Paul L. Gaston, Ph.D. Provost, Kent State University Kent, Ohio, USA

1. Global Trends In University ReformAnd the ImplicationsFor Future US-EurasianUniversity Cooperation Paul L. Gaston, Ph.D. Provost, Kent State University Kent, Ohio, USA

2. Global ChallengesGlobal Reforms Global Progress

3. Higher Education:Responding to Challenges University Responses To Global Issues

4. Five Fundamental Questions 1 What are the most prominent internal challenges facing universities in the US and Eurasia? How are universities responding? 2 What global issues require the response of universities in the US and Eurasia? How are universities responding? 3 Why are US-Eurasia university partnerships now especially important? 4 What have we been doing? 5 What more might we—should we—do?

5. 1 Internal Issues Facing Universities In the US and Eurasia (Selected) A Inadequate funding threatening access B Recruitment of students and encouragement of persistence C Increased social and governmental demands for documented accountability D Need for stronger, coordinated public messages E Risk of insularity, provinciality at time of national and international anxieties F Concern that regional compacts (Socrates, Erasmus) may discourage broader international links G Information security

6. Internal Issues Facing Universities in the US and Eurasia • Issue A: Inadequate funding • Some responses: • Increased efficiency • Closer alignment of curricula with student needs • Sharing of technical services, other resources among universities • Centralization of library resources • Closer focus on primary mission • Greater differentiation of university missions • Exploration of new revenue sources

7. Internal Issues Facing Universities in the US and Eurasia • Issue B: Recruitment of students and encouragement of persistence • Some responses: • Cooperation on more convenient transfer of credits • Informed awareness of differences between academic schedules • Awarding of interim documentation certifying progress towards degree • Increased investment in capacity for distance learning • More focused recruitment of matriculating students to encourage persistence in one university • Increased reliance on student services • Support for student communities

8. Internal Issues Facing Universities in the US and Eurasia • Issue C: Increased Social and Governmental Demands for Documented Accountability • Some responses: • Clearer definitions of educational outcomes promised by each educational program • More thorough measurement of student progress • More direct use of information from measurement to strengthen academic programs • Increased transparency of accreditation actions • More effective communication from universities to society regarding mission and methods

9. Internal Issues Facing Universities in the US and Eurasia • Issue D: Need for stronger, better coordinated public messages • Some responses: • In US, framing of messages through national associations • Representative national presence: ACE, NASULGC, AASCU, AAU, AACC, etc. • Advocacy for particular values: e.g., AAC&U’s commitment to liberal education, diversity, women’s issues • Disciplinary advocacy: American Historical Association, Modern Language Association, American Chemical Society, etc.

10. Internal Issues Facing Universities in the US and Eurasia(Need for Stronger, Better Coordinated Messages) • Responses to Issue D, continued • Assignment of university representatives (lobbyists) to work with state and national governments • Work within independent state groups (e.g., Ohio’s Inter-University Council) to articulate coherent policy recommendations • Attempts (through meetings like this one) to understand shared problems and develop shared approaches

11. Internal Issues Facing Universities in the US and Eurasia • Issue E: Insularity, provinciality arising from national and international issues, anxieties • Some responses: • Universities take lead in articulating conviction that “planet Earth” must resolve cultural misunderstandings, transcend focus on national self-interest, and accomplish well-being for all • IREX and other international conferences promote sharing of ideas, successes, caveats • Ensure sufficient resources to sustain person-to-person growth in awareness and eliminate impediments wherever possible

12. Internal Issues Facing Universities in the US and Eurasia • Issue F: Concern that regional compacts (Socrates, Erasmus) may discourage broader international links • Some responses: • Promote capacity of compacts to create cooperative, not competitive environments • Consider different models for trans-national accreditation • Create international clearinghouses for higher education information • Encourage sharing of resources across national boundaries (and oceans) through collaborative higher education centers

13. Internal Issues Facing Universities in the US and Eurasia • Issue G: Information security • Some responses: • In US, continuing review and upgrading of information protocols + expedited sharing of information on present and anticipated threats • Understood need to expand awareness within international higher education community of shared responsibility • Shared international understanding that secure communication is critical to every element of cooperative higher education mission

14. 2 Global Issues Summoning Responses from Universities A Globalization of the economy: the “flat world” B Increases in the power and influence of technology C International competition for finite natural and intellectual resources D Commitment to developing markets with high potential for growth E Threats posed by natural disaster, economic catastrophes, terrorists—and the need for informed responses transcending boundaries

15. Global Issues Summoning Universities • Issue A:Economic globalization creates interdependent productivity, stimulates consumer demand, raises cultural issues • Some responses: • Higher educators refine economic models, improve quality control mechanisms, consult on issues of supply, distribution, marketing • Higher educators study market forces, economic and environmental constraints • Translation advances facilitate communication • Global collaboration enhances cultural knowledge and sensitivity

16. Global Issues Summoning Universities • Issue B: Advances in technology create “haves,” “have nots” • Some responses: • Higher educators refine technology to support learning international in scope, collaborative in method, focused in intent • Disaggregated global management draws on higher educators to support technological applications adapted to corporate priorities and regional requirements • Managers of global economies require learning of unprecedented currency and focus in a context of cultural and historical awareness • Technology offers higher educators opportunity to broaden educational access for the world’s dispossessed

