Utr. final report

INTERNATIONAL ASSOCIATION OF UNIVERSITIES

13th GENERAL CONFERENCE
UTRECHT, THE NETHERLANDS
15-18 JULY 2008

Higher Education and Research
Addressing Local and Global Needs

2 IAU 13TH GENERAL CONFERENCE

Contents

2-3 IAU at 60

4-5 Opening dialogue

6-7 Higher education – serving
and shaping society

W
Wieke Eefting
8-9 Higher education and ith a backdrop of Europe
innovation emerging from a
devastating conflict, the
10 Public and private – can university leaders who
they work together? met 60 years ago in the historic Hall
of Utrecht University knew they had
11 Regional Centres of the potential to shape the future.
Expertise Driven by the wish of the newly
created UNESCO to elaborate a
12-13 Institutional reform forum through which the combined
knowledge and wisdom of the
14-15 International mobility world’s universities could be
channelled, their task was to lay the
16-17 IAU speaks out for access foundations for the creation of the
and success International Association of
Universities.
18 Action plan 2008-2012 It was not an easy task, as Leen
Dorsman and Annemarieke
19-21 League tables and rankings Blankesteijn have painstakingly
described.* There were complex
22 IAU Board 2008-2012 differences of outlook and of
opinion; there was scepticism
23 IAU President elected about the initiative. But IAU’s
inaugural conference took place in Goolam Mohamedbhai, former
Nice, France, two years later. President, International
Six decades later, the world at Association of Universities.
large may be unrecognisable. But all
those who were in Utrecht in common future in which they
August 1948 – with one or two helped each other to improve their
obvious exceptions – would have performance, to serve societies
felt familiar with many of the issues better and to improve the quality of
under discussion at the 13th IAU life of the world’s people to ensure
General Conference in 2008. a sustainable future.
As the higher education leaders He called on participants in the
gathered in the transept of Conference to address the many
Utrecht’s Gothic Dom Church for issues universities – and the
the opening ceremony, Hans van societies that created and support
Ginkel, former Rector of both the them – face in an open-minded way.
United Nations University and “In our globalised world we will
Utrecht University and former have to prepare for increased
President of the International mobility and competition, but also
Association of Universities reflected for cultural diversity locally and
that the pioneers had envisaged a globally, for a strengthening of

IAU 13TH GENERAL CONFERENCE 3

research, the innovative capacity of “Taking into consideration the
universities and role for the mission of IAU, I think we must be
humanities in higher education, for very glad that increasing numbers
the many opportunities that come of students all over the world and
with complementarities, which can from all layers of our society find
be realised through co-operation, their way to universities and higher
which come with creating an education institutes. The more
information society, which is really students we can teach these goals
‘open to all’, with open standards, and principles, the better it will be,
open software, and open not only for them, but for our
courseware.” society as a whole.”
UNESCO’s Assistant Director- Ending the Inaugural Ceremony,
General for Education, Nicholas IAU Secretary-General Eva Egron-
Burnett, took stock of IAU’s role as a Polak called on participants to play
global platform for universities and an active part in the General
other higher education institutions Conference and underlined the fact
to meet and debate on their that they represented higher
missions and functions, reflect on education institutions from the
changes that influence their largest number of countries ever
development, strengthen co- gathered by the Association. She
operation and share good practice. urged participants to acknowledge
“In its 60 years of existence, IAU the past achievements but, more
has witnessed the significant importantly, to plan the future of
changes that are shaping higher higher education and of the
education as well as the increasing Association as well.
pressure placed on higher In the Welcome Session, the
education systems and institutions following morning, Professor
to change so that they meet Mohamedbhai returned to the
national development objectives theme, reminding delegates that
and individual aspirations,” he said. the issues at the heart of IAU at its
“This pressure has probably never foundation 60 years ago – human
been as great as it is today. and academic freedom,
“I am particularly pleased that 60 responsibility and responsiveness,
years after its creation at the respect for diversity, the opposition
initiative of UNESCO, the IAU to all forms of discrimination, and
continues to be one of our main of adult education and the need to promotion of access – remained
partners in higher education.” make full use of the modern essential to IAU now, and in the
Out-going IAU President Goolam communication media, which in future.
Mohamedbhai, who completed his those days were mainly radio and He was followed by Ronald
four-year term of office at the end of film.” Plasterk, the Dutch Minister of
the General Conference, told the Hans Stoof, Rector of Utrecht Education, Culture and Science,
Inaugural Ceremony participants University, told the opening who – in a video presentation to
that the themes discussed in 1948 ceremony: “The goals of IAU are still delegates – said universities were
were as relevant today as they were as they were formulated in 1948. searching for the balance between
then. “IAU will and has to continue its ivory tower status and a closer
“Issues which came up for tradition of promoting the ideal of involvement with society and the
discussion at the conference, and universities and other higher training of future generations.
which are equally pertinent today, education institutes as guardians of
were the comparative neglect of intellectual life and intellectual *Leen Dorsman and Annemarieke
humanities in favour of the natural freedom. In addition universities Blankesteijn, “Work with
sciences, the role of universities in should be conscious of their Universities: The 1948 Utrecht
the development of nations, rising responsibilities and obligations to conference and the birth of IAU”,
student numbers, the importance our society. Uitgeverij Matrijs, Utrecht 2008

“The goals of the IAU are still as they were
formulated in 1948”
Out-going IAU President Goolam Mohamedbhai


