participation and access to HE. • Trend towards transnational education has been noted , Malaysia one of the most developed and experienced in the region.

26. EDU5823/Topic 1 Internationalization of Higher Education • Mobility of students and academics around the world have become common. • The increasing development of foreign branch campuses reveals that HE can be exported to give access to students who otherwise may not be able to afford or obtain scholarship • Transnational education is defined as any teaching or learning activity in which students are in a different country to that in which the institution providing education is based. • Malaysia, Thailand and Vietnam are importers of transnational education from Australia, UK. • Some countries have national objectives to become educational hubs in the region.

27. EDU5823/Topic 1 Marketization of Higher Education • The rapid expansion calls for restructuring of HE involving privatization of HE, corporatization of public universities, implementation of student fees and formation of strategic partnerships between public and private sectors. • Market forces led to more entrepreneurial universities whereby universities market their teaching, research and other knowledge-based services as well as setting up commercial enterprises or joint ventures with business firms. • The development of private HE expands enrolments in many countries. In Philippines and Indonesia the private HE outnumbered public HE.

28. EDU5823/Topic 1 Implications on Institutions of Higher Education • HEs become more bureaucratic and regulated to ensure consistency in the management of HE systems. • HEs become more complex, creating a variety of institutions with different missions and scattered in different places. • Many governments are reducing their public and social expenditure on universities. Universities need to seek alternative sources of funding. • Universities need to be more market oriented, flexible and able to respond quickly to market signals and pressures. Academic leaders have to find ways to make their universities more entrepreneurial and autonomous. • Limited resources have made stakeholders including the state to be more concerned with the quality of education.

29. EDU5823/Topic 1 Implications on Institutions of Higher Education • Universities are increasingly subject to external pressures to achieve greater accountability for their performances, and are encouraged to develop systems for self-evaluation and assessment. Trading autonomy for accountability • States and universities are constantly redefining their interactions and relationships. • An increase in autonomy is coupled with more accountability. • Restructuring has led to changes in governance and management.

30. EDU5823/Topic 1 Changing academic profession • Academics are subjected to more rules and regulations, tighter control to increase productivity, more rules and regulations, rigorous assessment procedures. • The development of corporate culture has required academics to behave like entrepreneurs and to market their expertise, services and research findings. • Academic freedom in some countries remains limited on what can be researched and what can be disseminated to public.

31. EDU5823/Topic 1 Future developments and challenges • Continuing expansion of universities. • Universities need to seek different sources of funding. • Growing diversity of higher education institutions. • More calls for institutional autonomy, financial diversification and quality control will be made. • Greater pressure for relevance and flexibility curriculum development and adaptability to changes in the society. • The emergence of multiple competitors as knowledge disseminator from corporate universities, research institutes, industrial laboratories, think tanks and consultancies. • Universities have to promote multiculturalism and universal values.