Funciones complejas de las universidades en la era de la globalización

Universidades de todo el mundo ven cómo se les exige que desempeñen cada vez más funciones, a menudo con menos recursos. Como consecuencia de ello, las misiones académicas pueden dispersarse y la calidad del trabajo deteriorarse. En esta época, la función de las universidades como instituciones dedicadas esencialmente a la enseñanza y la investigación puede verse debilitada por el esfuerzo por ser emprendedoras y tener relevancia en el mercado (Clark, 2004; Geiger, 2004 y Ben-David, 1977). La indeterminación académica del siglo XXI plantea inquietudes respecto a las funciones básicas de las universidades y a cómo han afectado los cambios contemporáneos a las misiones académicas. Este artículo se centra principalmente en las universidades de investigación, que, como instituciones académicas líderes y más influyentes, se han visto más afectadas por esta expansión de sus funciones (Altbach y Balán, 2007 y Neave,2000). El objetivo de este artículo consiste en examinar las misiones cambiantes de las universidades y su impacto sobre la comunidad académica de todo el mundo.Peer Reviewe

Higher Education Research Centers: A Case Study and Broader Patterns

書名: Higher Education Research: Challenges and Prospects. Report of RIHE’s 50th Anniversary International Symposium, 202

O presente e o futuro dos sistemas de ensino superior na China e na Índia

China and India are now the largest and third largest academic systems in the world—the United States is second. They are growing rapidly—much of the global enrolment expansion between now and 2050 will be in just these two countries.  China enrolls around 22 percent of the age cohort and India only 10 percent—thus there is much room for growth. Both India and China continue to the largest “exporters” of students—mainly to the large English-speaking academic systems. Each country has had a different approach to higher education development. India has failed to build top quality universities—only the Indian Institutes of Technology are recognized as “world class” institutions—and these are small and specialized. Most of India’s energy has gone into provide access to students. China, on the other hand, has in the past two decades devoted much effort and funding to building a top tier of research universities and now has a dozen or more successful institutions that are beginning to compete successfully globally. Both countries have growing private higher education sectors, and both face considerable challenges as they try to serve a growing demand for access.China e India constituyen, respectivamente, el primer y el tercer sistema académico más grande del mundo (Estados Unidos es el segundo). Ambos están creciendo con velocidad: gran parte de la expansión global de la matrícula entre el presente y 2050 se dará solamente en estos dos países. China matricula a alrededor del 22% de dicha cohorte de edad e India solamente matricula al 10%, lo que sugiere que se puede dar un gran crecimiento. Tanto India como China siguen siendo los mayores “exportadores” de estudiantes, en gran medida debido a los grandes sistemas académicos de habla inglesa. Cada país ha tenido un enfoque distinto hacia el desarrollo de la educación superior. India no ha podido crear universidades de alta calidad -solamente los Institutos Indios de Tecnología son reconocidos como instituciones de “nivel internacional”, que son pequeños y especializados-. La mayor parte de las energías de India se han invertido en proporcionar acceso (a la educación superior) a los estudiantes. Por otra parte, en las últimas dos décadas, China ha dedicado gran esfuerzo y financiamiento a crear universidades de investigación de primer nivel y ahora tiene poco más de una docena de instituciones exitosas que están empezando a competir a nivel global. Ambos países presentan sectores de educación superior privada en crecimiento, y ambos enfrentan desafíos importantes en la medida en que intentan complacer una demanda de acceso que va en aumentoAChina e a Índia são, respectivamente, o primeiro e o terceiro maior sistema escolar do mundo (os EUA são o segundo). Ambos estão crescendo rápidamente: a maior parte da expansão global de matrículas entre agora e 2050 será dada apenas nesses dois países. A China teim matriculada cerca do 22% das pessoas dessa faixa etária e na Índia, apenas 10%, o que sugere que ele pode dar um grande crescimento. Tanto a Índia como a China continuam a ser os maiores "exportadores" de alunos, em grande parte, por causa dos grandes sistemas acadêmicos de língua Inglesa. Cada país tem uma abordagem diferente para o desenvolvimento do ensino superior. Índia não conseguiu criar universidades de alta qualidade, apenas os Institutos Indianos de Tecnologia são instituições reconhecidas como "internacional", mais são pequenas e especializadas. A maior parte das energias da Índia foram investidas no fornecimento de acesso (ao ensino superior) dos alunos. Além disso, nas últimas duas décadas, a China tem dedicado grande esforço e recursos para criar universidades de pesquisa do primer nível e agora tem pouco mais de uma dezena de instituições de sucesso que estão começando a competir globalmente. Ambos os países têm setores de ensino superior privados em crescimento, e ambos enfrentam desafios significativos, na tentativa de satisfazer uma demanda de acesso que aumenta

