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Forces Shaping PostgraduateEducation:Academic Credentials
in a Global Context
Mary-Louise KearneyDirector, UNESCO Forum on Higher Education Research and Knowledge
Academic Credentials in the Context of the Knowledge Society and the Knowledge Economy
Issues regarding Doctoral/Master Degrees : Renewing the academic profession Assuring the future of research communities Other career paths Lifelong learning Redefining the content of PhD/Masters degrees Assessing the required skills/competences acquired via these
academic credentials
Result: The need to re-examine postgraduate education inmassifed HE systems
The Importance of Knowledge Today
The knowledge dividend Promoting knowledge for social
development Integrated higher education, research,
innovation (HERI)systems : the key motor driving the Knowledge Society/Economy
UNESCO Forum on Higher Education, Research and Knowledge :
Builds a critical mass of data and experiences for accrued benefits
Documents the principal components of knowledge systems
Anticipates the evolution of knowledge (HERI) systems - i.e. the Forum's foresight role
High Level Knowledge Requires Investment in 3 Key Areas:
Intellectual capital
( i.e. via advanced academic credentials)
A robust R and D sector
(fostering innovation for economic growth)
Strong CIT capacity
Essential National Research Capacity
Improved teaching-questioning minds
Asking nationally relevant questions
National commitment to research
Innovation systems
Agents of Change: Using evidence to question
Capacity to be part of international research community
Skills for carrying out researchNationalresearch capacity
Capacity to generate own knowledge
Research
University as a hub
Capacity to utilise external research/knowledge
Capacity for evaluation
Capacity for analysis
Culture of inquiry
Budget line for National research
National research policy & strategy
Assuring the Global/Local Balance in Knowledge Production
Research towards local application of global knowledge pool.
accessibilityaffordability
Research for understanding
of one’s own situation and problems.
GLOBAL KNOWLEDGE POOL
acceptabilityfeasibility
LOCAL APPLICATION
Local situationsLocal problemsNature
AutonomyAcademic Freedom
StudentsTeaching StaffResearchers
Research Output
Technology Transfer
Concentration of Talent
Abundant
ResourcesFavorable Governance
Leadership TeamStrategic VisionCulture of Excellence
Public Budget Resources
Endowment Revenues
Tuition Fees
Research Grants
Excellence Supportive Regulatory Framework
Graduates
Source: Elaborated by Jamil Salmi World Bank
Excellence in Postgraduate Education Alignment of Key Factors
The LAC Doctorate in LAC : 3 Main Regional Leaders
80% { 5
1
1
Top 200 of the world
Brazil, Mexio and Argentina concentrated 80% of the PhD programs in the region
University of Trinidad and Tobago:Interdisciplinary Research at the Centre for Marine Sciences (Mode 2 Knowledge)
h
EnvironmentAnd Health
Biodiversity and Conservation
Marine Governance
PolicyAnd Law
EcosystemDynamics and
CoastalProcesses
Physical andGeological
Oceanography
Research Clusters
Singapore 1990-2004 : Building Capacity in Research Scientists and Engineers
Year RESs Private Sector RSEs PhD RSEs PG Students FPGRSs
1990 4329 1363 970 -
1995 8340 4163 1887 -
2000 14483 7997 3111 2570
2004 18935 11596 4063 3705
Source: Special Initative: Singapore country study, page 80
Pakistan: Science, Technology and Engineering Programme ( STEP)
STEP programme with 8 RUs in ENA and Asia Aim: 2000 PhDs per annum before 2020 +6000% investment in SETI +2300% investment in HE Large faculty salary and tax incentives HE Minister appointed direct by the PM STI investment for the K-Economy
Science PhDS: Evolving Trends in the USA, EU and China 1970: 50%+ Science/Engineering doctorates came from the USA
2001: EU graduated 40% more SE doctorates that the USA
2010: EU will produce double the USA SE doctorates
2003: 13.000 doctorates in China. 70% in SE
(Harvard Magazine: Nov/Dec 2005
Scientific Research in China: Building Global Collaboration
Chinese research papers 2001-2005
0
10000
20000
30000
40000
50000
60000
70000
80000
90000
2001 2002 2003 2004 2005
Co-authored
Chinese only
Top co-authorship countries & Regions for 2005
Country # of papersUSA 6940JAPAN 2575ENGLAND 1577GERMANY 1536CANADA 1294AUSTRALIA 1144FRANCE 960TAIWAN,CHINA 951SINGAPORE 855SOUTH KOREA 757
Source: Thomson Web of Science data
Investing in Research: GRD as percentage of GDP by region
3%
2.5 %
2 %
1,5 %
1 %
0,5 %
0 %
1992 19941996/1997
1999/2000
2,7% 2,7%
1,9%
1,3 %
1,2 %
1,7%
1,5%
0,5 % 0,6%
0,4%
0,3%
North America
Europe
Asia
Asia Pacific
LAC
Africa
Source:UIS S&T database June 2005
Rising Investment in S&T and Research in Brazil
Qatar: Building R and D and STI Capacity
Leading gulf country in spending on higher education & Scientific Research:
