Knowledge and Philosophy
The drive for ‘transformation of higher education toward excellence’ in Britain has spread out to Europe and Asia. The UK and USA-led world university ranking systems have begun to rank European and Asian elite universities in hierarchical order based on their scoring system, which had resulted in uniformity and standardization of the educational curricula and increased the pressure for the research outputs. Many universities in Asia have adopted SCI (science citation index) and SSCI (social science citation index) as one of their measures to assess the quality of research and subsequently increased knowledge production in English language.
The university education has shifted much attention to teaching students with the practical knowledge and skills tailored to the needs of the industry from the original mission of the university to cultivate mature citizenship. In this round table, the professors at various Asian and European higher education institutions will discuss about the changes in education and research over the past couple of decades as all these changes have taken place and reflect on how to overcome the current situations of overemphasis on research outputs, dominance of Western academic standards for excellence and worker training mode of education. The roundtable participants will answer the following questions to reflect critically on how the current higher education innovations are changing the university as site for research and education.
During part II of the roundtable Transformation of Higher Education and its Challenges in Asia and Europe II the following will be discussed.
Corporatization of higher education has been excellerated past 20 years. Productivity, efficiency and innovation become key words shared by university high ranking leaders and policy makers. The quality assurance of undergraduate education is to meet the demand of well trained human resources from the industry, putting aside the students' civic engagement and critical thinking.
How do your university try to reform the undergraduate education past 10 years?
Do we create “creative destruction” or destruct “creativity” in teaching and learning?
What are the public responsibility of univeristy in 21st century?
The term, autonomy of the university and professor, is it still alive in your work and university setting?
How do you balance the demands of competitive research and the role of public intellectual?