unesco forum on higher education in the europe …unesdoc.unesco.org/images/0018/001894/189471e.pdfa...

100 VoicesA Decade of Inspiration and Achievements in

Higher Education

UNESCO-CEPES May 2009

100 Voices. A Decade of Inspiration and Achievements inHigher Education. Bucharest, UNESCO-CEPES, 2009

ISBN 978-92-9069-192-1© UNESCO-CEPES 2009

Compiled on the occasion of the

UNESCO Forum on Higher Education in the Europe Region:

Access, Values, Quality and CompetitivenessBucharest, 21-24 May 2009

Organized by the Government of Romania Represented by the Ministry of Education, Research and Youth, and UNESCO-European Centre for Higher Education in collaboration with

the Council of Europe, the European Commission, OECD, the European University Association (EUA),

the European Students’ Union (ESU), and Education International (EI)

5

AcknowledgmentsThis volume was researched, compiled and annotated by Cecilia Preda, Programme Assistant at

UNESCO-CEPES. Additional content contributions were provided by Elisaveta Buica, Valentina

Pislaru and Diana Ruff, staff members of UNESCO-CEPES.

Contributing editorial selections were made by Jan Sadlak, Director of UNESCO-CEPES and Klaus

Hüfner, Chairman of the UNESCO-CEPES Advisory Board.

Translations of certain texts were provided by Dan Parlea, Publications Assistant at UNESCO-CEPES

and Tanya Biryukova at the British School of Bucharest.

The publication of 100 Voices was coordinated by Peter J. Wells, Programme Specialist, UNESCO-

CEPES.

7

IntroductionWith approximately nine thousand higher education institutions and nearly 50 million students in

the UNESCO Europe Region, not to overlook the multitude of researchers, NGOs, IGOs, institutes

and centres all dedicated to assessing the achievements and challenges of higher education over

the previous decade, it is virtually impossible, and possibly even pernicious, to restrict the ocean

of opinions to a tiny pond of just 100. Clearly, every opinion counts and every voice deserves to be

heard. And it is precisely by listening to these voices that such remarkable progress has already

been achieved in such a short timeframe. For only by continual dialogues on past records and

present realities is it in any way possible to begin to envision the future.

This commemorative compilation of a mere 100 Voices attempts to provide a reflective Janus-like

snapshot of how far the Europe Region has come since 1998 and how far it still needs to go to

realize the visions of all the voices committed to a new higher education paradigm for the twenty

first century. As a consequence, each voice presented here does not speak in isolation, but rather

echoes the issues on behalf of the extraordinary commitments of many. The volume seeks to

high-light those pertinent debates of yesterday and today which will continue to dominate higher

education reform and developments tomorrow, whilst at the same time reflecting the geographical,

institutional and cultural diversities that not only form the basis of the European landscape of

higher learning but which are central to university values worldwide. It also strives to pass the

microphone to the multi-stakeholders of higher education today: students, teachers, researchers,

institutional leaders, policy makers, employers, experts and advisers. Through these vignettes of

insight it is hoped that others will be informed, inspired and invigorated for the next chapter in the

evolution of higher education, not only in the Europe Region but in the other regions of the world

facing similar dilemmas and opportunities.

The collection was originally conceived as a complementary publication to the May 2009 UNESCO

Forum on Higher Education in the Europe Region: Access, Values, Quality and Competitiveness,

however it is hoped that it will also serve as a bridging contribution to the pinnacle multi-regional

dialogues at the World Conference on Higher Education -The New Dynamics of Higher Education

and Research for Societal Change and Development which takes place in July 2009.

Higher education is ultimately about sharing: sharing knowledge; sharing views; and sharing ideas.

A volume such as 100 Voices rests firmly within this tradition, not least since the value of shared

experiences on the road to understanding can never be under estimated. As John Locke concluded,

“The improvement of understanding is for two ends: first, our own increase of knowledge; secondly,

to enable us to deliver that knowledge to others”.

A Decade of Inspiration and Achievements

9

Valdas Adamkus President of the Republic of Lithuania

I have repeatedly underlined that if we wish to reform our social system and create an economy

based on qualified work, knowledge, and high technologies, we need to reform [the] system of

higher education and studies. It should promote business and science contacts so that young

graduates can compete on the labour market. [...] The faster links are forged between business and

educational establishments and the sooner scientific achievements are introduced into business,

the more rapid the growth of [ ] competitiveness and the more effective the creation of a modern

knowledge society.

[...] I am confident that genuine competition among the establishments of higher education would

contribute to an essential transformation of the academic environment.

There is no other place but educational establishments to offer us hope for building a civil and unified

society, European awareness, and patriotism. Humanitarian and social sciences play an exceptional

role in this respect. Although the problem has been discussed many times, the humanities are

actually humiliated and treated like a dependant of the so-called “real” sciences. What cultural

values and what kind of a critical mind will develop under such circumstances? [Do we] still need

humanitarian education? [Do we] need citizens capable of making a critical analysis of our past

and present history, resistant to manipulation, appreciative of democratic values and determined

to protect our ideals?

100 Voices

10

Philip G. Altbach

Director of the Center for International Higher Education, Boston College, USA

The growing discussion about achieving trans-national world–class higher education is important.

[...] The resulting world-class values debate has one important benefit – it is focusing attention

on cross-border academic standards and their improvement, on the roles of universities in society,

and of how academic institutions can best fit into a higher education system, both within a country

and within the global academic universe. Striving for excellence is not a bad thing, and competition

towards it may spark systematic improvement. Yet, a grounded sense of realism must also be part

of the equation, as well as sensitivity to the public good. The fuzziness of the core concept of a

world-class university, combined with the impossibility (so far at least) of accurately measuring

academic quality and accomplishment makes the struggle difficult. Indeed, it might well be the case

that the innovative energies and resources of higher education should be focused on more realistic

and perhaps more useful goals.


11

Alberto Amaral Director of the Centre for Research in Higher Education Policies

(CIPES), Portugal

Quality systems in a number of different forms (quality assurance, accreditation, licensing, etc.) are

today an intrusive reality of every national higher education system and will remain an important

regulation and steering tool for many governments.

There are different uses of quality assessment as a tool for quite different kinds of action, ranging

from the more academic concern with quality improvement to the implementation of markets and

the interests of government control and supranational policy implementation.

Today there is an increasing diversity of rationales explaining why quality and the measurement of

quality have assumed such an important role.

Changes in the context surrounding higher education have had a profound influence over the

universities and their governance and management systems.

However, there is an indisputable responsibility and legitimacy of public authorities in guaranteeing

the quality of higher education.

100 Voices

12

Kofi Annan

Chancellor of the University of GhanaFormer United Nations Secretary-General

Turning [...] ideas and recommendations into hard realities is a formidable challenge indeed.We

must do more than build new campuses to meet rapidly growing demand, important though that

is.We need Governments not to forget higher education, when efforts to achieve universal primary

education are scaled up.We need to train teachers and build up research capacity; we need to

strengthen open universities and distance learning programmes; [...]

No single group or institution can meet these urgent needs on its own.All of us - the Partnership,

UNESCO and other UN agencies, and university networks and associations - must work together to

support Governments and higher education institutions ...


13

Werner Arber Professor at the Division of Molecular Microbiology, Biozentrum,

University of Basel, Switzerland

Until a few centuries ago, traditional universities educated their students to become generalists

possessing wide fields of knowledge on cultural values and on their relevance for society, but

with the gradual increase in the knowledge base and the increasing sophistication of research,

specialization has led to a splitting into increasingly separate disciplines. However, the problems

to be tackled in research are often of quite a complex nature. This requires the contribution of

knowledge from a number of different disciplines.

A return to the education of generalists is no solution. The solution is interdisciplinary cooperation

between different specific disciplines. Therefore, higher education should focus on three goals

to be reached by the students: (1) excellence in one or a very few scientific disciplines; (2)

transdisciplinary competence through having a general knowledge on other scientific disciplines

that enables them to carry out interdisciplinary cooperation; and (3) interdisciplinary experience

through involvement in cooperative studies.

The principle source of innovation resides in the acquisition of new scientific knowledge. Bursts

of new scientific knowledge are often generated by novel research strategies of crossdisciplinary

relevance. Scientific knowledge represents cultural values that may be with regard to useful

technological applications and/or with regard to our world view. Updating the world view of the civil

society is an important interdisciplinary task, since the accepted world view provides the knowledge

that acts as a guideline for taking social responsibility both for technological applications and for

political guidelines to be introduced. We must be aware that technological applications of available

knowledge and political decisions often lead to a specific shaping of the future. In democratic

societies this should not solely remain in the hands of a few promoters of a sometimes irreversible

development. Rather, the civil society should take co-responsibility in the shaping of its own future

and that of the environment, taking into account the justified request for sustainability.

To seek the light of truth, while truth the whileDoth falsely blind the eyesight of his look.

Light, seeking light, doth light of light beguile;

William Shakespeare


15

Jacques Attali

Former President and Founder of the European Bank for Reconstruction and Development

More than ever, the development and quality of life of a nation will depend on its scientific and

cultural level, itself largely dependent on the value of its higher education.

However, today - in Europe as elsewhere in the world - education is facing three major challenges:

the growth in knowledge demand, the diversification of disciplines to be taught, and the increase

in the cost of education.

Meanwhile, in all countries and all aspects of human activity, a process of market globalization has

been set in motion which is an essentially positive dynamic in many areas of human activity. If

applied to education, it would lead to the establishment of a standardized global model of higher

education, in which the state would play a lesser part and the market would shape courses and

careers. [...]

Without standardizing their systems, European countries will have to decide on a certain

harmonization of curricula and diplomas and define a specific European model, neither bureaucratic

nor enslaved to the market. The latter alone would have the stature necessary to manage

globalization and promote the values of a continent where, for the first time in modern history, a

university was established.

100 Voices

16

Ban Ki-moon Secretary-General of the United Nations

Academic and research institutions have an important role to play in promoting development.They

are essential for the advancement of knowledge and its dissemination in policy circles.Scholars

have demonstrated the vital importance of knowledge in understanding the complexities inherent

in combating extreme poverty and in charting out a sustainable path for economic development.

Academic and research institutions also make important contributions to capacity-building.And they

provide new and innovative ideas for how the United Nations, and the entire human race, can tackle

our development challenges.


17

Andris Barblan

Former Secretary General of the Magna Charta Observatory, Italy

One approach for understanding the special contribution of academia to the European society is to

look at the functions long fulfilled by the universities: the quest for meaning, the quest for order,

the quest for welfare and the quest for truth. The four of them have been present with different

weight over the centuries. [...]

Rare are the universities dedicated to one of those functions only. Most of the academic institutions

combine these roles in their various departments, thus defining specific activity profiles that make

sense of their diversity.[...]

In the emerging knowledge society, these four roles are essential still. However, in the present

system, the welfare function has become supreme and even the exploration of the unknown has

to be presented as the potential source of practical realisations in order to obtain funding and

personnel! Therefore, universities today tend to search for contracts exploiting their capacity to

innovate - not in terms of imagination but in terms of techniques and objects adapted to the

need for higher relevancy and more efficiency. This trend is reinforced by the diminishing support

received from governments that are less and less inclined to pay for higher education now that

academic training is offered to half an age cohort or more, thus requiring enormous budgets.

Effectiveness and adequacy become the qualities of universities turned into ‘regional motors of

development’, thus justifying value for money.

100 Voices

18

José Manuel Barroso President of the European Commission

Education, research, and the drive towards innovation are textbook cases in which the European

whole is larger than the sum of its national parts. The most compelling example is the drive to

establish genuine European areas in Higher Education, Research and Innovation. Establishing a

European area implies tearing down barriers that hinder the circulation of students, scientists and

scholars. Let us not forget that this free circulation is nothing new. It is deeply ingrained in our

intellectual history. Scientists and scholars have regarded the whole of Europe as their natural

environment since the birth of modern universities ten centuries ago. Erasmus, that famous son of

Rotterdam, is just one of the more well-known examples of this. Descartes and Leibniz are others.