Spends 2.8 % on scientific research Infrastructure (internat’l standards) Role of private sector cooperation with banks – companies -
institutions scholarships Mentoring students Loans with marginal interest
Source:Dr. El Kaffas, Seminar Rabat, Marocco, 2007
Strong Public/Private Investment in Research : R and D in Australia
SOURCE: Australian Research Council (2006:15)
CIT Connectivity in the World:Access vs The Digital Divide
(i) Distribution of Internet Hosts
Developing Countries (5.9%)
Australia, Japan & New Zealand
(6.4%)
Europe 22.4%
Canada & United States
(65.3%)
(ii) Distribution of World Population
Canada & United States (5.1%)
Europe (12.0%)
Australia, Japan & New Zealand
(2.5%)
Developing Countries (80.4%)
Source: Dr. Salmi, UNESCO Forum Workshop Dublin, Ireland 2008
Research University Networks: Changing Geo-Political Alliances to address common research priorities (with strong CIT links)
Universitas 21 APRU: Pacific Rim Universities WUN: World University Network LERU: League of European Research
Universities IARU: International Alliance of Research
Universities Academic Consortium 21
Strategic Options for Tertiary Education in Middle/Low IncomeCountries ( Source: The World Bank)
• capacity-building for managing and improving basic and secondary education
education (including teacher training and school governance)
increased production of qualified professional and technicians through a cost-effective combination of public and private non –university institutions
targeted investment in advanced training and research in areas of comparative advantage
Major Challenges Ahead Assuring excellence in the academy
(Via Brain Circulation?) More globally equitable R and D systems
(A social justice issue?) Reviewing current ranking systems
(Balancing quantity and quality?) Enhanced networking of research universities
(Inclusive networking across all regions?)
The Baby Boomers Retire:A Faculty Crisis for OECD Academia
2000-2010: OECD universities will lose 20-33% of their academics
Australia, Austria, France, Germany, UK, Netherlands, Sweden:40-60% of academics are aged 55+
UK:19.000 academics needed by 2020 Canada: needs to recruit 3000 academics per
annum x 10 years ( cf 900 currently recruited per annum )
R&D Expenditures: Towards greater equity worldwide
Source: www.worldmapper.org © Copyright 2006 SASI Group (University of Sheffield)
International Strategies for Research Universities (RUs)
Long term investment in knowledge capital
Bilateral partnerships New alliances ( U21, LERU etc) Targeted student and faculty mobility Research collaboration Emphasis on postgraduate research……
International Strategies for RUs
Connecting life sciences,technology, social sciences and humanities around global questions (cf Mode 2 Knowledge)
Inspiring students to engage in life-long intellectual activity
Academic reform and flexibility to strengthen international connectedness
CIT capacity to facilitate these strategies
University Ranking Systems: A New Reference for Research Universitiessince 2000 and Science/Technology Driven
Shanghai Jiao Tong
Times QA World University Ranking
HE Evaluation and Accreditation Council of Taiwan China
Shanghai Jiao Tong Rankings: The World ’s Top 50 Research Universities may change if STI Capacity Increases…..
2005 2050 USA 37 15 UK 5 4 Russia 0 3 India 0 3 China 0 7 Brazil 0 2 Singapore 0 1 Rep.of Korea 0 1
University Rankings: Wider Issues To Resolve ST-driven rankings are quantative and easier to measure
Qualitative indicators are harder to assess ( eg teaching standards, impact of international students etc)
Areas often disregarded: humanities, social sciences
Different « world class » objectives:
Top research university (= an institutional goal)
vs
Top HE system ( = a government goal)
Top
The Bologna Process in Europe
A European Higher Education Area(EHEA)
Social, economic and cultural dimensions
Aspects: academic mobility, quality HE, recognition of HE credentials, public/private HE, internationalization, graduate employment, HERI systems
The Bologna Process Globally: Linkages and Impact for Brain Circulation
EC: 46 countries and the world
What linkages are desirable and relevant?
OECD: North America/Nafta, Asia BRIC countries ( Brazil, Russia, India, China) MICs: South Africa, Singapore, Chile, Gulf States: an emerging context Bologna Process: what connections to LICs ( low
income countries)?
Conclusion : Postgraduate education for building dynamic and equitable knowledge systems
Challenges for all regions:
Understanding the contextual challenges where HERI ( higher education, research, innovation) systems operate to assure optimal design
Documenting HERI systems and their components at national and wider levels to share good practice
Assuring strong and context- relevant research universities and academic credentials