Presentation on theme: "MESA University Programme - Educate the Educators ESD Innovation Course [UNEP/SADC-REEP] 6 May 2006 Re-thinking the University in the 21 st Century Hans."— Presentation transcript:
MESA University Programme - Educate the Educators ESD Innovation Course [UNEP/SADC-REEP] 6 May 2006 Re-thinking the University in the 21 st Century Hans van Ginkel Rector, United Nations University, Tokyo Under-Secretary-General, United Nations
2 Re-Thinking the University for the 21st Century Introduction – Roles of Universities Core Processes Leading to Change Dimensions of Globalization Knowledge-Intensive Society A Copernican Revolution A More Responsible and Responsive University Improving the Governance of Universities On En-vironment and In-vironment
3 Introduction - Roles of Universities In general: Development, transfer and preservation of knowledge In particular: Training teachers/developing curricula Training doctors, etc/provision of health care Training experts/support of: the legal system/the administration, business, industry, etc Crucial role Sustaining and developing the intellectual and cultural base of society; Promoting human development and helping to preserve cultural identity; Giving inspiration and justified pride to citizens in the achievements over time of their own society; Promoting dialogue to appreciate and respect cultural diversity!
4 Core Processes Leading to Change Globalization Development of the knowledge society Growing importance of ethics and values
5 Dimensions of Globalization 1.Geographic Integration of scale levels Shrinking distances/world Areas Networks 2.Economic Free market / Social market-economy Trade liberalization / Material cycles Regional integration / Others such as Commonwealth 3.Cultural Dialogue Clash of civilizations Mass-culture Elite culture Homogenization Cultural diversity 4. Social Rise of the middle class Equity / Equality Democracy / Good governance 5. Political Interconnectedness Serve the People Rule of law
8 Glocalisation GlobalisationLocalisation State CentralisationDecentralisation Fragmentation
9 Knowledge society (1) More and more knowledge produced: amount of knowledge doubled in less than five years (2) Shelf-life of knowledge declining: e.g. American publications cited in patent roles: 1979 on average 8 years old 1985 on average 6 ½ years old (3) Average levels of education are rising: starting competence for young people looking for a job is broader and higher+ multiple careers ask for new competences + need for continuous updating/state-of-the-art knowledge Thus, Profile of student population is changing rapidly, with consequences for: learning styles and study programmes KNOWLEDGE: A STRATEGIC RESOURCE – No society can afford itself to lose
10 Changes in the Role and Place of the University 1.The tasks of a University will concentrate heavily on guiding and combining flows of knowledge 2.In contrast: universities will develop their own (fundamental/basic) research to a lesser extent 3.A new concept of education is emerging: content in the initial formative stage will be more general and learning will be continued throughout ones entire life
11 A Copernican Change: the positioning of universities No longer can universities see themselves as only part of a national system, protected by the State which had set rules – often in the framework of their higher education laws and budgets – on the programmes to be provided and the research to be done. Increasingly, universities must rely on their own, individual, performance in order to secure sufficient funding for higher quality programmes of teaching and research. Increasingly, they will find themselves unprotected in a highly competitive world. Bottom-line is the responsibility of the State for adequate: (1) supply, (2) access and (3) quality of higher education.
12 A More Responsible and Responsive University The main aim of a university is excellence in all its operations, within the conditions created for the university to perform its agreed tasks. In a glocalized world, universities must perform on the international level and also on the local/regional level. Increasingly, universities have to draw on and contribute to the global knowledge base in order to customize and elaborate knowledge to benefit the local/regional community which supports it. In this situation, it is the responsibility of the university to facilitate the creation of a new generation capable of contributing better to sustainable development of their own societies as well as the world community. It is imperative for universities to be open in every respect in order to be optimally responsive to changing situations and demands.
13 Improved modes of governance and operations (1) Watershed decision is to grant universities the status of autonomous semi-independent individual legal entities – only if this is the case it becomes possible to award them full responsibility for their long-term commitments in finance, housing, equipment and personnel; Next is – the right to move money from one year to the next year to make reserve funds for large expenditures and to shift money from personnel to activities and physical infrastructure or the reverse; A more entrepreneurial behaviour of universities is impossible under conditions where the staffing table as well as the major appointments of staff must be approved by the Ministry and the labour conditions are negotiated by the Ministry;
14 Improved modes of governance and operations (2) Therefore, universities need the right to negotiate labour conditions - specifically as appropriate for universities - directly with the trade unions; In order to induce a more efficient use of buildings and equipment, the university itself must be responsible for investment, maintenance and renewal and have full ownership of their physical facilities (land, buildings); and This implies the right of the university to buy and sell buildings as well as to construct new buildings and take out mortgages as appropriate within the approved budget.
15 On En-vironment and In-vironment To be open and adaptive to the environment, universities have to continuously re-visit their internal structures and processes. The university in-vironment should be regularly aligned to university en-vironment. A matrix organisation is the appropriate form. The longer term faculties and departments will function as capacity groups in which the experience personnel is available for specific tasks in the work units. Work units are research schools, study programmes and projects, including community services established for fixed time periods. Only renewable after evaluation and a specific decision. This can only achieved in the framework of well-established strategic plans based on process planning.
16 Matrix Organisation and Strategic Planning Work Units Capacity Groups Faculties/Departments 1 2 3 4 etc. Research Schools 1 X X X 2 X X 3 X X X Study Programmes 1 2 3 Other Programmes, Projects, including community services 1 2 3 Work Units form the basis for financial resource allocations and run over fixed-term periods subject to evaluation and in line with strategic plans Capacity Groups host the necessary human resources and guarantee the quality of academic activities within a long term framework n.b. There is no multi- disciplinarity when there is no displinarity n.b. Outside partners should be guaranteed a one- stop shop