Opening dialogue

T
Wieke Eefting
he opening session of the “The Bank provides support for
13th General Conference of governments in Latin America but
the IAU – organised as a not in the same way for the
moderated debate – gave institutions. We would like more
an opportunity to compare and direct contact.”
contrast perceptions on the role of Professor Sonni Gwanle Tyoden,
higher education shared by Vice-Chancellor of the University of
international agencies including Jos in Nigeria, called on the World
the World Bank, UNESCO and Bank to be more sensitive to “local
OECD, and by leaders of higher peculiarities” when considering
education institutions. research.
The widely held view that higher Nicholas Burnett, Assistant
education was neglected by the Director-General for Education at
Bretton Woods institutions was UNESCO, accepted that with
outdated, Jamil Salmi, Co-ordinator Education for All high on its agenda,
of the Network of Tertiary “UNESCO does have a focus on
Education Professionals at the basic education – this is not
World Bank, assured delegates. something we are ashamed of.
“The World Bank has been “How can we not have when 10%
supporting higher education for 20 of the world’s primary school-aged
years and more. There has been a children do not go to school, or
disconnect between some of our (left) out-going Secretary-General of when one in five adults still cannot
communications and the views the Association of African read or write...?
expressed by former colleagues, Universities, IAU Board member, “There is nothing to be ashamed
and what has happened on the described the effects of a “period of of – we are very proud this is our
ground.” neglect of higher education in priority.”
Instructively, a turning point in Africa”. He conceded that in the past it
the perception had been the And Juan Alejandro Tobias, had appeared that UNESCO’s focus
publication in 2000 of Peril and Rector of the University of Salvador on higher education’s role in EFA
Promise, the report by the joint in Argentina, said: “In Latin America had been limited to training
World Bank-UNESCO Task Force on Akilagpa
higher education is important and teachers.
Higher Education and Society. Sawyerr growing. But it lacks the necessary “This is important but perhaps
At its launch, the then president Secretary-General support from the World Bank and more important is the strategic role
of the Bank, John Wolfensohn, of the Association similar organisations to improve the of higher education and higher
of African breadth of our research and education institutions.”
expressly said that the report’s call
Universities, IAU
for an emphasis on all sectors of Board Member. capacity. He told the conference:
education reflected existing policy, “Universities and other higher
and added that the perception that education institutions need to be
the Bank shunned higher
education was mistaken.
“Our task is not only to more inclusive.
“There are many efforts under
So the frequently heard view that
the Bank in particular still favours educate our students way to include students from
poorer backgrounds, but,
basic education at the expense of
higher education remains a but to make sure they realistically, these are not all that
successful.

have a sense of
concern for Bank leaders. “The majority of students come
For example, Akilagpa Sawyerr, from better-off families. More

responsibility for their
future role in our global
society”
Yvonne van Rooy (above) President of Utrecht University


Wieke Eefting
effort has to be made with regard
to exclusion. ” It was Tricia Jenkins,
Head of Educational Opportunities
at the University of Liverpool in the
United Kingdom, one of the
Conference participants, who
pointed out that although increased
numbers of young people were
attending university, the social mix
was largely unchanged.
Yvonne van Rooy, President,
Utrecht University, turned to
another international institution.
She told the conference that as a
well-developed university in a
developed country, the
Organisation for Economic Co-
operation and Development had
been of major importance in taking
her university to where it now was.
“My wish for the future is that
OECD keeps up its high quality
education department. OECD is
well-known as an organisation
giving quality advice on economic
policies, but from the beginning
education has been a vital element
of policy. We have benefited
enormously from the high-quality
link with OECD.
“Our task is not only to educate
our students but to make sure they
have a sense of responsibility for
their future role in our global
society. This is the major role we
have to fulfil in the years to come.”
Aart de Geus, Deputy Secretary-
General, OECD, was explicit: “The
economics of the world rely more
and more on human capital.
Education is the key investment.
“We expect universities and
institutions of higher education to
provide equal access but
differentiated outcomes.”
Georges Haddad, Director of the
Division of Higher Education at
UNESCO, said that in time it was
possible to imagine the World Bank,
OECD and other organisations
working together, just as
universities were becoming more
individualistic.

“The World Bank has been supporting higher education
for 20 years and more”
Jamil Salmi (above) co-ordinator, Network of tertiary education professionals, World Bank


time for leadership, and particularly
a time for university leadership.
“The issues that have to be
addressed are complex, they go
beyond national and regional
preoccupations, they have long
time horizons and call for actions
and mobilisation across the world.”
She drew on her own experience
in South Africa under apartheid to
illustrate how universities could
produce qualified graduates who
lacked the understanding and
awareness needed to challenge an
unfair society.
The universities omitted to
comment on the fact that graduates
Plenary Session I: Higher Education – serving and shaping society were exclusively white and almost
exclusively male.
She argued that traditional ways

I
f universities are unable to of teaching and learning would not
respond to the crucial issues change the “deficit” sufficiently.
facing the world, it is difficult to Alternatives might include ‘service
imagine who would, Professor learning’ – a movement which
Brenda Gourley, Vice-Chancellor of seeks to engage students in real
the Open University and an IAU work in the communities both local
Board Member, told the first Plenary and further afield in an attempt to
Session on Higher Education’s role not only locate learning but also to
in serving and shaping society. emphasise the importance of
“Indeed if universities cannot students becoming involved in
respond it is difficult to understand making the world a better place.
how they could be defended. We One university-based initiative,
would, in my view, be in dereliction the Talloires Network, is seeking to
of our main purpose – and in harness student power to address
conflict with our main claim to illiteracy.
universality,” Professor Gourley “With millions of students
said. between us, we can truly make a
While the world enjoys difference and contribute to
unprecedented prosperity, health, achieving one of the United Nations
“dazzling” technology and levels of Millennium Development Goals. It
education, never before have so is also an opportunity for
many people lived in such poverty, universities, as institutions, to reach
died from preventable diseases, hard-to-reach potential students as
more needed education and lived in we seek to widen participation in
such a threatened planet. higher education.
“It is education that fuels “This generation will collectively
sustainable development, determine whether our planet
education that is fundamental to survives, or not. As educators we
enlightened citizenship, to the have a critical role in fostering,
peace and harmony – and even supporting, encouraging and, above
continued life – of this planet we all, equipping our students with the
inhabit.” values and skill-set necessary to
She told the conference: “It is a drive forward such initiatives. Have

