The University in the Age of Globalization

The University in the Age of Globalization

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The University in the Age of Globalization Rankings, Resources and Reforms Edited by Wojciech Bienkowski Dean of the Economics and Management Faculty, Lazarski University, Poland Josef C. Brada Professor of Economics, Arizona State University, USA and Gordon Stanley Honorary Professor of Education, The University of Sydney, Australia palgrave macmillan

Editorial and Selection Matter Wojciech Bienkowski, Josef C. Brada and Gordon Stanley 2012 Individual chapters Contributors 2012 Softcover reprint of the hardcover 1st edition 2012 978-0-230-36400-4 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No portion of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, Saffron House, 6 10 Kirby Street, London EC1N 8TS. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright, Designs and Patents Act 1988. First published 2012 by PALGRAVE MACMILLAN Palgrave Macmillan in the UK is an imprint of Macmillan Publishers Limited, registered in England, company number 785998, of Houndmills, Basingstoke, Hampshire RG21 6XS. Palgrave Macmillan in the US is a division of St Martin s Press LLC, 175 Fifth Avenue, New York, NY 10010. Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world. Palgrave and Macmillan are registered trademarks in the United States, the United Kingdom, Europe and other countries. ISBN 978-1-349-34922-7 ISBN 978-1-137-02303-2 (ebook) DOI 10.1057/9781137023032 This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources. Logging, pulping and manufacturing processes are expected to conform to the environmental regulations of the country of origin. A catalogue record for this book is available from the British Library. A catalog record for this book is available from the Library of Congress. 10 9 8 7 6 5 4 3 2 1 21 20 19 18 17 16 15 14 13 12

Contents List of Figures and Tables Preface Notes on Contributors vii ix xi Part I Globalization, the Changing Nature of Higher Education and International Rankings of Universities 1 Challenges in the Quest to Create Global Qualifications and Standards Are Driving Change in Education Systems 3 Gordon Stanley 2 Diversification, Rankings and Their Conditions. General Problems and the Polish Example 26 Julita Jabłecka Part II The High Rankings of Universities from the USA: Environment, Resources or Policies? 3 An Economic Perspective on Higher Education in the USA 65 Josef C. Brada 4 Making the Case for a Strong Public Research University: The University of Kentucky Top-20 Business Plan 82 Alan J. DeYoung and Tara K. Baas 5 Promoting High Quality Teaching Practices in Higher Education: Lessons Learned from the USA 113 Charles Henderson, Andrea L. Beach and Noah Finkelstein 6 Factors Limiting the International Competitiveness of European Universities 138 Krzysztof Pawłowski 7 Why Are US Universities at the Top of the International Rankings? 155 Elise S. Brezis v

vi Contents Part III Higher Education in the New Member States of the European Union: Lisbon, Bologna and Beyond 8 Analysis of Systemic Reasons for Lower Competitiveness of European Universities, the Case of Poland 179 Kazimierz Stępień 9 Institutional Determinants of the Development of Private Higher Education in Europe 187 Wojciech Bienkowski 10 Looking for a Model of the Contemporary University 202 Krzysztof Leja 11 Overcoming Barriers to University Industry Cooperation with a Focus on the Information and Communications Technology Sector the Czech Experience 224 Vladimír Mařík Conclusion 243 Gordon Stanley Index 245

Figures and Tables Figures 1.1 Percentage of firsts and upper-seconds for first degrees in higher education in the UK 10 1.2 Percentage of firsts and upper-seconds for honors degrees in selected subject areas in UK universities 11 4.1 Relationship between increased state appropriations and student tuition 93 4.2 Needed state appropriations 94 4.3 University of Kentucky internal ranking model: Composite score and rank 100 5.1 Overview of four categories of change strategies 118 6.1 Percentage of Nobel Prizes according to nationality awarded in the years 1900 2009 142 10.1 Population and students per 1000 residents in Poland 203 10.2 Equalizer liberal and entrepreneurial university 207 10.3 University equalizer Poland 1990 and Poland 2010 208 10.4 University at social service organization 210 10.5 Hypertext university 214 10.6 Structure of the third-generation university 217 10.7 Five-pointed star model of the university board 218 Tables 1.1 Sample of descriptors defining levels in the EQF 15 2.1 Influence of different factors on systemic diversity 38 2.2 Characteristics of a world-class university, as a goal-oriented strategy of higher education institutions applied to improve their position 43 2.3 Mapping institution actions against rankings 58 7.1 Quality of universities and private financing 156 7.2 List of 10 best universities in the USA 156 7.3 Selected data on higher education 161 7.4 Correlations on various variables of Table 7.3 166 7.5 The flexibility index 168 vii