[...]

So in this respect my vision for the future of Europe’s universities and research centres is very much

rooted in our common past. Today, bringing down the physical and institutional barriers means

liberating Europe’s scientific and intellectual potential. It will benefit the circulation of ideas, the

efficient allocation of investment, and the commercial exploitation of research results. [But] there

is a lot to do; many reforms to design and implement.


19

Theodor Berchem

Former President, German Academic Exchange Service (DAAD)

[...] University culture operates within constraints that both create a frame and set limits for the

identity of institutions of higher education. There are at least four:

Economic Constraints. [...]. The activities of any university depend heavily on money – industry

funds, tuition and service fees, funding commitments of governments, etc. [...] Paying ‘clients’,

be it an industrial enterprise granting research funding or a student paying tuition fees, express

demands according to their specific interests: research in certain fields, or, from the student’s point

of view, excellent teaching and tutoring. In both cases, the university has to ask whether teaching

and research strategies should be adapted to the economic principle of supply and demand. [...]

Political Constraints. [...] On the one hand, we have national developments that influence educational

structures directly.[...] On the other hand, more and more political factors are supranational. An

illustration: According to the Lisbon Agenda, [...] the EU will be the most competitive and dynamic

knowledge-based economy by 2010. [...] Altogether, we have more politically motivated constraints

because universities are by their very nature internationally oriented, and thus they are affected by

the many consequences of globalization, with further political questions yet to be decided.

Quality and Competitive Constraints. The main questions in this area are: Which defined standards

should universities, beyond the regulation of national boundaries, be able to fulfill? How may a

higher education institution, with its, often, outdated structures, guarantee academic excellence?

Especially with global competition increasing, both documentation and marketing of quality become

more and more important within university culture. [...]

Ethical Constraints. Discussion on ethical and moral principles touch on some very fundamental

questions: what kinds of responsibility does a university have? Where are the limits of cooperation,

both political and economic? In which areas do ethical factors prevail over competitive advantages?

[...]

University culture, as a whole, necessarily has to deal with all these sets of constraints, and at

the same time, a specific university’s culture is shaped by the decisions and priorities set by these

constraints.

The direction in which education starts a man will determine his future life.

Plato


21

Sjur Bergan Head of the Department of Higher Education and History

Teaching of the Council of Europe

Students do legitimately have specific expectations for their education (in terms of quality, profile,

price, conditions of study, etc.) and few students can afford to spend years of their life trying to

improve an institution if what it gives them does not come reasonably close to their expectations,

especially if other institutions - or alternative experiences outside of higher education – can better

meet their expectations and needs. Most students take higher education because the qualifications

they earn will help them reach their goals later in life.

[...] However, students also see themselves as members of a community, as participants. While

most students have utilitarian reasons for taking higher education, few would think that higher

education does not also have an intrinsic value. I think it is worth emphasizing that while much

of the current discussion on higher education, inside as well as outside of the Bologna Process,

focuses on its role in relation to the labour market, we should take into account the full range of

purposes of higher education. [...] If we believe that higher education has a role in developing the

democratic culture without which democratic institutions cannot function and democratic societies

cannot exist, it is, as the pilot project on Universities as Sites of Citizenship points out, important

to realize that these attitudes cannot be developed simply by seeing and learning. Doing is of the

essence. Therefore, students must be encouraged to participate, and they must feel that their

participation has an impact.

100 Voices

22

François Biltgen

Minister for Culture, Higher Education, and Researchas well as Labour and Employment, Luxembourg

The demography in Europe is such that the average age of the European population is somewhere

in the mid-forties. In ten years’ time it will be in the fifties. There will be fewer ‘traditional students”

in higher education in the years to come and those who are tend to shy away from choosing hard

sciences and engineering. The central question is how we secure enough professionals to operate

Europe as well as how we develop a civic culture that will include and preserve a measure of

solidarity between generations. How do we manage to maintain an innovation capacity in an ageing

and increasingly diverse population?

Lifelong learning is the most appropriate way of addressing this issue. In an ageing population,

advanced education for professionals after the age of 40 is of paramount importance if they want

to remain creative and innovative in their field. We know that innovation and risk taking tend to

decrease with the age. Lifelong learning is necessary to increase these skills and attitudes until a

much later age. In this respect the twin concepts of employability and lifelong learning need to be

implemented if Europe is to retain its innovative and creative capacity in a knowledge society.

In our economies we have reached a stage where future developments cannot be adequately

forecast. We do not know for sure what the implications of the financial crisis will ultimately be

on the labour market. However, this uncertainty does not invalidate my earlier statements. While

institutions of higher education cannot influence the demand side of the labour market, they

still must intervene on the supply side. It is in time of crisis that the future must be prepared.

Employability means equipping graduates to be flexible workers who can operate in a variety of

different settings with ease. This is a way of preventing unemployment but also a way of educating

graduates for new jobs. Employability therefore goes beyond training for the narrow concept of

what the Germans call “Beruf” i.e. a specific job with a defined set of competences often related

social status. In times of uncertainty flexibility is of paramount importance to empower students to

respond to new emerging opportunities.

At the same time, employers should be ready to communicate new employment patterns and to

define arising medium term trends in their employment policies.


23

Baroness Tessa Blackstone Vice-chancellor of the University of Greenwich, United Kingdom

Former Minister of Education of the United Kingdom

Elitism in education is not to be confused with excellence. Elitism is about privilege: it’s about

focusing attention on elite groups, and the educational institutions that cater for them, at the

expense of the rest. Elitism neglects the education system as a whole and worries primarily about

the most able. [...]

Elitism is reflected in a lack of commitment to apprenticeships and a general disdain for vocational

education of all kinds, including the important new foundation degree, developed in partnership

with employers. This anti-vocationalism is damaging to our economy, where we need a range of

intermediate and high-level skills for which traditional academic education does not cater.

Elitist attitudes towards higher education do not make us excellent. [...] The trouble with the

elitist argument is that there is too much emphasis on a small number of world-class universities

at the expense of a world-class university system. Yes, I’m in favour of world-class universities,

but they must operate within a diverse system that is excellent at all levels, whether it be applied

research and enterprise and vocational courses or fundamental research and the study of traditional

academic disciplines. [...]

100 Voices

24

Tony Blair

Howland Distinguished Fellow, Yale University, USA Former Prime Minister of the United Kingdom

Colleges as sites of disinterested learning are one of the great parts of our civilisation. But we have

grafted onto it a very modern phenomenon - that the knowledge that was once the preserve of an

elite is now the indispensable requirement for economic advance. To that extent the democratisation

of university entrance is a matter both of social justice and of economic efficiency.

There was a second insight: that the specific demands, in policy terms, of responding effectively to

the world, will keep changing. Global markets have increased the pace of change. In other words,

you solve one problem and you turn over another. What are the big issues facing higher education

today? I think there are four.

First, we need more highly skilled workers. [...]. We need more people going to university; more

adults opting for foundation degrees.

The second issue is the global market place for students, research and talent. [...] We need to

foster new forms of partnership - with other universities and colleges, across borders, with industry

and with local and national government.

Third, we need even more research that promotes innovation. That means greater co-operation

between higher education and industry. [...]

Fourth, the question of resources and governance. Increased funding brings with it, of course, the

requirement for accountability [...]

We have come a long way in higher education over the last ten years. But the global challenges

will intensify in the years ahead. It is vital that our universities are empowered to excel as they

meet those challenges. Nobody should doubt governments’ commitment to the sector. [...]With

imaginative policy, we can maintain our world-class status where we have it and build it where we

don’t.


25

David E. Bloom Chair of the Department of Population and International Health,

Harvard University School of Public Health, USA

Higher education and globalization have combined to influence the lives of individuals and societies

for many centuries. [...]

The past few decades, however, have intensified pressure on universities to respond to global

integration. The unprecedented speed of globalization has turned a piercing spotlight onto each

country’s systems and institutions of higher education. Those countries whose universities and

colleges can adapt to the rapidly changing economic, political, and social climate will have much

greater prospects of success. [...]

Higher education, moreover, is a long-term investment – the benefits to society do not accrue in

the short term. The benefits of investments in education, its expansion, and its quality, therefore,

are less apparent from a political perspective. Making the case for investment in higher education

requires vision and leadership. Many of the organizations most directly involved with formulating

education policy for the developing world, however, have failed to recognize fully the value of higher

education [...]

Globalization is exposing this contradiction – where, on the one hand,education is said to be essential,

and on the other, the most advanced type of education is neglected – as being fundamentally

inappropriate to the needs of developing countries [...] Globalization is exerting new pressures on

higher education. These pressures both magnify the benefits of higher education reform and reduce

its costs. The argument rest on three main points:

1. Higher education is essential to promoting economic growth and sustainable human development.

2. In a globalizing world, devoting more resources to the higher education sector must be given

higher priority. Reform is urgently needed.

3. Implementation of higher education reform requires deeper attention. The harsh realities of the

field must be considered at a same time as policy design.

It is a miracle that curiosity survives formal education.

Albert Einstein


27

Christian Bode

Secretary General, German Academic Exchange Service (DAAD)

[...] universities are like a huge orchestra with hundreds of different instruments but without a

conductor and a common piece of music. Once they had managed to harmonize their melodies to

the great Magna Charta-Symphony 1988 they leaned back with pride and discussed the “end of

history”— then they were suddenly wakened by strange sounds and new players. The reactions

varied between countries, disciplines, types of university and generations of faculty. Some of them

joined in immediately, others were irritated, reluctant or even frustrated. Some professors deplore

that Bologna “Americanizes” our higher education system; others believe that is exactly what

our system needs...the majority finally followed their ministers who still finance their salaries...

Meanwhile, most of them have accepted that the Bologna Process is unstoppable and irreversible.

Indeed, the European Higher Education Area will be upon first glance much more similar to the US

system than before: not only do the Bologna reforms move in this direction, but so do the changes

in the funding and management system. [...]

More diversity and a distinction between elite research universities and teaching institutions are no

longer taboo, in some countries even explicitly wanted. In Germany, the recent so-called Excellence

Initiative is a clear step in this direction.

Along with this comes a strengthening of university autonomy and a more professional approach

to internal management. Boards of Trustees with external laymen are introduced; the Rectors/

Presidents and the Deans are getting more powerful, although they are still less influential and

much less well paid than their American colleagues. Diversity, Autonomy, and Efficiency are the

buzz words that do not meet with everyone’s taste.

100 Voices

28

Joël Bourdin Senator of Eure (Haute-Normandie), France

Higher education plays a crucial role for economic development. Seen as a right, it has also greatly

democratized in the last half-century. It requires therefore an increasing attention from people and

government. Since it became one of the keys to competitiveness, higher education should not avoid

thinking about its quality. [...]

The emergence of international rankings of universities and their extraordinary media success are

a symptom of the growing competition that involves systems and institutions of higher education

and research. [...] The globalization of education is not a secondary or residual phenomenon in

relation to the globalization of economies; it plays, on the contrary, a central role. In a context

where advanced economies have no other choice in order to remain competitive than to build

a “knowledge economy”, according to the Lisbon strategy, the quality of higher education and

research systems becomes a major differentiation factor: it is either an engine which generates

comparative advantages propelling the national economy, or a break, if the performance do not

reach the expected level.

Building a knowledge economy is imperative for a country which intends to perform at the

“technological frontier” established by the United States. In fact, while the reinforcement of primary

and secondary education is necessary during the catch-up phase, by imitation, for developing

countries, higher education is an important factor of economic competitiveness for the more

advanced countries, which must focus their efforts on innovation. [...]


