The document discusses the role and principles of universities. It makes the following key points:
1) Universities signed the Magna Charta Universitatum in 1988 to define fundamental rights like independence, autonomy, and the critical transmission of knowledge.
2) However, universities have sometimes become instruments of regimes that infringed on these principles. It is important to define objectives for the future that uphold and promote these values in contemporary society.
3) Currently, universities have become fragmented with many separate professional approaches. They must find a balance between adapting to changing times while maintaining their roots and critical role in society.
This document discusses academic freedom and institutional autonomy at universities. It provides context on the history and importance of these concepts. It notes that while related, academic freedom refers to individual faculty rights, while autonomy refers to institutional privileges. The document examines challenges from the rise of the nation state and increased accountability. It provides principles from the Magna Charta Universitatum and Sabanci University's academic freedom statement. Finally, it discusses the state's changing role from regulator to evaluator in the global knowledge economy.
Outlines on environmental philosophy part 4Steven Ghezzo
A study on the environmental issue from historical, anthropological, social, psychological, philosophical, economic, political and juridical perspectives
Universities, Innovation and Development Processes in the Changing Global Eco...iBoP Asia
This document discusses the changing role of universities in the global economy and debates around university reforms in developing countries like Uruguay. It notes that universities worldwide are undergoing significant changes and are focusing more on issues like industry partnerships, entrepreneurship, and the commercialization of research. For developing nations, building domestic knowledge and problem-solving capacities through universities is seen as important for equitable development, though there is debate around how to implement this and enhance universities' developmental role. The document also discusses Uruguay's experience, noting that while basic science research has thrived there, other fields have been less successful in organizing themselves.
About
GL Online Sales is a unique business model which is the next revolution in the retail industry.GL Electronic http://glelectronic.co.in/ for more details .
Description
GoodLife., is a fast growing Trading/Distribution Company based in Patna (HO) for India operations, dealing in / Led Tv / India's First 2.0 Multimedia Music Systems/ India's First Rechargeable Music systems / Rechargeable Fan / Air Conditioners Etc. providing sales & service solutions having complete infrastructure,
GL has started its ambitious journey of making every human being equipped with high quality DIGITAL LIVING at an affordable price. With a clear goal in mind, having a great industry reputation and a highly talented team, GL serves its customers with high quality watch mobile phones,Music System,Led TV Etc. GL strives to be the best in the Electronic industry by providing a unique selling proposition to its customers and at the same time providing maximum returns to its stake holders. GL aims to provide the best electronics products and after sales service to its most valuable customers
Bletchley Park and the National Museum of Computing are two sites visited in February 2012. Photos were taken during the trip to the sites related to codebreaking and computing history. The document references photos selected from the visit to the two locations in February of that year.
Bab 2 membahas desain pekerjaan dan informasi analisis pekerjaan. Desain pekerjaan bertujuan mengatur penugasan kerja sesuai kebutuhan organisasi, lingkungan, dan perilaku. Informasi analisis pekerjaan dikumpulkan secara sistematik dan digunakan untuk membuat deskripsi, spesifikasi, dan standar pekerjaan.
O documento descreve o Plano Plurianual (PPA), que organiza as demandas da sociedade em áreas como saúde, educação e segurança, estabelecendo objetivos e ações de governo. O PPA é elaborado em processo participativo que identifica prioridades regionais e é aprovado pela Assembléia Legislativa até dezembro. É monitorado anualmente para revisões.
Dokumen tersebut membahas tentang pengertian dan kemampuan leadership serta bagaimana menyatu dengan yang lain. Leadership adalah kemampuan yang harus dimiliki setiap individu sebagai khalifatullah fil ardh. Kemampuan leadership meliputi mengenal diri, komunikasi, menyatu dengan yang lain, proses belajar, membuat keputusan, dan mengatur. Untuk menyatu dengan yang lain diperlukan cara berinteraksi positif dengan menerima perbedaan dan memb
This document discusses academic freedom and institutional autonomy at universities. It provides context on the history and importance of these concepts. It notes that while related, academic freedom refers to individual faculty rights, while autonomy refers to institutional privileges. The document examines challenges from the rise of the nation state and increased accountability. It provides principles from the Magna Charta Universitatum and Sabanci University's academic freedom statement. Finally, it discusses the state's changing role from regulator to evaluator in the global knowledge economy.
Outlines on environmental philosophy part 4Steven Ghezzo
A study on the environmental issue from historical, anthropological, social, psychological, philosophical, economic, political and juridical perspectives
Universities, Innovation and Development Processes in the Changing Global Eco...iBoP Asia
This document discusses the changing role of universities in the global economy and debates around university reforms in developing countries like Uruguay. It notes that universities worldwide are undergoing significant changes and are focusing more on issues like industry partnerships, entrepreneurship, and the commercialization of research. For developing nations, building domestic knowledge and problem-solving capacities through universities is seen as important for equitable development, though there is debate around how to implement this and enhance universities' developmental role. The document also discusses Uruguay's experience, noting that while basic science research has thrived there, other fields have been less successful in organizing themselves.
About
GL Online Sales is a unique business model which is the next revolution in the retail industry.GL Electronic http://glelectronic.co.in/ for more details .
Description
GoodLife., is a fast growing Trading/Distribution Company based in Patna (HO) for India operations, dealing in / Led Tv / India's First 2.0 Multimedia Music Systems/ India's First Rechargeable Music systems / Rechargeable Fan / Air Conditioners Etc. providing sales & service solutions having complete infrastructure,
GL has started its ambitious journey of making every human being equipped with high quality DIGITAL LIVING at an affordable price. With a clear goal in mind, having a great industry reputation and a highly talented team, GL serves its customers with high quality watch mobile phones,Music System,Led TV Etc. GL strives to be the best in the Electronic industry by providing a unique selling proposition to its customers and at the same time providing maximum returns to its stake holders. GL aims to provide the best electronics products and after sales service to its most valuable customers
Bletchley Park and the National Museum of Computing are two sites visited in February 2012. Photos were taken during the trip to the sites related to codebreaking and computing history. The document references photos selected from the visit to the two locations in February of that year.