viii List of Figures and Tables 7.6 Correlations between the variables included in the regressions 169 7.7 Regression results: the effect of private ownership on quality of institutions 170 7.8 Regression results: the effect of private ownership on quality of institutions 171 9.1 Shanghai Top 500 rankings broken down by region and type of HEU 190 10.1 Higher education institutions in Poland some statistical data (non-public HEIs in brackets) 203 10.2 The characteristics of first- and second-order change in organizations 209 10.3 Goals and their implementation 212

Preface The quality and profile of higher education were, are and will always be two of the most important factors in determining the level of economic and social development of any given country and its prospects. This dependence is well known and indisputable, but this does not mean that governments and elites of most countries have been able to translate this simple dependence into effective policies that could harness the socio-economic benefits that a quality system of higher education would produce. It is with this in mind that the conference entitled Drivers from Higher to Quality Education was held in Warsaw, Poland, in June 2010. Its goal was to compare US and European university systems in order to identify and analyze the causes of the relatively poor performance, or weak competitiveness, of European higher education systems, as well as to assess efforts like the Bologna Process and higher education reform undertaken in Europe, particularly in Poland, from the point of view of whether they are sufficient to close, or at least to narrow, the gap with the US university system. The conference speakers, who later contributed to this volume, touched on a number of subjects ranging from macro issues, such as the credibility of global rankings, the institutional settings of higher education in various countries and the role of universities in the development of information and communications technology, to more micro topics, such as reforms undertaken by the University of Kentucky, USA. The end consensus of many of the contributors, or at least in the opinion of the leading organizer, was that the relative paralysis of the European higher education system is caused mainly by an unnecessarily heavy emphasis on state regulation and intervention. This is especially true in Western Continental Europe and post-communist Europe, where there still operates a belief that political and academic elites know better than individual students, business stakeholders and the market in general about what the profile of higher education should be in order to best serve the public good. Hence there is the almost paternalistic approach of higher education ministries in many European countries, which dictate financial allocation and program content while disturbing market signals and slowing innovation. ix

x Preface It is with great satisfaction that we noted that the academic and business communities showed a high level of interest in this conference, which was evidenced by the attendance of experts and researchers from the USA and across Europe as well as of many industry leaders and politicians, who actively contributed to panel discussions. It is thanks to them that the editors of this publication could enrich their contributions and publish them. It is also worth noting the thoughtful support of the European Parliament, the EU Commission, the Fulbright Foundation and the Polish Ministry of Finance. Important too was the material support from the Harvard Club of Poland, the Scholarship Fellows of the Foundation for Polish Science and Lazarski University. The organizers of the conference would like to give many thanks to these institutions, as well as to those not mentioned by name. We hope that the fruit of our stormy discussions and written reflections in the form of this publication will enrich our knowledge of good practices regarding higher education in the world, suggesting at the same time ideas about how best to shape higher education in the future. Wojciech Bienkowski Josef C. Brada Gordon Stanley

Notes on Contributors Tara K. Baas is a PhD candidate in educational policy studies and evaluation at the University of Kentucky, USA. She is a member of the Association for the Study of Higher Education and has also held several research assistantships, including working with the UK s P-20 Innovation Lab and in assessment and planning. Her research interests include the economics of education, the marketing of higher education and university industry collaboration. Andrea L. Beach is Director for Faculty Development and an associate professor in the Department of Educational Leadership, Research, and Technology at Western Michigan University, USA, where she teaches in the higher education leadership doctoral program. Her research centers on issues of organizational climate in universities, support of innovation in teaching and learning as well as on faculty development as an organizational change lever. Wojciech Bienkowski received his MA degree from the Warsaw School of Economics, Poland. In 1971 1972 he studied on the PhD program of the University of Rochester and in 1984 2005 at Harvard University, USA, as a visiting scholar. Currently he is Dean of the Department of Economics and Management at Lazarski University, Poland, and Director of the US Economy and Transatlantic Relations Institute at Lazarski School of Commerce and Law, Poland. He is also a fellow at the Institute for Applied Economics and the Studies of Business Enterprise at Johns Hopkins University, USA. Josef C. Brada is Professor of Economics Emeritus at Arizona State University, USA, and a member of the Macedonian Academy of Sciences and Arts, Macedonia. He is President of the Society for the Study of Emerging Markets and Editor of Eastern European Economics. His research interests include economic systems, international economics and economic development. He has served as an advisor to the governments of Bolivia, the Czech Republic and the Republic of Macedonia. xi