“This generation will collectively determine whether
our planet survives, or not”
Brenda Gourley (above) Vice-Chancellor, The Open University


the stakes ever been higher?” facing simultaneously an era of the main value of higher education
In the same session, Monte global competition and should be to serve the common
Cassim, President of the “unparalleled” opportunities for co- good even though what was
Ritsumeikan Asia Pacific University operation. understood by “good” and by
in Japan, warned: “One of the “I am convinced we can achieve “common” was difficult to define.
greatest dangers for any university win-win situations if we go forward Universities should rethink the
is to become utilitarian.” to the high ground of co-operation.” social value of higher education
He expressed disappointment at In a parallel workshop on with a shift from a system that
colleagues who were “trying to Teaching and Learning for Cultural emphasises the individual and
make corporate entities out of Diversity, Cristina Escrigas of the competitiveness to one that
[their] universities”. Global University Network for emphasises the social and
He suggested universities were Innovation (GUNI) suggested that collectiveness.

“We can achieve win-win situations if we go forward
to the high ground of co-operation”
Monte Cassim President, Ritsumeikan Asia Pacific University


Plenary Session II

T
Wieke Eefting
he relationship between innovation was delivered by Wayne
universities and the world of Johnson, Vice- President for
industry and commerce has university relations worldwide of the
never been easy. computer giant Hewlett-Packard.
But it has never been as complex Speaking first, he characterised
as it is now. Many universities have the present state of university-
recognised the commercial value of industry relations in the area of
knowledge and the need to protect innovation as Innovation 2.0. In this
their intellectual property while at phase, industry, universities, and
the same time acting as commercial government make investments,
entities in the provision of some create partnerships, build
services. infrastructure, and add capability in
In turn, the “real” world has a fragmented way. Programmes are
recognised universities’ role in narrowly focused and optimised
research and as providers of around what they can get out of the
essential services and skilled system, and serve local interests
employees. and stakeholders.
As the boundaries have become “Attempts at collaboration are
blurred, the only certainty is that increasingly mired in complex
neither one can ignore – nor survive issues including intellectual
without – the other. property, legislative hurdles,
The common ground is in the institutional silos, etc.”
area of innovation. One of the most His vision for Innovation 3.0
highly-charged sessions of the involves industry, universities and
thematic programme of the General governments working together to
Conference explored universities’ identify and amplify key patterns;
role in this area. A chilling presentation in a Parallel Workshop on steer investments; manage the
Three speakers presented the sustainable development by Hans van Ginkel, complexity and solve the problems
philosophical model and graphic former Rector, United Nations University and and issues that emerge.
case studies. But, as some Utrecht University, Former President of IAU, Citing Thomas L.Friedman’s 2005
participants pointed out, while amply demonstrated the urgent need for description of the reduced
there was much about the good, universities to monitor human activity to ensure relevance of historical, regional and
there was nothing about the bad that development was sustainable. Universities geographical divisions, he said: “We
and little about the unknown that can act both as a watchdog – ensuring that need to adapt to the Flat World.”
the session’s description promised. decision-makers have all relevant information “Industry and universities must
A roadmap for universities and before committing to a course of action that work together to be relevant,
industry to move beyond the current may have unforeseen consequences – and as a innovate in meaningful ways and
confines on the way they approach driving force, he said. positively impact on society.

“To paraphrase Darwin -- it is not the strongest who
survive but those best able to adapt”
Wayne Johnson Vice-President, University relations worldwide, Hewlett-Packard


Wieke Eefting

“To paraphrase Darwin – it is not or Chief Technical Officers, universities to avoid the risk that an
the strongest who survive but those President of Technion Yitzak excessive orientation towards
best able to adapt.” Apeloig told the session. business gradually deprives them of
Delegates heard details of two But the presentations prompted their long-term research projects,
innovative universities, one in China a number of critical interventions – which would simply mean of the
and one in Israel. principally that little of the bad or source of their identity and of the
Zhejiang University was the unknown referenced in the title unique equipment necessary to
described by Jun Zhu, the of the session had been heard. recharge their cultural batteries and
university’s Vice President for And, in a Workshop on the future to conceive the prospective
International Affairs, as an example of research, Pier Ugo Calzolari, education we have spoken about.”
of an innovative new university. A Rector of the University of Bologna, Universities’ potential to act as
joint construction scheme with the Yitzak Apeloig warned that universities were faced drivers of regional development was
Hangzhou Municipal Government, it President of with a strategic challenge: to avoid demonstrated in OECD research
opened in its present form in 1998 Technion switching university-type research across 14 regions in 12 countries
and is already building a reputation for industry-type research. presented in a Parallel Workshop by
for itself with the second-highest “To protect the strategic resource Jaana Puukka, Analyst with the
research income of any Chinese of creativity, our society, already so OECD’s Programme in Institutional
university and an impressive record largely controlled by the Management in Higher Education
for publications. instrumental thought, must maintain and Francisco Marmolejo, Executive
Bill Gates reportedly said that its intellectual autonomy, its director of the Consortium for North
“Israel is like a bit of Silicon Valley”. If freedom of research, its awareness American Higher Education
so, the Israel Institute of Technology of the problematic nature of Collaboration (CONAHEC).
in Haifa, has an illustrious record as knowledge and the primacy of The research found that regional
a key player in the country’s ethical over utilitarian reasoning: engagement of universities was
technology industry. Some 80% of those things which are, as a whole, often based on short-term project
Israeli NASDAQ-listed companies the true raison d’être of the funding and generic growth, and
have Technion graduates as university. lacked systematic processes and
founders, Chief Executive Officers, “We have to watch over our structures.