29

Aviana Bulgarelli

Director of the European Centre for the Development of Vocational Training (CEDEFOP)

Traditionally we tend to see Initial Vocational Education and Training [IVET] as limited to upper

secondary education and training, in the form of apprenticeships or vocational training in schools.

This limited definition of IVET is being challenged.

We can increasingly see that learning pathways are established across traditional institutional

borders, in many cases linking traditional VET and higher education together. We also see that

learning and teaching models from VET is being adopted in other areas, for example by universities.

In other words, VET methodologies and principles are important at all qualifications levels,

challenging the traditional understanding of the sector. [...]

The European Qualifications Framework [EQF] provides us with a very important instrument to

understand and support these tendencies. The fact that all the 8 levels of the EQF has been

described in terms of knowledge, skills and competence can be seen as an acknowledgement that

a VET element potentially exists or can be developed at all levels of qualifications, including at level

7 and 8 – which is normally seen as the monopoly of academic institutions.

The EQF questions the opinion that VET can not be developed beyond a certain level of qualifications

which is in contradiction with the need of highly specialised professional qualifications as also recent

skills needs forecasts developed by Cedefop show. For this reason we see the principles introduced

by the EQF as an important contribution to parity of esteem between different forms of education

and training and as an opportunity to see develop VET at all levels of qualifications.

100 Voices

30

Jose Renato CarvalhoDirector of the UNESCO International Institute for Higher Education in Latin America and the Caribbean (UNESCO-IESALC)

Today more than ever, the mastery and control of knowledge has broad political, economic, and

ethical implications. [...] The implementation of mechanisms for managing the production of

knowledge within institutions of higher education should be found in institutional strategic positions

in regard to these implications. Beyond the preservation of the intellectual property rights of

subsequent controls, concessions, advantages, commercial transactions, etc., these mechanisms

should direct their actions at ethical and social commitments defined according to the values and

principles of higher education that are presented in various paragraphs of the CRES declaration.

Moreover, these mechanisms should consider that the production of knowledge in all of its

dimensions moves forward on a basis that has been and continues to be constructed collectively,

and that extends even beyond the academic sphere. It is important to stimulate dialogue

and cooperation among knowledge producers, fostering processes of academic cooperation,

documenting the development of the work of academic individuals and groups and their external

integration, preserving and protecting the results achieved, maintaining the records of the

knowledge produced, creating cooperative mechanisms with society and with the productive sector.

Knowledge management mechanisms should be an essential part of the knowledge development in

their respective institutions of higher education.

[...] Reality indicates otherwise, because artists always take into account works created in the past

and in the present, and add elements to the existing corpus. These additions deserve respect and

admiration, but it would be wrong to grant to their creators, interpreters, and producers exclusive

monopolistic rights for something based on knowledge and creativity that are part of the public

domain and that are a product of the work of other artists”.

For the economic, social, and educational development of our countries we need a culture

of enterprise and research based on principles and values that lead to overcoming our historic

deficiencies. Knowledge production management mechanisms, including intellectual property

rights, are important instruments for fashioning an institutional knowledge development and

transfer policy based on commitments and principles that guarantee that institutions of higher

education will participate in their historic challenge to participate effectively in constructing a more

just, equitable, democratic, and sustainable society.


31

Noam Chomsky

Professor Emeritus of Linguistics at the Massachusetts Institute of Technology, USA

[...] I pretend no originality in observing that mass education was motivated in part by the perceived

need to “educate them to keep them from our throats,” to borrow Ralph Waldo Emerson’s parody

of elite fears that inspired early advocates of public mass education. More generally, independent

farmers had to be trained to become docile workers in the expanding industrial system. It was

necessary to drive from their heads evil ideas, such as the belief that wage labor was not much

different from chattel slavery. That continues to the present, now sometimes taking the form of an

attack on public education.

[...] As elite attitudes towards public education over time illustrate, simple formulas are far from

adequate. There are conflicting tendencies. In the sciences particularly the large public universities

must and do take an active role in fostering creativity and independence; otherwise the fields will

wither, and along with them even the aspirations of wealth and power.

In my experience at least, the large public universities do not fall behind in fostering creativity and

independence; often the contrary. The focus on creativity and independence exists in pockets of

resistance in the educational system, which, to thrive, should be integrated with the needs and

concerns of the great majority of the population. One finds them everywhere.

It is only through extremes that men can arrive at the middle path of wisdom and virtue.

Alexander von Humboldt


33

Burton R. Clark Allan M. Cartter Professor Emeritus

of Higher Education, UCLA , USA

With many reasons to stay in the traditional box, with steady-state inertia wedding institutions

to the status quo, a large number of globally dispersed universities, perhaps a majority, will not

venture very far down the road of self-induced major change. All the more impressive are the feats

of those universities that not only overcome their fear of failure before setting out on a journey of

transformation, but also accomplish to a significant degree the second miracle of maintaining the

will to change for a full decade and beyond. Incrementally, and on many fronts, they evolve into a

new steady state oriented toward future change. They sustain a transformation, and more.

The capacity of an institution to be highly proactive must be rooted in altered organizational

foundations. For a university to be appropriately and productively entrepreneurial, it needs to

acquire the right kind of organization, one that allows the institution to be in a state of continuous

change and adapt effectively to a changing society, and also one that allows its groups and

individuals to become more effective than previously. The traditional box needs to be replaced by

an organizational framework that encourages fluid action and change-oriented attitudes. Structures

are inescapable, but they can be made into ones that liberate, that tutor groups and individuals on

how to be smart about change.

Key features of the new type of organization can be briefly summed up in two parts: transforming

elements, newly clarified; and sustaining dynamics that construct a steady state of change.

100 Voices

34

Emil Constantinescu

President of the Romanian Academic ForumFormer President of Romania

[...] I have the conviction that the modernity of the future century will integrate scientific knowledge

and sensitivity, creativeness and high technology and that -- in a way which we only remotely sense

today -- it will be a world in which understanding, lucidity, imagination and rigor will be to an

equal extent the assets of progress. The globalization of the next century cannot mean just simple

economic exchanges, the approval of certain goods or of the most competitive products through

the dynamics of the free market. Beyond all this, globalization means the recognition of universal

values, of symbolic assets. It means knowledge and therefore rapprochement and understanding.

The extraordinary movement to which we are all committed must not make us forget that behind

any object there is a human being.

Traditionally, politics, the art of the possible, is viewed in a univocal relation with the circumstantial

present. In a certain way, the academic community is less linked to the present, the subject matter

of its work being especially the past and the future. The past and the future taken together and

somehow inseparable. Still, I think I can assert that there is a possible and necessary conjunction

between politics as a goal and this relationship of science with a time that is never the present.

Because, obviously, politics must face the present but it is also bound to understand and reinterpret

the past for being able to imagine the future. The study of the past is pure archeology, unless it

reveals a human project, unless it represents, in the last resort, a memory about the future.

It is this future that I invite you all to design together. The universities are called upon to prepare

this future. A future which will not be that of accumulating goods, but rather knowledge and

creation. A future which, we are now confident, depends not on what we have, but on what we are

and especially on what we can become.


35

Bernard Cornu Director CNED-EIFAD (Open and

Distance Learning Institute), France

The way decisions are taken in the field of education, the way the educational policies are designed,

is sometimes surprising. Educational researchers and practitioners often complain that decisions

are made without a sufficient awareness of the educational reality and of the result of educational

research. In a knowledge society, the way educational policies are designed and decisions are taken

is essential. In order to help decision-makers and to make decisions meet the real needs, bridging

research, practice, experimentation, innovation with decision-making is essential. Educators must

actively take part in the process, making their findings and their experiences available, more visible

and usable for decision-makers. Decision-makers should make better use of the experience of

practitioners and the findings of researchers. Designing a policy needs having a vision of education

and its developments. Educators must take part in the construction of such a vision, and they must

contribute to make it explicit.

[...] We are at the very beginning of the changes in education. Technology will change again and

again, resources and tools will improve constantly. The aim of education is not to be permanently

technologically up-to-date, but to meet the needs of the learners in a changing society. The more

technology improves, the more it is clear that central issues are human: the learner, individually

and collectively, the teacher and the human relationship between the teacher and the learner. The

new challenges mainly deal with society: how to make the information society be a knowledge

society, how to give access to knowledge to everyone, how to develop a worldwide digital solidarity

in order to reduce the “knowledge divide”.

100 Voices

36

Bruno Curvale

President of the European Association for Quality Assurance in Higher Education (ENQA)

Looking at the topic of trends in quality assurance, the last decade shows that the focus has changed

over the years. The notion of quality assurance started to spread in Europe from the mid-eighties.

In the context of the massification of higher education, quality assurance agencies were asked to

develop evaluation or accreditation procedures that help society to develop a feeling of trust and

confidence in the capacity of higher education institutions to respond to the tremendous challenges

they were facing. This was the beginning of quality assurance activities whose goals were mainly to

help decision-makers in charge of steering national higher education systems, to help in the battle

against bogus institutions and also to of course to help institutions and programmes to improve.

Today, [...] quality assurance is more and more about helping individual decision makers, students

and families in particular, when deciding about the choice of education or the choice of an institution.

In parallel, quality assurance is also becoming an element of the developing debate about the

increasing competition between higher education systems and individual institutions.

The scope of quality assurance is broadening. The notion of quality assurance now covers quality

assessment activities to the participation in multi purpose information systems and marketing.

This situation poses questions for the professional quality assurance agencies. Rankings could be

interpreted as the symptoms of a need for information. They also are elements of communication

strategies of institutions and higher education systems.

There must [therefore] be a demand for accuracy in the production of rankings. Quality assurance

tools and all means used for informing the public with regard to quality in higher education deserve,

in the European Area for Higher Education at least, critical thought. It is of the utmost importance

considering the diversity and the specificities of higher education. This is of the utmost importance

considering the hopes and expectations of the students and their families as of the employers and

all other stakeholders.


37

Sir John Daniel President and Chief Executive Officer,

the Commonwealth of Learning, Canada

All over the world it is clear that, in this context of growth of higher education, governments cannot

afford to invest the same amount of money, proportionately, as they did when higher education

was an elite pastime.

This context of budgets in relative decline and a huge gap between developed and developing

countries is causing higher education to be reconfigured. There is huge downward pressure on

costs in conventional institutions and the emergence of new providers and new provision of many

kinds: private universities, for-profit universities, virtual universities, e-learning, branch campuses,

franchises, IT academies, and corporate universities. [...]

Our excitement at a new dynamic in higher education, where the state is just one of many actors,

should not let us lose sight of the traditions that have produced higher education of quality in many

countries. Indeed, some of those traditions pre-date the massive involvement of the state in higher

education, which is relatively recent in the millennial sweep of university history. [...]

However, we all know that in higher education, more than in most areas of life, people act more

effectively through conviction than through compulsion. Our task is to develop guidelines for cross-

border education that are so obviously sensible, and so obviously in the interests of students,

institutions and the wider public, that they will be adopted implicitly and spontaneously. [...]

Consistency is the last refuge of the unimaginative.

Oscar Wilde


39

Michael Daxner

President of the Magna Charta Observatory, ItalyFormer President of the University of Oldenburg, Germany

The main privilege of a university is academic freedom. This right is enshrined either in a kind of

constitutional 1st Amendment, like in the U.S., and means a special case of freedom of expression;

or it is the constitutional expansion of this right by adding the quality criteria, which reads “scientific”.

This has implications for the way courses and teaching are delivered to students; for the rules of

uncorrupted acquisition of research contracts; of the widest possible interpretation of the freedom

to use methods and sources in order to attain scientific results and due recognition, without allowing

undue interference trying to distort the methodological state of the art and the due process of

diffusing results. For the administration, this means to watch over legal procedures, property laws,

intellectual property, and in a way to participate in the institutional code of conduct. Most important

is the notion that academic freedom is an institutional right as well as an individual one. And as

institutional privilege this affects the duties of good governance as well as management.

