Delphi poll Josep Lobera, Núria Crespo, GUNI Secretariat 02/04/2008 4th International Barcelona Conference on Higher Education: New Challenges and Emerging Roles for Human and Social Development

Delphi poll 2008 Rethinking higher education in the face of the challenges of human and social development What should be the role of H.E.? What challenges could H.E. face? What measures should be taken? What place should take H.E. in the knowledge society?

Rethinking higher education in the face of the challenges of human and social development

What should be the role of H.E.?

What challenges could H.E. face?

What measures should be taken?

What place should take H.E. in the knowledge society?

Technical information Number of experts consulted: 240 Geographic diversity: 80 countries Number of rounds: 2 Via: e-mail and web Time frame: between February and May 2007

Number of experts consulted: 240

Geographic diversity: 80 countries

Number of rounds: 2

Via: e-mail and web

Time frame: between February and May 2007

Poll distribution Sent: 1.318 polls Received : 214 polls

List of countries (80)

The results of the Delphi study show that the majority of experts worldwide agree that higher education should play an active role in human and social development. The attribution of this role to higher education is based on different arguments that reveal different visions of society and development. The majority opinion of the experts indicates that higher education should contribute towards developing active citizenship, democracy and equity by means of relevant interaction with and commitment to the universities’ surrounding environments.

The results of the Delphi study show that the majority of experts worldwide agree that higher education should play an active role in human and social development.

The attribution of this role to higher education is based on different arguments that reveal different visions of society and development. The majority opinion of the experts indicates that higher education should contribute towards developing active citizenship, democracy and equity by means of relevant interaction with and commitment to the universities’ surrounding environments.

Reasons why HE should contribute to human and social development 1% Higher education is the main source of research and analysis used by public administrations to implement human and social development programmes. 9% Higher education should basically provide human resources that are adapted to market needs and highly qualified. 9% Higher education has the capacity to contribute to the development of the State, as it educates future leaders and provides knowledge for managing public administrations. 10% Higher education should prepare the leaders, agents of change and experts who will implement development policies in a country. 12% Higher education provides an opportunity to face the challenges of globalization, as it can play a central role in adapting to the rapid economic delocalization. Higher education increases the competitiveness of the productive sector. 26% Higher education provides research capacity that is fundamental to ensuring the competitiveness of countries or regions and increasing productivity. 63% Higher education is essential for creating, disseminating and using knowledge that is critical to human and social development by means of research that is not financially motivated. 82% One of higher education’s main objectives and obligations is to contribute to social and human development through relevant , and committed interaction with its surrounding environment. 83% In addition to training good professionals, education should prepare people and citizens who can participate actively in the different spheres of society (social, economic, cultural, political, etc.).

Identifying the challenges The results show noticeable agreement on the priority challenges that human and social development poses for higher education, particularly within each region. The main challenges identified as priorities include poverty reduction, sustainable development, the inclusion of critical thinking and ethical values in the globalization process, and the improvement of governability and participative democracy.

The results show noticeable agreement on the priority challenges that human and social development poses for higher education, particularly within each region. The main challenges identified as priorities include poverty reduction, sustainable development, the inclusion of critical thinking and ethical values in the globalization process, and the improvement of governability and participative democracy.

Identifying the challenges “ Which challenges related to social and human development should be the highest priority for higher education to address in your region/country?

“ Which challenges related to social and human development should be the highest priority for higher education to address in your region/country?

“ Which challenges related to social and human development should be the highest priority for higher education to address in your region/country ?”

“ Which challenges related to social and human development should be the highest priority for higher education to address in your region/country ?”

“ Which challenges related to social and human development should be the highest priority for higher education to address in your region/country ?”

“ Which challenges related to social and human development should be the highest priority for higher education to address in your region/country ?”

“ Which challenges related to social and human development should be the highest priority for higher education to address in your region/country ?”

“ Which challenges related to social and human development should be the highest priority for higher education to address in your region/country ?”

What measures should be taken to boost the contribution of higher education institutions to human and social development? There are major disagreements on the most appropriate measures for confronting these challenges.

What measures should be taken to boost the contribution of higher education institutions to human and social development?

There are major disagreements on the most appropriate measures for confronting these challenges.

