http://hdl.handle.net/2099/5696 http://upcommons.upc.edu/revistes/retrieve/49084 http://hdl.handle.net/2099/5696 Search the Channel search http://upcommons.upc.edu/revistes/simple-search http://hdl.handle.net/2099/10093 Title: Novas dinâmicas para a responsabilidade social<br/><br/>Authors: Global University Network for Innovation, GUNi http://hdl.handle.net/2099/9540 Title: Nuevas dinámicas para la responsabilidad social<br/><br/>Authors: Global University Network for Innovation, GUNI http://hdl.handle.net/2099/9538 Title: New dynamics for social responsibility<br/><br/>Authors: Global University Network for Innovation, GUNI http://hdl.handle.net/2099/8661 Title: The international politics of quality assurance and accreditation: from legal instruments to communities of practice<br/><br/>Authors: Uvalic Trumbic, Stamenka<br/><br/>Abstract: This paper will review the developments that led to the internationalization of quality assurance and accreditation. It begins with the 1990s, when a new approach to the recognition of qualifications was adopted through the Lisbon Recognition Convention (LRC). The growing importance of quality assurance (QA) in this context was also stressed in the 1990s. The paper will examine how this situation contributed to placing quality assurance at the heartof the construction of the European Higher Education Area (EHEA) and the Bologna Process. It will review the strengthened links between quality assurance and qualification recognition that make these two interlinked processes central to developing policy frameworks. Global attempts at recognition, quality assurance and accreditation will be presented. Such attempts are essential as we enter a more interdependent world, brought about by globalization, the greater mobility of students and academics, and by programmes and institutions that blur the established boundaries of time and space and cross geographical and jurisdictional borders. The paper will also highlight the roles international organizations play in this arena. In particular, it will focus on UNESCO’s World Conference on Higher Education (WCHE), the Global Forum on International Quality Assurance, the UNESCO/OECD Guidelines on Quality Provision in Cross-Border Higher Education,and the processes surrounding these meetings and guidelines. Finally, it will conclude by highlighting the links between politics and quality in higher education. Such links are the determinants of possible international schemes in a more globalized and interdependent world. http://hdl.handle.net/2099/8119 Title: The role of research in higher education: implications and challenges for an active future contribution to human and social development<br/><br/>Authors: Vessuri, Hebe<br/><br/>Abstract: Mankind is on the brink of a tragic era, in which the anarchic forces of the market and the incessant pressures upon natural resources on the verge of exhaustion will push sovereign states to increasingly dangerous rivalries. What will the role of research in higher education be, in response to the challenge of an active future contribution to human and social development? A good balance must be reached in the basic functions of research in order to avoid governance risks. While focusing only on the transformative function of research may pose dangers to the human dimension and development, unilateral concentration on responsible development aspects may generate reactive approaches and delay economic benefits. Disregarding the inclusiveness function may lead to slower development and even isolationism, and focusing on short-term issues is not good for long-term goals and future generations. We must reinforce research networks between ‘Southern’ and ‘Northern’, rich and poor, and developed and developing countries and institutions in order to bridge the gap between knowledge consumers and producers. This paper reviews aspects such as development, globalization and the inequality of nations; constraints and choices of the orthodox views of research; rethinking research and higher education to contribute to a better future; and knowledge integration for effective action. http://hdl.handle.net/2099/8118 Title: Higher education curricula for human and social development<br/><br/>Authors: Taylor, Peter<br/><br/>Abstract: This article examines issues relating to the development, delivery and evaluation of higher education curricula that aim to facilitate learning in the context of human development and social change. The paper begins by reviewing alternative conceptual and philosophical approaches that underpin higher education curricula, based on differing perspectives on knowledge and power, and the interplay between these in a time of globalization and growing complexity. It draws on evidence of existing relationships between curricula in higher education institutions and curricula at other levels of education systems, and the dominant pedagogical approaches that are determined by these relations. The paper identifies a range of key elements currently found in higher education curricula internationally – including citizenship, sustainable development and multiculturalism – which are consistent with the notion of human and social development. It then considers the range of potential learning needs in a globalizing world that may be addressed by higher education institutions. Taking into account issues of existing capacity, as well as needs for institutional strengthening, the paper finally suggests some key elements for the design, delivery and evaluation of interdisciplinary curricula that will help to meet learning needs in the future. http://hdl.handle.net/2099/8117 Title: Civil engagement in Higher Education and its role in human and social development<br/><br/>Authors: Tandon, Rajesh<br/><br/>Abstract: Over the past century, the world has seen many social, economic and political ransformations. A largely colonial era has given way to a largely democratic one. Yet, while the democratization of the political culture guaranteed citizens’rights and freedom, it did not result in the democratization of learning and knowledge production. Changes in education