Www.guninetwork.org Connecting Cities and Universities at Strategic Frontiers 12th PASCAL...

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Connecting Cities and Universities at Strategic Frontiers12th PASCAL Observatory Conference

Engagement and change: the Global University Network for innovation’s world reports on

higher educationBudd Hall & Cristina Escrigas

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Origins

The Global University Network for Innovation (GUNi) is an international network supported by three partners:

UNESCO,

United Nations University (UNU)

Catalan Association of Public Universities

GUNi was created in 1999, after UNESCO’s first World Conference on Higher Education in 1998, to give continuity to and facilitate the implementation of its main decisions.

Mission

To strengthen the role of higher education in society contributing to the renewal of the visions, missions and policies of higher education across the world under a vision of public service, relevance and social responsibility.

Objectives

To encourage Higher Education Institutions (HEIs) to reorient their roles for broadening their social value and contribution and strengthen their critical stance within society.

To help bridge the gap between developed and developing countries in the field of higher education, fostering capacity-building and cooperation North-South and South-South.

To promote the exchange of resources, innovative ideas and experiences, while allowing for collective reflection and coproduction of knowledge on higher education emerging issues, innovation, social responsibility and relevance in global scale.

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ActivitiesHigher

Education in the World Report

Going deeper in emerging issues

International Barcelona

Conference on Higher

Education

GUNiNewsletterConnecting community worldwide


209 members in 78 countries

Higher Education Institutions.

Research Centres in HE.

HEI Networks.

UNITWIN chairs/networks

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Published as part of the GUNi Series on the Social Commitment of Universities.

It is the result of a collective work, with a team of contributors balanced in gender, background, profile,

South-North and region.

Lead by guest editors and GUNi team, it analyses a specific HE emerging issue chosen for each edition.

HIGHER EDUCATION IN THE WORLD REPORT

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Issues published:• The Financing of Universities.

• Accreditation for Quality Assurance: What’s at Stake?.

• Higher Education: New Challenges and Emerging Goals for Human and Social Development.

• Higher Education at a Time of Transformation: New Dynamics for Social Transformation.

• Higher Education’s Commitment to Sustainability: From Understanding to Action.

• Knowledge, Engagement and Higher Education: Contributing to Social Change

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Objectives:

• To reflect on key problems, emerging issues and challenges that higher education and its institutions are facing today.

• To contribute to the renewal of ideas, while generating visions and promoting reflection in regards to the contribution of higher education and knowledge society.

• To provide a toolbox for researchers, policymakers and practitioners worldwide.

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320 authors from 53 countries

18.000 reports distributed in 130 countries.

Report 5 has been presenting in 38 events in 25 countries in all world regions. Arab States (Jordanian), Asia Pacific (South Chorea), India, South-Africa, Ghana, Uganda, Canada, Argentina, México, United States and United Kingdom among others.

All the world regions

represented

32% Coming from developing countries

45% are women

Main figures about the GUNi World Reports

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• Dr. Rajesh Tandon and Dr. Budd Hall have been the guest editors.

• 73 authors from 34 countries of the world regions have contributed to this edition.

• Is a product of three years research, consultations, academic seminars and an international conference in 2013.

5 Higher Education in the World Report Knowledge, Engagement and Higher Education:

Contributing to Social Change

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Higher Education in the World 6 aims to:

a) Analyze the concept of community university engagement and social responsibility.

b) Provide a regional and thematic map about how HEIs are engaged with society.

c) Identify how the social actors are involved in the engagement practices, including leadership, participation and decision making process.

d) Propose steps for advancing the contribution of CUE.

e) Offer a toolbox for higher education practitioners through examples of good practices and resources to move forward.

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Community–University Engagement

Community-University engagement (CUE) is

multidimensional umbrella term that describes the

collaboration between the university and a community

for the mutual beneficial exchange of knowledge and

resources.

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• A new conception of the relationship with communities as equal partners.

• A new conception of what is and isn't knowledge, given equal value to the different kinds and sources of knowledge.

• That knowledge societies are about apply knowledge for sustainable and inclusive development.

• That knowledge should be measured through its capacity to intervene in reality.

• New perceptions of what societies could be.

• New perceptions on what education should mean.

Engagement

The engaged practices have several common characteristics

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Main recommendations and agenda for action

1. Transformative knowledge to drive social change, recognizing the existence of multiple epistemologies and ways of knowing.

2. Linking engagement within the teaching and research dimensions. HE have to go beyond educating professionals to educating citizens with ethical awareness and civic commitment that exchange value with society through a professional activity.