Bab 2 membahas desain pekerjaan dan informasi analisis pekerjaan. Desain pekerjaan bertujuan mengatur penugasan kerja sesuai kebutuhan organisasi, lingkungan, dan perilaku. Informasi analisis pekerjaan dikumpulkan secara sistematik dan digunakan untuk membuat deskripsi, spesifikasi, dan standar pekerjaan.
O documento descreve o Plano Plurianual (PPA), que organiza as demandas da sociedade em áreas como saúde, educação e segurança, estabelecendo objetivos e ações de governo. O PPA é elaborado em processo participativo que identifica prioridades regionais e é aprovado pela Assembléia Legislativa até dezembro. É monitorado anualmente para revisões.
Dokumen tersebut membahas tentang pengertian dan kemampuan leadership serta bagaimana menyatu dengan yang lain. Leadership adalah kemampuan yang harus dimiliki setiap individu sebagai khalifatullah fil ardh. Kemampuan leadership meliputi mengenal diri, komunikasi, menyatu dengan yang lain, proses belajar, membuat keputusan, dan mengatur. Untuk menyatu dengan yang lain diperlukan cara berinteraksi positif dengan menerima perbedaan dan memb
The document discusses the relationship between education and research in universities. It argues that while this relationship has remained largely unchanged throughout history, universities now face threats to this balance. The increasing specialization and fragmentation of knowledge has led to an "atomization" of education. Additionally, pressure to constantly adapt education and research to economic needs risks undermining universities' role in general education and long-term research. Universities must find the right balance in responding to vocational training needs while maintaining their orientation towards these broader goals.
The document discusses changing priorities and constant values in universities. It summarizes disparities in higher education globally, with 18% of the population accounting for almost half of the 88 million students enrolled. Only 10% of those in the global South attend university compared to 50% in the North. It argues that reducing disparities and fighting poverty/inequality should be a constant priority for universities. Brain drain is also discussed, with inadequate research infrastructure and limits on academic freedom cited as main causes. The document questions if universities are adequately leading efforts to improve human capacities and tackle vital issues.
The document discusses the responsibilities of higher education, particularly Catholic higher education, in response to the challenges of globalization. It argues that universities must equip students with the knowledge and skills to address issues of poverty, development, and social justice in a globalized world. Catholic universities have a unique role to play in promoting humanistic education, interreligious dialogue, and the Church's evangelizing mission through their teaching, research, and community outreach.
Universities have played a pivotal role in shaping societies, fostering knowledge, and advancing human civilization. Their evolution over centuries has been marked by significant transformations, reflecting changes in societal needs, technology, and educational philosophies. In this blog post, we will delve into the fascinating history of universities, from their humble beginnings in ancient Greece to the dynamic and diverse institutions they are today.
In the 21st century the work of teachers should undergo two fundamental transformations. We have to rethink what we teach as well as how we teach it.
While this might be stating the obvious, it is professors and teachers that are teaching
future generations of students at all levels. Since they receive their professional education at universities, any reform that aims at having a transformative impact
throughout the educational system has to start there.
With rapidly advancing digital technologies the world's information will increasingly be
available at out fingertips - anytime and anywhere. The primary task of higher
education therefore will evolve from transmitting information, to integrating vast
amounts of information in such a way that it results in knowledge. Yet, in order to
provide students with an education that is adequate for the interdependent,
exponential, complex and messy world that they live in, our understanding of
knowledge itself has to change. Reformed higher education curricula that acknowledge what we call the 'New Enlightenment' should place an increased emphasis on the
epistemological dimension of academic knowledge. By teaching teachers to embrace
the world's complexity and messiness, we can help to transform society's
understanding of knowledge - a crucial prerequisite for dealing with many of the global
challenges the world's facing today.
While there are many reasons to place curriculum reform at the heart of any major
reform of higher education, this raises the question of how these new curricula can be
delivered at scale. Discussions and interdisciplinary peer-to-peer collaboration in small
groups will be quintessential to this new form of higher education. Large lecture halls
on the other hand will become largely superfluous. In a context of stagnating or
diminishing resources t his new form of higher education will make the adoption of
technology inevitable. In so doing, it will shift the role of the teacher from that of a
recitation machine back to that of an advisor and mentor. Online social networks will
go a long way to facilitate peer-to-peer collaboration. Educational analytics and
automatization of basics teacher task (such as grading tests) will allow teachers to refocus
on the epistemological questions.
In short, we have come full circle. In the 20th century we taught digital (i.e. uniform)
curricula by analogue means. In the 21st century we should teach analogue (i.e. locally
contextualized) curricula by digital means.
This document discusses the relationship between academic freedom and social responsibility for researchers and scholars. It argues that while academic freedom is important for open inquiry, it cannot override social responsibility and must emphasize a scholar's duties to science, society, and education. Ethics and codes of conduct around these issues are currently inadequate and need to be strengthened, consolidated, and enforced through university mandates. Moving forward, emphasizing social responsibilities should extend across all fields of social science and become a major movement in the 21st century.
This document discusses challenges facing scientific disciplines and institutions in the 21st century. It notes that while traditional disciplines have advanced knowledge, they have also led to overspecialization and ignorance of relations between fields. The complexity of modern problems requires integrated, multi-disciplinary approaches. However, established institutions often resist new ideas and paradigms that do not fit traditional models. To promote innovation while maintaining established strengths, universities need flexible structures like centers and programs that support collaboration across disciplines without needing to establish new departments. This balances the needs of normal science with allowing new ideas to develop.
Sujay Academic freedom versus social responsibility for researchers FINAL FIN...Sujay Rao Mandavilli
This document discusses the concepts of academic freedom and social responsibility. It explores tensions between the two, noting that while academic freedom is important for open inquiry, it cannot override social responsibilities and must be balanced. The document provides historical context for the development of academic freedom as a concept. It notes the need for strengthened codes of conduct and ethics for scholars to emphasize their duties to society. While academic freedom allows important work, unrestricted freedom could undermine integrity and produce harmful results. Overall responsibility to science and society must be considered alongside freedom of research and teaching.
