Higher Education for the Knowledge Economy презентация

HKU
OECD – IMHE General Conference
17 September 2012

education
Developed vs developing countries
Challenges for HE
Globalization
Mismatch of expectations
Trend of HE
Internationalization
Private supplementary tutoring
HKU as an international university in China
Our educational aims
Curriculum reform

oldest higher education institutions in Asia

countries)
12,000 postgraduates (Research PG, Taught PG)
HKU School of Professional and Continuing Education (SPACE, including Community College)

vs developing countries

disciplines + breadth of curriculum
Employability
Advancement of scholarship
Research and discovery
Academic excellence
Knowledge sharing
Active engagement in knowledge transfer/exchange + serving the community

the country

Top level decision makers

Middle management

High-skilled labor, office workers, …

post-secondary education

Universities

rapid generation of new knowledge
The world is getting smaller, but the scale and complexity of issues and problems are getting bigger
New forms of activity are learnt as they are being created
Confronted with more and more novel situations and ill-defined problems
Fewer moral certainties and more moral dilemmas

From HKU Curriculum Reform chaired by PVC T&L Amy Tsui

need for innovation
Globalization and greater demands for programs with a strong international component and for graduates with intercultural skills
Financial crises
University rankings …

have different methodologies and performance indicators
But, changing methodologies / criteria / weighing / goalposts
‘Itemisation’ of parts of the ranking
Impacts on institutions
Good – recruitment, funding, donation, …
Bad – ill-informed decisions, vicious competition, …
Nonetheless, rankings boast huge ‘market’, which is here to stay
One size fits all?

Modified from Michelle Li, HK SAR EDB

threat to our universities:
… Universities are said to serve two purposes – and two purposes only. The first is to
"equip" "young people" to get jobs in "the fast-moving economy of tomorrow”,
and the other is to
contribute to "growth", to develop the "cutting-edge products" needed in "today's competitive global marketplace" (and preferably to discover the odd miracle drug, too) …

elitist?
Small colleges → large comprehensive universities
Vocational / technical / teaching universities → research universities
Three types of HEI according to pursuit and objectives
(Chen Yu-kun on undergraduate teaching evaluation in China, 2008)
(1) Top universities (to become world class universities)
Quality = “pursuit of excellence”
“Pursuit” = to be ranked as top 100 in the world”
(2) Vocational & technical colleges and universities
Quality = “client satisfaction” = high employment rates.
“Being trusted by employing sectors means high quality”
(3) Colleges & universities between (1) & (2) – majority
“Quality means the extent to which their objectives are fulfilled”

Courtesy of Amy Tsui, HKU PVC T&L

expectations from
Tax payers
Governments
Parents
Students
Employers
However, there is increasing emphasis on the importance of whole person education

attributes that university graduates ought to have today

diversity adds to understanding; tolerance of difference
Students going abroad
Learning experience; global perspectives; cultural understanding
Curriculum
Staff and student exchanges
Knowledge Exchange
Cooperation with other universities to advance human knowledge and higher learning
Global socioeconomic development would be the ultimate gain for human kind
Sharing of knowledge, information, good practice, …

Pol, Director, UIS

Courtesy of John Spinks, HKU Sr Advisor to VC

VC

Director, UIS

Courtesy of John Spinks, HKU Sr Advisor to VC

VC

France
UK
Australia
New Zealand

Adapted from: International Student Mobility and Asian Higher Education Framework for Global Network
Miki SUGIMURA, Ph.D. Department of Education, Faculty of Humanities, Sophia University, Japan

The traditional educational destinations, USA, UK etc.

Malaysia

Subcontinent

Courtesy of John Spinks, HKU Sr Advisor to VC

France
UK
Australia
New Zealand

Adapted from: International Student Mobility and Asian Higher Education Framework for Global Network
Miki SUGIMURA, Ph.D. Department of Education, Faculty of Humanities, Sophia University, Japan

The new Global Regionalism (Don Olcott), EU

Malaysia

Europe (Bologna)

Subcontinent

Courtesy of John Spinks, HKU Sr Advisor to VC

France
UK
Australia
New Zealand

Adapted from: International Student Mobility and Asian Higher Education Framework for Global Network
Miki SUGIMURA, Ph.D. Department of Education, Faculty of Humanities, Sophia University, Japan

The new Global Regionalism (Don Olcott), Asia

Malaysia

Europe (Bologna)

Malaysians → UK dropped from 18K (1997) to 11K (2006); → Egypt were 5.5K (2006)

Subcontinent

Courtesy of John Spinks, HKU Sr Advisor to VC

most important

Source: Ross Hudson (2010). Internationalization of Higher Education the 3rd IAU Global Survey Report .