The antagonism between freedom and autonomy is clear when the opportunities must be weighed

against the risks for credibility, authority and the trust, which students or the public put into the

integrity of the institution. From the side of the scientists, the scientific community and their

rules of recognition and appreciation put pressure on the institution; from the side of the market,

commoditisation of results, fast delivery and efficient operations urge a stakeholder orientation in

decision making, andsince the university is a special system in itself, its rules demand a special

care for the checks and balances, say between confidentiality and transparency, between feasible

procedures and the urge to cooperate with other institutions, between fundraising and a fair

distribution of income; etc.

Buffer institutions between administration and science, and between the institution and its

stakeholders, such as Boards, Advisory Committees, and joint bodies, are helpful; but only, if

the participants follow the model of a round table democracy rather than a hierarchical scheme,

directed by the cardinals of science.

100 Voices

40

Edward De BonoFounder of the World Centre for New Thinking, Malta Former Chairman of the Council of Young Enterprise Europe

Traditional university education has been concerned with knowledge, analysis and judgment. In a

rapidly changing world, the categories and classifications derived from the past may not be enough.

There is also a need to develop the skills of design in its broadest sense: new concepts, new

perceptions and new ways of doing things. Such design needs creativity. For the first time in history,

we can now treat creativity in a systematic way as the changing of patterns in a self-organising

information style. There is growing demand for such new thinking and a need to pay attention to

these new demands from society.


41

Ligia Deca

President of the European Students Union (ESU)

Equity is extremely important and also a mission for the higher education sector, especially in the

context of a large access to this level of education providing for quality and sustainable employability

for all. Quality of education is therefore the other side of the student expectations towards a relevant

higher education experience. In this regard, the introduction of quality assurance processes in

Europe is catering for the build-up of a certain level of comparable standards, the introduction of

trust and room for continuous improvement and the involvement of students as equal partners. Due

to the type of multidimensional analysis, quality assurance is not so well suited for the purpose of

opening up a market of higher education, such as rankings for example, but can on the other hand

allow the rise of standards regarding the work on equity and diversification of the student body. The

introduction of rankings leads to a certain conformity and reduction of quality on one hand and to

neglecting equity as a fundamental element of the institutional mission on the other hand.

To sum up, there is a need to guarantee the quality of a higher education institution teaching,

learning and research processes. But the assessment of this quality will surely not be limited

to the 5, 10, 15 or 50 indicators of a ranking, however good the methodology is. Only sound

quality assurance processes can provide a comprehensive and stakeholder inclusive assessment

which is sensitive to cultural, social, economical, geographically and profile related differences

between higher education institutions. Let’s not get fooled – the promise of a partial probing of the

universities performance, which is highly relevant and easy to be transformed into a “Most wanted”

list fits into the saying: “What sounds too good to be true, it usually is.”

100 Voices

42

Jacques DelorsFounding President of “Notre Europe” Association (Think-Tank)Former Chair of the UNESCO’s International Commission on Education for the 21stCentury

Given the present and foreseeable advances in science and technology, and the growing importance

of knowledge and other intangibles in the production of goods and services, we need to rethink

the place of work and its changing status in tomorrow’s society. To create tomorrow’s society,

imagination will have to keep ahead of technological progress in order to avoid further increases in

unemployment and social exclusion or inequalities in development.

For all these reasons, it seems to us that the concept of an education pursued throughout life, with

all its advantages in terms of flexibility, diversity and availability at different times and in different

places, should command wide support. There is a need to rethink and broaden the notion of lifelong

education. Not only must it adapt to changes in the nature of work, but it must also constitute a

continuous process of forming whole human beings - their knowledge and aptitudes, as well as the

critical faculty and the ability to act. It should enable people to develop awareness of themselves

and their environment and encourage them to play their social role at work and in the community.


43

Eva Egron-Polak

Secretary-General, International Association of Universities (IAU)

Today, higher education is central to economic and social development around the world. In the

knowledge age, individual and societal demands and expectations placed on universities and

other institutions of higher education and research have grown exponentially, both in the highly

industrialized as well as in developing nations. As producers and disseminators of knowledge,

Universities question and analyse accepted truths. Theirs is an important role in globalization, the

defining phenomenon of the 21st century. Universities contribute to the competitiveness of nations

and thus can determine whether nations can benefit from globalization - and how. Knowledge,

know-how and skills are key requirements for individual and national well-being. Thus, the number

of students and universities around the world has grown dramatically over the past 2-3 decades.

University education has become mass education. It involves a far greater proportion of the

population than ever before.

Yet, statements that set such high value and even greater responsibilities on the academy are

not always understood. In many countries, Universities lack the cash to work well. Across the

world, they rise to these challenges by greater recourse to private funding, even where education

is an acknowledged public good. They make greater use of new technologies, they diversify the

programmes on offer and forge networks and partnerships. In this way, they aim to raise efficiency,

retain quality, remain relevant.

These issues and many others - the demand for greater access, for more responsibility, social and

environmental - for leadership on issues of ethics in science or on human rights, for increased

internationalization, etc., shape the agenda for all university organizations [...]. They set the policy

context within which universities evolve at micro and macro levels in the industrialized “North” as

in the developing “South”.

Do not worry if others do not understand you;Instead worry if you do not understand others.

Confucius


45

Yehuda Elkana President and Rector,

Central European University, Hungary

Most Universities in Europe claim that they are in financial crisis. Although there are vast differences

in the funding of universities in Europe, the claim is mostly true. These are mostly state-funded

public universities – private universities in Europe are still a rarity.

The prognosis is somber: European (welfare) states, with an aging population, with enormous

and growing expenditure on paying the pensions of millions of retired people, very soon will reach

the point where THEY SIMPLY CANNOT AFFORD TO SUPPORT THE HUGE ‘MULTIVERSITIES’ [...]. I

foresee a major crisis in 10 to 15 years latest.

The reasons of this enormous cost is first and foremost the fact the curriculum of all modern

public universities is a research curriculum: all students are taught the same, research-oriented

curriculum with its expensive laboratories and small-group seminars`, which, in the final account

suits not more than 7-8 % of the students, who indeed will continue for the doctorate and try to

enter an academic/research way of life. The obvious fact that the level of these universities is

wide-ranging from the excellent to the less than mediocre, this does not alter the cost of such a

curriculum, low-level is it may be in some cases. [...]

How can this coming crisis be handled? There is only one way that seems to be open to society

at large: THE PRESENT TYPE BIG, RESEARCH-CURRICULUM-BASED UNIVERSITIES MUST BE

DISMANTLED, AND SMALL RESEARCH UNIVERSITIES (in the present climate one should avoid

calling them elite universities)–WELL FUNDED AND WELL-EQUIPPED, STAFFED BY HIGH-LEVEL

FACULTY who do research and teach as well as they are capable of – MUST BE SET UP.

100 Voices

46

Jan Figel

European Commissioner for Education, Training, Culture and Youth

Bologna curricular reforms are important, but more is needed to modernise higher education in

Europe. Governments should give institutions more autonomy. Universities should modernise the

content of their curricula, create virtual campuses, reform their governance and professionalize

their management of human resources, investment and administrative procedures, diversify their

funding and open up to new types of learners, business and society at large. [...]

In all our efforts to modernise we must not forget the social and cultural dimension of higher

education. It is a space where values play a central role, where knowledge is created and transmitted;

it is a place where many of our young people mature. Students have rightly underlined the social

dimension of higher education on the Bologna agenda. [...] The struggle for quality and excellence

needs to go hand in hand with guarantees for equity and access.


47

Vladimir Filippov Rector, People’s Friendship University of Russia

Former Minister of Education of the Russian Federation

Defining the principles that form the basis of the cultural heritage of higher education is very

important. The principle of academic autonomy remains a basic foundation of modern higher

education, not only in Europe but in institutions around the world, yet at present, it is perhaps

necessary to reaffirm and clarify the significance of the principle of academic autonomy, for the

university as a higher education institution, for the professors, who work there, and the students

who study there. There is, perhaps more than ever before, now a need to formulate not only the

basic principles of the European cultural heritage for all European systems of higher education, but

also to make these principles of cultural heritage in the domain of higher education more concrete

in a comprehensive way for universities, professors, and students.

The context of cultural heritage should be examined from different points of view and should

consider the concrete case of higher education, not just education in general. Cultural heritage

is dependent on time, which is evident and perhaps even our objective, but it is also clear that

understanding cultural heritage also depends on place and how it differs from one place to another

in Europe. Such an understanding may help to build an attitude towards cultural heritage for and

with universities, professors, and students in the European region. And if we manage to achieve

this, we can be fully satisfied – but it is going to take time.

100 Voices

48

Jochen Fried

Director of Education Initiatives and Academic Director of The International Study Program at The Salzburg Seminar, Austria

Our understanding of good governance can [...] not be limited to the merely functional aspects

of ensuring the adequate institutional conditions for efficient and effective decision-making and

problem-solving. The qualitative or normative dimension of governance links it to the values which

are the underpinning for higher education and research, as it has evolved historically, and which the

actors are subscribing to as the defining characteristics of their work. Good governance translates

these values into a set of cohesive institutional structures and practices.

These values are first and foremost related to the integrity of the university as a place of disinterested

scholarship, learning and intellectual instruction, as they are embodied in the principles of academic

freedom and institutional autonomy. [...] Governance in its contemporary understanding is

synonymous with a reorientation of universities away from an inward-looking perspective of a self-

contained autonomous system to emphasise the “embeddedness” of higher education and research

into its environment (social, political, economic, cultural).[...] Good governance strives to preserve

the integrity of the academic value system while at the same time it “positions” the university

vis-à-vis these competing spheres of interest to make it receptive, and answerable, to external

messages, demands and expectations.


49

Eric Froment Vice-President of the University Lumière-Lyon 2, France

Former President of the European University Association (EUA)

[...]In terms of economic competition, Europe needs a well-trained workforce with the highest level

of knowledge. Universities are, of course, directly concerned with this need. Governments, parents,

and students must put pressure on universities and carefully follow the reforms being made in

higher education in order to be certain that the universities: are responding to this need correctly;

are maintaining a strong link between research and teaching and are providing students with state-

of-the-art knowledge.

[...] With the birth of the euro, Europe needs greater social cohesion, more than it has ever

had before. Education is the major element by which to provide it. Money and education have

in common the fact that they are both fundamental elements of social cohesion. Money is an

important means through which individuals and firms are linked. Economists speak of money as

being both an expression and a tool of social linkage. But money is not sufficient. Education also

plays an important role in the question of social cohesion; indeed, what could be more important

not only for building social cohesion but also for developing a sense of shared community among

the various segments of the population which constitute each country?

[...] If we want to go on building Europe together and improving cohesion among Europeans, it is

necessary to pay close attention to what is happening at the level of education, especially higher

education.

A fool’s brain digests philosophy into folly, science into superstition, and art into pedantry.

Hence a university education.

George Bernard Shaw


51

Bill Gates

Chairman of the Microsoft Corporation

[...] For individuals, education is the prerequisite for opportunity and success. For communities and

nations, educated citizens provide the foundation for sustainable social and economic progress. My

concern for education comes from a number of perspectives. I look at education through the eyes

of a business leader, and I see the critical importance of a skilled and highly trained workforce. [...]

The combination of software, broadband networks and powerful, affordable devices is making it

possible to put high-quality educational resources into the hands of any teacher or student who

has access to basic technology infrastructure and tools. The unique ability of technology to enable

today’s limited educational resources to scale quickly and affordably across great distances to a

great many people makes it an essential ingredient in our efforts to transform education.[...]

Of course, technology by itself is not the answer to all the issues we face in our efforts to live up

to Article 26 of the Universal Declaration of Human Rights. There are significant social, cultural and

institutional challenges that must be overcome as well. [...]