Durban wg the implications for academic freedom and autonomyIAU_Past_Conferences
Working Group 3-1 discussed academic freedom and autonomy. Academic freedom was considered essential for universities to fulfill their mission but also requires new responsibilities in the modern era. The group requested that the IAU work to obtain an instrument from UNESCO to protect academic freedom and autonomy internationally and have it included in declarations of human rights. The relationship between governments and educational institutions was also discussed, noting that financial dependence on governments could endanger academic freedom. The group concluded by requesting an international recommendation to protect university autonomy.
Co-Constructing Democratic Knowledge for Social Justice: Lessons from an Inte...iBoP Asia
This document summarizes a paper about the Development Research Centre on Citizenship, Participation and Accountability (DRC), an international research collaboration between universities and think tanks from over 20 countries. The DRC aimed to study conceptions of citizenship, democracy, and social justice around the world. Key lessons from the DRC's decade of work include the value of collaborative knowledge production, iterative learning linking different forms of knowledge, linking research to action, connecting research on democracy to democratic pedagogies, and the role of university researchers in empowering collaborators. The document argues that universities can and should play a role in social justice through knowledge production, though current economic and political pressures challenge this role.
Co-Constructing Democratic Knowledge for Social Justice: Lessons from an Inte...iBoP Asia
This document summarizes a paper about the Development Research Centre on Citizenship, Participation and Accountability (DRC), an international research collaboration between universities and think tanks from over 20 countries. The DRC aimed to better understand challenges to democracy and social justice globally and produce new knowledge on citizenship and democracy practices. Key lessons from the DRC's decade of collaborative work include the value of: (1) co-constructing knowledge with collaborators, (2) linking different forms of knowledge over time, (3) linking research to action, (4) connecting research on democracy to democratic pedagogies, and (5) researchers' role in empowering collaborators. These lessons provide an approach for universities to address complex problems
The document discusses the origins and purposes of universities in Nigeria and Africa more broadly. It makes three key points:
1) Universities in colonial Africa were established in response to demands from African leaders for emancipation and as instruments of development as the countries moved towards independence.
2) After independence, Nigerian regions established their own universities not just for prestige but to harness opportunities for regional development and transformation.
3) The new Nigerian universities maintained high global standards while also stressing the importance of local identity and culture.
Universities have historically been centers of knowledge creation and dissemination through research and teaching. However, the information revolution presents new challenges for universities. Universities must decide whether to continue traditional approaches or adapt to changes like virtual and borderless education. While new approaches may increase access, they also risk losing cultural diversity and treating knowledge as a commodity. As universities navigate these changes, their role should be to provide ethical and thoughtful solutions to ensure equal access to knowledge for all.
1) This document contains the opening address given at the 11th General Conference of the International Association of Universities held in Durban, South Africa from August 20-25, 2000.
2) The address highlights that over the past 50 years since the IAU's founding, universities have experienced unprecedented growth and dynamism, with student numbers increasing from 12 million to over 100 million.
3) However, the address notes that universities now face closer scrutiny as they are seen as key to the new knowledge economy, and will need to adapt to challenges of the future like globalization while maintaining constant values of open dialogue and universal access to education.
Graduate Program in Applied Cultural EvolutionJoe Brewer
This document is a grant application submitted to the John Templeton Foundation proposing the creation of masters and doctoral programs in applied cultural evolution. We have not heard back about whether we will receive funding from them but felt it is worthwhile to share more of our vision with others who might like to collaborate in making this vision a reality.
Brenda Gourley, Vice Chancellor of the University of Natal, welcomed attendees to the 11th General Conference of the International Astronomical Union in Durban, South Africa. In her speech, she discussed how globalization is both economically and culturally integrating the world while also marginalizing some. She noted Professor Manuel Castells' warning about the potential dangers of globalization in simultaneously including and excluding people. However, she expressed that universities can help address these challenges through education and knowledge sharing across borders. The conference aims to facilitate international cooperation among educators to help universities adapt to changing responsibilities and contribute to a shared global future.
1. The document discusses the evolving purpose and approach of universities over the past 1000+ years. It argues universities originally focused on faith-based knowledge but shifted to reason-based knowledge during the Enlightenment.
2. It suggests universities should now take an integrative approach combining faith and reason to produce "ever more complete and integrative human beings." This would require universities to break down rigid divisions between facts/theories and values/policies.
3. The document advocates preparing students to live and work in a "living, breathing organism" rather than a hierarchical machine, and developing students' "spiritual capital" like hope and self-realization rather than just material wealth.
Professor Sir David Watson Keynote - Higher Education and the Question of Con...johnroseadams1
A keynote speech delivered to the Widening Participation Conference 2012 'Discourses of Inclusion in Higher Education' 24-25 April 2012 www.open.ac.uk/disourses-of-inclusion
This document contains a single word - "GMA6PhotoAlbum" - which appears to be the title of an album or collection. In a very concise form, it relates to photos organized into an album potentially related to GMA6.
The Secretary General concludes the meeting by thanking the participants for their rich and productive conversation. She notes they focused on challenges and solutions for higher education to increase social innovation, including recognition in academia and interdisciplinarity. While some viewed universities negatively, discussions highlighted positive examples like supportive research funders in Canada and universities creating innovation labs. The diversity of participants enriched the discussions by providing contextual insights. All agreed new problems require new solutions and a paradigm shift is needed in learning, research and community engagement to better address social issues through social innovation. The Secretary General thanks all involved in organizing the successful meeting.
The document discusses the relationship between education and research in universities. It argues that while this relationship has remained largely unchanged throughout history, universities now face threats to this balance. The increasing specialization and fragmentation of knowledge has led to an "atomization" of education. Additionally, pressure to constantly adapt education and research to economic needs risks undermining universities' role in general education and long-term research. Universities must find the right balance in responding to vocational training needs while maintaining their orientation towards these broader goals.
The document discusses changing priorities and constant values in universities. It summarizes disparities in higher education globally, with 18% of the population accounting for almost half of the 88 million students enrolled. Only 10% of those in the global South attend university compared to 50% in the North. It argues that reducing disparities and fighting poverty/inequality should be a constant priority for universities. Brain drain is also discussed, with inadequate research infrastructure and limits on academic freedom cited as main causes. The document questions if universities are adequately leading efforts to improve human capacities and tackle vital issues.