Measures to adopt [1st R] Most of the proposals indicate that more dialogue is needed with the rest of society to discover what kind of university it wants. Thus, universities can be adapted locally; i.e. become more socially relevant. [2nd R] Three measures were expressed by almost 50 per cent of the experts: Include the environmental, economic and social aspects of sustainability in the curricula of all students, in research , and in the institutional activity of universities (curricular reform). Improve the training of teaching staff , both in contents and pedagogy, so that human and social development challenges are included in academic activity. Increase public funding for higher education.

[1st R] Most of the proposals indicate that more dialogue is needed with the rest of society to discover what kind of university it wants. Thus, universities can be adapted locally; i.e. become more socially relevant.

[2nd R] Three measures were expressed by almost 50 per cent of the experts:

Include the environmental, economic and social aspects of sustainability in the curricula of all students, in research , and in the institutional activity of universities (curricular reform).

Improve the training of teaching staff , both in contents and pedagogy, so that human and social development challenges are included in academic activity.

Increase public funding for higher education.

“ What measures should be taken to boost the contribution of higher education institutions to human and social development?”

“ What measures should be taken to boost the contribution of higher education institutions to human and social development?”

The poll gathers the opinion expressed by the experts about which are, will be and should be the main attributes and characteristics of university graduates at the end of their educational process. The experts coincided in identifying an orientation towards competitiveness in professions as the main attribute that is currently acquired by university students. Other attributes were also identified, such as the ability to adapt and utilize constantly changing technological environments, and the ability to confront complex, uncertain situations. With respect to which should be the main attributes of the graduates at the end of their educational process, most experts recognized the importance of students developing critical thinking abilities and an understanding of the relation between the different branches of human knowledge and human and social problems, as well as education in values and an understanding the ethical and social implications of their professional activity. However, the experts forecast that the main attribute that will be acquired in the future will be the ability to adapt and utilize changing technological environments. The ability to work in different cultural environments and an orientation towards innovation were also among the most likely attributes to be boosted in the near future.

The poll gathers the opinion expressed by the experts about which are, will be and should be the main attributes and characteristics of university graduates at the end of their educational process. The experts coincided in identifying an orientation towards competitiveness in professions as the main attribute that is currently acquired by university students. Other attributes were also identified, such as the ability to adapt and utilize constantly changing technological environments, and the ability to confront complex, uncertain situations. With respect to which should be the main attributes of the graduates at the end of their educational process, most experts recognized the importance of students developing critical thinking abilities and an understanding of the relation between the different branches of human knowledge and human and social problems, as well as education in values and an understanding the ethical and social implications of their professional activity. However, the experts forecast that the main attribute that will be acquired in the future will be the ability to adapt and utilize changing technological environments. The ability to work in different cultural environments and an orientation towards innovation were also among the most likely attributes to be boosted in the near future.

“ IS – SHOULD BE”: Competitat – Capacitat per a vincular Segons els participants en la primera volta, l’atribut principal adquirit actualment pels estudiants és l’orientació cap a competitivitat en el desenvolupament de les seves professions futures mentre que l'educació en valors està entre les actuals qualitats deficients. Tanmateix, la orientació vers la competitivitat és una de les qualitats menys seleccionades com a desitjables pel futur. L'educació en valors, entenent problemes humans i socials i les implicacions de la seva professió estan entre les qualitats més desitjables per al futur.

Segons els participants en la primera volta, l’atribut principal adquirit actualment pels estudiants és l’orientació cap a competitivitat en el desenvolupament de les seves professions futures mentre que l'educació en valors està entre les actuals qualitats deficients.

Tanmateix, la orientació vers la competitivitat és una de les qualitats menys seleccionades com a desitjables pel futur.

L'educació en valors, entenent problemes humans i socials i les implicacions de la seva professió estan entre les qualitats més desitjables per al futur.

Attributes that are, will be and should be acquired in HEI Current Attributes Most Likely Future Attributes Most Desirable Attributes

In the knowledge society Almost 90 per cent of participants affirmed that universities are a central institution in the knowledge society . Participants showed their concerns about the future role of universities in a society in which an increasing number of agents have the ability to influence knowledge creation and dissemination. Thus, the results show the experts’ concerns about ensuring that essential knowledge for human and social development remains in the public domain. The experts suggest that universities should facilitate dialogue and collaboration with other sectors of society, particularly with the new agents that are linked with information and knowledge management. This will ensure the public access to the knowledge that is essential for human and social development.