Recognition of qualification / programme

Sample size N=745

Wld

Language barrier

Visa restrictions on our students

AF

Recognition of qualification / programme

Recognition of qualification / programme

AP

Language barrier

Recognition of qualification / programme

EU

Language barrier

Recognition of qualification / programme

LAC

Language barrier

Visa restrictions on our students

ME

Recognition of qualification / programme

Visa restrictions on foreign students

NA

Internationalization not national priority

Courtesy of Amy Tsui, HKU PVC T&L

schooling
As the size and shape of the mainstream changes, so does that of the shadow
May be one-to-one, in small groups, large classes, or huge lecture theatres; and now includes internet tutoring
Long been vigorous in East Asia and parts of South Asia
Lower numbers but also deep roots in Eastern Europe and Central Asia
Emerging in Africa and Arab States
Also in Western Europe, North & South America, Australia

52% rural primary; 64% urban primary
France: 25% lower secondary, 33% upper secondary
Hong Kong: 45% primary, 72% upper secondary
India: West Bengal, 57% primary; Kerala, 72% secondary
Japan: 16% Primary 1; 65% Secondary 3
Korea: 88% elementary, 72% middle, 60% high
Sri Lanka: 92% Grade 10; 98% Grade 12
UAE: 65% of Emirati students in Grade 12

Courtesy of Mark Bray, HKU Education

80% of government expenditure on primary and secondary education
Greece: US$2.1 billion; equivalent to 20% of government expenditure on primary and secondary education
Egypt: 1.6% of GDP

Courtesy of Mark Bray, HKU Education

tutor
Contribution to knowledge economy

Distorts the teaching and learning processes
Create peer pressure and anxiety, both among students and among parents
Mainstream teachers reducing effort in classroom, especially when providing tutoring to their own pupils
Affects admissions policies
Hard to tell high grades from high achievements
Narrowly examination driven vs selection of well-rounded individuals
Exacerbates social stratification and inequalities

Modified from Mark Bray, HKU Education

with quality of university graduates
Increasing demand for graduates with generic capabilities and global outlook
Constraints imposed by government funding approach on curriculum structure
Less mature university entrants; need for guidance in academic pursuit and personal development
Pragmatic and utilitarian orientation of parents, students, and the community as a whole
Students more vocationally oriented and less academically oriented
Ethics and moral and civic values have assumed less importance in the undergraduate curriculum
Admission largely based on examination results and students’ reliance on private tutoring

From HKU Curriculum Reform chaired by PVC T&L Amy Tsui

of academic/professional excellence, critical intellectual inquiry and life-long learning
tackling novel situations and ill-defined problems
enacting personal and professional ethics, self-reflection and greater understanding of others
intercultural understanding and global citizenship
communication and collaboration
leadership and advocacy for the improvement of the human condition

From HKU Curriculum Reform chaired by PVC T&L Amy Tsui

values

Engagement with local and global communities

Inter-disciplinary enquiry and collaboration

Multiple modes of learning and assessment

Experiential learning

Inquiry in multiple contexts

see interconnectedness and the interdependent nature of human existence through exploring some common human experiences
Four Areas of Inquiry
Scientific and Technological Literacy
The Humanities
China: Culture, State and Society
Global Issues
(6 courses to be taken in Years 1 and 2, at least one from each area, making up 15% of the whole curriculum)

to consider many contextual factors and the interconnection between them
No perfect solution – live with dilemmas
Synergy between theory and practice
Degree-related internships
Research mentorships
Personal mentorships
Study tours
Summer schools
General education

camps each vacation for several years
“Social innovation” and “Global Citizenship” as graduation requirements

for Burmese students each year
Partnership with universities (library book donations, visiting students to HKU, HKU students teaching in Yangon, places in M.S.W. & M.Ed. Programmes, Ph.D. places for faculty)
Partnership with education ministry (workshops on IT in education, teacher education)
Partnerships with donors for funding
Working with other Consul-Generals and MoE’s, e.g., Vietnam, Sri Lanka, Mongolia …

different needs
Challenge of globalization
Mismatch of expectations from stakeholders
Internationalization a trend of HE
Private supplementary tutoring something to watch out
HKU as an international university in China
Our educational aims
Curriculum reform