Wieke Eefting

Public and private –
can they work
together?

O
ne area of reform discussed
in a Parallel Workshop
focused on public/private
partnerships in higher education.
In one example from South
Africa, Piyushi Kotecha, Chief
executive of Southern African
Regional Universities Association
(SARUA), described how
collaborative arrangements sprang
up between public and private
providers in the distance
education arena between 1994 and
2002.
These effectively pre-empted
national quality assurance and
higher education restructuring
plans.
“South Africa followed
international trends around private
higher education growth and inter-
institutional public-private
partnerships – but unintended
consequences followed in the
absence of a proper policy interface
with, for example, a perpetuation of
institutional historical advantage via
market initiative, geographically
skewed access to higher education,
and uneven quality.
“The South African government
set curbs on these public-private Cooperation between the public and private sectors can work if the two can find
partnerships in 2002 via re- ways to speak the same language
accreditation requirements and
funding determinations – a linkage International Finance can benefit all parties.
to national imperatives is a key Corporation(IFC) in Washington “These projects can efficiently
condition for successful inter- D.C. put the case for public-private increase public access to basic
institutional and other public- partnerships at the same session. services such as health and
private partnerships,” she said. “Parallel systems (exclusively education and improve quality of
“Public-private partnerships have public or private) do not make best these services.”
a high potential for higher use of scarce resources in any She acknowledged there were
education and regional country, she told the same concerns from both sides but
development in the Southern workshop. suggested these could be met by a
African Development Community “The Millennium Development sound regulatory framework from
region – provided they occur in a Goals and economic targets will not the outset, clear objectives for the
co-ordinated way in line with be achieved by the public sector relationship, sound economic and
regional priorities.” working alone and new project financial structures, transparent
Svava Bjarnason, Senior structures for the private provision processes, and quality and service
Education Specialist with the of public services, including PPPs, standards for measurement.

“Parallel systems (exclusively public or private) do not
make best use of scarce resources in any country”
Svava Bjarnason Senior Education Specialist with the International Finance Corporation(IFC)


CASE STUDY
Kenya’s regional
centres of expertise

T
he United Nations University/
Institution for Advanced
Studies initiative of Regional
Centres of Expertise has been in
existence for three years and now
has 55 centres.
Each RCE is a network of existing
formal, non-formal and informal
education organisations, mobilised
to deliver education for sustainable
development (ESD) to local and
regional communities.
A network of RCEs worldwide will
constitute the Global Learning
Space for Sustainable Development.
RCEs aspire to achieve the goals of
the UN Decade of Education for
Sustainable Development (2005-
2014), by translating global
objectives into the context of the
local communities in which they
operate.
Director, Dr A. H. Zakri, told
participants: “The initiative should
be understood as a UNU/IAS
mobilisation mechanism to “Understanding and Creating Regional Centers of Expertise: on Education for Sustainable
commend high aspirations and Development – Regional Centre of Expertise on Education for Sustainable Development”
spirits of commitment to promote
education for sustainable “This should be sustainable, RCE Greater Nairobi’s goal is to
development on the part of local inclusive and participatory in nature promote public awareness,
actors. ultimately fostering solidarity and education and training to build the
“It is not an official mechanism to equity in sustainable development.” capacity of Greater Nairobi
recognise superiority of local Universities involved in the community to achieve sustainable
practices, local institutions or the Greater Nairobi Regional Centre of development. Expected outcomes
environmental quality of the local Expertise include Kenyatta include “appropriate innovations”
region.” University, University of Nairobi, the for socially critical research
Dorcas Otieno, Executive Director Catholic University of East Africa programmes developed through
of the Kenya Organisation for and Daystar University. universities.
Environmental Education, drew Universities in the area are
attention to the potential role for conducting research on water
universities working with public and quality and monitoring as part of a
private sector bodies through the project to rehabilitate the Nairobi
Regional Centres of Expertise. River basin.
“Universities require viable UNITED NATIONS About 56% of city residents live in
strategic partnerships to support UNIVERSITY slum settlements encroaching on
the process of integrating and the river reserve, leading to
enhancing compliance to UNI-IAS pollution problems.
environmental requirements,” she Institute of Avanced
said. Studies www.ias.unu.edu/default.aspx


Plenary Session III: Institutional reform to meet new goals

N
o university in the world is dramatically in a short period.
immune from the pressure He said that “the trajectory,
for institutional change – nature, pace and outcomes of
sometimes in reaction to change are the products of the
dramatic external events such as combination and interaction of
conflict, or more usually in given and changing conditions
response to demands for greater within and without higher education
efficiency and accountability. and the ‘purposeful orientations’
In other countries, the imperative and ‘cognitive and political praxis’
is to equip universities to drive of social and human agency.”
development, as in the case of He warned of two dangers in
Pakistan. A plenary session on undertaking institutional change
Institutional Reform to Meet New that would be universally familiar to
Goals was devoted to the effort in higher education leaders. One is to
Pakistan to push forward change recoil from tackling stubborn and
through the entire higher education Graduation at An-Najah University in Palestine persistent given structures,
system. practices and attitudes or seek
The country’s Higher Education Together with a massive accommodation with them. The
Commission was set up in 2002 investment in information other danger is an attempt to effect
specifically to strengthen the sector technology, the government is immediate, rapid and sweeping
through improved quality, better pressing ahead with a programme changes with a possible
access and greater relevance to the of new Universities of Engineering consequence of great flux, serious
country’s socio-economic needs. Science and Technology of Pakistan contestation and conflict,
Atta-Ur-Rahman, Chairman of the (UESTPs), designed to transform demoralisation of academic and
Higher Education Commission in engineering and applied science support staff, erosion of existing
Islamabad, presented figures education and to lead the way academic strengths and quality and
demonstrating an immense towards the rapid development and grave debilitation of the national
government commitment. The technological advancement of the system and institutions.
science and technology country. Contestation and conflict of
development budget increased by While Pakistan’s challenge was to differing degrees and varying kinds
6,000%, the higher education wrestle with poverty and under- was unavoidable. “It is perhaps in
development budget by 2,300%, development, South Africa’s after the judicious and paradoxical mix of
and professorial salaries rose to five 1994 was more complex. adherence to values and goals
times those of Government Saleem Badat, Vice-Chancellor of combined with flexibility of
Ministers, equivalent to more than Rhodes University in South Africa is approach; purposeful, bold and
US$5,000 a month with tax no stranger to the process of resolute leadership and actions and
concessions lifting pay to US$7,000 change in higher education. The concomitant deliberate, considered
a month. first chief executive of the Council and sober management and
Under a Foreign Faculty Hiring of Higher Education, he was at the planning, conservation and
Programme, some 500 eminent centre of the process of mergers continuities and dissolution and
scientists had been attracted back that has reduced the number of discontinuities of structures,
to their home country. higher education institutions policies and practices as

