University  Strategies in the Field of Competences for the Future Melita Kovačević Vice-Rector for Science and Technology ...
Topics: <ul><li>new demands on university </li></ul><ul><li>ERI triangle </li></ul><ul><li>obstacles and constraints for c...
<ul><li>On World  C lass  U niversity : </li></ul><ul><li>“ Everyone wants one, no one knows what it is, and no one knows ...
Globalisation <ul><li>it affects all human activities and processes </li></ul><ul><li>demand for more research and researc...
<ul><li>EHEA </li></ul><ul><li>ERA </li></ul>European vs .  World perspective <ul><li>new HE market </li></ul><ul><li>new ...
Why? Facts on ERI triangle “ University should be driven by societal and economical changes ” Georg Winckler, EUA Presiden...
Three roles of a modern university in the modern knowledge economy:  - Higher education -Research and development - Innova...
<ul><li>Research </li></ul><ul><li>Teaching </li></ul><ul><li>Innovation </li></ul><ul><li>Internationalization </li></ul>...
<ul><li>University reform  restructuring </li></ul><ul><li>Global   economic crisis </li></ul><ul><li>European   addition...
( Some of the )  questions to be answered : <ul><li>What is our  aim ? </li></ul><ul><li>(e.g.  local relevance vs. region...
<ul><li>3) The level of  institutional ambitiousness </li></ul><ul><li>   do we want to be one of many or one of    </li>...
<ul><li>extending the frontiers of knowledge </li></ul><ul><li>transferring knowledge into new products and  services </li...
<ul><li>research  ≠ knowledge ≠ innovation </li></ul><ul><li>the need for innovation-driven economy and/or for the transfe...
Top 20  world universities: 1. Harvard (US) 2. Cambridge (UK) 3. Oxford (UK) 4. Massachusetts (US) 5. Yale (US) 6. Stanfor...
Academic Conservatism Preservation of values Long history Tradition Recognized value Accumulated knowledge Generation Gap ...
<ul><li>knowledge society    universities are taking most prominent role </li></ul><ul><li>nucleus of knowledge producing...
<ul><li>how do universities adapt to new challenges? </li></ul><ul><li>   their learning capacities are of central  relev...
Wh at to change? <ul><li>institutional role </li></ul><ul><li>internal structure </li></ul><ul><li>person a l obligations,...
Wh o has to change? <ul><li>institution/s    structural changes </li></ul><ul><li>academics </li></ul><ul><li>students </...
<ul><li>Existence of long tradition of academic  </li></ul><ul><li>conservatism </li></ul><ul><li>Resistance to change </l...
<ul><li>Reluctance on both sides-university/industry </li></ul><ul><li>Frequently not a partner but service relationship <...
<ul><li>internal resistance to organizational  </li></ul><ul><li>changes at universities  </li></ul><ul><ul><ul><li>HOWEVE...
Possible conclusions (with open questions) <ul><li>Role of universities and society changes </li></ul><ul><ul><li>Faster t...
<ul><li>Must  </li></ul><ul><ul><li>University  must  open towards society </li></ul></ul><ul><li>Dangers </li></ul><ul><u...
how universities can meet new needs: tradition  new demands society
mission university strategy vision - - - - -- - - -  about a    change SWOT – starting point
there is a need for change    context is changing, society has new demands     let’s explore how we can be a generation ...
<ul><li>“ We do not have to fight tradition; we must build and develop new ways based on tradition and accumulated experie...