The document discusses the responsibilities of higher education, particularly Catholic higher education, in response to the challenges of globalization. It argues that universities must equip students with the knowledge and skills to address issues of poverty, development, and social justice in a globalized world. Catholic universities have a unique role to play in promoting humanistic education, interreligious dialogue, and the Church's evangelizing mission through their teaching, research, and community outreach.
Universities have played a pivotal role in shaping societies, fostering knowledge, and advancing human civilization. Their evolution over centuries has been marked by significant transformations, reflecting changes in societal needs, technology, and educational philosophies. In this blog post, we will delve into the fascinating history of universities, from their humble beginnings in ancient Greece to the dynamic and diverse institutions they are today.
In the 21st century the work of teachers should undergo two fundamental transformations. We have to rethink what we teach as well as how we teach it.
While this might be stating the obvious, it is professors and teachers that are teaching
future generations of students at all levels. Since they receive their professional education at universities, any reform that aims at having a transformative impact
throughout the educational system has to start there.
With rapidly advancing digital technologies the world's information will increasingly be
available at out fingertips - anytime and anywhere. The primary task of higher
education therefore will evolve from transmitting information, to integrating vast
amounts of information in such a way that it results in knowledge. Yet, in order to
provide students with an education that is adequate for the interdependent,
exponential, complex and messy world that they live in, our understanding of
knowledge itself has to change. Reformed higher education curricula that acknowledge what we call the 'New Enlightenment' should place an increased emphasis on the
epistemological dimension of academic knowledge. By teaching teachers to embrace
the world's complexity and messiness, we can help to transform society's
understanding of knowledge - a crucial prerequisite for dealing with many of the global
challenges the world's facing today.
While there are many reasons to place curriculum reform at the heart of any major
reform of higher education, this raises the question of how these new curricula can be
delivered at scale. Discussions and interdisciplinary peer-to-peer collaboration in small
groups will be quintessential to this new form of higher education. Large lecture halls
on the other hand will become largely superfluous. In a context of stagnating or
diminishing resources t his new form of higher education will make the adoption of
technology inevitable. In so doing, it will shift the role of the teacher from that of a
recitation machine back to that of an advisor and mentor. Online social networks will
go a long way to facilitate peer-to-peer collaboration. Educational analytics and
automatization of basics teacher task (such as grading tests) will allow teachers to refocus
on the epistemological questions.
In short, we have come full circle. In the 20th century we taught digital (i.e. uniform)
curricula by analogue means. In the 21st century we should teach analogue (i.e. locally
contextualized) curricula by digital means.
This document discusses the relationship between academic freedom and social responsibility for researchers and scholars. It argues that while academic freedom is important for open inquiry, it cannot override social responsibility and must emphasize a scholar's duties to science, society, and education. Ethics and codes of conduct around these issues are currently inadequate and need to be strengthened, consolidated, and enforced through university mandates. Moving forward, emphasizing social responsibilities should extend across all fields of social science and become a major movement in the 21st century.
This document discusses challenges facing scientific disciplines and institutions in the 21st century. It notes that while traditional disciplines have advanced knowledge, they have also led to overspecialization and ignorance of relations between fields. The complexity of modern problems requires integrated, multi-disciplinary approaches. However, established institutions often resist new ideas and paradigms that do not fit traditional models. To promote innovation while maintaining established strengths, universities need flexible structures like centers and programs that support collaboration across disciplines without needing to establish new departments. This balances the needs of normal science with allowing new ideas to develop.
Sujay Academic freedom versus social responsibility for researchers FINAL FIN...Sujay Rao Mandavilli
This document discusses the concepts of academic freedom and social responsibility. It explores tensions between the two, noting that while academic freedom is important for open inquiry, it cannot override social responsibilities and must be balanced. The document provides historical context for the development of academic freedom as a concept. It notes the need for strengthened codes of conduct and ethics for scholars to emphasize their duties to society. While academic freedom allows important work, unrestricted freedom could undermine integrity and produce harmful results. Overall responsibility to science and society must be considered alongside freedom of research and teaching.
Durban wg the implications for academic freedom and autonomyIAU_Past_Conferences
Working Group 3-1 discussed academic freedom and autonomy. Academic freedom was considered essential for universities to fulfill their mission but also requires new responsibilities in the modern era. The group requested that the IAU work to obtain an instrument from UNESCO to protect academic freedom and autonomy internationally and have it included in declarations of human rights. The relationship between governments and educational institutions was also discussed, noting that financial dependence on governments could endanger academic freedom. The group concluded by requesting an international recommendation to protect university autonomy.
Co-Constructing Democratic Knowledge for Social Justice: Lessons from an Inte...iBoP Asia
This document summarizes a paper about the Development Research Centre on Citizenship, Participation and Accountability (DRC), an international research collaboration between universities and think tanks from over 20 countries. The DRC aimed to study conceptions of citizenship, democracy, and social justice around the world. Key lessons from the DRC's decade of work include the value of collaborative knowledge production, iterative learning linking different forms of knowledge, linking research to action, connecting research on democracy to democratic pedagogies, and the role of university researchers in empowering collaborators. The document argues that universities can and should play a role in social justice through knowledge production, though current economic and political pressures challenge this role.
Co-Constructing Democratic Knowledge for Social Justice: Lessons from an Inte...iBoP Asia
This document summarizes a paper about the Development Research Centre on Citizenship, Participation and Accountability (DRC), an international research collaboration between universities and think tanks from over 20 countries. The DRC aimed to better understand challenges to democracy and social justice globally and produce new knowledge on citizenship and democracy practices. Key lessons from the DRC's decade of collaborative work include the value of: (1) co-constructing knowledge with collaborators, (2) linking different forms of knowledge over time, (3) linking research to action, (4) connecting research on democracy to democratic pedagogies, and (5) researchers' role in empowering collaborators. These lessons provide an approach for universities to address complex problems
The document discusses the origins and purposes of universities in Nigeria and Africa more broadly. It makes three key points:
1) Universities in colonial Africa were established in response to demands from African leaders for emancipation and as instruments of development as the countries moved towards independence.
2) After independence, Nigerian regions established their own universities not just for prestige but to harness opportunities for regional development and transformation.