17. Global Issues Summoning Universities • Issue C: Competition for finite resources (water, oil, time) requires coordinated approaches to efficiency and conservation • Some responses: • Scholars collaborating across boundaries define issues, develop credible solutions • Universities’ advances in science, engineering, technology balance benefits, costs • Cross-cultural perspectives promote understandings sufficient to support responsible actions • Cross-disciplinary analyses recognize that problems are multi-dimensional • Higher educators share conviction that technical solutions must embody awareness of social, historical, cultural factors

18. Global Issues Summoning Universities • Issue D: Markets with high potential encourage development but require prompt, diversified, coordinated responses • Some responses: • Complex financial engineering supports, protects international investment • Cultural education facilitates economic exchange, weighs against missteps • University-developed products, processes stimulate growth in commerce, industry • Quality management approaches (TQM, Six Sigma) support fundamental economic growth

19. Global Issues Summoning Universities • Issue E: Threats posed by natural disaster, economic catastrophes, terrorism—and the need for informed responses transcending boundaries • Some responses: • University-based science enhances predictive capacity regarding natural disaster • University-based economists can show inter-dependency of all nations at time of crisis • University-based legal, historical, cultural expertise promotes understanding of causes behind unrest

20. 3 Why are US-Eurasia university partnerships especially important? • Both internal and global issues appear universal, with no boundaries • US and Eurasian universities face a particular challenge in creating educational opportunities for highly diverse populations that include strongly differentiated cultures • Strong social and cultural divisions inform the educational priorities of universities in both the US and Eurasia • Effective partnerships between US and Eurasian universities create a salutary model for the world

21. (US-Eurasia university partnerships: especially important!) • US and Eurasian universities share a particular responsibility for the resource-rich Northern Hemisphere—and particular opportunities made possible by electronic and physical proximity • Universities joined in collaboration offer govern-ments exemplary “bridge” for healthy relations • Students and faculty derive significant educational, cultural benefits from international engagement • With educational gains flow cultural understandings • International partnerships reward, support, and leverage specialized expertise

22. 4 What have we done so far? • US educational opportunities offered to Eurasian citizens: since 1993, more than 100,000 from Eurasia have participated in educational programs (e.g., management, social services, NGO development) • Undergraduate Exchange Program supports Eurasian citizens for one year of non-degree undergraduate study in US that can lead to community college and university scholarships (FY02: 293) • Muskie program provides opportunities for Eurasian scholars to enroll in graduate study in US (338 program total)

23. What have we done so far? • Fulbright program sends US faculty to teach in Eurasian countries, offers research awards for Eurasian scholars to study in US (FY02: 71 US scholars, 93 Eurasian scholars) • Fulbright program also supports US and Eurasian students in study abroad (FY 02: 40 US students, 31 Russian and Ukrainian students) • IREX program places Russian university graduates with leadership skills in US non-degree programs in community, governmental, or corporate affairs (FY02: 27 Russian scholars)

24. What have we done so far? • Accrediting associations working internationally to support assessment and institutional strengthening: in FY02, nearly 7000 Eurasian citizens worked with US associations US higher education associations (ACE, NASULGC) working to ease visa application and approval • Eurasian Junior Faculty Development Fellows enter two-month practical internships in US (FY02: 100 Eurasian fellows) • IREX offers Eurasian officials and professionals access to issues critical to regional redevelopment through 4-month programs in US; host advisors guide research (FY02: 108 Contemporary Issues Fellows)

25. What have we done so far? • Promoting curricular reform and supporting university leadership in Eurasia, Educational Partnership Program funds links between US and Eurasian universities (especially outside of capital cities) in law, business, economics, education, public administration, public policy, government, journalism and communications, etc. (FY02: 23 grants) • Many other US government programs: full listing available at http://www.state.gov/p/eur/rls/rpt/23602.htm

26. What have we at Kent State done so far? • From 1995 to 2000, Soros and FSA fellowships enabled more than 30 Eurasian students to earn graduate degrees at Kent State • Eurasian Kent State graduates lead educational initiatives in Eurasia, for example: students from five Yerevan and six US schools participated in an online chat in February 2005 at the end of Black History Month USA, enabling Kent State faculty to answer students’ questions about Black history, Malcolm X, Martin Luther King • Kent State working with Voronezh State University to establish Association of Black Sea Higher Education Leaders

27. 5 What should we be doing? • Develop joint degree programs • Expand support for faculty research collaboration • Marshall international administrative experience to address common issues • Support curriculum, research, adminis-tration through greater reliance on technology • Multiply exchange opportunities for faculty, students, administrators • Strengthen focus on quality of learning

28. What should we be doing? • Ensure that regional associations, compacts are outward looking and committed to collaboration • Taking a world view that, while genuinely global, recognizes the particular value of US-Eurasian educational cooperation • Thanking one another for the commitment that brings us together in the most important cause there is

29. Thank You From Your Colleagues At Kent State University