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Morshidi Sirat
CONVENTION FOR YOUNG ADMINISTRATORS OF ASEAN HIGHER
EDUCATION INSTITUTIONS 2017, 27 November 2017
by
THIS PRESENTATION…
• TO APPRECIATE THE IDEA AND (CHANGING) ROLES OF UNIVERSITIES
• SUCH APPRECIATION SHOULD LEAD TO DEDICATION AND ACCOUNTABILITY IN PERFORMING TASKS AND DUTIES
• HIGHER EDUCATION (UNIVERSITIES) TO ACHIEVE ITS GOAL – THE DEVELOPMENT OF THE HUMAN PERSON
OUTCOME
NATIONAL INTEREST
EFFECTIVENESS AS HUMAN NOT MACHINE
RELEVANCE AND SENSITIVE
EXCELLENCE
Source: http://oura.ca/wp-content/uploads/2016/02/A5.pdf
INFLUENCES, DEMANDS AND PRESSURES –MULTILEVEL AND MULTIVARIATE
Evolution of Societies up to Society 5.0 (Source: Keidanren)
INDUSTRIAL REVOLUTION
SOCIETY
UNIVERSITIES – IDEA/SPIRIT
UNIVERSAL MORAL VALUES
HARMONIOUS HUMAN WELL-BEING/BALANCED/HOLISTIC
AN IDEALISM BUT WITH A PURPOSE
IMAGE AND RESPONSIBILITY UNLIKE ANY OTHER INSTITUTIONS (THE PUBLIC GOOD)
GOALS
FORM AND SHAPE OF FUTURE
HUMAN CONDITION FACED WITH THE RISE OF
THE MACHINE (4IR)
RELATED TO HUMAN (MORAL,
VALUES )
CREATION AND DISSEMINATION OF KNOWLEDGE OVER SEVERAL
GENERATIONS FOR THE BETTERMENT
OF HUMAN BEINGS
IMAGE OF UNIVERSITIES THAT YOU ARE FAMILIAR WITH?
THE IMPACT OF NEOLIBERALISM APPROACH TO
HIGHER EDUCATION INCLUDING CORPORATE
MANAGERIALISM
DISTANT PAST
KNOWLEDGE FOR THE BETTERMENT OF SOCIETY
KNOWLEDGE SHARING
PAST, PRESENT
AND FUTURE
IVORY TOWER/REPOSITORY OF KNOWLEDGE
“FUTURE TENSE”
APPLICATIONS OF KNOWLEDGE FOR HUMAN WELL-BEING
UNIVERSITY MATTERS
ROLES OF UNIVERSITIES PRIOR TO EMERGENCE OF MODERN
UNIVERSITIES
KNOWLEDGE SEEKING, GENERATION OF KNOWLEDGE WITH RELIGIOUS AND PHILOSOPHICAL INCLINATIONS
‘AUTHORITY OF IDEAS’ AND NOT ‘IDEA OF AUTHORITY’
SEEKING THE TRUTH
EDUCATION FOR THE DEVELOPMENT OF THE HUMAN BEING AND HUMAN CO-EXISTENCE
ROLES OF PRESENT DAY UNIVERSITIES
DEVELOPMENT OF HUMAN MIND, SPIRIT, EMOTION RELATED TO SOCIETAL DEVELOPMENT AND HUMAN
CIVILISATION
CENTRE FOR DISCOURSE ON VALUES, SKILLS ACQUISITION AND COMPETENCIES
LEARNING CENTRES (REAL KNOWLEDGE AND HUMAN PERSONALITIES)
INTELLECTUAL DEVELOPMENT
CENTRE FOR THE DEVELOPMENT AND PROMOTION OF KNOWLEDGE AND SKILLS FOR INDUSTRY
NEW DEMANDS ON THE UNIVERSITES ARISING FROM NEOLIBERALISM
EDUCATING STUDENTS AND RESEARCHERS FOR THE MARKET
UNDERTAKING, MANAGING AND SUPPORTING RESEARCH FOR REPUTATION
TRANSFER OF TECHNOLOGY AND KNOWLEDGE FOR THE MARKET AND COMMUNITY TRANSFORMATION
INVOLVING MANY STAKEHOLDERS IN GENERATING KNOWLEDGE AND INCOME
CREATING CONDUSIVE KNOWLEDGE ENVIRONMENT IN ACCORDANCE WITH MARKET DEMAND
UNIVERSITIES - RELATIONSHIPS
1. STATE-UNIVERSITY – GOVERNANCE AND AUTONOMY
2. WITHIN INSTITUTIONS – SHARED GOVERNANCE
3. WITH THE COMMUNITY
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• STATE-UNIVERSITY – GOVERNANCE AND AUTONOMY
• WITHIN INSTITUTIONS – SHARED GOVERNANCE
– Highly dependence on whether
• state control, steering from a distance, self-regulating
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SUMMARY OF THE KEY GOVERNANCE CHARACTERISTICS
IN ALL CLUSTER
FOUR MODELS OF UNIVERSTY-COMMUNITY RELATIONSHIP
1. the sober view of the university
The university is just another knowledge-based institution, not fundamentally different from knowledge-based business
only perhaps with a greater number and wider range of experts
this model sees the university’s relation with its community as one of exchange of its knowledge and knowledge workers with the other institutions in the community.