3) The new Nigerian universities maintained high global standards while also stressing the importance of local identity and culture.
Universities have historically been centers of knowledge creation and dissemination through research and teaching. However, the information revolution presents new challenges for universities. Universities must decide whether to continue traditional approaches or adapt to changes like virtual and borderless education. While new approaches may increase access, they also risk losing cultural diversity and treating knowledge as a commodity. As universities navigate these changes, their role should be to provide ethical and thoughtful solutions to ensure equal access to knowledge for all.
1) This document contains the opening address given at the 11th General Conference of the International Association of Universities held in Durban, South Africa from August 20-25, 2000.
2) The address highlights that over the past 50 years since the IAU's founding, universities have experienced unprecedented growth and dynamism, with student numbers increasing from 12 million to over 100 million.
3) However, the address notes that universities now face closer scrutiny as they are seen as key to the new knowledge economy, and will need to adapt to challenges of the future like globalization while maintaining constant values of open dialogue and universal access to education.
Graduate Program in Applied Cultural EvolutionJoe Brewer
This document is a grant application submitted to the John Templeton Foundation proposing the creation of masters and doctoral programs in applied cultural evolution. We have not heard back about whether we will receive funding from them but felt it is worthwhile to share more of our vision with others who might like to collaborate in making this vision a reality.
Brenda Gourley, Vice Chancellor of the University of Natal, welcomed attendees to the 11th General Conference of the International Astronomical Union in Durban, South Africa. In her speech, she discussed how globalization is both economically and culturally integrating the world while also marginalizing some. She noted Professor Manuel Castells' warning about the potential dangers of globalization in simultaneously including and excluding people. However, she expressed that universities can help address these challenges through education and knowledge sharing across borders. The conference aims to facilitate international cooperation among educators to help universities adapt to changing responsibilities and contribute to a shared global future.
1. The document discusses the evolving purpose and approach of universities over the past 1000+ years. It argues universities originally focused on faith-based knowledge but shifted to reason-based knowledge during the Enlightenment.
2. It suggests universities should now take an integrative approach combining faith and reason to produce "ever more complete and integrative human beings." This would require universities to break down rigid divisions between facts/theories and values/policies.
3. The document advocates preparing students to live and work in a "living, breathing organism" rather than a hierarchical machine, and developing students' "spiritual capital" like hope and self-realization rather than just material wealth.
Professor Sir David Watson Keynote - Higher Education and the Question of Con...johnroseadams1
A keynote speech delivered to the Widening Participation Conference 2012 'Discourses of Inclusion in Higher Education' 24-25 April 2012 www.open.ac.uk/disourses-of-inclusion
This document contains a single word - "GMA6PhotoAlbum" - which appears to be the title of an album or collection. In a very concise form, it relates to photos organized into an album potentially related to GMA6.
The Secretary General concludes the meeting by thanking the participants for their rich and productive conversation. She notes they focused on challenges and solutions for higher education to increase social innovation, including recognition in academia and interdisciplinarity. While some viewed universities negatively, discussions highlighted positive examples like supportive research funders in Canada and universities creating innovation labs. The diversity of participants enriched the discussions by providing contextual insights. All agreed new problems require new solutions and a paradigm shift is needed in learning, research and community engagement to better address social issues through social innovation. The Secretary General thanks all involved in organizing the successful meeting.
This document summarizes the findings of a global study on organizational structures that support community-university research partnerships (CURPs). The study included a global survey of 336 respondents from 53 countries as well as 12 case studies. Key findings include that most higher education institutions have created structures to support CURPs in the last 10 years, but there is still a large variation in how CURPs are conceptualized and practiced globally. National policies that explicitly include community engagement and research in higher education tend to encourage the institutionalization of CURPs. Specific funding programs and knowledge-sharing platforms at the national level also help strengthen CURPs. While many countries have made progress, true co-creation of knowledge and accountability to communities is still lacking in most partnerships.
This document contains the opening remarks from the Secretary General of the International Association of Universities (IAU) at the 6th Global Meeting of Associations. The Secretary General welcomed participants and thanked partners for hosting the event in Montreal. Originally planned for Accra, Ghana, the meeting was relocated due to Ebola and the theme was changed to "Social Innovation". Over the two-day event, participants will discuss the role of universities and associations in social innovation through case studies and panels on defining social innovation, measuring impact, and engaging stakeholders. The Secretary General emphasized that while technology is important, social problems require social solutions and universities are well-positioned to contribute through learning, research, and outreach.
Rémi Quirion, Chief Scientist of Québec, discusses social innovation and the future of higher education. As Chief Scientist, he advises the government on research strategy and chairs boards that fund intersectoral research on major societal challenges. The three Fonds de recherche du Québec support research, training, and knowledge mobilization. Examples of knowledge mobilization centers focus on social issues. The FRQ also supports innovative social practices through strategic clusters, research teams, and Actions concertées programs that foster co-creation with partners. Looking ahead, Quirion suggests increasing social innovation training and focusing research on challenges like demographic changes, the labor market, sustainability, and measuring social impact. Key will be
This document discusses measuring the impact of higher education on social innovation. It notes that while impact has become a popular concept, universities have always aimed to serve society. Measuring impact is challenging as it involves both qualitative and quantitative factors. The workshop will discuss how higher education contributes to social innovation and how this is currently being measured and monitored within universities and their effects on society. The impact of universities is complex and involves things like research, teaching, culture, projects and generating trust.
The document summarizes a citizens' agenda for science, technology and innovation organized by UDUAL and various Mexican universities and government institutions. It describes a national consultation process held in Mexico from 2012-2013 that allowed citizens to vote on and discuss 10 proposed challenges. The top 3 voted challenges were to modernize education, ensure clean drinking water, and improve environmental protection. Over 70 organizations participated in the initiative. Following the consultation, 10 volumes of analysis and solutions were published. A university contest was also held asking students to propose innovative projects addressing the 10 challenges. The overall goals were to increase citizen participation in science policy and promote social innovation.
