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GLOBALIZATION AND THE FUTURE OF HIGHER EDUCATION M. Aman Wirakartakusumah Universitas Airlangga

GLOBALIZATION AND THE FUTURE OF HIGHER EDUCATION M. Aman Wirakartakusumah Universitas Airlangga Surabaya 27 Maret 2004. GLOBALIZATION Modern world with myriad phenomena Greater global economic connectedness Economic phenomenon-economic integration powered

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GLOBALIZATION AND THE FUTURE OF HIGHER EDUCATION M. Aman Wirakartakusumah Universitas Airlangga

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  1. GLOBALIZATION AND THE FUTURE OF HIGHER EDUCATION M. Aman Wirakartakusumah Universitas Airlangga Surabaya 27 Maret 2004

  2. GLOBALIZATION • Modern world with myriad phenomena • Greater global economic connectedness • Economic phenomenon-economic integration powered • by Neo-liberal politics, electronics, instantaneous • communications and multinational corporations • Flows of capital, people, information and culture • Internationalization of commerce, capital and labor • Post industrial and knowledge-based society • Constant creation of new forms of technology

  3. GLOBALIZATION, COMPETITION AND COMPETITIVENESS • Globalization of commerce, advances in communication • technology, access and availability of information • Growing commercial and social interrelationship • Competition among Institutions, Firms and Nations • Competitiveness: ability to stay in business and achieve • some desired result (profit, price, quality) • National economic performance~national competitiveness • Competitiveness: growth of labor productivity and raising • living standards

  4. DOWNSIDES OF GLOBALIZATION • Potential of creating severe gap between rich and poor • countries • Divide the world into centers and peripheries • Centers grow stronger, peripheries marginalized • Global higher education dominated by world class • universities in industrialized countries • Norms, values, language, scientific innovation and knowledge products of countries in the center crowd out other ideas and practices • Globalization in higher education exacerbates • dramatic inequalities among the world’s universities

  5. “COMMERCIALIZATION” OF KNOWLEDGE • Knowledge from study and research is seen as a “private • good” • Provision of knowledge = commercial transaction • Provider public fund or State unable to provide resources for • higher education and research • Universities expected to generate more funding • Initiation of selling of knowledge products, partnership private • sectors, increase in student fees • Universities sell skill/training, awarding degrees or certificates

  6. HIGHER EDUCATION ROLE and POSITION • Historically international in their academic and intellectual orientation • Science and rationality of knowledge across the national and territorial limitation • Asset that contribute to national economic and social well-being • Equipped labor force with skills, innovation, productivity, enriching quality of life

  7. HIGHER EDUCATION ROLE and POSITION • Universities are the instruments of the State, government exert regulatory authority on the university systems, use the university to build up national capacity • Tensions between the State and global forces, governments and universities: i.e. Bologna convention • Globalization tends to increase convergence of international and supranational on higher education policy • Less public funding, more enrollment, more private investment, little transnational standardization and quality assurance

  8. QUESTIONS FOR GLOBALIZATION AND HIGHER EDUCATION • Will globalization make universities even more instruments of government to generate comparative advantage ~ nation’s competitiveness? • Will globalization lead to commercialization and corporatization of universities, increasing in multinational interests? • Will some universities be state-driven and others globally-driven? • Will state becoming hands-off enablers, become weaker and more dependent on private and corporate actors?

  9. PORTRAITS OF HIGHER EDUCATION • Strengths • Increase of Gross Enrollment Ratio of aged 18-30 to university • Contribute to national economy, labor force • Research outputs and outcomes: cited publication, patents, Nobel • prize • Partnership with private sectors: spin-off industry, start-up company • Professional development of employees • Knowledge transfer and innovation management • New approach in meeting student’s demand: new courses, part time • study, extension, further education, distance learning