3. Partnerships. New approaches to knowledge mobilization and creation are needed between institutions and their communities related to real problems.

4. HEIs role in Addressing Major Global Issues, linking research agendas to collective challenges and the global development agenda.

5. New governmental policies & professional careers in HEIs. Policy climate within the academic world about how to recognize excellence in CBR and engaged scholarship is advancing.

6. The role of networks

Propósito de GUNi

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In looking to the future we are calling for a world were a

new set of partnership

principles are the rule rather than the exception.

Community organisations are calling for new forms of partnership

• Based on principles of respect and recognition of the differences of knowledge cultures in communities and universities.

• Based on long-term.

• The diverse sources of leadership, roles in knowledge production and organizing systems of the projects are accepted.

• Participatory action research and Science Shop experiences worldwide are two ways to move forward.

Propósito de GUNi

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There are a range of actions that would contribute to a more engaged knowledge system:

Elements of a vision

• Making new knowledge available on an open-access basis while improving to its application.

• Sustaining discussions amongst diverse knowledge sources in relation to the grand challenges of our communities.

• Generating knowledge strategies for informing political decision-making that affect larch groups of populations local or global.

• Creating cosmopolitan centres of culture, building bridges and connecting different cultures and sources of knowledge.


Higher Education in the World 6 Report

The Glocally Engaged University

How can higher education institutions get involved and have impact on the development of their own local and regional society under a competitiveness global game and, at the same time, in achieving the

global agenda of pressing human challenges summarized at the UN sustainable development

goals (2030 Agenda)?


• This Agenda is a plan of action for people, planet and prosperity.

• It also seeks to strengthen universal peace in larger freedom.

• We recognise that eradicating poverty in all its forms and dimensions, including extreme poverty, is the greatest global challenge and an indispensable requirement for sustainable development.

• All countries and all stakeholders, acting in collaborative partnership, will implement this plan.

• As we embark on this collective journey, we pledge that no one will be left behind.

• The 17 Sustainable Development Goals and 169 targets which we are announcing today demonstrate the scale and ambition of this new universal Agenda.

• They seek to realize the human rights of all and to achieve gender equality and the empowerment of all women and girls.

• They are integrated and indivisible and balance the three dimensions of sustainable development: the economic, social and environmental.

https://sustainabledevelopment.un.org/post2015/transformingourworld

Transforming our world: the 2030 Agenda for Sustainable Development




Higher Education in the World Report 6

The global and local approaches to society challenges are the duality that will focus the 6th Report.

Universities are identified as key players from both perspectives.

They have the singular responsibility of giving adequate answers to both legitimate needs and interests:

to contribute to overcoming the global challenges of the world, that are summarized by the UN Goals for Sustainable Development (SDG),

and to contribute to the development and competitiveness of their immediate societies.

Are the two approaches compatible? How HEIs could contribute to make them compatible?

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Higher Education Institutions, the planet and humankind

21

Higher education institutions?

• The focus on regional/national competitiveness = zero-sum game?

• And the overall responsibility of HEIs towards the planet and humanity?

• Is it compatible with the game of global domination?



The Global Goals



The main premise can be decomposed in three elements.

First, there is a compromise between the global and local engagement of universities that only universities by themselves can resolve.

Second, there is an imbalance on the legitimate demands towards universities that affects its own definition, organization and action. And that has lead to a market oriented university in the last decades.

The third, the natural concentration of action in response to the current demands, and their pre-eminent role in the competitiveness strategy of nations/regions can lead to a winners-losers scenario (zero-sum competitiveness game), with the consequent of a somehow negative impact on the global issues.

Only universities with glocal vision and mission can resolve this potential conflict.


• Cities are a key places to materialise a new contribution of knowledge and HEIs in an integrated glocal approach that give answer to local pressing needs in a way that contribute to global sustainability standards that will be measured in the SDG.

• This is only possible in an engaged role with all social actors at local and global scale.



The focus of the HEIW6 will be this dual level of engagement from an operational point of view.

Guest Editors are: John Goddard, Budd Hall, Ellen Hazelkorn and Rajesh Tandon

The final objective will be to provide the academic community, the decision-makers and the decision-takers with a comprehensive analysis of the characteristics of this global and local engagement and with a set of recommendations about how universities and university systems can reach it.

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Pavelló Sant Leopold (S1)Recinte Modernista de Sant PauSant Antoni M. Claret, 16708025 - Barcelona

+34 [email protected]

Www.guninetwork.org Connecting Cities and Universities at Strategic Frontiers 12th PASCAL...

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