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RE-CONTEXTUALISING THE UNIVERSITY

This article explores the need for universities to adapt to the changing landscape of higher education. It discusses economic shifts, technological revolutions, new learning paradigms, infrastructure requirements, networking opportunities, and industry-university interaction. The article also highlights the importance of distance education and the potential of technology-enhanced learning. It concludes with a focus on innovation, three paradigm shifts, and the role of technology parks and incubators in fostering collaboration between academia and industry.

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RE-CONTEXTUALISING THE UNIVERSITY

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  1. RE-CONTEXTUALISING THE UNIVERSITY M. S. AnanthDirectorIndian Institute of Technology MadrasChennai 600 036

  2. THE TRADITIONAL UNIVERSITY • Sole repository of civilisations’ intellectual content • Monopoly on knowledge and learning • Exclusive right to provide education and training • Sole creator of new knowledge • Constrained in space and time UKE/MSA

  3. ENVIRONMENTAL CHANGE • Economic Shifts • Knowledge revolutions • Learning Paradigms • Infrastructure/ Experimentation • Networking/ Outsourcing • Distance Education • Innovation • India Centric Concerns UKE/MSA

  4. THE NEED FOR A RESPONSE In responding to changes in the environment of higher education “we should not seek to redesign a successful university, but rather to initiate changes that enhance what is good and vital, and create what is necessary to flourish in a future less friendly to higher education” Indiana University, Strategic Directions Report ‘96 UKE/MSA

  5. 1. ECONOMICSHIFTS • Knowledge has higher inherent value when locked into systems or processes • Knowledge and information ‘leak’ to where demand is highest and the barriers are lowest • Intellectual capital is a key component of value • Markets, products and resourcing are global • Laws, barriers and taxes of more than one nation become applicable UKE/MSA

  6. 2a. THE BIOLOGICAL REVOLUTION • Biological engineering • Based on molecular and cell biology • Discipline based – to replace biomedical • Will impact all areas like computers now • Should plan for it • Should develop and teach an undergraduate curriculum UKE/MSA

  7. 2 b. THE ICT REVOLUTION • Learn by participation/ experimentation in a media-rich environment • Faculty as facilitators and designers of learning environments • Increase in interdisciplinary teamwork • Library as knowledge navigator and facilitator • Experts replaced by software that can browse knowledge networks instantly UKE/MSA

  8. 3.LEARNING PARADIGMS • From "faculty-centred" to "learner-centred” • Lifelong Learning • Asynchronous Learning • Affordable Learning • Interactive and Collaborative Learning • Ubiquitous Learning UKE/MSA

  9. 4a. INFRASTRUCTURE • Bandwidth and Signal/Noise ratio • Internet access and intranet capability • Modem ports for off-campus students • Public computer sites as effective libraries • Net-based “open learning” UKE/MSA

  10. 4b. EXPERIMENTATION • Information ecosystem is Darwinian • Challenge is in creating digitally mediated environments • Experimenting with new paradigms is essential UKE/MSA

  11. 5a. NETWORKING • Co-operation • Merging • Libraries • Promoting student- sharing • Offering global educational services • Even hostile take-overs! UKE/MSA

  12. 5b. OUTSOURCING • Admissions • Counselling • Tutoring • Certification • Books by publishers • Net-distributed educational service through the entertainment industry! UKE/MSA

  13. 6a. DISTANCE EDUCATION • Clear and easily documented need: 450000 seats; 35000 reasonable ones; demand increasing exponentially! • India has no choice: even to maintain the current levels a new major university needed every week! • Massive online education is an important emerging market and therefore a business opportunity. UKE/MSA

  14. 6b. TEL – AN OPPORTUNITY • Technology available & will only improve • So will communications band-width & computer power • Opportunity to provide reach as well as exciting improvement in quality • TEL can be experiential, non-linear, goal-oriented learning in a simulated, computer-based virtual reality environment. • Technology has made the creation of such educational environments possible. UKE/MSA

  15. 7a. INDUSTRY-UNIVERSITY INTERACTION • Universities no longer have monopoly over advanced knowledge • Industry is the source of most good questions! • University is the source of most good solutions! • Universities can use extra income to improve the quality and relevancy of the education • Universities can help industry to develop international competitiveness • University is the source of good quality manpower UKE/MSA

  16. 7b. THREE PARADIGM SHIFTS • Innovation is neither a linear “scientific push” or ‘ market pull' process but a non-linear ‘system integration and global networking’ • Competitive success depends on localised concentrations of skilled people and technology and not on national effort • Universitiess should not only be investments for the future but also direct contributors to the creation of wealth UKE/MSA

  17. 7c. TECHNOLOGY PARKS AND INCUBATORS • Facilities for housing industrial R&D, new technology-based companies • Creating synergy between university and industry • Proximity and close interaction with universities • Expert consultants, in-house development staff, technical information/patent searches, materials for development testing on prototypes and certification, venture capital for start-ups • Government to provide land and tax-concessions UKE/MSA

  18. 8. BRANDING • Brands are critical in a marketplace characterised by choice • Brand recognition assures customer trust in both the tangibles and intangibles • Brand equity hard to measure yet it may be company's highest value • Nation's brand is as important (or more) Eg. Swiss watches, German cars, Japanese appliances, Indian education? UKE/MSA

  19. 9a. PRINCIPLES OF TEACHING • Nothing can be taught ! Suppleness of the mind increased by diverse approaches to the same subject • The mind has to be consulted in its own growth. The importance of personal committment • Work from the near to the far – examples from student’s own environment • Repetition is necessary part of mass education UKE/MSA

  20. 9b. LEARNING AND CREATIVITY • Sperry’s split brain experiments The four steps in creativity • The preparation stage – information gathering • The incubation stage – try to see the “whole picture” • The illumination stage - generate solutions • The verification stage - test the solutions UKE/MSA

  21. 9c. EDUCATION AS A SURVIVAL TOOL • The delicate environment • Natural selection to “artificial selection” • Tools for economic survival of the individual – information, resourcefulness, an elastic conscience and some professional skills • Tools for survival of the civilization as a whole - knowledge, an abiding faith in the power of professional knowledge to improve the quality of life of all people and a sense of ethics, objectivity, aesthetics and history. UKE/MSA

  22. 9d. EDUCATION IN VALUES • Informal structures of learning inspired by the great scriptures and epics • Education in values mediated through • the extended family • religious discourses • the village panchayats • the law UKE/MSA

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