Almost 90 per cent of participants affirmed that universities are a central institution in the knowledge society .

Participants showed their concerns about the future role of universities in a society in which an increasing number of agents have the ability to influence knowledge creation and dissemination. Thus, the results show the experts’ concerns about ensuring that essential knowledge for human and social development remains in the public domain.

The experts suggest that universities should facilitate dialogue and collaboration with other sectors of society, particularly with the new agents that are linked with information and knowledge management. This will ensure the public access to the knowledge that is essential for human and social development.

Thank you! Global University Network for Innovation (GUNI)

Global University Network for Innovation (GUNI)

Questions

1. In your opinion, should higher education play an active role in addressing human and social development issues? YES NO NO OPINION 1.1. Why?

1. In your opinion, should higher education play an active role in addressing human and social development issues?

YES NO NO OPINION

1.1. Why?

A wide range of challenges are associated with human and social development (including poverty reduction, multicultural relationships, sustainable development, good governance and human rights). Bearing in mind that higher education is responsible for educating and training the professionals who will be taking decisions in society in the future and that higher education contributes to the generation of knowledge for human development, please answer the question below. 2 . Which challenges related to social and human development should be the highest priority for higher education to address in your region/country? Please, answer a maximum of three. 1. 2. 3.

A wide range of challenges are associated with human and social development (including poverty reduction, multicultural relationships, sustainable development, good governance and human rights).

Bearing in mind that higher education is responsible for educating and training the professionals who will be taking decisions in society in the future and that higher education contributes to the generation of knowledge for human development, please answer the question below.

2 . Which challenges related to social and human development should be the highest priority for higher education to address in your region/country?

Please, answer a maximum of three.

1.

2.

3.

3. What measures should be taken in order to bring higher education institutions closer to what you consider to be an ideal situation, regarding its contribution to human and social development? Who should take those measures? Briefly describe the three most important measures that should be taken: 1. 2. 3.

3. What measures should be taken in order to bring higher education institutions closer to what you consider to be an ideal situation, regarding its contribution to human and social development? Who should take those measures?

Briefly describe the three most important measures that should be taken:

1.

2.

3.

4. How should higher education institutions address these challenges in your region/country? Please select up to five of the following lines of action, according to their order of priority. If you consider that there are other priority lines of action that are not in this list, please write them at the end.

4. How should higher education institutions address these challenges in your region/country?

Please select up to five of the following lines of action, according to their order of priority. If you consider that there are other priority lines of action that are not in this list, please write them at the end.

4. (List): Fostering the involvement of its specialists in political decision-making related to their areas of knowledge. Including sustainability —in its environmental, economic and social dimensions—as a necessary content in their curricula and research. Participating in coordinated cross-border networks that issue opinions and have an influence on global and regional problems. Participating actively in civil society networks (NGOs, local communities, social movements, citizen groups, etc.) whose work is oriented towards social and human development. Providing persons with a holistic, multidisciplinary and generalist undergraduate education . Training the university faculties in order to adapt their mission to the human and social development challenges Training persons in universal ethics and values that foster balanced and sustainable collective development.

4. (List):

4. (cont.): Others (please give details): …………………………………………………………… . Orienting its efforts and resources towards achieving more specialised undergraduate education . Giving priority to interdisciplinary research Giving priority to research about national/regional problems. Giving priority to research about global problems. Giving priority to training their students to meet the specific demands of the labour market Giving priority to orienting scientific research towards the needs of industry and the effective transfer of the knowledge generated . Fostering systems that improve equity in the access to higher education. Fostering or providing spaces for democratic participation in society through the institution. Fostering the involvement of its specialists in political decision-making related to their areas of knowledge.

4. (cont.):

5 . Please study the following list of attributes and characteristics and indicate which ones, in your opinion: a) ARE acquired by students of Higher Educacion institutions by the time they graduate. b) WILL BE acquired by students of Higher Educacion institutions by the time they graduate in the future (approx. ten years from now). c) SHOULD BE acquired by students of Higher Educacion institutions by the time they graduate. NB: Please mark the attributes that you consider to be most important in each column, up to a maximum of five items per column. Bear in mind that the three columns cover independent situations and are thus likely to yield different answers. You should place a cross in the first column for situations that ARE fundamentally true today, in the second column for situations that WILL BE true in ten years’ time, and in the third column for situations that SHOULD BE true. Please specify any other emergent capability or value that you think could be relevant to this list.

