1
GLOBALIZATION AND THE FUTURE OF HIGHER EDUCATION
M. Aman Wirakartakusumah
Universitas AirlanggaSurabaya 27 Maret 2004
GLOBALIZATION AND THE FUTURE OF HIGHER EDUCATION
M. Aman Wirakartakusumah
Universitas AirlanggaSurabaya 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
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
WORLD-CLASS UNIVERSITY RANKING
CountryWorld best
500 universities
CountryAsia best 100 Universities
Amerika Serikat 159 Jepang 36
Inggris 42 Australia 13
Jerman 41 Cina 9
Jepang 36 Korea Selatan 8
Kanada 24 Israel 6
Perancis 22 Cina-Hongkong 7
Australia 13 Cina-Taiwan 3
Belanda 12 India 3
Cina 9 New Zealand 3
Korea Selatan 8 Singapura 2
Cina-Hongkong 5 Turki 2
Cina-Taiwan 5 Indonesia none
India 3
Selandia baru 3
Singapura 2
Turki 2
Indonesia none
GROSS ENROLLMENT RATE (2000)
(Data Indonesia for 2002)
5.257.45
12.8013.89
14.8319.76
23.2629.45
31.9237.52
46.30
57.8459.99
63.0071.6271.69
46.05
47.96
0 10 20 30 40 50 60 70 80
BangladeshChina
IndonesiaBruneiBrazil
MexicoMalaysiaPilipina
ThailandChili
JepangGerm an
ArgentinaInggrisKanada
AustraliaAm erika Serikat
Korea Selatan
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
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
INDICATORS OF R&D EFFORTS AND OUTCOMES
Source: ADB, 2003
# 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
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)
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)
Indonesia position on the nation competitiveness rank among the nations Indonesia position on the nation competitiveness rank among the nations above 20 million populations above 20 million populations
INDONESIA Position on NATION COMPETITIVENESS
ParameterScore
(Max. 100)Rank from 30
Nations
Nation competitiveness 13.3 28
o macro economy indicator 28 24
o State policy to increase nation competitiveness
16.9 27
o Innovative and responsibility behaviour, corporate profitability
6.1 30
o Contribution of science, technology and HR to private sectors
9.6 30
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?
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
National University of SingaporeEstablished 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
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
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
University autonomy
Institutional and capacity buildingUniversity governanceFinancingHuman ResourcesQuality Assurance
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
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
Struktur pendanaan PTN (dalam ribuan rupiah) Struktur pendanaan PTN (dalam ribuan rupiah) Struktur pendanaan PTN (dalam ribuan rupiah) Struktur pendanaan PTN (dalam ribuan rupiah)
Pendidikan Tinggi Saat ini PENDANAAN
SUMBER 1999 2000 2001 2002 2003
DIP 1,824,767,226 986,817,133 1,410,851,880 1,889,403,806 2,130,960,812
DIK 1,315,820,648 1,192,197,115 1,978,421,882 2,407,810,991 2,788,828,029
DIKS (SPP) 550,332,443 752,674,756 770,451,921 1,168,604,184 1,444,341,279
DIKS (Lainnya) 42,013,096 61,027,683 62,678,425 233,880,484 318,206,506
4.5 1.4
5.3 1.3
4.3 1.2
3.5 1.1
4.1 2.7
4.4 0.8
4.4 0.7
4.9 1.6
4.5 1.3
4.1 3.1
2.0 1.6
0.8 0.4
4.2 1.7
4.5 0.3
0.0 2.0 4.0 6.0 8.0
Australia*
Canada*
Germ any*
Japan*
Korea*
Mexico
United Kingdom *
United States*
Argentina
Chile
China
Indonesia
Philippines
Thailand
Public
Private
Rasio Pendanaan Pendidikan oleh Sektor Publik dan Masyarakat (potret tahun 1999) Rasio Pendanaan Pendidikan oleh Sektor Publik dan Masyarakat (potret tahun 1999)
Pendidikan Tinggi Saat ini PENDANAAN
Prosentase alokasi dana pemerintah untuk pendidikan tinggi per mahasiswa Prosentase alokasi dana pemerintah untuk pendidikan tinggi per mahasiswa dibandingkan dengan PDB per kapita pada 1997 dibandingkan dengan PDB per kapita pada 1997
Sumber: Bank Dunia, Sumber: Bank Dunia, Development Indicators, Education inputsDevelopment Indicators, Education inputs, 2002, 2002
Pendidikan Tinggi Saat ini PENDANAAN
Negara Prosentase alokasi %
Cina 65.30
India 92.50
Indonesia 12.30
Malaysia 53.60
Filipina 14.80
Sri Lanka 64.00
Vietnam 86.10
Pendidikan Tinggi Saat ini PENDANAAN
Jumlah mahasiswa PTN pada tahun 2003 880.000 Mhs
Belanja rutin pendidikan tinggi (total spending) sebesar
Rp. 4,6 Triliun
Anggaran biaya satuan pendidikan tinggi nasional rata-rata untuk mahasiswa/tahun.
Rp. 5,18 Juta
Dari jumlah tersebut biaya yang dipikul pemerintah (public spending) untuk mahasiswa/tahun
Rp. 3,17 Juta
NEGARA BIAYA/Mhs/Thn EQ.RUPIAH
Amerika dan Canada US$ 20,000 Rp. 170 juta
Jepang dan Inggris US$ 10,000 Rp. 85 juta
Perancis dan Itali US$ 6,000-7,000 Rp 51- 60 juta
Malaysia Rp. 29 - 111 juta
Singapura *) Rp. 90 - 400 juta
Pendidikan Tinggi Saat ini PENDANAAN
- Studi Biro Keuangan Departemen Pendidikan Nasional, Desember 2002- *) www.singapore.edu.gov.sg
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
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
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)
The Challenge for Higher EducationThe Challenge for Higher Education
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
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