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A Future for Higher Education?
... La emergencia sanitaria ha impulsado a utilizar innovaciones antes poco exploradas como la atención clínica a distancia, la determinación de diagnósticos e intervenciones terapéuticas con técnicas avanzadas y la educación virtual, lo cual está transformando la manera de conceptualizar la educación médica. 37,44,45 COVID-19 ha demostrado la incapacidad para hacer converger los programas educativos y los sistemas de salud. Hay una necesidad imperativa de atender a las comunidades desde las escuelas de medicina a través de modelos abiertos de colaboración entre instituciones, que incluyan a la educación superior, el sector salud, la iniciativa privada y el gobierno. ...
Medical schools play a central role in the compilation and development of professional knowledge, which is why they have privileges and resources that are justified only to the extent that they use them to serve the community, particularly those who are most in need. Medical schools social accountability focuses on the training, healthcare provision and research services they offer. The principles of medical education and the structure proposed by the Flexner Report are in crisis due to the COVID-19 pandemic, and redefinition of the social contract is required. This document offers a proposal for medical schools social accountability that includes anticipation of the needs of the community, patient-centered inter-professional care, training of people in the area of health and collaboration between institutions. It highlights the need for a conscious institution that finds new training spaces other than hospitals, where each patient is cared for in a personalized way, with inter-professional training models that consider the student as a person who takes care of him/herself in open collaboration with organizations. Leaders must act now because it is their social responsibility and because it is the right thing to do.
... Higher education now plays an important role in virtually all aspects of modern life. Most governments worldwide have reformed their policies and financial arrangements around higher education by opening up the sector to international practice and by implementing new public management (NPM) principles (Deem, 2003;Welch, 2011;Parker, 2013;Kallio & Grossi, 2017;Colasanti, Frondizi, & Mequon, 2018) to try to make public universities more efficient (Colasanti et al., 2018). Higher education in both developed and developing countries has been strongly affected by the rise of a neoliberal political, economic and cultural agenda (Connell, 2013). ...
This paper contributes to the academic literature on policy-making at the global level by empirically showing the nature and institutional challenges of higher education reforms under NPM principles. The authors explain the key strategies adopted by Indonesia’s government and the problems it faced in reforming its higher education system. The overall result was negative. The Indonesian reforms will not bring about meaningful outcomes unless the existing institutions, and the environment in which they operate, are also reformed.
... Measures that have been proved to be most efective are government funding of research, ensuring a broad and strong system of education, and ensuring a robust and resilient infrastructure 23 . We have observed in our data here and in other studies that new entrants in emerging industries tend to be clustered in a few locations that might be said to have a strong and balanced ecology of research centres, talented human resources, excellent transportation, communication and other assets supporting innovation 24 . he increasing entry of irms outside of traditional biotechnology clusters, however, suggests that science policy can play an active role in this emerging industry, with star scientists at research universities seeding new clusters. ...
The confluence of nanotechnology and biotechnology provides significant commercial opportunities. By identifying, classifying and tracking firms with capabilities in both biotechnology and nanotechnology over time, we analyse the emergence and evolution of the global nanobiotechnology industry.
This report is the third part of a Horizon Scanning series by the Future of Higher Education Research Centre at Budapest Business School. It addresses the changes and drivers related to the certification of knowledge, or more precisely, the kind of knowledge higher education provides and/or the labour market needs and the various forms in which it can be certified.
This article aims to determine the historical development, management, the mechanism of collection, and distribution of endowment funds in UTM of Malaysia. The results show that the UTM endowment fund has been initiated through the RM 1 movement per student as well as expanded for lecturers and staff and fundraising from the company. Endowments fund has a fundraising program through every student to contribute RM 1.00, sponsored book by UTM publisher, Eternal Endowment Tower, golf tournament, recruitment alms during Ramadan and Idul Fitri and investment in finance and trust fund units. The income generation mechanism from donations are dominant than sources from projects and investment returns. Income derived from the project is greater than the income originating from the investment. The endowment fund distributors are identical to the distribution of scholarships.
Universities and Globalization: To Market, To Market examines the operations of power and knowledge in international education under conditions of globalization, with a focus on the three biggest exporters of higher education--the United States, Australia, and the United Kingdom. An interdisciplinary approach based on the core social sciences is used to explore the power relations that shape global education networks. The role of nation-states in creating the conditions for education markets and the desire for a Westernized template of international education in the postcolonial world is discussed. The volume offers a sophisticated attempt to recast international education as a series of geopolitical and geoeconomic engagements that transcend simple supply and demand dynamics. Engaging with the theoretical debates about education and globalization, this book examines global cultural"flows" and boundary crossings, the cultural economy of education networks, and the possibilities for supra-territorial subjectivities. International education markets are examined from the perspectives of both first world producers and postcolonial consumers. By investigating how first world universities imagine and enact the global in their marketing practices, the expressions of cultural diversity valued by education markets, and the types of individual and institutional subjectivities merging from markets, Universities and Globalization: To Market, To Market offers students, faculty, administrators, marketing consultants, and others who work in the area a highly nuanced account of the global relations fostered by education markets. This original, critical examination of the forms and cultural politics of international education is a significant contribution to the field. © 2006 by Lawrence Erlbaum Associates, Inc. All rights reserved.
This paper explores how far the expectations of and the practices and technologies used by academics in management roles in UK higher education at the end of the twentieth and beginning of the twenty-first centuries appear to differ from those used in the 1960s, 1970s and 1980s. The system of higher education in the UK is explained and then concepts of new managerialism and academic knowledge work are discussed. Next, the changing policy context of UK higher education since the 1960s is examined. The paper then uses illustrations of perceptions of contemporary changes to changing expectations about the roles of academics in management roles in UK universities from a recent UK Economic and Social Research Council funded project on 'New Managerialism and the Management of UK Universities'. Finally, using research and insider accounts of university management and governance from the 1960s onwards, the paper examines the extent to which so-called new forms of management of higher education may have predated the 1990s. It is suggested that whilst some elements of the management of universities remain intact (role titles, leadership of academics, oversight of teaching and research) from the 1960s and 1970s, radical policy changes from the 1980s onwards have meant that major shifts in what was expected of academics in management roles began in the early to mid-1980s.
The nature of Higher Education in the UK has changed over the last three decades. Academics can no longer be said to carry out their work in 'ivory towers', as increasing government intervention and a growing 'target culture' has changed the way they work. Increasingly universities have transformed from 'communities of scholars' to 'workplaces'. The organization and administration of universities has seen a corresponding prevalence of ideas and strategies drawn from the 'New Public Management' ideology in response, promoting a more 'business-focussed' approach in the management of public services. This book examines the issues that these changes have had on academics, both as the 'knowledge-workers' managed, and the 'manager-academic'. It draws on a study of academics holding management roles in sixteen UK universities, exploring their career histories and trajectories, and providing accounts of their values, practices, relationships with others, and their training and development as managers. Examining debates around 'New Public Management', knowledge management, and knowledge workers, the wider implications of these themes for policy innovation and strategy in HE and the public sector more generally are considered, developing a critical response to recent approaches to managing public services, and practical suggestions for improvements which could be made to the training and support of senior and middle managers in universities.
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