xii Notes on Contributors Elise S. Brezis is Director of the Azrieli Center for Economic Policy in the Department of Economics at Bar-Ilan University, Israel, and a visiting professor at the Paris School of Economics, France. She has been Head of the Statistics Division in the Research Department at the Bank of Israel and an advisor to the Bank of Israel as well as to the Ministry of Science. She was also a member of the advisory committee to the Council of Higher Education. Alan J. DeYoung is Professor and Chair of the Department of Educational Policy Studies and Evaluation at the University of Kentucky, USA. His formal training is in the sociology and anthropology of education, and his particular domestic interest is in rural education, and education and social change. Since 1995, his research and policy focus has centered primarily upon the Central Asian Republics of the former USSR, particularly Kyrgyzstan. Noah Finkelstein is Associate Professor of Physics at the University of Colorado, USA. He has served as Research Consultant to the Harvard- Smithsonian Center for Astrophysics, USA, and the Laboratory of Comparative Human Cognition at the University of California, San Diego, USA. He has published extensively on science education. Charles Henderson is an associate professor at Western Michigan University, USA, with a joint appointment in the Physics Department and the Mallinson Institute for Science Education. His current work focuses on theories and strategies for promoting change in the teaching of science, technology, engineering and mathematics at the college level. He is Editor of the physics education research section of the American Journal of Physics and former chair of the American Association of Physics Teachers Committee on Research in Physics Education. Julita Jabłecka is a research fellow at the Center of Science Policy and Higher Education, University of Warsaw, Poland. In 1990 she was an advisor to the first post-communist Polish Government responsible for the preparation of new science policy institutions and funding instruments. She has been a member of the Committee of Science Studies at the Polish Academy of Sciences since 1990 and its deputy chairman since 2007. Her major interests are science and higher education policy, peer review, and the role of universities in the knowledge-based economy.

Notes on Contributors xiii Krzysztof Leja works at the Department of Knowledge and Information Management, Faculty of Management and Economics of Gdańsk University of Technology, Poland. His research interests include knowledge and strategic management in higher education, organizational development and the management of non-profit organizations. Since 1999 he has collaborated with the Center for Science Policy and Higher Education at the University of Warsaw, Poland, and since 2002 with the Institute of Knowledge Society and the Polish Rectors Foundation. Vladimír Mařík is Professor and Head of the Department of Cybernetics at the Czech Technical University, the Czech Republic. He was the founder and Managing Director of the Rockwell Automation Research Center, Prague, and is currently Managing Director of CertiCon. He was a member of the Council of the Engineering Academy of the Czech Republic in 2005 2010, and has been elected as a foreign member of the Russian Engineering Academy. Krzysztof Pawłowski is a physicist and politician, and he was a senator during the first two terms of the Polish Parliament. He is the founder of the School of Business National-Louis University in Nowy Sacz, Poland, and the School of Business in Tarnow, Poland. In 1997 1999 he was part of the team to develop higher education reform, and from 1997 to 2000 he chaired the Conference of Rectors of Private Universities. Kazimierz Stępień is Chair of Theoretical Astrophysics at Warsaw University, Poland. He is the author of about 150 scientific publications, mainly on variable stars possessing magnetic fields. His past professional experience includes being an editor of Acta Astronomica, Chair of the Scientific Council of the Copernicus Astronomical Center, member of the Committee for Scientific Research and Vice-Chair of the Council of the Foundation for Polish Science. Currently he is Chair of the Committee of Astronomy of the Polish Academy of Science and chair of the Council for Science. Gordon Stanley is Honorary Professor of Education at the University of Sydney, Australia, and an honorary fellow in the Department of Education, University of Oxford, UK, where he previously served as Pearson Professor of Educational Assessment and Director of the Oxford University Centre for Educational Assessment. From 1998 until 2008 he was President of the Board of Studies of New South Wales, Australia.