Working together, governments, the private sector and nongovernmental organizations must

commit to addressing these issues. Only then can we harness the universal desire of teachers and

parents to ensure that all children can access the high-quality educational experiences they need to

lead productive lives filled with unlimited opportunities for success, discovery and learning.

100 Voices

52

Michael Gibbons, MBEChair of the Board of Governors of Quest University, CanadaFormer Secretary General of the Association of Commonwealth Universities

In terms of government policy making, reforms in national systems of governance and funding of

universities have been particularly affected by the adoption of liberal, market-oriented thinking.

Universities are now encouraged to reduce their dependence on government funding, to raise

third stream funding by working with industry and the institutions of civil society, to manage

their intellectual property and to commercialise their research. Since government resources are

increasingly allocated on the basis of the responses of each university to government policy, the

effect is to put universities in a competitive relationship with one another. In a word, each university

is being encouraged to establish its own competitive position in the global market place for higher

education.

The social agenda, too, has been affected by the new context. Universities are now encouraged to

regard themselves as providing a wider range of educational services and to compete for students

on both the quality and price of the course offered. They are expected to enter into the market place

for both national and international students, while at the same time increasing the participation rate

in higher education of a broader range of socio-economic groups by developing policies of access

and equity and by taking the lead in providing life long learning. [...]


53

Antoni Giró I Roca

President of the Global University Network for Innovation (GUNI) Rector of the Technical University of Catalonia (UPC)

The role of higher education in today’s world is complex and vital. A wide range of challenges and

possibilities are emerging, with political, economic and social implications. Perhaps most significant

are the challenges associated with shifting perspectives on knowledge itself, which are influencing

strongly the role and responsibility of universities in society.

The role of higher education institutions has been seen to change over time from preservers of

culturally revered forms of knowledge to producers of highly skilled labour and research to meet

perceived economic needs and, more recently, to agents of social transformation and development.

Universities are facing a very interesting period of great commitment. Globalization implies the

possibility of taking advantage of important opportunities. However, it also presents challenges and

poses serious problems for the future by calling into question the main value of universities: serving

the common good.

Globalization, which also affects higher education, is an irreversible phenomenon that is here to

stay. But the way it progresses will depend on the global responses articulated in the present and

near future, especially by higher education institutions, which are responsible for generating and

spreading knowledge. We therefore have some collective responsibility for how we help to build

societies.

100 Voices

54

Angel Gurría Secretary-General of the OECD

The economic significance of higher education is great, and it is growing. Throughout the world, it is

now understood that a high-quality system of higher education is central to the ability of nations to

participate successfully in the global knowledge economy. This common conviction is well-founded.

[...]. But, as you know, expansion poses some very serious challenges, including how to pay

for expanding enrolments and intensified research activity. Perhaps more important – and more

challenging – is the problem of shifting our focus from making systems of higher education bigger

to making them better. [...]

All systems of higher education have a range of responsibilities – from responding to the need for

lifelong learning to conducting world-class basic research. Only the most exceptional institutions of

higher education can perform all of these well. The great majority of institutions will have to focus

on defining their mission and their strengths in an increasingly competitive market.

If higher education institutions are to perform to a high standard – whatever their responsibilities

– they need to be accountable for achieving results, while having sufficient autonomy to determine

how best to accomplish these results. [...]

Changing a nation’s system of higher education in ways that increase resources, strengthen

evidence of quality, and widen diversity and performance-based accountability may be painful and

controversial. But in higher education, there is no escaping change. Global competition for high-

level skills and research is intensifying. If OECD countries want to remain successful economies,

they need to put themselves in the driver’s seat for the changes to come. Action is needed on all

of these fronts.


55

Kemal Gürüz

Former President of the Turkish Council of Higher Education

[...] Higher education has always played a key role in the development of national cultural identity

and nation building. The importance of an educated citizenry to nation building and a well-trained

workforce to economic development has become even more crucial in the global knowledge

economy. Thus, countries that do not have developed higher education systems have resorted

to importing higher education services from countries with advanced higher education systems,

either by sending students, or by allowing foreign providers to operate in their countries. Ability to

work in international environments has become a key requisite for employment in the global labor

market, and hence the importance of the development of intercultural skills in students and staff

in institutions of higher worldwide. This is referred to as the “capacity-building approach” to policy

formulation at the national and the institutional levels. It can be extended to include the desire of

students themselves to acquire a good education, as well as developing intercultural skills that will

make them employable in the global labor market.

It is not the strongest of the species that survives, nor the most intelligent that survives.

It is the one that is the most adaptable to change.

Charles Darwin


57

Georges Haddad Director of the Division of Higher Education of UNESCO

Relevance, quality and international cooperation are the three major challenges [...] for today,

tomorrow and beyond.

In terms of relevance, higher education must address social needs, which I would define as a social

contract between higher education institutions and social and individual needs, because citizens

make society. So, in that sense, the relevance of universities lies in building citizenship, and this

must be done at a regional, national and international level.

Quality is a very complex and difficult issue. To paraphrase Saint Augustine when he talked about

time, if I am not asked to address this issue, I feel that I understand it. As soon as I am asked to

address it, and I have to explain it, I realise how difficult it is to do so. That is my perception of

the quality issue. Even its complexity, we know, has to do with cultural diversity, history, tradition,

and also with economic, cultural and social development. At the same time, it is clear that there

is no quality issue without confrontation, dialogue and exchange. Those three aspects lead to

recognition, accreditation, mobility and exchange of knowledge and practice. It is the major issue

not just for higher education, but also for education as a whole.

Finally, international cooperation is the third issue facing higher education, from the perspective of

UNESCO, in order to meet the challenges of globalization. Achieving international cooperation also

requires dialogue between institutions and the creation of networks through the use of information

and communication technologies. Also important is the ability to address and understand the

different challenges facing the developed and the developing world. That is to say that international

cooperation also requires solidarity, not only to help developing countries gain access to information

and knowledge, but also to help them produce knowledge. International cooperation should not

simply be in a North-to-South direction, as if building a new colonialist approach to knowledge. The

South must be helped to define its own capacity for knowledge production.

100 Voices

58

Prince El Hassan Bin Talal

Crown Prince to the Hashemite Throne of Jordan

...We are living in an age of renewal and transformation. And the assumption is that when people

renew, they usually take stock of their past failures and past success stories and compare themselves

with others. They heighten ethical values and look for renewed hope, new rigour and vigour to do

the impossible and not to take ‘no’ for an answer. And usually when people renew, they go back to

the ‘charisma of the founder’.

One of the hallmarks of the 21st century will undoubtedly be the significance of higher education

in meeting the challenges facing knowledge-based societies. The aims of higher education can be

summed up in a few principles: to turn out committed citizens and professionals, conduct scientific

and technical research to advance knowledge, generate and disseminate culture, act as a living

memory of the past and radiate a vision for the future, promote creativity and innovation, and

provide leadership.


59

Vaclav Havel Former President of the Czech Republic

The role of [education and] schools is not to create “idiot-specialists” to fill the special needs of the

different sectors of the national economy, but to develop the individual capabilities of the students

in a purposeful way, and to send out into life thoughtful people capable of thinking about the wider

social, historical, and philosophical implications of their specialities. All those who today seriously

and deeply concern themselves with scientific disciplines - from chemistry or mathematics, all the

way to zootechnology - must somehow be touched by basic human questions such as the meaning

of our being, the structure of space and time, the order of the universe, and the position of human

existence in it. Schools must also lead people to become self-confident, participating citizens; if

everyone doesn’t take an interest in politics, it will become the domain of those least suited to it.

100 Voices

60

Klaus Hüfner

Senior Research Fellow (UN Finance) at the Global Policy Forum

[...] The question as to whether or not higher education is a public good can be answered only

on normative-political grounds. If this decision is taken because higher education is viewed as a

human right as well as for other reasons, then a major problem has to be solved: how to reconcile

this position with the present move of many European higher education systems from fully state-

regulated to market-oriented systems (“quasimarkets”).

The present attempts at “deregulation” that are leading towards greater institutional autonomy and

accountability, and attempts to apply performance-based models of resource allocation with the

expectation of increasing inter-institutional competition, are the results of increasing problems in

the financing of higher education through public funding. [...]

The notion of higher education as a public good can be kept as the pillar of higher education policy if

the transformation process towards market-oriented systems is properly designed and understood

as a learning process which allows corrective measures over time.

The newly established “quasi-markets” in higher education will necessarily vary from country to

country, depending upon their goals of social and economic development, and, last but not least,

upon their actual performance.


61

Jeroen Huisman Director of the International Centre for Higher Education

Management (ICHEM) at the University of Bath, UK

Bearing in mind that societies change over time, it is not surprising to see that perceptions of

institutional autonomy change over time as well, changing perceptions that may have considerable

impact in the day-to-day activities of the higher education institutions. [...]

The ideal situation would be that governments put trust in institutions to carry out their designated

public roles without government intervention, but it seems – whether one likes it or not – that

governments were not and are not convinced that leaving it all up to the higher education institutions

themselves would be wise. This can best be illustrated by looking at the funding of higher education.

To be able to make the right decisions about spending the taxpayers’ contributions, governments

need to be sure – or at least have certain insights into – how funds are best allocated and as such

are legitimated to question or to control flows of funds and the spending of these funds.

But governments not only interfere by means of the power of the purse. They intervene in matters

of institutional autonomy by setting rules to secure the quality (assurance) of higher education, by

regulating the programme supply, by playing a role in appointments and in deciding on salary levels

of staff at higher education institutions, by defining how institutions should be governed, etc. [...]

in some countries, governments still play a decisive role in what programmes can be offered by

individual institutions whereas other governments leave this to the institutions themselves. Other

governments condition the freedom: programmes can be offered (and will be funded) as long as

the institutions meet the quality assurance criteria.

Recently, the situation around institutional autonomy has become more complicated. [...] that the

main – and interrelated - drivers for the increasing complexity are: the rise of accountability and

the increasing pressures from other stakeholders than government. [...] The second development

is that the monopoly of the state has often been broken down by the introduction of market

mechanisms. [...] The demands of students and other stakeholders force higher education

institutions to carefully address these, sometimes at the detriment of what they consider to belong

to the core of their institutional autonomy. [...] Not surprisingly, serving many masters – all of them

rather assertive – may lead to tensions, dilemmas and problems.

Education is an ornament in prosperity and a refuge in adversity.

Aristotle


63

Fiona Hunter

Former President, European Association for International Education (EAIE)

Change in the Bologna Process is based on the principles of convergence and respect for diversity,

two elements that I think are key to the success so far: converging structures to make sense of the

diversity of content and purpose and to ensure a coherent community that is both responsive to the

labour market and attractive to a wider world.

However we noted that while institutions are given greater autonomy to implement the reforms,

there is the risk of a mentality of compliance being adopted with institutions choosing to window

dress rather than carry out genuine reform. I cannot help feeling however that those who choose

this route, will eventually be caught out, as others who choose to opt for a more proactive response

and take advantage of the opportunities emerge from the process much stronger and much more

competitive.

Indeed, another aspect of this Process is competition. While the countries cooperate in setting the

goals, opportunities emerge for institutions to differentiate themselves and to position themselves

on different markets. I think the process will inevitably create winners and losers.

[And] this is still a young process and there is much “newness”. So much about the impacts of

the changes is still unknown and while you struggle to find information about what is happening

in different countries, even in Europe the levels of awareness vary from country to country and

institution to institution.

However, I think we all agree it is also an unstoppable process and the change will continue beyond

2010. Bologna is like Pandora’s Box – the lid is off and so many other related issues of university

funding, regulation, governance and management are now emerging. And of course Europe is

changing because the world around it is changing too; all of this has to be seen in the context of

global change in society, not just education.

100 Voices

64

Pope John Paul II

Universities form, in fact, an important part of that great network of persons, institutions and

traditions from which ideas arise, are tested, and are proposed to the wider community. Academic

research, debate and teaching have a profound influence upon men and women far beyond the

university campus. This enormous yet often hidden influence of the universities makes them a

powerful force within society.