  10. PORTRAITS OF HIGHER EDUCATION • Challenges • How to increase investment: USA, France, Germany, the Netherlands ~ 1 % GDP, UK ~ 0.8 %, Japan ~ 0.4 %, Indonesia ~ 0.28 % • How to recruit, retain and reward the caliber of academic staff • How to maintain infrastructure for research and teaching • How to prioritize and focus research at the university: USA confined • in 200 from 1600 institutions, China created 10 world-class • universities, India concentrated 5 National Institute of Technology • How to avoid “brain drain”, instead “brain gain” • How to balance research excellence with teaching excellence

  11. WORLD-CLASS UNIVERSITYRANKING

  12. GROSS ENROLLMENT RATE (2000) (Data Indonesia for 2002)

  13. SOUTH EAST ASIAN CONTEXT OF HIGHER EDUCATION • Education – developed based on colonial style - many different systems • focusing on specialization rather generalization/diversification • lack of practical skills • lack of entrepreneurship • Faculty resistant to change • Lack of resources - human/financial • Top down bureaucratic systems

  14. Human Development Index in South East Asia Rank Country Human Development Index 1990 1995 2000 1 Norway 0.901 0.925 0.942 25 Singapore 0.818 0.857 0.885 32 Brunei Darussalam n.a. n.a. 0.856 59 Malaysia 0.722 0.760 0.782 70 Thailand 0.713 0.749 0.762 77 Philippines 0.716 0.733 0.754 109 Vietnam 0.605 0.649 0.688 110 Indonesia 0.623 0.664 0.684 127 Myanmar n.a. n.a. 0.552 130 Cambodia 0.501 0.531 0.543 143 Lao People's Dem. Rep. 0.404 0.445 0.485

  15. # R&D/million people # Patents granted #Hi-tech export/manuf.export Country 1985-1995 1996 1997 Indonesia 1 20 - Malaysia 87 12 67 Philippines 1,299 4 12 Singapore 2,728 88 71 Thailand 119 11 43 INDICATORS OF R&D EFFORTS AND OUTCOMES Source: ADB, 2003

  16. Rank Multi-disciplinary schools Overall score (100%) 1 Kyoto University (Japan) 83.17 5 National University of Singapore 77.96 47 University of Malaya 54.20 48 University of the Philippines 53.79 53 Prince of Songkla University (Thailand) 52.26 61 University of Indonesia 49.89 Asia’s Best Universities 2000 Source: Asia week.com (2003)

  17. Rank Science and Technology schools Overall score (100%) 1 Korea Adv. Inst. Of Sci. & Tech. 90.79 9 Nanyang Technological Univ. (Singapore) 67.75 21 Institute of Technology Bandung (Indonesia) 54.30 27 King Mongkut’s Inst. Of Tech. Ladkrabang (Thailand) 52.60 30 Technological Univ. of Malaysia 51.46 Asia’s Best Universities 2000 Source: Asia week.com (2003)

  18. INDONESIA Position on NATION COMPETITIVENESS Indonesia position on the nation competitiveness rank among the nations above 20 million populations

  19. TRANSFORMATION OF HIGHER EDUCATION • What are The Challenges? • How to bring up the issues of globalization into the • curriculum and teaching practices? • How to put the university program relevant to national and • regional interest? • How to improve the organizational health of the • university? • How to build entrepreneurial mentality to the students? • How to produce graduate with inclusiveness and • multicultural attitudes based on good moral, values and ethics?

  20. EXAMPLES OF HIGHER EDUCATION TRANSFORMATION • UK • Going global to quench the thirst for knowledge • AUSTRALIA • Going global and Brand Marketing • SEMCIT (Latin America, Asia, Africa) • Education and Management of Change in the Tropics • SINGAPORE • Toward a world class university • INDONESIA • HELTS

  21. National University of Singapore Established in 1905 Vision: Towards a global knowledge enterprise, building synergies between education, research and entrepreneurship Mission: Advance knowledge and foster innovation, educate students and nurture talent, in service of country and society

  22. How NUS achieve its goals? • Building intelligent partnership with • universities worldwide • No walls culture to promote free flow • of talent and ideas • Foster an entrepreneurial mindset