“Pakistan has attracted back 500 eminent scientists”
Atta-Ur-Rahman chairman of the Higher Education Commission


Wieke Eefting
involves 46 European nations, is
being closely observed in other
parts of the world as it nears the key
date of 2010. The Process involves
the creation of the European Higher
Education Area with the aim of
easier movement across Europe
through the convergence of
national systems.
Lesley Wilson, Secretary-General
of the European University
Association (EUA) told a Parallel
Workshop on Bologna that 2010
was less a deadline for creating the
European Higher Education Area,
and more a time to reflect and
move on. There had been
considerable progress in raising the
Ligia Deca, President of the profile of European higher
European Students Union education and overcoming
fragmentation, but she said there
appropriate to the given and was still work to be carried out.
changing conditions and, above all, Bologna had been a catalyst for
iterative and interactive planning new reform thinking and ways of
involving key actors and the working.
willingness to monitor, critically But it now had to respond to
evaluate and rapidly learn from the increasing global pressure from
processes and outcomes of change rankings, international competition,
that the greatest prospect of and the brain drain.
successful institutional change in Ligia Deca, President of the
higher education and universities European Students Union (ESU),
lies.” which has 49 member organisations
As a pioneer of structured in 38 countries, appealed to
relationships between universities university leaders to make students
since its inception in 1999, the Lesley Wilson, Secretary-General of the part of the change process so that
Bologna Process, which now European University Association (EUA) they could believe in it.

CASE STUDY link and connect with the rest of the formation of partnerships with
EFA – a goal for higher education system and to play a vital national governments, civil society
education too role in national development, groups and development agencies
especially with regard to bringing were other key strategies for higher

W
hile the focus of Education the benefits of education to “every education’s contribution to the
for All and the education- citizen in every society”. attainment of Education for All’s
related Millennium All three roles of higher education goals.
Development Goals is on basic – teaching and learning, research However the workshop
education, higher education has a and community engagement – recognised the danger of higher
role to play in delivering them - a were identified as central to education research uncritically
role that stretches beyond teacher promoting EFA, with research supporting agendas of funding
education. emerging as the major instrument agencies and other international
A strong emergent theme was for higher education’s contribution. agencies that might not be in the
the need for higher education to Expansion of access and the interests of the developing world.


Parallel workshops on internationalisation and cross-border education
Wieke Eefting

New patterns emerging – an IAU delegate looks at a work of art during the conference’s cultural programme

I
nternationalisation is no new Universities see the recruitment emerging markets such as Vietnam
phenomenon for universities. of international students as a core and the Middle East, and the
They have always been of their search for financial stability maturing of markets in Singapore,
international institutions, as funding from public sources is Malaysia, and Hong Kong.
encouraging the movement of reduced. Campuses in other In a Parallel Workshop on the
students and academics across countries are no longer a novelty. emerging opportunities in cross-
national and cultural boundaries, And the private sector is making border higher education, she told
seeking knowledge and its presence felt through institutions participants that the choice of
perspectives from near and far. that complement or compete with partner was crucial to success.
But the pace of established public universities. “There are considerable risks
internationalisation has increased Rosa Brecker, Research Officer at involved in developing international
dramatically and, as was found by OBHE, predicts that cross-border collaborations, and if universities do
the IAU 2005 Global Survey, higher education is likely to grow not do their homework properly,
universities now perceived both further. But it is also likely to change their partners may be capable of
benefits and risks from the process. in form and geography, with gaining more from the

“Choice of partner is crucial to success”
Rosa Becker Research Officer, OBHE


Lingnan University, Hong Kong
‘partnerships’ than they do.”
One European dream is to create
a rival to the US as a destination for
students from outside the EU. As
the US domination of the market
faltered, it seemed that this task
would be easier.
Rajika Bhandari, Director of
research at the US-based Institute
of International Education,
produced figures suggesting that
the number of international
students choosing the US had
bounced back after a period of
decline.
The total international enrolment
increased by 3% in 2006/07, while
new enrolments increased by 10%.
The top five places of origin were
all in Asia - 48% of all international
students. Notable increases were
seen from Saudi Arabia, Nepal,
India, and China with declines from
Japan and Indonesia.
Dayanand Dongaonkar,
Secretary-General of the
Association of Indian Universities,
confirmed that numbers of Indian
students in the US had recovered to
an all-time high of 83,833 after
dipping to 76,503 in 2005-06.
Sub-Saharan Africa also has a
high level of outward student
mobility with one in every 16
students studying abroad.
However, Roshen Kishun,
Executive Director of the
International Education Association
of South Africa, points to evidence
that the tide is turning.
South Africa represents the most
dramatic increase in the numbers of
incoming students, up from 12,500
in 1994 to 53,000 in 2005. Of those,
numbers from the Southern African
Development Community rose from
7,500 to 35,000. But, with the
exception of universities in South
Africa and Egypt, few African
countries had attracted large
numbers of full-time, degree-
seeking non-African students from
outside the continent.