systems have been slow in coming. Economic trends and civil society movements in the past decade have changed perceptions of what constitutes ‘knowledge’ and redefined the mission and mandate of higher education institutions (HEIs). With increasing demands to scale up their teaching and research functions, HEIs are facing new challenges in contributing to human and social development. The meaning and agenda of human and social development have also changed, and new civil society actors have been closely associated with this phenomenon. This paper looks at how the engagement of civil society organizations with the world of higher education has resulted in interesting trends in social policy formation and knowledge production. It presents examples of effective engagement between HEIs and the social and human development efforts of civil society (PRIA in Asia and Mpambo Multiversity in Africa), draws lessons from these interventions and highlights future potential for HEIs. Advocating the view that the research and teaching functions of HEIs should serve the larger mission of human and social development, it looks at the gains to be obtained from such partnerships. By exploring alternative sources and modes of learning and knowledge production, the paper provides a vision of the possibilities that engagement with civil society can open up in terms of HEIs’ contribution to social and human development in the coming decades. http://hdl.handle.net/2099/8116 Title: An overview of regional perspectives on the role of higher education in social and human development<br/><br/>Authors: Sanyal, Bikas C; López Segrera, Francisco<br/><br/>Abstract: In Part I this report studied selected global issues on higher education’s role in social and human development. This overview is a synthesis of the regional perspectives on higher education’s role for human and social development based on the contribution of the authors in four key areas – one of which is the state of higher education in each region since the World Conference on Higher Education (WCHE) held in 1998, the other is possible future roles, strategies and actions of higher education in order to foster social and human development – for the regions classified as: Sub-Saharan Africa, Arab States, Asia and the Pacific, Europe, North America (USAand Canada) and Latin America and the Caribbean. http://hdl.handle.net/2099/8115 Title: Globalization and markets: challenges for higher education<br/><br/>Authors: Nayyar, Deepak,<br/><br/>Abstract: The object of this paper is to reflect upon the intersection of, and explore the interconnections between, globalization and higher education. It outlines the essential characteristics of globalization, with an analysis of its dimensions and implications (in particular, exclusion). It shows that, over the past three decades, globalization has been associated with uneven development and asymmetrical consequences for both countries and people. This sets the stage in the wider context of development. The paper then develops an analytical framework to consider how globalization relates to and influences the world of higher education. It argues that the retreat of the state and the advance of the market have changed the national context, and that the spread of markets is beginning to exercise a significant influence on higher education. There are inherent dangers to such ommercialization, but there are also some opportunities to learn from markets. This paper also shows that the gathering momentum of globalization, which has changed the international context, is beginning to reshape higher education. The associated globalization of education has major positive and negative implications for development. Markets and globalization together could transform the world of higher education. However, education as business, particularly in universities, is not conducive to economic development and social progress. Therefore, countries should formulate policies for higher education in the pursuit of development, so as to minimize the dangers and capture the opportunities created by markets and globalization. http://hdl.handle.net/2099/8114 Title: Institutional challenges and implications for HEIS: transformation, mission and vision for the 21st century<br/><br/>Authors: Moja, Teboho<br/><br/>Abstract: In the 21st century, higher education institutions (HEIs), as well as the sector in general, face many challenges related to achieving a balance between responding to and initiating change. Their problems are further exacerbated by the necessity to serve national needs as well as to be world players who can meet global needs. Government initiatives to reform higher education systems focus on transforming institutions to meet national needs and to make their nations competitive in a global world. In contrast, most institutions focus their transformation on survival and competition with other institutions in the sector as well asoutside the sector. Meeting national needs has been relatively easier to achieve because the institutions were set up with that requirement in mind. What remains a challenge is to redefine higher education and its role in a globalized world in which global challenges need global solutions. Institutional initiatives to address global problems, however limited, have been essential for linking institutions to the global development agenda, although their contribution to sustainable development at a global level has been inadequate. There is a need for new types of institutions that will tackle global issues and focus on an agenda for human and social development. http://hdl.handle.net/2099/8113 Title: The university of the 21st century: political and social trends of globalization – challenges for higher education<br/><br/>Authors: Mayor-Zaragoza, Federico<br/><br/>Abstract: Globalization is intensifying economic differences and social and cultural divisions. Democratic principles, rather than the laws of the market, need to be used to guide human behaviour and economic policies. ‘It is foolish to confuse value with price’, wrote the great poet Antonio Machado. Those in