The document discusses social innovation at Kenyatta University in Kenya. It defines social innovation as novel solutions to socio-economic challenges. The benefits of social innovation include social outcomes like inclusion, education, and health, as well as workplace benefits like productivity and improved services. Universities can promote social innovation through programs, labs, and developing leaders to solve challenges. Kenyatta University engages in several social innovation initiatives including a business incubation center, funeral home, legal aid clinic, supporting orphans, student work programs, and building a teaching hospital. It emphasizes the importance of partnerships, leadership, and institutionalizing creativity to promote social innovation.
The document discusses social innovation and transformative change in higher education. It argues that social innovation often ignores power imbalances and fails to build community capacity for change. True social change requires higher education to challenge injustice, environmental degradation, and inequality through transformative knowledge that values multiple ways of knowing. It calls for universities to form equal partnerships with communities and social movements to co-create knowledge aimed at sustainable, inclusive development. The document recommends that higher education educate citizens committed to ethical values and social responsibility by linking teaching, research, and engagement to real-world problems through participatory learning.
The document discusses the establishment of the Inter-American Network of Co-Laboratories in Social Innovation (REDICIS) by the Inter-American Organization for Higher Education (IOHE). REDICIS aims to encourage knowledge sharing and partnerships between higher education institutions working in social innovation. It currently includes 14 universities and 5 organizations across 9 countries in the Americas. The network seeks to consolidate reference centers for social innovation, develop training in the field, and support decision-making around measuring, evaluating, and funding social innovation initiatives.
The document discusses social innovation at the University of Gothenburg. It notes that global challenges require new solutions and universities are well-positioned partners. The University of Gothenburg has strong interdisciplinary research and education, a focus on sustainable development, and a history of stakeholder collaboration. It provides support for social innovation projects that address societal problems through knowledge and are sustainable over time. An example success story is the University of Gothenburg Centre for Person-centred Care, which improved patient care while reducing costs through interdisciplinary research. Challenges include understanding societal problems and increasing investment in certain fields of study.
This document discusses social innovation and its relationship to social impact. It explores how social innovation can drive systemic change through four elements: being purpose driven, viewed as a new phenomenon, led by communities, and through developing equipped ecosystems. The document also examines challenges and perspectives for social innovation in higher education, including the need for theoretical and practical knowledge, motivation, transdisciplinary work, and strategic development. Finally, it poses questions about how institutions can transition towards new collaborations and whether they are currently part of the problem or solution regarding social innovation.
The document discusses measuring the impact of social innovation. It makes three key points:
1. Measuring the impact of social innovation is challenging due to its complex, long-term nature and dependence on social contexts.
2. Universities should better support the evaluation of social innovation through monitoring inputs/outputs, using relevant indicators, and developing new evaluation models like developmental evaluation.
3. Networks like OLTIS, CLT, and RQIS in Quebec help catalyze social innovation and support its evaluation through knowledge transfer between researchers and communities.
The document summarizes the 6th Global Meeting of Associations held in Montreal from 6-8 May 2015. It discusses GUNi's membership network and projects focusing on analyzing the dual responsibilities of universities at local and global scales. Key areas of focus include identifying best practices for universities to improve social, cultural, and economic impact locally and globally while addressing conflicts between local/global demands. International expert working groups will be formed among UNESCO chairs and city-university partnerships to test frameworks in Catalonia and make recommendations.
The document discusses social innovation, specifically regarding drone technology. It notes that drones have promising economic and social applications, and their use could create significant economic opportunities. However, several challenges around regulation, safety, privacy, and public acceptance must be overcome to realize the benefits of drone technology. Social innovation requires collaboration between government, academia, the private sector, and communities. Government can play various roles in supporting social innovation from regulating to enabling to endorsing.
The document discusses social innovation and its place in higher education for sustainability. It defines sustainability as meeting present needs without compromising future generations' ability to meet their own needs. Social innovation moves from an unsustainable model of separate disciplines to a transdisciplinary approach that provides a more comprehensive understanding. Higher education needs to become more future-oriented, challenge existing approaches, and focus on community through practices like social innovation to work toward a more balanced and sustainable model.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
1. IAU Durban Conference, August 20-25, 2000
11th General Conference: Universities as Gateway to the Future
Plenary Keynotes I
Changing Priorities – Constant Values: Today’s universities and the challenges of the future
Fabio Roversi-Monaco, Rector, University of Bologna
Introduction.
Any reference to the development of universities in the future must take account of the principles that
the community of universities embraced, spontaneously and with great enthusiasm, in signing the
Magna Charta Universitatum (the Universal Declaration of Academic Rights) in Bologna on
September 18, 1988.
Anyone familiar with the history of universities knows that these principles were defined and set down
in writing for the first time, taking into account the profound differences that characterise the
organisation and workings of the various universities in the principal countries of the world.
Rights.
That these principles were recognised so willingly as the shared heritage of the world’s universities
means that there existed, and still exists, though not until then clearly defined, a set of rules and ideas
so deeply rooted as to be universally followed. I believe that in drafting the Magna Charta
Universitatum an attempt was made to define certain fundamental rights, rooted in the conscience of
faculty and University communities. One reason why these rights were made explicit is that on many
occasions in the course of this century they have been infringed.
Independence.
While respecting the diversity of the societies in which they operated, universities must jealously
guard their moral and scientific independence vis-à-vis every kind of political and economic power,
since they have the task of critically transmitting knowledge, bringing together teaching and research
in an inseparable union.
To meet these priority needs, universities must be the forum for the free exchange of ideas. They need
to be capable of following the evolution of society’s requirements through progress in scientific
knowledge.
This means working towards mutual understanding and interaction between different cultures, towards
tolerance and communication, with close links between those who have the skills for handing on
knowledge (that is, faculty) and those who have the capacity and desire to acquire it (that is, students).
You may say: "We hold these truths to be self-evident". But how long have universities in the various
countries been able to follow these principles coherently? How many times have universities become
instruments in the hands of regimes that have not only denied their autonomy but freedom itself?
It is therefore important to lay down these principles for universities, that in many circumstance have
been attacked and undermined for promoting them. This reference to principles takes on a greater
significance if it leads to the definition of objectives for the future.