New policy statement approved in Utrecht

T
King Saud University in Saudi Arabia
he International Association higher education. Admission
of Universities Conference criteria must move away from a
adopted a significant policy primary focus on each learner’s
statement on equitable achievements and entry
access, success and quality in qualifications towards the
higher education. recognition of his/her potential.
The statement, accepted with Targeted strategies and policies
minor amendments in Utrecht, are suggested to increase access
expressed the Association’s to, and success in, higher education
commitment to the twin goals of by individuals who are traditionally
equitable access to, and successful Only robust and collective action will achieve aims under-represented because of their
participation in, higher education of equitable access and broadened participation social background, economic
for all members of society. status, gender, ethnic origins,
Elaborated by an international to act on the promise and potential [dis]abilities, low quality of prior
task force of experts, the of these principles and schooling or for other reasons.
Statement’s preamble reads: “The recommendations. Different institutional models,
IAU believes that equitable access “Only robust and collective flexible programmes of study as
to quality learning contributes action, based on ongoing research, well as a variety of delivery modes
significantly to the development of data analysis and the systematic must be available to allow
national human resources, monitoring of progress, will help individuals at all stages of life to
promotes social justice and achieve these goals. move through higher education in a
cohesion, enhances personal “Access and participation in manner that suits their needs.
development, employability and, in higher education are essential for International mobility, exchanges
general, facilitates sustainable the empowerment of all, especially and cross-border education
development. those often excluded.” activities must integrate the twin
“The Association urges higher The Statement recognises the goals of increased access and
education institutions and differences in context and equitable participation.
government decision-makers at all conditions across the world but
levels to adopt the following says it is inevitable that these two Higher education institutions
principles and recommendations goals of equitable access to, and should:
on equitable access and successful successful participation in, higher • Integrate the goals of equitable
participation in higher education education will be pursued by all access and successful
and to act, with some urgency, on sooner or later. participation for all learners into
their implementation.” A key principle of the statement the institutional mission and
It concludes: “Equitable access is that “the goal of access policies develop specific objectives and
and broadening participation in should be successful participation strategies for achieving them;
higher education are fundamental in higher education, as access • Work in partnership with
to ‘knowledge societies’ in all parts without a reasonable chance of government, representatives of
of the world. success is an empty promise”. other educational sectors,
“The IAU calls for all stakeholder Equitable access and academic professional associations and
groups, especially governments excellence are seen as essential employers to address issues of
and higher education institutions, and compatible aspects of a quality access and successful

“Access and participation in higher education are
essential for the empowerment of all”
IAU Policy Statement


Wieke Eefting
participation in a holistic manner,
taking into consideration the
outcomes of secondary level
schooling, labour market trends
and national development needs;
• Develop or strengthen admission
policies and practices that
emphasise the potential of each
applicant and address equity of
access and successful
participation by offering a variety
of flexible learning pathways for
entry and exit.

Governments are advised
that they should:
• Set out an integrated educational,
social and economic agenda to
promote equitable access,
broadened participation and
success in higher education;
• Demonstrate a commitment to
equitable access and success by
providing adequate funding using
models that are sensitive to, and
appropriate for, local conditions
and that support higher
education institutions and
students with financial need.
• Reward higher education
institutions that successfully
serve individuals from under-
represented groups. Cross border education should reflect the IAU’s goals of increased access and
equitable participation
The full text is available at: www.
unesco.org/iau/access_he/ CASE STUDY courses; and faculty estimated that
access_statement.html Access policy 42% of first-year students were
unprepared.

D
The General Conference in r Jacqueline E. King, Assistant If academic barriers were not
Numbers Vice-President of the enough, Dr King produced data to
438 participants from some American Council on show that with tuition ranging from
100 countries. 340 Universities. Education (ACE), illustrated the US$0 to over US$40,000, university
More than 150 Presidents and barriers to participation in the US entrants were faced with hundreds
Rectors. 51 International that stem from inadequate high of federal, state, institutional and
Associations and Organisations. school preparation. private grant and loan programmes,
35 National Associations and Addressing a Parallel Workshop all with unique criteria and many
Organisations. 8 National Bodies. on “keys to equitable access and with their own application systems.
4 Private Company Representatives. successful retention strategies”, The main form of financial aid,
1 Opening Dialogue & 3 Plenary she produced survey data showing she said, had more than 100
Sessions. 16 Parallel Workshops. that 40-45% of recent high school questions and required information
3 IAU Business Sessions. graduates reported significant skill from parents income tax forms.
82 Speakers from around the world gaps; 30% of first-year college “Affordability is a real problem –
2 Cultural evenings. students required remedial but it is not the only one”, she said.