In a very real way, it may be said that the university stands at the crossroads of life and reflection;

it is a meeting-point and a forum for enriching debate among those dedicated to the search for

knowledge of all kinds as indeed among those whose task it is to apply knowledge to life. The

vocation of teachers and students to search for knowledge finds noble expression in their daily

work, in their patient and painstaking research and in the exposition of ideas. The treasury of

human knowledge is constantly expanding as scholars investigate reality with methods proper to

their science. Precisely for this reason, there is an increasing call from members of the academic

world for a university education that permits the student to achieve an ordered vision of reality. The

true challenge confronting university education today has to do with the very meaning of scientific

and technological research, of society and culture.


65

Marlene Johnson

Director and CEO of NAFSA: Association of International Educators, USA

[...] There will always be models for education that are unique to the countries and cultures they

come from. At the same time we all benefit by having more transparency among our systems. If

we want our students to be mobile, and there is a recognition that vitality is improved if there is

mobility of students, the only way for that to happen efficiently and with significant numbers is

for our systems to be more transparent. That doesn’t mean that they have to be identical, they

can’t be, because we’re different cultures. But for the students, higher education must create the

possibility and ease of mobility and transferability of credits while maintaining quality. That’s the

challenge for higher education in all societies. [...]There is a recognition in societies all over the

world, that we have to increase access to higher education and we need to do it in a way that works

for people and which the society can support financially.

100 Voices

66

D. Bruce JohnstoneDirector of the International Comparative Higher Education Finance and Accessibility Project, State University of New York at Buffalo, USA

Higher education in the 21st century has become increasingly important: not only to individuals,

for the sake of enriched lives, enhanced status, and greater earning power, but also to the larger

society, for the sake of economic prosperity generally as well as for the advancement of democracy

and social justice. However, in spite of this universally recognized importance, and in spit of – or

ironically, perhaps in part because of – higher education’s place as a principal claimant on public

treasuries everywhere, higher education in most countries, rich and poor alike, is suffering from

increasing austerity, manifested in such problems as overcrowding, capacity limitations (which

exclude large numbers of qualified potential students from lower income families), declining

faculty-student ratios, deteriorating physical plants, and in some countries soaring tuition fees and/

or student debts, restive student bodies, and increasingly demoralized faculty and staffs.


67

Jane Knight

Adjunct Professor, Ontario Institute for Studies in Education, University of Toronto, Canada

There is a new level of complexity in recognizing qualifications that are offered by non-domestic

institutions/ providers. The recognition of a qualification is usually based on a national system which

registers/licences the education institution/provider and secondly, requires a quality assurance

assessment or accreditation for the programs and /or for the institution/provider. In the past decade,

more than sixty countries have established some type of evaluation/accreditation system. This is

a significant accomplishment. However, many of the new and existing systems are appropriately

oriented to the recognition of qualifications offered by traditional domestic institutions. They are not

equipped yet to register/license or assess the quality of crossborder programs and qualifications

offered by foreign institutions and providers some of whom are private for-profit companies. The

development of this capacity is an important challenge and undertaking for the next decade. [...]

The growth in the volume, scope and dimensions of crossborder education has the potential to

provide increased access, and to promote innovation and responsiveness of higher education,

but it also brings new challenges and unexpected consequences. There are the realities that:

unrecognised and rogue crossborder providers are active; that much of the latest crossborder

education provision is being driven by commercial interests and gain; and that mechanisms to

recognize qualifications and ensure quality of the academic course/program are still not in place

in many countries. These present major challenges to the education sector. It is important to

acknowledge the huge potential of crossborder education but not at the expense of academic

quality or the recognition of qualifications for both academic and professional work at home and

abroad.

Education without values, as useful as it is, seems rather to make man a more clever devil.

C. S. Lewis


69

Maurice Kogan Former member of the UNESCO Regional Scientific Committee

for Europe and North America

First, if we accept that the wider concept of disciplined enquiry mandates a great deal of intellectual

activity beyond the classic definitions of research, would we expect all university teachers to be

engaged in one form or other of it? Secondly, are their forms and styles of intellectual activity

beyond those explicit engagements in disciplined enquiry that are not only appropriate to the

university teacher but will also enhance the teaching?

On the first question, the answer must be “yes”. Otherwise there is no difference form the work

of further education or schools. Moreover students are likely to respect and perhaps emulate the

behaviour of these who actively contribute, at one level or another, to their subject area.

Secondly, universities have traditionally been the guardians of free enquiry and social critique.

It may be that avocation has been swamped by the press of student numbers and government

demands for certain instrumental foci. It is essential, however, that academics will continue to take

up the function of the critical intellectual, and to do that effectively must require the sustenance of

expertise and involvement in their own subject areas. Within the range of disciplined enquiry is the

potential for the broader critical intellectual function.

We thus need to both change and yet remain the same. We are the custodians of important

continuities which include the perhaps slow growth and dissemination of wisdom. In this teaching

and research are two sides of one coin. But increasingly they will be seen as two sides.

100 Voices

70

Jürgen Kohler

Professor of Private Law and Civil Procedure, Greifswald University, Germany

[...] The matters of quality assurance, accreditation, and recognition are obviously linked inseparably.

Europe has already covered a considerable distance on its way towards establishing a “quality

culture” which tries to embrace these aspects and to link them to form a coherent concept and to

establish apt mechanisms, while giving rise to a genuine “quality culture” as the main objective.

The job for the near future is not likely to be even more basic conceptualizing under the umbrella

of the Bologna Process but rather gaining more precision and interactivity among the elements

of the Bologna concept: dissemination, conviction building, implementation, monitoring, and

readjustment. In addition, there are new challenges to be faced, and the responses to them need

to be integrated into the entire concept and its implementation.

One challenge is the creation, accreditation, and recognition of genuine pan-European degrees,

with several universities co-operating in providing a common course programme. [...] A second,

far-reaching challenge, however, is certainly linked to aspects of globalization and the concept of

the entrepreneurial university. GATS, when applied to higher education, is a catchword that reflects

these aspects in one political term, which is received by most of those concerned—outspokenly

so by the European University Association, and by ESIB, the European student association—with

skepticism. Questions arise as to characterizing higher education as a public good or as a public

responsibility, namely in regard to such matters as the socially unbiased access to higher education,

maintaining quality, certification, and transparency of quality, and the mutual recognition of quality

education.

In the end, concern is shifting to the question of “consumer protection” and “fairness of competition”

by providing both visibility of quality and level playing fields for institutions. However, whether it is

popular or not, “commodification” will be with us. Thus, the Bologna Process will have to face the

reality that quality assurance, accreditation, and recognition are the most important tools to be

used in successfully facing these challenges.


71

Andrzej K. Koźmiński Rector of Koźmiński University, Warsaw, Poland

Higher education is one of the key vehicles that transports new ideas into the minds of people,

be it universal, globalized and local, or culture specific. Higher education systems, however, are

facing a fundamental dilemma regarding the content of education: how much local and how much

global? Extreme solutions to this dilemma are dangerous. [...] globalized universities that are

completely free of “local content” and mimic top-class international universities produce dangerous

technocrats or cosmopolitan intellectuals unable to understand local environments, to act within

their limitations, and to change them. One of the main responsibilities of higher education in

transforming societies is to create a platform for an open debate between “global” and “local”. Such

a debate should lead to an optimum fit between global requirements and local culture. The young

generation must be given a great deal of freedom and a great deal of knowledge.

100 Voices

72

Daniel C. Levy

Director of the Program for Research on Private Higher Education (PROPHE) at the University of Albany, USA

One of the salient concerns in contemporary higher education internationally is access, which is

rapidly expanding. Another salient trend is the rapid expansion of private higher education. These

two salient tendencies have not been treated in scholarship as heavily intertwined. Much of the

reason is that many people associate “private” with “elite,” in part because of the U.S. reality of

leading private universities clearly associated with elite functioning. In much of the rest of the world,

suspicion of privates runs deep and there is little disposition to couple the negative connotations of

private with the positive connotations of access.

Yet as enrolment has been rising rapidly and keeps increasing, there are strong limitations on

what can be accommodated through public higher education. Practically, either access is spurned,

widely considered politically, socially, and even economically untenable or there must be explosive

growth of private higher education. This is largely a matter of demand for higher education greatly

outdistancing at least the public supply of higher education. Thus, much of the link between access

and private higher education concerns “demand-absorbing” institutions, which is not to overlook

more specialized avenues of access to other types of private institutions. At any rate private higher

education has grown powerfully in recent decades and seems destined to grow further.


73

Ossi V. Lindqvist Professor Emeritus, University of Kuopio, Finland

[...] The overall conclusion of the European development in quality assurance systems and their

evaluations is that we cannot expect any rapid development towards any single and uniform

practice; European HEIs are simply too divers for that. The European diversity in this respect, on

the other hand, should not be seen as a handicap but also as a current and future asset.

The basic problem for Europe and European HEIs is not the kind of quality assurance or accreditation

they are subject to, but the willingness and availability of resources, from whatever source, to bring

European higher education back to the level where it can genuinely and successfully compete in

the current global setting. The history of European higher education and its universities over the

last two hundred years or even through the 20th century should be a lesson worth taking note of,

in every respect.

Learning never exhausts the mind.

Leonardo da Vinci


75

Lars Lynge Nielsen

President of the European Association of Institutions in Higher Education (EURASHE)

[...] Higher education cannot solve the problems of widening access alone. We need to focus

also on secondary and primary education, if we are to address the problems of students without

traditional academic backgrounds entering higher education.

Further, it was suggested that the social dimension is not only about financial issues. It is also

about cultural issues. Financial issues, of course, are important when it comes to financially

underprivileged groups of society and their possibility to access higher education, and this should

be addressed by governments. Cultural issues are, however, as important - especially when we look

at the high proportion of drop outs.

Higher education institutions need to address this problem of preserving a certain academic code.

There seems to be a notion that the more complicated a text to read, the higher the quality, which

should not be the case. We must investigate thoroughly, what are the real academic values that

we should not let go and where do we keep up the academic higher education language simply to

protect ourselves and our privileges.

100 Voices

76

C. Peter Magrath President of West Virginia University, USA

Although I am still sufficiently traditional to believe that classic universities as we have known

them will continue to exist, higher education twenty or thirty years from today will be organized,

structured, and delivered in ways vastly different from the way it was, say, twenty years ago.

The research and discovery of the knowledge function will still be confined to a relatively small

number of research-intensive universities, although enhanced by the opportunities presented by

the information technologies, but the delivery of education is changing and will continue to change.

This new situation requires, among other things, that the best, strongest, and most vital universities

be those that form partnerships with businesses, with governmental and private agencies, and

above all with one another. The great resource that universities have is their ability to discover

knowledge, but the knowledge so-discovered must be harnessed and delivered so as to serve the

economic and social needs of societies.

Contrary to the desires of the protestors [...] globalization as an economic and technological force

cannot be wished away. [...]

If the views expressed above are even partially correct, universities have a fantastic opportunity to

conceptualize an ethos of global education and collaboration and partnerships among themselves

and other institutions in ways that few persons would have imagined not so long ago. [...]. What

is required is a partnership and a division of labour that breaks down traditional lines both within

the United States and in other countries in which higher education institutions work together and

are linked in exciting, indeed unforeseen, ways to deliver education so that it serves the needs of

people throughout the world [...]

The kinds of mergers, linkages, and collaborations that are occurring in the global marketplace

in business and finance will soon occur in universities. Therefore, those of us who purport to be

university leaders should lead, not be led, by these forces.


77

Mircea Malitza

President of The Future Studies Commission of the Romanian Academy

There is yet, I believe, a greater change that is covering higher education like an inescapable wave.