University autonomy and self-regulation in the critical transmission of knowledge, independence from
every kind of power, the importance of being open to the needs of the contemporary world, the
inseparable nature of research and teaching: all these aspects must be redefined, in order to guard and
promote them in a society in which universities, as institutions, must play a leading role, with the task,
more important than ever before, of promoting critical awareness.
Fragmentation.
But our values are rooted in the past and in my view this is the most important lesson. It is therefore
worth examining the role of universities more closely. Whereas the expression universities refers to a
global attempt to formulate coherent views of the world, today universities represent (in the words of
the chemist and Nobel prize winner Prigogine) "a mosaic of fragmented professional approaches". In
2. practical terms, the activities carried out within universities are many, varied and completely separate.
In the past, universities were often considered to be divorced from reality, and were known as "ivory
towers". Now they have come to resemble, as Bernard Crick, in provocative vein, has pointed out
"promiscuous and frenetic department stores".
This is what we need to consider, in an attempt to come to terms with developments that appear to be
beyond our control.
The first universities were born out of the raising of awareness in Europe at the end of the eleventh
century, with the need to create areas of freedom for research and teaching, without allegiance to
political power or religious orders.
The foundation of the university, its essential constitutional basis, is freedom, the freedom of science
and the incorporation of this freedom into the educational process. But, as we can see in the early
years, when universities were set up as an expression of the concerns and needs of part of society,
there is no doubt that universities have played and must play a leading role in society.
At one stage universities lost contact with their origins and remained apart and isolated from society as
hostages to their scientific and cultural pride. Those days are over now.
Communication.
The neutrality of science and its claim to objectivity have been seen to be mythical qualities.
Universities have now opened up to the requirements that emerge from civil context in which they
live, taking full part in world events in this century.
But now as never before, the historical role of universities makes it necessary for them to
communicate, to interpret the requirements emerging from the rapid development of a technological
and mass media civilisation to which university research has made such an important contribution.
This leads to another important point: interpreting the development of society and helping to guide
that development does not mean that the position of universities vis-à-vis such a process need not be
critical. Rather, universities must take on a role as the critical conscience of society.
We need to be aware of the danger of setting up a model of academic life that is not part of the
difficult process of history. In the words of Edgard Morin, "the university has a mission over the
centuries with the primary task of conserving the past, while referring to the present and preparing for
the future".
Since the Middle Ages, universities have been the institutions that memorise, formalise and reproduce
culture. They conserve and perpetuate not only acquired knowledge, but also and above all critical
awareness, the foundation for all academic disciplines.
I would like to underline an important concept at this point. In order to survive, universities must not
only maintain their critical awareness in the development of knowledge, but must also apply this
critique to their own role in society. Universities are affected by the crisis of the contemporary world
and must play a part in dealing with its problems.
Revived Vision.
We must go forward from a phase in which universities left the definition of their aims to society, to a
phase aimed at reviving the traditional research commitment relating to the fundamental origins of
human choice. This means taking a wider view than that taken at present, also in philosophical terms.
It is in this sense that today’s universities must not only apply a critical approach to the various
disciplines, but also take a critical look at themselves in redefining their aims.
Universities have a fundamental role in promoting a less restricted view of culture, in which both the
sciences strictly speaking and the humanities are able to communicate and play their part.
"I have always been fascinated by the strange destiny of Western science", says Prigogine, which
clearly represents a triumph of human creativity, but is also at the origin of the present-day
fragmentation of our culture.
The disquieting phenomenon of knowledge capable of challenging every rule, every proof, every
traditional value has resulted in radical changes, but has itself suffered radical changes.
Today there is a certain amount of dissatisfaction with a form of human knowledge that is highly
fragmented.
Universities must therefore play an important role in promoting a less restricted view of what culture,
in which both the sciences and the humanities play their part; in which science moves away from the
3. exclusive idea of dominion over nature to come closer to what may be called a new naturalism or new
humanism. This leads us back to the origins of modern science.
The divisions that have characterised the development of the various scientific disciplines, with an
exponential growth of knowledge and an increase in specialisation, have also created insuperable
barriers between the disciplines. The pressure towards the promotion of interdisciplinary study is
therefore well founded and comprehensible.
An interdisciplinary approach is a necessity, though still an insufficient remedy for a fundamental and
inevitable evil, the cultural division within the university that has become deeper and deeper.
Adaptation and Fads.
However, although universities must live in close contact with society, they must be careful not to
adapt too readily to changing markets, changing economic conditions and passing fads.
This is because any adaptation to immediate circumstances, if excessive, is not a sign of vitality, but a
sign of a loss of substance, of ageing and even death if it means being cut off from our roots.
We are living in a difficult period of transition. Science alone is not sufficient, but while problems
such as food production, healthcare and respect for planet Earth cannot be solved only through
science, they will never be solved without it.
Allen Bloom, in his controversial book The Closing of the American Mind, says that "higher
education has neglected democracy and impoverished the souls of today’s students". Yet the idea of
the university represents an attempt to reassert the dignity of the individual in the context of modem
science.
Universities have to deal not only with the considerable problems of the general crisis of Western
culture; at the same time, they have to deal with the requests of society and fulfil their institutional
role, respecting the principles already mentioned. These tendencies may put the traditional function
that universities already carry out in society in a new light. They underline the need for education that
is more learner-centred and oriented towards the community, taking account in particular of the needs
of production and the public administration.
Research.
As for research, this is a decisive factor for achieving higher levels of productivity in the most highly
developed industrial societies.
In this connection the financial contribution of the industrial sector and national Governments has
made it possible to set up various research centres and institutes on campus, for developing
programmes with entrepreneurial potential.
The development of these institutions has given rise to a certain amount of concern in the sense that
the universities’ commitment to basic research may be determined by the growing focus on short-term
research of a less fundamental nature, since priority is increasingly given to entrepreneurial
programmes.
Another concern is that scientists may lose their intellectual autonomy, that is their freedom to decide
on research matters themselves.
However, it is difficult to believe that all the research currently carried out, and the cost of funding it,
can be justified if society and the economy do not utilise the results or if they do not consult
university-trained researchers.