Wieke Eefting

Outline for an action plan for 2008-2012

W
ith part of the General
Conference devoted to
IAU business sessions,
there was an
opportunity for delegates to vote in
key elections for the Presidency and
Board, and to comment on an
action plan for IAU for the next four
years. Eva Egron-Polak, Secretary-General IAU

The plan’s specific objectives • Reinforce cooperation, solidarity that the next four years will allow
are: and all actions that lead to IAU to carry on in a ‘business as
• Top priority to themes of assessment and implementation usual’ manner. The notion of
importance to higher education of reforms that strengthen the ‘steady state or status quo’ today
institutions, to topics on which a quality and availability of higher includes continuous and indeed
global forum for debate and education and reduce inequities rapid change, which requires the
sharing of experiences was likely between people, institutions and Association to act and react quickly
to bring innovation and systems. to challenges and opportunities.
improvement and remaining at • Expand external project funding For this reason, this proposed
the vanguard of emerging and, through increased benefits Plan of Action presents an outline
challenges. and activities, consolidate and that only offers a glimpse at what
• Emphasis on activities which develop the Membership of the IAU is already planning to do.
offered scope for increased Association. The General Conference was
membership services and direct invited to consider this proposed
involvement of Members. IAU has introduced numerous new Plan of Action carefully and to
• Continue to play a central and initiatives, increased its activities provide feedback and comments
facilitating role in the creation of a and expanded its outreach in the immediately or later, in writing.
global higher education space for recent past. This direction will be
dialogue and networking among continued in the future. www.unesco.org/iau/association/
higher education organisations. At the same time, it is unlikely pdf/Plan_2008_2012.pdf


Special Forum

N
o issue generates more
heat than university league
tables and rankings.
They have long ceased to
be a curiosity for the higher
education community – an
unwelcome intrusion from the
grittier world of the consumer
market.
A Special Forum on the final day
of the IAU General Conference gave
participants the opportunity to
explore their impact on institutional
strategies and to hear the latest
developments, not only in one of
the key international rankings, but
in initiatives that may eventually
supplant them.
The view that “league tables are
here to stay” was expressed by
critics and supporters of league
tables alike, though some
participants challenged this view,
arguing that rankings may be just a
passing fad.
At the moment though, while
university heads contest their value
and question their methodology,
they will enthusiastically embrace
the results for their marketing
strategies when the outcomes are
positive.
Now there is evidence that
universities are responding to
rankings in their decision-making
and strategic development.
Ellen Hazelkorn, Director of
Research and Enterprise, Dublin

“The assertion that rankings provide useful comparative
information about performance is an urban myth”
Ellen Hazelkorn (above) Director of Research and Enterprise, Dublin


“63% of higher education leaders took One of the best known
international rankings was

strategic organisational, managerial or represented at the Forum by Dr
Ying Chen, lecturer at the Institute

academic actions in response to
of Higher Education at the Shanghai
Jiao Tong University (SJTU) in China.
Despite its methodological
rankings” shortcomings, candidly
acknowledged by Dr Chen, the
Survey Academic Ranking of World
Universities is recognised
Institute of Technology, Ireland, told internationally.
the Special Forum of the He discussed its origins in the
conference of her research into the Chinese dream for a world class
impact of international rankings on university, which led directly to the
institutional decision-making. SJTU exercise.
The answer to her rhetorical Among the limitations of this now
question, “are Rankings Reshaping annual exercise is the historical
Higher Education?”, was an nature of a number of its indicators,
emphatic “yes”. its limited relevance to the quality of
She found that 70% of all teaching and education and to
respondents wished to be in the top social sciences. He accepted too
10% nationally, and 71% wanted to that the diversity of universities
be in the top 25% internationally. might not be properly reflected.
Critically, 63% of higher education Future plans included an annual
leaders who were surveyed had or biennial report on World-Class
taken strategic organisational, Universities, not limited to the top
managerial or academic actions in 100 but which could include 500 or
response to rankings. more research universities. For
Only 8% indicated that they had 2009, there was a possibility of
taken no action. detailed data analysis rather than a
Among high-ranked, composite ranking, Dr Chen told
international-facing institutions, her participants.
research found that 65% had formal The agenda for the Special Forum
mechanisms to review rank and made a distinction between
that 60% used rankings to set goals rankings and classifications, and
for strategic planning. In contrast, Professor Frans van Vught,
only a fifth of low or non-ranked, Emeritus Professor of Higher
regionally-focused universities had Education Policy Studies at the
a formal mechanism to review rank, University of Twente in the
but 86% used rankings to set goals Professor Frans van Vught, Emeritus Professor Netherlands, gave a progress report
for strategic planning. of Higher Education Policy Studies at the on the project to classify European
There were some positives University of Twente in the Netherlands universities.
derived from rankings – greater The proposed classification is
urgency for the modernisation hierarchical differentiation – were quite distinct from – but will be
agenda and more public positive. open to integration with – the
accountability and transparency, And she confidently dismissed as Carnegie Classification in the United
for example. an “urban myth” the assertion that States.
It is open to question whether rankings “provide useful As well as aiding government
other trends she noted – for comparative information about the policies and institutional strategies,
example the creation of an elite performance of different the multi-dimensional classification
group of global universities through institutions, facilitating student will, Professor van Vught suggested,
the process of greater vertical or choice and benchmarking”. act as a much sounder base for the


Dr Ying Chen, lecturer at the Institute of Higher Education at the Shanghai Jiao Tong University (SJTU) in China

compilation of rankings. systems. Instead, it is intended to evidence to justify moving towards
A different approach was produce evidence for policy and a full-scale pilot.
outlined by Richard Yelland, Head of practice. So a solid evaluation of outcomes
the Education Management and The process will start with across the developed world is still a
Infrastructure Division at the Engineering and Economics – two long way off. In the meantime
OECD’s Directorate for Education. disciplines that are less dependent universities have to cope with the
He presented the OECD’s on occupational and cultural commercial rankings that are
initiative on Assessing Higher contexts, and applicable across springing up in many countries –
Education Learning Outcomes institutions. and with international rankings.
(AHELO) as an alternative to The idea faces a large number of One delegate’s solution was to
international rankings that captured practical challenges. A feasibility encourage so many rankings that
learning outcomes. study in up to 40 higher education they rendered themselves useless.
Without such measures, he institutions across three to four Another had a harsher solution – to
argued that judgements about countries will determine whether it ban them altogether. While some
higher education outcomes would is scientifically possible to make universities did withhold their data
continue to be made on the basis of reliable cross-national comparisons from the agencies compiling the
rankings derived from inputs or of higher education learning rankings – in Canada and a handful
research-driven outputs. outcomes and whether wider in the UK – this was unlikely to be
The project, he suggested, was implementation is feasible. welcomed by university heads who
not a ranking, nor would it lead to It will be late 2010 before use them as marketing tools – or to
standardisation across national countries decide if there is enough drive internal change.

