THEORIES AND MODELS OF HIGHER LEARNING INSTITUTIONS

1. THEORIES AND MODELS OF HIGHER LEARNING INSTITUTIONS SEM 2 2016/2017 EDU5823

2. NEWMAN’S IDEA OF A UNIVERSITY Article: Newman’s idea of a University and its Relevance for the 21st Century by Ian Ker in Australian eJournal of Theology 18.1 (April 2011) Newman – from first to last, education … has been my line (1863) Oxford The Idea of a University (1873) – classic work on university education. Famous for the ‘liberal education’ as the principal purpose of a university. Has often been misunderstood. He sees Liberal as ‘the end of University Education’.

3. THE END OF UNIVERSITY EDUCATION – AS… A comprehensive view of truth in all its branches, of the relations of science to science, of their mutual bearings, and their respective values. The real cultivation of mind – the intellect … properly trained and formed to have a connected view or grasp of things. The perfection or virtue of the intellect by the name of philosophy, philosophical knowledge, enlargement of mind. Knowledge – grasps knowledge, taking views of things, giving reasons upon what is seen and link with ideas. Above all it is about the capacity to think.

4. NEWMAN’S LIBERAL EDUCATION … The seven liberal arts comprising grammar, rhetoric, logic, mathematics, theology, law, and medicine. Newman’s idea of a university comprise both science and theology. Liberal education is simply the cultivation of the intellect .. Intellectual experience. The training of the mind – how to think which requires a great deal of reading because knowledge is the indispensable condition of mind and the instrument of attaining to it. Possesses the knowledge, not only of things, but also of their mutual and true relations (education of the whole mind).

5. TRAINING OF THE MIND … The power of thinking clearly and logically. The ability to grasp things as they are. The power of discriminating between truth and falsehood. The capacity of arranging things to their real value. The wisdom and capacity to judge. The power of evaluating and making normative judgments. Know where he and his conscience.

6. THE UNIVERSITY … Teachers and students are both responsible the teaching process. Residential and college are so important. A non-residential university does not provide the kind of intellectual community necessary for a truly liberal education. In another writing he puts ‘a University … is a place of teaching universal knowledge’ its ‘object’ being ‘the diffusion and extension of knowledge rather than the advancement of knowledge’. (No expectation to combine teaching and research)

7. CLARK KERR AND THE USES OF THE UNIVERSITY Article by Simon Marginson: 15 Dec 2008, CSHE Ideas and Issues in Higher Education Seminar, University of Melbourne. Clark Kerr, president of the University California – 1963 Kerr described research and teaching in university followed by continuous discovery, change, and national development. University as multiversity with multiplicity of knowledge and functions. Many fields of knowledge, multiple goals and multiple constituencies.

8. CLARK KERR AND THE USES OF THE UNIVERSITY Kerr traced: i. the origin of American research universities ii. the land grant movement which fostered accessible institutions dedicated to the service of the state via mass education and agriculture; iii. the federal research funding – shaping role for government. University is a new type of institution.

9. CLARK KERR AND THE USES OF THE UNIVERSITY ‘The university is so many things to so many people that it must, of necessity, be partially at war with itself’. To Kerr, the idea of a university is ‘The Multiversity’. University has no single principle – fragmentation Broadening roles in teaching, research and service. Shaped by external relations. Institutional identity, contrasting disciplines, ‘estates’ of administrators, students and faculty. The university is not really private and it is not really public. The reality is, it is governed by history.

10. CLARK KERR AND THE USES OF THE UNIVERSITY Kerr predicted the transformation of worldwide education system along the lines of the American model. National policy and university practice have moved closer to the American model. University autonomy combined with self-determining institutions, missions and close with social culture

11. THEORIES OF HEI Structural theories Political theories System theories

12. STRUCTURAL THEORIES Structural assumptions – to understand organizations we have to examine the organizational structure Organizations as hierarchical structure Universities as a series of concentric circles Structural functionalism – series of interrelated parts

13. STRUCTURAL THEORIES Organization exists to accomplish goals Structural form can be designed to fit particular circumstances Organizations work most effective under norms of rationality Specialization permits expertise and performance Coordination and control essential for effectiveness Organizational problems because of inappropriate structure

14. STRUCTURAL THEORIES Dual structure in universities – academic and non academic Structure dominates organizations Relate universities to bureaucratic organizations

15. POLITICAL THEORIES Political assumptions – three related theories Conflict theory Community power theory Interest group theory

16. EDU5823/Models Political Model of universities • Politics is basically a process of interaction among contending groups to acquire domination and resources in a social system. Power and control are the objects of obsession. • Interaction strategies include association, coalition, fragmentation, exploitation, manipulation, aggression, intimidation, etc. • The resources are money, space, support, visibility, security, fame, information, jobs, etc .