International advisory councils and internationalization of governance : a qualitative analysis

This paper discusses the emergence of international advisory councils (IACs) at universities around the world and introduces the concept of internationalization of governance. Global trends in the field of higher education, such as the quest to create world-class universities and advance in global rankings, the rise of new public management, and internationalization have primed universities to create adjacent governing structures in the form of IACs. Primarily composed by international members, external to the university, IACs are positioned to offer advice on the strategic direction of the institution and its main challenges. In order to better understand this new phenomenon, we interviewed 20 members of different IACs and 6 representatives of universities hosting such structures. This paper presents the thematic analysis conducted on these interviews, answering questions about the composition, structures, modes of operation and effectiveness of IACs, as well as the motivations of members joining IACs and the driving rationales of host institutions. In addition, this paper advances a typology of IACs where three types of IACs are identified: transformative, prestige-oriented and symbolic

Global Journalist: American higher education “brand” expands in the Gulf

In the course of this Feb. 14, 2008 episode, Stuart Loory and the panelists do a deep dive into American higher education’s growth as a brand worldwide in response to 9/11. They analyze American style higher education as a commodity and its expansion in Qatar, Egypt, China and India, both in quantity and quality

The Road to Academic Excellence : The Making of World-Class Research Universities

For middle-income and developing countries as well as some industrial nations a major challenge for building and sustaining successful research universities is determining the mechanisms that allow those universities to participate effectively in the global knowledge network on an equal basis with the top academic institutions in the world. These research universities provide advanced education for the academic profession, policy makers, and public and private sector professionals involved in the complex, globalized economies of the 21st century. In addition to their contribution to economic development, these universities play a key societal role by serving as cultural institutions, centers for social commentary and criticism, and intellectual hubs. The positive contribution of tertiary education is increasingly recognized as not limited to middle-income and advanced countries, because it applies equally to low-income economies. Tertiary education can help these countries to become more globally competitive by developing a skilled, productive, and flexible labor force and by creating, applying, and spreading new ideas and technologies. A recent study on how to accelerate economic growth in Sub-Saharan Africa spells out the crucial contribution of tertiary education in supporting this endeavor (World Bank 2008). It observes that the key for success in a globalized world increasingly lies in how effectively a country can assimilate available knowledge and build comparative advantages in areas with higher growth prospects and how it can use technology to address the most pressing environmental challenges. The main chapters of this book are nine case studies that illustrate what it takes to establish and sustain research universities and help validate the analytical model outlined above, including the paths to building research excellence

Book reviews

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/42841/1/10734_2004_Article_BF00129796.pd

REFORMA E DESAFIOS DA EDUCAÇÃO SUPERIOR: O PROCESSO DE BOLONHA DEZ ANOS DEPOIS

Este artigo trata da implementação do Processo de Bolonha iniciado em 1998. Tal processo consiste em uma ampla reforma da educação superior na Europa. Após se examinar a trajetória de consolidação dos objetivos e as metas desse programa, é focalizada, privilegiadamente, a situação atual do ensino superior na Alemanha. São abordados três aspectos centrais: o processo de formulação de uma reforma de proporções continentais por meio das conferências e dos comunicados; as mudanças introduzidas na organização do ensino superior; e, por fim, a análise do processo de adoção do modelo Bolonha no sistema de ensino superior na Alemanha e os problemas e desafios dez anos depois

Editors’ Introduction: An Overview of the Educational Administration and Leadership Curriculum: Traditions of Islamic Educational Administration and Leadership in Higher Education

This chapter provides an overview of several topics relevant to constructing an approach to teaching educational administration and leadership in Muslim countries. First, it places the topic in the context of the changing nature and critiques of the field that argue for a greater internationalisation to both resist some of the negative aspects of globalisation and to represent countries’ traditions in the professional curriculum. Then, it identifies literature that presents the underlying principles and values of Islamic education that guide curriculum and pedagogy and shape its administration and leadership including the Qur’an and Sunnah and the classical educational literature which focuses on aims, values and goals of education as well as character development upon which a ‘good’ society is built. This is followed by a section on the Islamic administration and leadership traditions that are relevant to education, including the values of educational organisations and how they should be administered, identifying literature on the distinctive Islamic traditions of leadership and administrator education and training as it applies to education from the establishment of Islam and early classical scholars and senior administrators in the medieval period who laid a strong foundation for a highly sophisticated preparation and practice of administration in philosophical writings and the Mirrors of Princes writings, and subsequent authors who have built upon it up to the contemporary period. The final section provides an overview of the chapters in this collection