It is the fact that we are entering the era of knowledge. For the time being, one speaks of the

economy of knowledge. But who goes on believing that knowledge will be stocked, managed, and

transmitted, as it has been so far, through heavy compact courses, through thick and arid books, in

institutions divided into departments that hardly communicate with one another? Who can continue

in a manner in which this system of imparting knowledge is separated from the other vital system,

the implementation of knowledge into work?

Therefore, the Twenty-First century heralds epoch-making changes in education similar, not to

Man’s first step on the Moon, but to the mysteries of the brain. No congress, meeting, or debate

can decide what and how much innovation will be adopted, but experience can. A vast field of

experiment, in which each and every one may be an actor, opens up. The key word is one that is

already present in the educational discourse, i.e., project. The chance of the project is for it to be

carried out by a network of partners, no matter how distant or different they are. Geography is not

too relevant in Europe where all four of the cardinal points are very much mixed together.

Official and non-official, formal and informal, governmental and non-governmental, public and

private, the former oppressive dichotomies from the past history of education have lost their

significance. Europe, scarce in terms of innovation in many respects, is more and more ambitious

to launch ideas and messages to the world to be considered. In this endeavour, the fact that Europe

was the inventor of universities will be less relevant than enhanced entrepreneurial and managerial

capabilities will be.

It is an exceptional advantage to possess a brass plate, to have a status and headquarters, to

be able to obtain means and to answer the challenges of competition in order to approach the

adventure of knowledge based on one’s own intelligent resources and to provide solutions for the

vital issues of a world that is expecting them with anticipation.

I would argue that the above-mentioned remarks apply to higher education in general and will

greatly determine its path in the future.

100 Voices

78

Lord Mark Malloch-Brown Former Deputy Secretary General of the United Nations.

Increasingly, what differentiates between nations and between individuals and their success and

career fulfillment is education, but because beyond that we are relying more and more on the

ingenuity of our minds as we push up against the physical limits of our current global economic

model[ ...]Education and knowledge are the platform on which answers will be built. And the nature

of this new world is if the answers that carry authority, then that education platform from which

they come must be a global one. I can hence see profound change in how we learn, how we pay

for it and what we learn.[...] Clearly, as university education doubles in size, distance learning is

going to play a growing role; so will the support from established Western education institutions to

newly established sister campuses and institutions in the south. We will see post-teacher training

as a core source of improvement to secondary and university sectors around the world, as those

teachers seek to raise their standards and capacity. We’ll see a wide range of partnerships, both

public and private, and networks to take this capacity to teach and learn across the world. It will be

the cutting edge of a global revolution, and how we pay for it will also be profound. [...]And so to

the what we should learn: I’ve stressed the theme or value already of the global liberal education

that inculcates in all of us a sense of a shared global home, whatever our differences, but the

second thing are the skills and entrepreneurship to prevail in this world where knowledge, but

particularly applied knowledge, so clearly offers an edge.


79

Nelson Mandela

Founder and President of the Nelson Mandela FoundationFormer President of South Africa

One sometimes gets the impression that the [...] debate and struggle over university transformation

concentrates too much on governance and governance structures. Both the values we hold dear

and the effective functioning of institutions require that all sectors of the university should be

properly represented in structures taking decisions that affect them.

We do, however, also need to hear with equal urgency the debates on other aspects of change. At

the heart of efforts to transform universities are issues of curriculum. The nation would be heartened

to see teachers and students come together to explore such questions as: how we ensure quality

education while broadening access in a situation of limited resources; how we harness modern

communications and information technology in higher education: what is to be done to ensure an

accelerated output of quality graduates in science and technology; how universities can contribute

to general literacy and numeracy in our country; what are the research tasks of the universities

given the changed national needs and priorities.

[...] Universities are social communities and collegial associations but they are also, and essentially

so, institutions of specialised expertise. By finding a balance between inclusive consultation and

participation on the one hand, and the maintenance of respect for specialised competencies on the

other, such an institution safeguards its integrity and retains the confidence of the larger public.

An education which does not cultivate the will is an education that depraves the mind.

Anatole France


81

Andrei Marga Rector of Babeş-Bolyai University, Romania

What does globalization ultimately require of a university? Briefly put, in the context of globalization,

the university is not measured merely in relation to its own project, or to other universities in the

country or the region; a university is inevitably measured, under global conditions, in relation

to the most competitive universities. This means that the university is required to produce and

present scientific research on a par with the “cutting edge” set by top institutions, graduates that

are preferred by corporations for top ranking positions, consultancy capacities in crucial matters

of technology, economy, administration, health, the environment, policy, as well as interpretations

and visions of major reference in the sphere of culture. The University remains competitive as long

as it is organized according to these goals, and succeeds in achieving them. [...]

What must a university do, in the context of globalization? I believe that today, universities have

at their disposal organization patterns, which may ensure that the positioning of the university

in global competitions is the result of mature reflection and choice between alternatives.12 A

university behaves adequately if it prefers self- programming, on a medium and long term basis,

to mere adaptation to contexts; if it uses its autonomy and academic freedom as an instrument for

self-renewal and innovation, rather than as a basis for exempting itself from outside appraisals;

if it pleads for the rationalization of an outmoded system, rather than molding itself according to

it; if it chooses its profile lucidly and clearly (be that profile in research, teaching, services, etc.),

rather than mixing all these confusingly; if it combines the open, accessible character of admissions

with the selective and exigent character of graduations; if it balances, in its study programs and

curricula, the transmission of knowledge with discovery, information with formation, knowledge

and application, sciences and visions; if it adopts an open and participative governance, and a

outcome-focused management; if it ensures an open, argumentative and critical climate, capable

of motivating both educators and students.

100 Voices

82

Koïchiro Matsuura

Director General of UNESCO

The process of globalization has increased the interdependence of people, information, ideas and

institutions around the world. Its many positive benefits include facilitating dialogue and exchange

among people from different cultural and religious backgrounds and providing access to knowledge

and opportunities through information communication technologies. However, globalization has

also deepened inequalities for individuals and countries alike, and there is a growing gap between

those who have access to knowledge, and learn to master it, and those who do not. It is no longer

sufficient to focus on the “digital divide”: we must also tackle the “knowledge divide”. If we do not,

the risk is that it will grow exponentially.

Higher education has an indispensable role to play in closing this divide. It can both reinforce

the beneficial aspects of globalization and mitigate its negative impacts for the common good

of humankind. By providing access to knowledge, and imparting the skills and values needed to

resolve and manage the impediments to sustainable development and peace, higher education and

higher education institutions can make a substantial contribution towards achieving the Millennium

development goals. Higher education institutions also have a unique potential to serve as platforms

for international and intercultural dialogue, for analyzing and exchanging ideas and perspectives,

and for establishing common solutions to address other global challenges, such as climate change.

While higher education institutions have the capacity to influence globalization in a more

sustainable direction, they too are being transformed by the forces of globalization. These forces

have certainly encouraged greater international cooperation among higher education institutions,

governments, private industry, multilateral organizations, and civil society. But they have also

increased inequalities between higher education institutions in developed and developing countries

in key areas such as research for innovation.


83

Federico Mayor President of the Foundation for a Culture of Peace,

Madrid, Spain

At the dawn of the Third Millennium, the predictive and preventive actions of universities are more

urgently needed than ever before.

However in order to accomplish these functions, universities and other higher education and

research institutions must reform themselves for:

- An increasingly global vision;

- An interdisciplinary approach to cope with complex problems;

- A far-sighted approach, whereby future generations are taken permanently into account and

anticipatory measures can be taken;

- An ethics of time, that is to say, actions that are timely and considered in the context of potentially

irreversible phenomena.

The knowledge-based economy has the potential to counteract the de-localisation of talent and

patents; however, this depends fundamentally on the promotion of basic research and of creativity.

This rides on the ability of universities to become promoters of world citizens, able to participate

and express their views fully in international civil society. The knowledge economy depends on

higher education institutions in their capacity as democracy builders, refining not only economic

but also social actors.

Ultimately, institutions of higher education and science have the potential to train citizens with an

international perspective, able to mobilize themselves and many others, able to join their hands

and voices, able to be listened to and even to be heard. Universities have the capacity to become

permanent watch towers to alert to, resolve, or avoid events beneath human dignity. They are able

to influence world opinion, to be vocal, and to constitute a voice for the voiceless.

100 Voices

84

Mary McAleese

President of Ireland

Increasingly throughout the world, education is recognised as having a central role in the promotion

of economic competitiveness and social progress, in supporting community development and

democracy, addressing inter-generation poverty and disadvantage, promoting the development

of individuals, families, communities, and the wider society. Civic societies with strong education

systems, designed to facilitate the widest possible release and upskilling of talent, are societies

that have more than a passing chance at being humanly decent places to live. The relationship

between access to third level education and true social inclusion is a much discussed problem

area but the quality of higher education is equally a matter that concerns the wider society as

much as the academic community. The downstream consequences of poor quality education have

baleful repercussions way beyond the individual. The knowledge equity generated by high quality

education has the capacity to transform the fortunes of a country, taking it, as it has Ireland, from

endemic poverty to remarkable success in a couple of generations. Run your car on poor quality

petrol and it stutters uncertainly giving no confidence that it will reach its destination. Run it on

good quality petrol and its smooth running breeds confidence that any destination can be aspired

to and reached successfully.


85

Jamie Merisotis President and Chief Executive Officer of the

Lumina Foundation for Education, USA

Ranking of higher education institutions and programs is a global phenomenon. With the massification

of higher education and its increasingly market-based orientation across the world, many of the

players in the higher education system—students, parents, higher education institutions, employers,

and governments—have taken a more vested interest in the “standing” of particular universities,

colleges, and other higher education entities. [...] Over the last 15 years, publishers in numerous

countries have developed their own hierarchical measures of providing consumer information and

institutional marketing while attempting to impact the quality of higher education. In the course of

these last two decades, higher education ranking and league tables have emerged not only from

the private, media-based sector, but also from professional associations and governments. [...]

I come to the dialogue about rankings with a good deal of skepticism about their ability to serve as

effective indicators of institutional quality. But I think it’s fair to say that whether or not colleges and

universities agree with the various ranking systems and league tables findings is largely irrelevant.

Ranking systems clearly are here to stay. As a result, I’ve come to the conclusion that it is important

to learn all that we can about how these ranking systems work, and to provide a framework for

those who do ranking so that they can improve and enhance their methodologies.

Education is the art of making man ethical.

Georg W. F. Hegel


87

Angela Merkel

Chancellor of Germany

Technology, talent and tolerance – Europe thrives on innovation. Europe thrives on scientific and

technological, economic and social progress.

And Europe also thrives on curiosity. To this end Europeans invented a great institution – the

universities. They are one of the many European ideas which the whole world now takes for granted.

The condition which curiosity needs to develop freely is tolerance.

For only those who do not believe their own opinions to be infallible or superior in every way can

have any interest in becoming acquainted with the views, experiences and insights of others. Only

those who accept that they are not the only ones capable of intelligent thought, a moral stance and

responsible action are willing to learn from others. This is beneficial and helps us grow and develop.

Learning from others leads to new findings. Today we call this innovation. But I am referring

to much more than new technological advances. Innovation encompasses cultural achievements,

political concepts, intellectual ideas. Without its outstanding innovative potential, Europe would not

have become what it is today.

I want to encourage us, indeed, I want to appeal to us to retain our curiosity in a spirit of tolerance,

a curiosity which thrives because we believe we can shape the world around us in the 21st century.

100 Voices

88

Pornchai MongkhonvanitPresident of the International Association of University Presidents (IAUP)President of Siam University, Bangkok, Thailand

[...] I would [...] like to emphasise the need for an effective and efficient knowledge management

system in a university. The university must be able to continuously access all possible sources of

information and distil it into appropriate knowledge that can be used in the better understanding of

events and phenomena or in the solution of problems, both theoretical and practical. The university

has to remain as creator of new knowledge, the source of innovation and creative thinking for the

improvement in the quality of life and the promotion of social-political wellbeing together with the

promotion of the culture of peace.