  23. NUS high five in 2005 • One in five students will be abroad on students • exchanges • One in five of undergraduates will be an • international student • One in five students will take an • entrepreneurship module • Five NUS overseas colleges will be established • in the world’s leading entrepreneurial hubs

  24. FUTURE OF HIGHER EDUCATION • VISION • Recognize and value universities as creator of knowledge • Recognize the role of education to live life to the full and contribute • to the society • Acknowledge the institutions differences define its own mission • Build strong and purposeful collaborations • Support the institutions that can compete with the best in the world • Increase gross participation ratio and access • Employ caliber academic staff • Freedom for innovation and entrepreneurship • Strong management and visionary leadership

  25. FUTURE OF HIGHER EDUCATION • THEMES FOR FUTURE HIGHER EDUCATION • Learner-centered • Entrepreneurship • Lifelong learning • Interactive and collaborative • Diverse • Intelligent and adaptive • Learn-grant university as a social contract between university and • society

  26. Strategic Issues on Higher Education • Globalization • Research and Education • Mission Differentiation • Access to knowledge • University Autonomy

  27. University autonomy • Institutional and capacity building • University governance • Financing • Human Resources • Quality Assurance

  28. International Network and Linkages • Enhancing International collaboration and partnership in the area of Tropical Agriculture • Conducting International training and internship program • Use the network and linkage to facilitate the change process

  29. Challenges for Change • Perception and mind set/old paradigm of faculty members resist the change • Rigid departmental and centers structure (status quo) • Lack of partnership with industry and private sectors • Weak/limited support capacity of central and regional government

  30. Pendidikan Tinggi Saat iniPENDANAAN Struktur pendanaan PTN (dalam ribuan rupiah)

  31. Pendidikan Tinggi Saat iniPENDANAAN Rasio Pendanaan Pendidikan oleh Sektor Publik dan Masyarakat (potret tahun 1999)

  32. Pendidikan Tinggi Saat iniPENDANAAN Prosentase alokasi dana pemerintah untuk pendidikan tinggi per mahasiswa dibandingkan dengan PDB per kapita pada 1997 Sumber: Bank Dunia, Development Indicators, Education inputs, 2002

  33. Pendidikan Tinggi Saat iniPENDANAAN

  34. Pendidikan Tinggi Saat iniPENDANAAN - Studi Biro Keuangan Departemen Pendidikan Nasional, Desember 2002 - *) www.singapore.edu.gov.sg

  35. Global Value Chains • “Internationalization of a manufacturing process in • which several countries participate in different stages of the manufacture of a specific good” • The most efficient and the lowest cost • Countries more interdependent on each other • Access technological knowledge, improve product • innovation skills • Facilitated rapid industrial growth and permitted the • assimilation of technology

  36. Effect of Global Value Chains • More knowledge and technology intensive • More demand on creative and innovative workers • Need respond from education and training • institutions • Education contributes to person’s quality of life and • productivity

  37. Public expenditure per student/GDP per capita (%) Gross enrollment ratio (GER) 1980 1997 1985 2002 China 246.2 65.3 2.9 13.2 (2001) India 83.3 92.5 6.0 6.5 (1995) Indonesia 25 (1985) 12.3 8.5 12.8 Thailand 59.7 25.4 18.1 31.92 Malaysia 140.6 53.6 5.8 28.26 Philippines 13.7 14.8 n.a. 29.4 (1999) Vietnam n.a. 86.1 2.3 9.66 (2001) Public Expenditure in HE and enrollment for selected Asian countries (DGHE, Indonesia, 2003)

  38. The Challenge for Higher Education

  39. Implementing good agricultural practices in the academic programs • Application of holistic approach in integrated farming system • Integrated pest management and biological control • Shifting from fishing to restocking • Reforestation and community participation • Improvement of agro-industry practices

  40. Summary of IPB case • Good practices in agricultural education should use the student centered learning approach • Changing curriculum of a traditional university should recognize the existing disciplines • Needs involvement of instructors and professors • Requires continuity and consistency of strong leadership and commitment • Needs regional and international networking

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