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OECD/France conference on the Future of Higher Education Paris , 8-9 December, 2008. Which tertiary education institutions in times of accelerated technical change? A system approach towards knowledge networks and enhanced societal trust. Manuel Heitor
Paris, 8-9 December, 2008
Which tertiary education institutions in times of accelerated technical change? A system approach towards knowledge networks and enhanced societal trust
Secretary of State for Science, Technology and Higher Education
10 000 BC
DUAL PHASE STEELS
NEW SUPER ALLOYS
BRICKS (with STRAW)
Strengthening the knowledge dimension and external societal links (i.e., “system linkages”) are critical in making the institutional changes required for tertiary education institutions, TEIs, to be “agents of change” and meet the needs of global competition and the knowledge economy.
This requires strengthening the institutional integrity of TEIs, while entering into a myriad of entrepreneurial relations, as well as to establish long term relations with specific and specialized actors: build societal trust!
Summary: strengthen societal trust on tertiary education institutions, TEIs
Students matter!...and we need to enlarge access to TE
Student support schemes and levels
Public subsidies for education to households and other private entities as a percentage of total public expenditure on education, by type of subsidy; OECD (2007). Reference Year: 2004
Some key measures and results (2006-2008):Access
Legal environment and framework
Example 1:Student loans with mutual guarantee
Extended Guarantee Triangular Relationship
Bank loan (3)
Source: SPGM, 2008
Vannevar Bush to President Harry Truman
July 5, 1945
The top of the system matters!...and we need to foster the internationalization of research universities and their specialization. But competition also matters!
Some key measures and results (2006-2008): Commitment to Science
R&D CONSORTIA WITH POST-GRADUATE PROGRAMS
R&D, 4 new PhDs and 3 Professional Masters in Engineering Systems (Energy, Transports, Advanced Manufacturing and Bioengineering)
- CMU-PORTUGAL: R&D, 6 new PhDs and 4 Professional Mastersin ICTs
- UTAustin-PORTUGAL: R&D and a PhD in Digital Media. Also, Advanced Computing and Mathematics
Bologna…a sucessful story:Why ?
“how people learn?” matters and require diversified institutions and learning systems
We need to promote dynamic and responsive institutions, at the same time we need topreserve the institutional integrity of TEIs
Economic competition – omitting information as a competition tool;
Proprietary knowledge – ignoring and “depleting” the science commons hindering the fostering of new knowledge;
…multiple objectives should not be pursued at the cost of compromising learning and research environments for students.
“Notably there is clear evidence that success in improving quality within institutions is directly correlated with the degree of institutional autonomy. (…) At the same time, the role of leadership within universities is alsocritical.” EUA`s Trends IV, 2005
Patterns of convergence – strengthened autonomy: The underlying motivations for introducing greater autonomy, in a nutshell, it is to improve the responsiveness of HEIs to an expanded set of national and societal demands. This responsiveness can be improved through enhanced capacity for strategic thinking and taking advantage of emerging opportunities in a dynamic way.
Patterns of convergence – strengthened regulatory regimes: The second orientation is to strengthen the regulatory regime so that a more autonomous HEI sector responds more effectively to the requirements of public interest. This may be seen as a contradictory trend of constraining institutional autonomy through more indirect mechanisms.
Which way to Independent legal status (ILS) and university foundations?
…it requires a common EU perspective for strengthening TE institutions!
Some key measures and results (2006-2007): Legal Reform
…many university clusters (LERU, IDEA; CLUSTER, …) have been particularly focus on corporate matters and we argue that there is a need for a platform of the various clusters and associations of research universities, notably for stimulating the political debate among the various stakeholders at international level and for assisting in the networking of national constituencies fostering integrity in tertiary education.
5th and Final Proposition: “umbrella”
Accelerate reform of TEIs by strengthening external societal links and “system linkages”
OECD/France conference on the Future of Higher Education
Paris, 8-9 December, 2008
1. A large consensus: The accelerated rate of technical change has fostered an increasingly need to promote the capacity to learn!
2. This requires a better understanding of the institutional framework and the structure of incentives in higher education, as well as going beyond the institutional context, and consider the substance of teaching/learning: “the class-room as a living laboratory”!
3. But this implies strengthening governance structures and institutional leadership, in a way that contributes to strengthen the social constituency for science and technology and a “learning society” ...
2. The US university system as a “role model” for its fast rate of responsiveness to the economic changes and contribution to the creation of wealth.
3. This perception is leading to an institutional convergence between what universities do (and are supposed to do) and what firms and other agents do.
Much remains to learn about the “Entrepreneurial University”: in a reducionist view, it is a potential threat to the institutional integrity of the university and the future of scientific research due to the commoditization of knowledge?
Charles Vest, in “The American Research University”,
Univ. of California Press, 2007