Research confers a special meaning on higher education, considering that it determines teaching
objectives and sets its limits. Research pushes back the frontiers of knowledge and introduces students
to the world of science, characterised by doubt and uncertainty. As in the past, higher education
introduces a particular style of analysis, since education and research are not limited solely to the
clearly defined aspects of science and its practical applications, however important they may be, but
proposes answers that are not definitive to questions that have perhaps not yet been rigorously
formulated. Precisely because of the role it performs and the expectations that it raises, higher
education cannot avoid carrying out a form of self-assessment: if it fails to do so, others will carry out
such an examination.
This brings us on to the problem of the organisation of our universities.
Whereas certain events in recent years, leading in the direction we wish to follow, show that university
autonomy has increased, other events point in the opposite direction. For this reason it is worth
4. reflecting on the way ahead and focusing our attention in order to be prepared for the future.
Long Term Trends.
However, the need to review the role of the universities is also due to the inevitable result of their
marked increase in number in the past 50 years, as well as the enormous increase in number of
students and their demand for knowledge and professionalism. Furthermore, other institutions are
carrying out and offering research and the training, thus eroding the monopoly previously by
universities.
In some countries, universities are affected by this proliferation of other institutions, and no guarantee
exists for safeguarding universities, unless they embark on a process of renewal to ensure the
fulfilment of their traditional mission.
I do not however believe that the proliferation of courses offering training and research can supersede
the role of the universities. Moreover, I accept even less an extreme process specialisation created by
more and more independent institutions that can substitute the role of traditional universities. I do not
believe that one can imagine access to knowledge based merely on casual networks set up by
immediate needs caused by a particular historical period or the shifting sands of the moment.
I want to emphasise that too often research investment has had exploitable and trendy characteristics,
and at other times these same projects have mainly fulfilled the requirements of the economic
exigencies of certain countries.
This simply will not do!
A Durable Institution.
What is necessary is a solid and durable institution, which not only realises its duty to contribute to the
economic and social process, but at the same time strives to outdo itself in contributing continuously
to the progression of knowledge. Such an institution would be able to renew and review itself, in such
a way as to represent an outstanding model of access to qualitative knowledge.
The awareness that for centuries the combined art of teaching and research has distinguished
universities as opposed to other institutions, notwithstanding the many obstacles, justifies our belief
that universities must be constantly viewed as essential institutions in society.
What other institutions tend to parcel out for the sake of convenience and improved organisation or
output, remains intact at the universities. The specific aim is to exclude routine in favour of creativity
and to privilege critical ability. They not only develop faculties, which go beyond simple learning, but
above all they respect the duty (not merely a moral one) not to turn a craft-made laboratory into a
supermarket of knowledge.
Contemporary society demands at a private, and at a public institutional level, men and women of
competence who are destined to be integrated into large organisational structures, and are capable of
meeting the demands of a social system and enterprises in which knowledge requires an ever
increasing value.
Traditional Liberal Professions.
I feel that traditional liberal professions are being surpassed by this apparently superior training which
seems likely to become pervasive in order to sustain these large organisational structures which tend to
globalise the higher education market. They had made their impact by maximising the new techniques
of information and communication.
In fact, a space has emerged in higher education and Europe having taken heed has proved its
commitment in June 1999 when 29 ministers at Bologna signed an agreement on the subject. The truth
is that we are dealing with a global space, which is fully trans-national.
Universities must develop such skills but this does not mean that their tasks and goals are complete. It
is also the duty of universities to strengthen undergraduate programs and research in those basic
disciplines less linked to this phase of pressing reform, but at the same time still fundamental to
academic life.
Surfing – the Superficial.
Superficial and brief technical procedures offering shortcuts do not exist. A superficial and uncritical
reliance on technology for technology’s sake is not our goal: rather, we aim at long-lasting progress, to
5. be first achieved and subsequently passed on, through our students, to society at large.
This is the only way to prepare young people so that they may cope with change, and to make
institutions aware that the development and diffusion of higher education are not simply driven by a
momentary economic or social need, but constitute a cultural requirement to society as a whole.
Similarly, this is the only way to take full advantage of the profound technological improvements and
of the impressively heightened ease of access to knowledge through information technology.
New Prospects.
New exciting prospects are opening up for academic institutions: the democratisation of knowledge,
the continuing education, the development of applied research for rapid solution of technical and
social problems and the support and development of enterprise. The latter, in particular, thrives on
research aimed at solving general problems and introducing innovative ideas, thus effectively
stimulating new needs and setting out to answer them promptly and in a global space. In this context,
one of our priorities should be to establish strong bonds, which enterprise, through research aimed at
its development and through the transfer of learning and innovation.
Goals and Means.
Such multidisciplinary professional services can only truly be provided by universities. The
international community must strive for these goals, guaranteeing that each academic institutions,
lecturers, professors and researchers are provided with the necessary tooling which will allow them to
operate for the general benefit of society.
In order to do this, the exchange of ideas and human resources must be favoured, and financial and
legal support must be provided applied research, patenting, and for the creation of new enterprises
through a direct or indirect intervention of universities, e.g. enterprise incubator and academic spin-
off.
Quality.
To ensure this, the notion of quality is crucial and must be guaranteed through accreditation and strict
quality control. It is at this junction that the autonomy of research which universities enjoy meets with
their social responsibility.
Quality must be required from the universities and must be transparently provided for by the latter.
This can be obtained by adopting already existing measures which need to be more consistently
applied and better tuned: e.g. self-evaluation of the entire national system at an internal and external
level and the established need for an international accreditation system. These are partially different
tools, which answer one and the same requirement.
Conclusion.
Many of the principles that were laid down in the Magna Charta Universitatum have been applied
only in part and not in a satisfactory way. In particular, the need for innovation has not yet led to a
change of mentality and the relationship with society is still a difficult one.
It must however be recognised that there have been positive developments, with a number of
universities becoming aware of their founding role.
The mission over the centuries to which I referred earlier must therefore be maintained. Culture must
make its contribution to everyday life, but its function is not to adapt at all costs to everyday life (it
must be conceived as a continuous circuit in which each element relates to the others and enriches
them). This is because, as well as its mission over the centuries, the university has a social mission,
running right through society itself. This may be seen in the inscription on the façade of the University
of Heidelberg "am lebendigen Geist" (to the living spirit).