power have been foolish and have irresponsibly abandoned the ideologies and ideals that the university community has striven so hard to preserve through the years. The world is in a deplorable state: the democracy embodied in the United Nations, designed by Roosevelt, has been replaced by a plutocracy (G7/G8) and a hegemonic power. Furthermore, states have been weakened by the transfer of much of their power to big multinational companies that do as they please, with total impunity, at a supranational level. They are involved in all kinds of trafficking (arms, capital, patents, drugs and even people) and make use of tax havens. They invest more than US$3 billion per day in arms (not counting the missile defence shield that the US government wants to implement in contravention of the 1988 treaties), while more than 60,000 people die of hunger. Universities can remain silent no longer. The functions of training, assessmentand production are now more important than ever. Daring to know, and k nowing how to dare. Universities – with European leadership – must be a beacon and watchtower in the 21st century."I hold with what has been said: Justice must be done, despite law and customs, despite money and alms".(Pedro Casaldáliga, 2006) http://hdl.handle.net/2099/8112 Title: The educative purpose of Higher Education for human and social development in the context of globalization<br/><br/>Authors: Bawden, Richard<br/><br/>Abstract: Globalization presents a particularly challenging context for re-examining the educative purpose of higher education for human, community and social development. In the very first place, development itself is rarely explicitly claimed as a deliberate focus of most institutions of higher education. Given that the fundamental purpose of higher education is intellectual and moral development, this is not only a very strange stance but also one that is increasingly problematic and indeed ethically indefensible. In the face of the complexities of this late modern age, where ‘bads’ as well as ‘goods’ are circulating the globe with everincreasing frequency and causing ever-more destructive impacts on nature and society alike, it is becoming glaringly obvious that new ways of ‘seeing’ the world and ‘dealing’ with issues in it are urgently needed if sustainable futures for societies are to be achieved across the globe. If, as the substantive argument in this chapter holds, we humans have become victims of our own paradigmatic inadequacies in a manner that now threatens the very sustainability of life on earth, then higher education is dutybound to do all it can to transform prevailing epistemic assumptions and to liberate human and social development in the further pursuit of the considered and inclusively responsible life. http://hdl.handle.net/2099/8111 Title: The complex roles of universities in the period of globalization<br/><br/>Authors: Altbach, Philip G.<br/><br/>Abstract: Universities worldwide are being called on to fulfil more and more roles, often with fewer resources. As a result, academic missions may become dispersed and the quality of the work may decrease. In this era, the function of universities as institutions devoted essentially to teaching and research may be weakened by the struggle to be entrepreneurial and market-relevant (Ben-David, 1977; Clark, 2004; Geiger, 2004). The academic drift of the 21st century raises concerns about the core functions of universities and how contemporary changes have affected academic missions. This paper mainly discusses research universities, which, as the leading and most influential academic institutions, have been most affected by this expansion of roles (Neave, 2000; Altbach and Balán, 2007). The goal of this paper is to examine the changing missions of universities and the impact on academe worldwide. http://hdl.handle.net/2099/8110 Title: League tables as policy instruments: the political economy of accountability in tertiary education<br/><br/>Authors: Salmi, Jamil; Saroyan, Alenoush<br/><br/>Abstract: The main objective of this article is to examine the role and usefulness of public information mechanisms, such as the rankings and similar classification instruments that are increasingly relied upon to measure and compare the performance of tertiary education institutions. The article begins with a typology of ranking instruments used for public accountability purposes, followed by a discussion of the political economy of the ranking phenomenon. It then attempts to assess their respective merits and disadvantages and makes some recommendations for policy-makers, tertiary education institutions, and the public at large. http://hdl.handle.net/2099/8109 Title: Cross-border Higher Education: issues and implications for quality assurance and accreditation<br/><br/>Authors: Knight, Jane<br/><br/>Abstract: Internationalization is transforming the world of higher education and globalization is changing the world of internationalization. The exponential growth in the mobility of students, programmes and providers across borders brings us new opportunities to increase access to higher education, yet it also introduces new risks. One of the most important challenges in cross-border education is how to ensure the quality of academics and to achieve the recognition/legitimacy of what qualifications are awarded. This paper focuses on key issues and implications such as registering and accrediting the diverse range of new types of foreign providers, whether they are traditional universities, commercial companies or partnerships of local/foreign, public/private or profit/non-profit providers of higher education. Examples of recent initiatives undertaken by various countries to monitor and ensure a quality provision of education are examined. These include codes of good practice developed by government bodies and university associations, the UNESCO/OECD Guidelines on Quality Provision in Cross-Border Higher Education, as well as national regulatory frameworks developed by countries such as Malaysia, Hong Kong and Australia for recognizing and approving incoming and outgoing cross-border programmes.