2. the creative view of the university as an institution
that is or should be concerned most essentially with optimising and nurturing the creative potential of individuals and of teams
the university entertains a relation of mutual stimulus and support with other actors in a community, in a common attempt to optimise the conditions for such creative environments.
3. the purist view of the university, which has been dominant in the Humboldtian university
According to this view, the university has to seek a critical distance from its social, political and economic environment in order to optimise its innovative and early-warning potential
The relation of the university with its community is one of mostly unidirectional knowledge transfer and dissemination from the university to its stakeholders
4. the social view of the university
It sees the university as an important critical counterbalance to governing forces and attitudes, be they market forces or mainstream societal attitudes.
The public role of the university lies in its ability to widen the access to knowledge and its benefits to as wide a range of individuals as possible.
The university would also be the institution that seeks to be the first to identify and define future developments and problems and to offer solutions to complex societal concerns.
In this model the university tries to engage in a dialogue with actors in the community in order to identify their needs and respond to them.
Source: Adapted from Clark Kerr. The Uses of the University, 5th ed. Cambridge, 2001, in Chang Da Wan, Morshidi Sirat and Dzulkifli Abdul Razak,
2015.: Harvard University Press, 2001.
INFLUENCES
• TRADITIONS AND CIVILISATIONS
• COLONIALISM
• NEO COLONIALISM
• GLOBALISATION
– NEO LIBERALISM (RETREAT OF THE STATE IN MATTERS RELATING TO UNIVERSITIES, DOMINANCE OF THE MARKET)
MODERN UNIVERSITIES
• Excellence Without a Soul - Harry Lewis, 2006.
“Harvard no longer teach the basic virtues of being human, the ideals of liberal education devoted to freeing the mind and the spirit.”
NO SOUL, MANY CRISES
• UNIVERSITY IN RUIN - BILL READING, 1997
– LOOSE CONNECTION BETWEEN UNIVERSITIES AND NATIONAL AGENDA
– UNIVERSITIES - BIG CORPORATION, PROFIT ORIENTED
– UNIVERSITY CULTURE IS ABOUT CULTURE OF EXCELLENCE AND EXCELLENCE IS DETERMINED BY NEOLIBERALISM/MARKET
RECLAIMING THE SOUL
• RELATE DEVELOPMENT IN HIGHER EDUCATION TO HUMAN WELL-BEINGSEPISTEMIOLOGY
• THIS IS ABOUT DEVELOPMENT OF THE HUMAN PERSON
• NOT ABOUT REPUTATION AND PHYSICAL IMAGE GOALS
• CLEAR ABOUT WHAT TO TEACH, TARGET AND PEDAGOGY
• HEAD-ON WITH CHALLENGES
CONTENT AND ORGANISATIONAL
SYSTEM OF HE
• INVESTMENT FOR THE SUCCESS OF THE MINORITY/MARGINALISED
• NOT FRUSTRATING THE MAJORITY
SELECTION PROCSS
• SOCIAL SYSTEM IS IRRELEVANT, EDUCATION IS KEY TO SUCCESS AS HUMAN PERSON
• MORE EDUCATION FOR THE DEVELOPMENT OF THE HOLISTIC PERSON
EGALITARIANISM AND
MERITOKRASI
• MANAGABLE ORGANISATION TO ENABLE TRANSFORMATION IN REASONABLE TIMECONTROL
• RETOOLING TO BALANCE THEORY AND PRACTICE
QUALITY OF EDUCATION AND
ACADEMICS
• MORE QUALIFICATIONS MUST NOT LEAD TO LOWERING OF VALUE; VALUE ADD
• REDUCE WASTAGE OF PUBLIC AND HOUSEHOLD RESOURCES
EFFECTIVENESS (SOCIAL AND ECONOMICS)
• MORE RESOURCES FOR HIGHER EDUCATION NOT FEASIBLE; HIGH COST; SOCIAL OBLIGATION OF THE STATE BUT AT WHAT COST?
