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The Role of Research in Higher Education. Implications and Challenges for an Active Future Contribution to Human and Social Development
The Role of Research in Higher Education. Implications and Challenges for an Active Future Contribution to Human and Social Development
The Role of Research in Higher Education. Implications and Challenges for an Active Future Contribution to Human and Social Development
The Role of Research in Higher Education. Implications and Challenges for an Active Future Contribution to Human and Social Development
The Role of Research in Higher Education. Implications and Challenges for an Active Future Contribution to Human and Social Development
The Role of Research in Higher Education. Implications and Challenges for an Active Future Contribution to Human and Social Development
The Role of Research in Higher Education. Implications and Challenges for an Active Future Contribution to Human and Social Development
The Role of Research in Higher Education. Implications and Challenges for an Active Future Contribution to Human and Social Development
The Role of Research in Higher Education. Implications and Challenges for an Active Future Contribution to Human and Social Development
The Role of Research in Higher Education. Implications and Challenges for an Active Future Contribution to Human and Social Development
The Role of Research in Higher Education. Implications and Challenges for an Active Future Contribution to Human and Social Development
The Role of Research in Higher Education. Implications and Challenges for an Active Future Contribution to Human and Social Development
The Role of Research in Higher Education. Implications and Challenges for an Active Future Contribution to Human and Social Development
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The Role of Research in Higher Education. Implications and Challenges for an Active Future Contribution to Human and Social Development

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Presentation at the Plenary Session "Renewing knowledge creation – the role of research in higher education: implications and challenges for an active contribution to human and social development" …

Presentation at the Plenary Session "Renewing knowledge creation – the role of research in higher education: implications and challenges for an active contribution to human and social development" within the 4th International Barcelona Conference on Higher Education organized by GUNI (http://www.guni-rmies.net) in March-April 2008.

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    • 1. The Role of Research in Higher Education. Implications and Challenges for an Active Future Contribution to Human and Social Development Hebe Vessuri
    • 2. The Context Science, Technology & Innovation From Panacea… To Risk & Uncertainty
    • 3. Necessary but not sufficient…
      • The growth of a higher educated stratum in society does not necessarily ensure that individual countries in today’s globalized world economy will reduce social and economic inequality; HE may be necessary, but it certainly cannot bring about a more equitable and fair society on its own.
    • 4. Promises of new knoweldge
      • Nanotechnology: Energy production, conversion & storage; improvement of agricultural productivity, water treatment & remediation; diagnose & monitoring of diseases; new drugs systems; processing & y storage of food; air contamination & remediation; health building & monitoring; detection & control of vectors & pests.
      • Biotechnology, as the use of biological systems which can be reprogrammed following human’s will, & where for the first time biological discoveries take a protagonic place in the scene of the great world markets, is one of the most spectacular developments in recent decades. Currently the Bio profix has popularized to unknown levels.
    • 5. Problems
      • New materials based on nanotechnologies & other convergent technologies, can have deleterious effects on the economies of developing countries in allowing the replacement of raw materials by more profitable products and free from geographical &/or climate conditioning, increasing the gap between northern and southern countries.
      • There is only a vague & diffuse perception of the risks induced by research & the use of new S&T. Consequently there is a great dispersion of recommendations for generating the skills that could allow to face them. Often the scientific community does not conceive risk as an inherent dimension to the research activity. When this is perceived it is identified as a problem of ethical order that must be assumed by public organs.
    • 6. Development, Globalization and the Inequality of Nations
      • Globalization as we know it today is fundamentally asymmetric .
    • 7. Emerging Countries
      • Enrolments & institutions in some developing countries are experiencing exponential growth, although they usually start from a base so low as to be totally insufficient.
    • 8. Sisyphean Challenge. Quantifying Asymmetry 2.4 0.8 0.3 GDP devoted to R&D 69 23 3.5 Tertiary School Enrolment as % of Age Group 3.728 313 94.3 per million people Scientific researchers Rich Countries (OECD) Other Developing Countries Less Developing Countries
    • 9.
      • Countries vary greatly in their ability to absorb, diffuse, use, adapt and improve imported knowledge and in their capacity to generate original scientific and technological knowledge and innovations, although they require all three types of capacity.
    • 10. Rethinking Research and Higher Education
      • HE and R have finally been accepted as crucial elements in the global knowledge economy. However, the treatment of HE education ‘services’ as merchandise, as promoted in the WTO’s GATS, does not seem the most adequate one for achieving the desired results.
    • 11. Debate the fundamental issues
      • University and research communities should concentrate on promoting debate on fundamental issues such as the future of society and life on earth, as well as the regeneration of the university mission, in favour of more inclusiveness and more openness to ideas and people.
    • 12. Knowledge Integration for Effective Action
      • The need to explore problems at different scales from the local to the global.
      • The need to include other knowledges and perspectives in the scientific endeavour and its implications.
    • 13. The integration of knowledge & how
      • New organizational models of international inter-and transdiscipinary assessment for integrating knowledge through a wide range of disciplines and development experiences with the involvement of an extensive set of stakeholders.

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