“The project was not a ranking, nor would it lead to
standardisation across national systems”
Richard Yelland (above) Head of the Education Management and Infrastructure Division at the OECD’s Directorate for Education


PRESIDENT MEMBERS DEPUTY MEMBERS HONORARY
PRESIDENTS
Juan Ramón de la AFRICA / AFRIQUE Mohammad Huss AFRICA
Fuente Piyushi Kotecha Sorouraddin Is-haq Oloyede Guillermo Soberon
Former Rector CEO Former Chancellor Vice-Chancellor President 1980-1985
National Autonomous Southern African Tabriz University University of Ilorin Former Rector
University of Mexico Regional Universities Iran Nigeria National University of
(UNAM) Association Jun Zhu Mexico
Mexico Clifford Nii Boi Tagoe Vice-President AMERICAS Blagovest Sendov
Vice-Chancellor Zhejiang University Rafael Cordera Acting President 1984
VICE-PRESIDENTS University of Ghana China Campos Former Rector
Abdul Razak Dzulkifli Ghana Secretary-General University of Sofia
Vice-Chancellor EUROPE UDUAL Bulgaria
University Sains AMERICAS Metin Lufti Baydar Union of Universities of Justin Thorens
Malaysia, Malaysia Manuel J. Fernós Rector Latin America and the President 1985-1990
Pier Ugo Calzolari President Suleyman Demirel Caribbean Former Rector
Rector Interamerican University University Stephen Freedman Université de Genève
University of Bologna of Puerto Rico Turkey Vice-president Switzerland
Italy USA Agneta Bladh Fordham University Wataru Mori
Treasurer IAU Janyne Hodder Rector USA President 1995-2000
Madeleine Green President University of Kalmar Juan Tobias Former President
Vice-President The College of The Sweden Rector University of Tokyo
American Council on Bahamas Norbert Kis University of Salvador Japan
Education The Bahamas Vice-Rector Argentina Hans Van Ginkel
Olive Mugenda Pierre Moreau Corvinus University of President 2000-2004
Vice-Chancellor President Budapest ASIA & PACIFIC Former Rector
Kenyatta University Université du Québec Hungary Dayanand Utrecht University
Kenya Canada Patricia Pol Dongaonkar Netherlands;
Suely Vilela Vice-President Secretary-General Former Rector
IMMEDIATE PAST President Université Paris Association of Indian United Nations
PRESIDENT University of Sao Paulo 12 - Val de Marne Universities University
Goolam Brazil France Carmen Lamagna Japan
Mohamedbhai Alvyda Pumputis Vice-Chancellor Dr. Juan Ramón de la
Secretary-General ASIA & PACIFIC Rector American International Fuente
Association of African Makoto Asashima Mykolas Romeris University Former Rector of The
Universities (AAU) Managing Director & University Bangladesh National Autonomous
Executive Vice- Lithuania Pornchai University of Mexico
President Mongkhonvanit (UNAM)
University of Tokyo SECRETARY-GENERAL President Will Chair The IAU Board
Japan Eva Egron-Polak Siam University Until 2012
Walid Moussa IAU Thailand
President International
Notre Dame University Universities Bureau EUROPE
Louaize Antonio Marques
Lebanon Vice-Rector
Deepak Pental University of Porto
Vice-Chancellor Portugal
University of Delhi
India


D
r. Juan Ramón de la Fuente cabinet to become rector of UNAM.
was elected President of As of 2008 he is a member of the
the IAU at the 13th General Council of the United Nations
Conference in Utrecht. University. Dr. de la Fuente has
He was Rector of UNAM from served as Vice-President of the
1999 to 2007. UNAM, with more World Health Assembly and as
than 279,000 students, is one of the President of the Board of the United
largest in the world. Nations Programme on AIDS.
Dr. de la Fuente is a psychiatrist He is also President of the Net of
who graduated with a bachelor’s Macro-Universities of Latin America
degree in Medicine from the UNAM and the Caribbean, a member of
in 1976 and went on to specialise in the Board of the Cervantes
Psychiatry at the Mayo Clinic in Institute, Spain, and of the
Rochester, Minnesota, United Administrative Council of UNESCO’s
States. International Institute for Higher
He returned to Mexico to found Education for Latin America and the
the Clinical Research Unit of the Caribbean (IESALC).
Mexican Institute of Psychiatry He has published extensively on
while lecturing at UNAM’s School of health, education, and scientific
Medicine, of which he was elected research, and is the recipient of
Director in 1991. numerous national and
In 1995 he became President of international awards and honours.
the Mexican Academy of Sciences. He also sits in the board of
From 1994-99 he served as directors of El Universal, the most
Secretary of Health by President widely-read newspaper in Mexico
Ernesto Zedillo before leaving the City.


Sponsors

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1, rue Miollis
75732 Paris Cedex 15

Tel.: (33 1) 45 68 48 00
Fax: (33 1) 47 34 76 05
E-mail: mailto:iau@unesco.org iau@unesco.org

Web: www.unesco.org/iau/index.html
www.unesco.org/iau/index.html

Conference programme:
www.unesco.org/iau/conferences/Utrecht/
programme.html
programme.html

Conference Workshops:
workshops.html
workshops.html

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