• NOT ALL ISSUES RELATING TO HIGHER EDUCATION COULD BE SOLVED BY INCREASING ALLOCATION
FINANCE
• OUTPUT OF UNIVERSITIES - THINKING HUMAN PERSON NOT MACHINE
• STATUS OF ACADEMICS AND ADMINISTRATORSCONFIDENCE
SOURCE: RETHINKING REFORM IN HIGHER EDUCATION, FROM ISLAMIZATION TO INTEGRATION OF KNOWLEDGE – ZIAUDDIN SARDAR, JEREMY HENZELL-THOMAS, 2017.
Globalisation and Neoliberalism
• Why adopt neoliberal ideology, even if we claim to representquite different ideological positions?
Globalisation and Neoliberalism
Answer:
• Neoliberalism ability to normalize itself and convince the restof the world that there is no alternative.
Globalisation and Neoliberalism 4
• Have no allegiance to the nation-state or to the socialcontract
• Is very powerful not only because of its economic structuresbut also because of its pedagogical and ideological power
Globalisation and Neoliberalism
• Driven by the survival of the fittest
• More and more universities and other institutions of highereducation are being run as if they were large multinationalcompanies seeking immediate profit
“Hybridisation” in the Development of
HEIs
• Premise for the rise of hybridisation
• Due to the prevalence of the globalising force and neoliberalism,many universities have gone through major transformations interms of missions, governance and institutional practices.
• Impact on nation-building agenda?
“Hybridisation” in the Development of
HEIs
• “Hybridisation”
• is the interplay among global, national and local culture andvalues as a result of globalisation and neoliberalism
• Competition and survival
“Hybridisation” in the Development of
HEIs
• in the higher education sector, hybridisation manifests in theinteraction between Western academic models and traditionalcultures in different types of higher education institutions
• One of main features of a hybridised public university is acloser interaction with business and other organisations inthe private sector.
• Public universities have become hybrid organisation drivenby two steering paradigms:
• Governmental regulations and market forces (and these are notalien to the pressures and demands of globalisation andneoliberalism).
• The government (‘principal’) provides a budget for a numberof well-defined tasks, which the public university (‘agent’)then executes.
• This steering mechanism is often referred to as “tasksteering”.
• The public university is being confronted by a market withclients that buy some of the university’s services for aparticular price.
• The resulting revenues provide the university with “extra”income but also imply that the university is being confrontedwith the preferences of external clients.
• This process is frequently denoted as “market steering.”
• Emergence of hybrid universities
• Ideally, hybrid public universities need to be:
• “mission-centered”(include values, culture, community, nation,
international) and
• “marketsmart”
Conclusion
• The impact of globalisation-neoliberalism nexus on nation-building agenda of higher education and institutions:
• Spirit and purpose of higher education
• Enterprising non-profit public universities
o Hybrid governance and management approach
o Hybrid financing approach
o Hybrid curriculum approach
Conclusion
• Public universities are navigating between corporatism andnation-building agenda.
Thank You
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