5 . Please study the following list of attributes and characteristics and indicate which ones, in your opinion:

a) ARE acquired by students of Higher Educacion institutions by the time they graduate. b) WILL BE acquired by students of Higher Educacion institutions by the time they graduate in the future (approx. ten years from now). c) SHOULD BE acquired by students of Higher Educacion institutions by the time they graduate.

NB: Please mark the attributes that you consider to be most important in each column, up to a maximum of five items per column. Bear in mind that the three columns cover independent situations and are thus likely to yield different answers. You should place a cross in the first column for situations that ARE fundamentally true today, in the second column for situations that WILL BE true in ten years’ time, and in the third column for situations that SHOULD BE true. Please specify any other emergent capability or value that you think could be relevant to this list.

5. (cont.): Capacity to lead and form part of multicultural teams and to act within them with ease and respect, displaying a practical knowledge of different cultural environments . Capacity to adapt to and take advantage of constantly changing technological environments . Capacity to enjoy and gain satisfaction from exercising their profession , rather than experiencing it as a mere economic transaction. Capacity to develop a critical thought and to deal with complex situations and situations of uncertainty . Understanding the main social and human problems of our time, independently of their profession Capacity to relate their areas of knowledge to the rest of knowledge on human life, from an interdisciplinary and holistic perspective . Capacity to accept and/or respect the validity of non-scientific forms of knowledge . SHOULD WILL ARE

5. (cont.):

Custom capabilities: …………………………………………………………… . Orientation towards solidarity and the capacity to engage with disadvantaged sectors of society . Orientation towards active participation in social and cultural life . Orientation towards active participation in democracy and politics . Orientation towards creativity, innovation and research . Orientation towards competitiveness in the development of their future professions Education in ethical, human and citizenship values , which will enable them to exercise their profession according to universal ethical criteria . Understanding, evaluation and responsibility about the broad implications and consequences of their professional activities , in both local and global contexts. SHOULD WILL ARE 5. (cont.):

6 . Finally, we ask you to, please, express your opinion and freely comment the following sentence: “ University is the central institution of the knowledge society, that is, our society.” I AGREE I DISAGREE NO OPINION 6.1. Your opinion/comments:

6 . Finally, we ask you to, please, express your opinion and freely comment the following sentence:

“ University is the central institution of the knowledge society, that is, our society.”

I AGREE I DISAGREE NO OPINION

6.1. Your opinion/comments:

Introductory text Delphi poll: Questions for the first round Higher education for human and social development In recent years, higher education has been acquiring an increasing role in addressing the main challenges facing societies around the world. This Delphi poll aims to gather the vision and opinions of experts; professionals; policy makers; civil society; and other stakeholders in higher education. All of them are asked about their view on the role of higher education to contribute to human and social development. What roles should higher education and its institutions play in an increasingly globalizing world? How should higher education and its institutions face emerging global and local challenges in order to contribute to human and social development?

Delphi poll:

Questions for the first round

Higher education for human and social development

In recent years, higher education has been acquiring an increasing role in addressing the main challenges facing societies around the world.

This Delphi poll aims to gather the vision and opinions of experts; professionals; policy makers; civil society; and other stakeholders in higher education. All of them are asked about their view on the role of higher education to contribute to human and social development.

What roles should higher education and its institutions play in an increasingly globalizing world? How should higher education and its institutions face emerging global and local challenges in order to contribute to human and social development?

African participants’ selection of attributes Current Attributes Most Likely Future Attributes Most Desirable Attributes

Latin America and the Caribbean participants’ selection of attributes Current Attributes Most Likely Future Attributes Most Desirable Attributes

Asia-Pacific participants’ selection of attributes Current Attributes Most Likely Future Attributes Most Desirable Attributes

Arab States participants’ selection of attributes Current Attributes Most Likely Future Attributes Most Desirable Attributes

European participants’ selection of attributes Current Attributes Most Likely Future Attributes Most Desirable Attributes

North American participants’ selection of attributes Current Attributes Most Likely Future Attributes Most Desirable Attributes