17. EDU5823/Models Political Model of universities • Underlying theories - conflict theory, community power theory, interest group theory Characteristics - political cycles - power struggle • dynamic process of political activities

18. EDU5823/Models Political Model of universities • University as a political system - political stage exists in universities - existence of various groups, competing views, diverse interests - university constitution permit functional representation - Board of directors, Senate, Faculty, Committee, Associations - power struggle between groups - appointment to key posts to serve political interests - academic representation versus lay-representation

19. EDU5823/Models Political Model of universities • Baldridge (1971) • Bases the political on three theories – conflict theory, community power studies, and theory of interest groups in organizations. • Has five points of analysis – social structure features, interest articulation processes, legislative phases, policy formulation, and policy execution. • A complex social structure generates pressures, forms of power impinge decision makers, legislative stage translates pressures into policy, policy execution generates feedback in the form of new conflicts.

20. EDU5823/Models Theoretical background for Political Model

21. EDU5823/Models Assumptions of the Political Model Six underlying assumptions • Inactivity prevails – small groups govern major decisions • Fluid participation – people move in and out of the decision making process. • Fragmentation into interest groups – power blocs and interest groups to influence policy. • Normalcy of conflict – conflict is normal and is expected in a dynamic organization. • Limitations of formal authority – authority is limited by political pressure and bargaining. • External interest groups – external groups may exert pressure.

22. EDU5823/Models Collegial Model of universities • Regards universities as the community of scholars (Millet, 1962, 1978, 1980) Goodman (1962). • Professional qualifications of academics, the lack of clearly defined roles and organizational ambiguity are main elements that consider decision makings are done based on consensus. • Millet defines the academic community model as a structure and process bringing together three or more groups to decide issues of campus governance. • There is a community of authority. Power is shared by faculty, students, alumni, and administrators. • The academics has a dual role, as individual and collegial. Individual refers to academic as a unit in educational process while collegial academics have roles in department, faculty, univ.

24. BUREAUCRATIC MODELBaldridge et. Al (1971) Capable of attaining the highest degree of efficiency, the most rational means of exercising authority

25. CRITICISMS ON BUREAUCRATIC MODEL Description about critical processes that give dynamism to the structure of organization is inadequate

26. Political Model as the Governance Mechanism in Steering Universities AGRICULTURE, INNOVATION, SUSTAINABILITY

27. CONCLUSION AGRICULTURE, INNOVATION, SUSTAINABILITY

28. Introduction UG as the framework by which authority, power and university’s functions are systematically organized according to university constitutions. AGRICULTURE, INNOVATION, SUSTAINABILITY

29. The Problem • Researches on university governance have come up with several models such as the political, bureaucratic and collegial models. • Each model captures distinctive perceptions or viewpoints of the researcher relative to issues, problems, location, and changes. • Despite the many models in the literature, however, there is still a lack of empirical work to portray the applicability of the models in the governance of public universities, particularly about which model dominating the governance of universities. AGRICULTURE, INNOVATION, SUSTAINABILITY

30. The Research Objectives • To examine the governance practices from the political theories perspective. • To explore how the governance mechanism through political model was understood by the main players in the governance practices in the Malaysian public universities. Methodology • Qualitative - interviews, documents analysis. AGRICULTURE, INNOVATION, SUSTAINABILITY

31. What are the dimensions of political model that are practiced in the governance mechanisms in Malaysian universities? Legal Framework • The Constitution of a University describes the provisions for the proper governance framework and functioning of the university. • There is an indication and inclination that the government has control over the universities by showing how the state maintain control over universities. AGRICULTURE, INNOVATION, SUSTAINABILITY

32. What are the dimensions of political model that are practiced in the governance mechanisms in Malaysian universities? University Power • A self-governing community of scholars for academic domination was legally laid down by the Constitution. • Constitutional ambiguity with regard to the provisions of powers and authorities contributed to conflicting views and perceptions among the interviewees. AGRICULTURE, INNOVATION, SUSTAINABILITY

33. How the governance mechanism through political model was understood? Constitutional Framework in Uniformity • The statement of purpose delineates the formal procedures to guide a university. Conflicts in Governance • University governance embraces a political process. Representation in Governance Structure • Representation in governance structure not favoring the academic community. External and Regulating Interventions • The issue of external governance versus internal governance emerged demanding a clearer demarcation. AGRICULTURE, INNOVATION, SUSTAINABILITY

34. Discussion: Political nature • The law established the levels of authority with various names. • Universities are embedded within market and political environments that place certain demands and expectations. • Public universities have multiple functions and are expected to serve many purposes in the political life of ruling governments. • Members of public governing mechanisms structures are political actors, often seen as protecting the political interest of the ruling government. • It was felt that in practice, the Board has less power as compared to Vice-Chancellors. AGRICULTURE, INNOVATION, SUSTAINABILITY

35. Conclusion: The public universities are viewed as government’s arms to fulfil the national education, thus have made the public universities subservient to the political aspirations of the government. It is our contention that there must be an enabling law environment which would encourage the public universities to innovate more freely and less political interventions. The universities are expected to contribute to national development by providing quality academic programs relevant to the current demands and needs. AGRICULTURE, INNOVATION, SUSTAINABILITY

36. THANK YOU AGRICULTURE, INNOVATION, SUSTAINABILITY