<ul><li>Thank you </li></ul>
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Warsaw Seminar Melita Kovacevic

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Warsaw Seminar Melita Kovacevic

  1. 1. University Strategies in the Field of Competences for the Future Melita Kovačević Vice-Rector for Science and Technology University of Zagreb Seminar for Bologna and Higher Education Reform Experts, University of Warsaw, October 23-24, 200 9 UNIVERSITY OF ZAGREB
  2. 2. Topics: <ul><li>new demands on university </li></ul><ul><li>ERI triangle </li></ul><ul><li>obstacles and constraints for change </li></ul><ul><li>importance of research </li></ul><ul><li>strategies: a look into (close) future </li></ul>
  3. 3. <ul><li>On World C lass U niversity : </li></ul><ul><li>“ Everyone wants one, no one knows what it is, and no one knows how to get one” </li></ul><ul><li>(Altbach, 2004) </li></ul>New demands on university
  4. 4. Globalisation <ul><li>it affects all human activities and processes </li></ul><ul><li>demand for more research and research practices to address them </li></ul><ul><li>need to promote a future development of a knowledge-based society, both in developed and developing countries </li></ul>an increased strategic role for universities (WB, OECD, EU…) New demands on university
  5. 5. <ul><li>EHEA </li></ul><ul><li>ERA </li></ul>European vs . World perspective <ul><li>new HE market </li></ul><ul><li>new demands </li></ul><ul><li>c hanging rules </li></ul>New demands on university
  6. 6. Why? Facts on ERI triangle “ University should be driven by societal and economical changes ” Georg Winckler, EUA President Dubrovnik – October, 2007 ERI triangle Research Technology Transfer Ed ucation
  7. 7. Three roles of a modern university in the modern knowledge economy: - Higher education -Research and development - Innovation and technology transfer Facts on ERI triangle ERI triangle
  8. 8. <ul><li>Research </li></ul><ul><li>Teaching </li></ul><ul><li>Innovation </li></ul><ul><li>Internationalization </li></ul><ul><li>Regional impact </li></ul>University classification (and ranking)
  9. 9. <ul><li>University reform restructuring </li></ul><ul><li>Global  economic crisis </li></ul><ul><li>European additional booster </li></ul><ul><li>Local </li></ul><ul><li>World class universities  good (local and regional) universities  comprehensive universities  field - oriented universities  research universities  old and new universities </li></ul>
  10. 10. ( Some of the ) questions to be answered : <ul><li>What is our aim ? </li></ul><ul><li>(e.g. local relevance vs. regional, </li></ul><ul><li>research vs. teaching university) </li></ul><ul><li>What and who is in our focus? </li></ul><ul><li>(e.g.  individual, personal position now </li></ul><ul><li> or position of others tomorrow? </li></ul><ul><li>  personal and/or institutional profit or institutional development ? ) </li></ul>
  11. 11. <ul><li>3) The level of institutional ambitiousness </li></ul><ul><li> do we want to be one of many or one of </li></ul><ul><li>few? </li></ul><ul><li>4) What is our critical mass ? </li></ul><ul><li>e.g.  research </li></ul><ul><li> qualitative administrative support </li></ul><ul><li> good quality teaching </li></ul><ul><li> innovation </li></ul><ul><li>5) How to reach critical mass? </li></ul>
  12. 12. <ul><li>extending the frontiers of knowledge </li></ul><ul><li>transferring knowledge into new products and services </li></ul><ul><li>however </li></ul>Importance of research
  13. 13. <ul><li>research ≠ knowledge ≠ innovation </li></ul><ul><li>the need for innovation-driven economy and/or for the transfer of knowledge into innovation does not imply innovation-driven research </li></ul><ul><li>research results can not be ordered or preset </li></ul><ul><li>the time scales of research ≠ policy makers ≠ short-term profit </li></ul><ul><li>research is one of human activities the most under the pressure of competitiveness and continuous quality assessment </li></ul>Importance of research
  14. 14. Top 20 world universities: 1. Harvard (US) 2. Cambridge (UK) 3. Oxford (UK) 4. Massachusetts (US) 5. Yale (US) 6. Stanford (US) 7. California IT (US) 8. Berkeley (US) 9. IC London (UK) 10. Princeton (US) 11. Chicago (US) 12. Columbia (US) 13. Duke (US) 14. Beijing (China) 15. Cornell (US) 16. Australian National Univ. (Austral.) 17. London School of Econom. (UK) 18. ENS Paris (France) 19. Singapur 20. Tokyo University (Japan) Top 50 European universities:
  15. 15. Academic Conservatism Preservation of values Long history Tradition Recognized value Accumulated knowledge Generation Gap Richness Denial Destruction Neglecting reality Persistence to change Inaction Obstacles and constraints for change
  16. 16. <ul><li>knowledge society  universities are taking most prominent role </li></ul><ul><li>nucleus of knowledge producing system </li></ul><ul><ul><ul><li>HOWEVER </li></ul></ul></ul><ul><ul><ul><li>there is discrepancy btw society and university changes </li></ul></ul></ul>Obstacles and constraints for change
  17. 17. <ul><li>how do universities adapt to new challenges? </li></ul><ul><li> their learning capacities are of central relevance </li></ul><ul><li> the pace of change is lagging behind the societal needs </li></ul><ul><ul><ul><li> adopting to new requirements could be cumbersome process </li></ul></ul></ul>Obstacles and constraints for change
  18. 18. Wh at to change? <ul><li>institutional role </li></ul><ul><li>internal structure </li></ul><ul><li>person a l obligations, responsibilities, rights </li></ul><ul><li>role of administration </li></ul><ul><li>overall system of communication among the parties </li></ul><ul><li>efficiency </li></ul>Obstacles and constraints for change
  19. 19. Wh o has to change? <ul><li>institution/s  structural changes </li></ul><ul><li>academics </li></ul><ul><li>students </li></ul><ul><li>administration  people, system </li></ul><ul><li>too much? possible? do we want it? how much do we have ? </li></ul>personal level Obstacles and constraints for change
  20. 20. <ul><li>Existence of long tradition of academic </li></ul><ul><li>conservatism </li></ul><ul><li>Resistance to change </li></ul><ul><li>Structural demands </li></ul><ul><li>Human resources </li></ul><ul><li>Treating HE as cost, not investment </li></ul><ul><li>“ Here and now” approach instead of long-term vision </li></ul><ul><li>Not respecting / considering more global </li></ul><ul><li>context </li></ul>Obstacles and constraints for change Academic issues:
  21. 21. <ul><li>Reluctance on both sides-university/industry </li></ul><ul><li>Frequently not a partner but service relationship </li></ul><ul><li>Not defined IP rules </li></ul><ul><ul><li>Who owns the product? </li></ul></ul><ul><ul><li>What are the conditions? </li></ul></ul><ul><ul><li>Why is it important to define the rules? </li></ul></ul><ul><li>Personal vs. Institutional involvement and benefits </li></ul><ul><li>Tradition </li></ul>Opening towards Society Obstacles and constraints for change
  22. 22. <ul><li>internal resistance to organizational </li></ul><ul><li>changes at universities </li></ul><ul><ul><ul><li>HOWEVER, historically </li></ul></ul></ul><ul><ul><ul><li>universities have been viewed as trendsetters and change agents for society at large </li></ul></ul></ul><ul><ul><ul><li>  confusing controversy even for academics </li></ul></ul></ul>Strategies: a look into (close) future
  23. 23. Possible conclusions (with open questions) <ul><li>Role of universities and society changes </li></ul><ul><ul><li>Faster than we would like? Ready to follow? </li></ul></ul><ul><li>It is inevitable to balance all parts of the triangle </li></ul><ul><ul><li>What do we need to do that? </li></ul></ul><ul><ul><li>Competitiveness is must </li></ul></ul><ul><li>Are we ready to restructure our system within the wider global framework? </li></ul>Strategies: a look into (close) future
  24. 24. <ul><li>Must </li></ul><ul><ul><li>University must open towards society </li></ul></ul><ul><li>Dangers </li></ul><ul><ul><li>Losing academic aureole </li></ul></ul>Future
  25. 25. how universities can meet new needs: tradition new demands society
  26. 26. mission university strategy vision - - - - -- - - - about a change SWOT – starting point
  27. 27. there is a need for change  context is changing, society has new demands  let’s explore how we can be a generation of changes  h o w to match new demands!
  28. 28. <ul><li>“ We do not have to fight tradition; we must build and develop new ways based on tradition and accumulated experience ” </li></ul><ul><li>Aleksa Bjeliš, Rector </li></ul><ul><li>Zagreb, 2009 </li></ul>
  29. 29. <ul><li>Thank you </li></ul>
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