The university must be an arbitrator of knowledge transfer and thus promote the sharing and

transfer of its body of knowledge to all sectors of the community and society. Knowledge must be

codified and presented in varied forms appropriate for the greatest possible number of users. They

must attempt to reduce the gap between the haves and have nots in the accessing and utilization

of information and knowledge.

If we would like to assure the innovation and maintenance of competitive advantage at both personal

and organizational level, we must implement an efficient and effective knowledge management.

Moreover internal networking between different departments within the university and between

various levels of education institutions and knowledge providers locally and internationally have to

be materialized.

Therefore, the success of higher education reform may not depend only on the external governance

systems but mostly on the improvement of teaching, learning and research within the university

itself. Only modern equipments and/or ICT infrastructure cannot guarantee its success, but the

critical success factors rely on its utilization strategy in comply with the context of knowledge

management.


89

Sheikha Mozah Bint Nasser Al Missned

UNESCO Special Envoy for Basic and Higher Education

I believe higher education, in particular, plays a vital role in the promotion and sustenance of

democratic societies. Indeed, they provide nourishment for critical and analytical thinking, freedom

of expression, and debate.

[...] Institutes of higher education ought to be havens of innovative thought that propel society toward

change, diversity and adaptation. Institutes of higher education ought to be safe environments

for all citizens who are capable, regardless of individual, gender or ethnic differences, to debate

and express their thoughts in a collaborative and progressive environment. Indeed, institutes of

higher education are vehicles for the promotion of a culture of quality that integrates the outcome

of research into all facets of society. Institutes of higher education serve as the incubator for

democratic values and practices essential for the sustenance of the very principles of democracy.

Therefore, it is important that these institutions be promoted and entrusted with the required

autonomy and support needed to fulfill their mission. [...]

100 Voices

90

Guy NeaveProfessor Emeritus of Comparative Higher Education Policy Studies, Center for Higher Education Policy Studies (CHEPS), The Netherlands

[...] The construct of a ‘social contract’ applied to higher education is not without its ambiguities.

Is it to be understood as part of a wider, more pervasive redefining of the relationship between the

individual, the collectivity, government, business and power? Are we to understand it as limited

solely within the confines of higher education? There is a third possibility, and one has to admit, its

narrowest application, that turns around the social dimension within higher education. Defined in this

manner, the notion of a social contract involves such dimensions as who goes to higher education?

Who does not? Who succeeds? This, in effect, is an individualist perspective. In contrast, other

questions broach a different perspective. What is learned? What are the consequences for society

of that learning in terms of social behaviour, social cohesion, solidarity, collective responsibility?

They all involve the way higher education shapes collective identity. It is, in short, a social contract

as distinct, for example, from an economic contract and, as such subordinates this latter to the

primary perspective.


91

Per Nyborg

Former Secretary General, Norwegian Council for Higher Education

The increasing demand for international education has triggered a number of initiatives by different

education providers including traditional higher education institutions, distance learning institutions

and private education companies. Sometimes these different education providers have created

new partnerships, also transnationally, to meet the demand. However, it is important to bear in

mind that traditional, campus-based institutions account for most of the higher education degrees

granted and probably will continue to do so, as all governments agree that higher education is

a public responsibility and that higher education institutions are important elements in national

infrastructure. Nationally recognised institutions also make up for the bulk part of the export of

educational services in the form of tuition fees paid by foreign students (or by foreign governments).

When we open up international education for new and untraditional forms, we must not undermine

the global network of international co-operation built on trust between individuals, institutions and

nations. This mutual trust is the base for the mutual recognition of courses and degrees that makes

higher education truly international, and also for international co-operation on quality assessment

in higher education.

It is an unscrupulous intellect that does not pay to antiquity its due reverence.

Desiderius Erasmus


93

Barack Obama President of the United States of America

[...] The rising importance of education reflects the new demands of our new world. In recent

decades, revolutions in communications and information technology have broken down barriers that

once kept countries and markets apart, creating a single, global economy that’s more integrated

and interconnected than ever before. In this economy, companies can plant their jobs wherever

there’s an Internet connection and someone willing to do the work, meaning that children [...] in

Dayton are growing up competing with children not only in Detroit or Chicago or Los Angeles, but

in Beijing and Delhi as well.

What matters, then, isn’t what you do or where you live, but what you know. When two-thirds of

all new jobs require a higher education or advanced training, knowledge is the most valuable skill

you can sell. It’s not only a pathway to opportunity, but it’s a prerequisite for opportunity. Without

a good preschool education, our children are less likely to keep up with their peers. Without a high

school diploma, you’re likely to make about three times less than a college graduate. And without a

college degree or industry certification, it’s harder and harder to find a job that can help you support

your family and keep up with rising costs.

It’s not just that a world-class education is essential for workers to compete and win, it’s that an

educated workforce is essential for America to compete and win. Without a workforce trained in

math, science and technology, and the other skills of the 21st century, our companies will innovate

less, our economy will grow less, and our nation will be less competitive. If we want to outcompete

the world tomorrow, we must out-educate the world today.

100 Voices

94

Konrad Osterwalder

Rector of the United Nations University, Tokyo, Japan Under-Secretary-General of the United Nations

There are major problems for higher education that sooner or later will show up all around the

world. The first one is the capacity of maintaining the quality of education for everybody in the

context of a discrepancy between mass education and what I call ‘elite’ education, a word that has

fallen in disgrace. That can be done in different ways. For example, in the United States we have

about one hundred special universities, called research universities, which do that, compared to

four thousand higher education institutions in all the country. In Europe there are the Grandes

Écoles in France, while in Germany they have just made the first step in that direction and I am

sure that other countries will follow.

The second major problem for higher education is that the inter-disciplinary and intercultural

dialogue has to be strengthened. Applying the techniques and the insights of specific disciplines

-Engineering, Chemistry, Linguistics, or Medicine, to name some of them- cannot fully solve the

problems that are really threatening the future of humanity and the future of our globe. The new

generation of scientists has to be trained in disciplines, but they also have to be trained in trans-

disciplinary dialogue. That is, an engineer has to be able to talk to a social scientist and understand

him when he says “You should not build any water dam at this place because of that political, or

that environmental problem”. It similarly happens with intercultural dialogue.

Finally, and related to globalisation, there are many challenges for higher education. Globalisation

brings new aspects with many problems, like global risks, the new information technology working

around the globe, global trade, the global flux of capital and human capital. All those things have to

be coped in the next and not so near future, and they call for a different kind of education.


95

Colin N. Power Adjunct Professor of Education,

University of Queensland, Australia

Today, global wealth is concentrated less and less in factories and the land, and more and more

in knowledge and skills. [...]. Participation in the rapidly changing knowledge society of the

Twenty-first century demands new knowledge and skills and learning throughout life, and higher

qualifications than ever before. As a result, the demand for higher education is growing constantly,

higher education systems are under great strain to cope with dramatic increases in numbers

without a commensurate increase in public funding. In many countries, expansion, both public and

private, has been ‘unbridled, unplanned and often chaotic’. The results – deterioration in average

quality, continuing inter-regional, inter-country and intra-country inequalities, and increased for

profit provision of higher education – could have serious consequences’ for developing countries

and disadvantaged groups and the very concept of the ‘university.’

The World Conference on Higher Education (Paris, 1998) sought to ‘set the direction needed

to prepare higher education for the tasks that await it in the Twenty-first century, and to help

mankind and the community of nations to strive out towards a better future, towards a world

more just, more humane, more caring and more peaceful’ by establishing a few key principles and

priorities for action. The Conference showed the need to strengthen the traditional research and

specialised teaching functions of the university, while at the same time to insist on its intercultural

and international mission of higher education in the Twenty-first century.

Globalisation processes have led to an unprecedented demand for access to higher education while

at the same time most governments are unwilling or unable to provide the necessary support to

public institutions. Thus the dramatic growth in private and open higher education, the financial

and identity crisis facing universities worldwide, and the intense and increasing competition for

overseas students among the big league of internationalised universities and for adult learners from

open and virtual corporate universities. In this context, I would hope that governments see beyond

the immediate and understand that within the walls of the University there is a treasure within.

100 Voices

96

Romano Prodi

Professor-at-Large at the Watson Institute for International Studies of Brown University, USA Former Prime Minister of Italy

The integration of knowledge secured through the opening of our universities to Europe and to the

world makes our systems of education and training better able to prepare students and scientists

for the Europe of tomorrow. Integration, mobility and coherence in our education and research

systems mark the path to a more dynamic and more competitive Europe. [...] The European

Commission has launched a large number of major programmes to promote the integration and

international mobility of knowledge. For a number of years, we have been trying to create a “Higher

Education Area”, through the now famous “Bologna Process” and the recognition of qualifications

and skills.[...]

The initiatives to promote the integration and mobility of knowledge encourage intercultural dialogue

and the transmission of the values of the European Union throughout the world and improve the

quality and competitiveness of our universities at world level. They are also a response, although

only a partial one, to the problem of the brain drain from Europe. [...]The ability of our universities

to attract talent depends primarily on the commitment to this aim of the public authorities and the

private sector. [...]

We must ensure that European firms are willing to seize the opportunities offered by skilled labour.

We must ensure that it is in the interests of the business community to turn the creativity of

research workers into outstanding investment opportunities that is, into innovative and marketable

products. To sum up, we must stimulate the demand for innovation and ensure that the market

has the incentives it needs to finance it. This is the only way of transforming innovation into

competitiveness. [...].It is in the sectors of technological innovation and highly knowledge-intensive

services that the bulk of new jobs have been created in recent years.


97

Vladimir V. Putin Prime Minister of the Russian Federation

Industry and science still exist in separate dimensions. There are some definite movements to bring

them together, but the problem still exists.We are learning but very slowly to take advantage of our

own scientific ideas.[...]

However, I would like to point out that it is important to realise that it is an illusion that science

can exist on its own – separately from the rest of the economy, without adequate laws or just on

state funding.

It should be a systematic practice not to solely consider scientific rank, academic degrees or

administrative status, in the research process, but the real contribution of the scientist. Currently

researchers do not often see the direct connection between results achieved in their research and

material reward or career progress.Here we cannot go without addressing the question of intellectual

property. Moreover, it is very difficult road for young specialists to be recognised as independent

scientists. A lot depends not on scientific findings but on their place within a bureaucratic hierarchy.

I have to point out that this is a very important starting point to begin to analyse and engage in

honest discussions within the academic society. [...]

The key question lies in the integration of science and education through the development of such

modern forms as ‘scientific/academic’ and ‘learning/scientific’ centres. Another requirement would

be a prediction of the future demands for human resources in industry and science.

Education is simply the soul of a society as it passes from one generation to another.

G. K. Chesterton


99

Jean-Marc Rapp

President of the European University Association (EUA)

For the past 9 years, we have been working very diligently in Europe to implement the Bologna

Process. Cooperation has been the hallmark of these efforts and has taken many forms:

- Cooperation of the stakeholders with the governments: each of us around this table has contributed

to the policy discussions in the Bologna Process and has made important proposals that have been

adopted by the minister;

- Cooperation in the E4 Group: we have developed together the European Standards and Guidelines,

the European Quality Assurance Register and the European Quality Assurance Forum;

- Cooperation between universities to develop joint degrees, mobility exchange, etc., in order to

create a European Higher Education Area [...]

How can we, in Europe, deal with the tensions that are at the heart of government policies? How

can the higher education sector respond to the conflicting pressures of improving our institutional

position in rankings, expanding access, developing lifelong learning and achieving excellence in

research? How can we ensure that we meet the diverse needs of society and avoid the standardisation

and homogeneity that could result from rankings? How can we be accountable and at the same

time promote creativity and risk taking in higher education? I believe that, at the policy level, the

starting points for answering these questions are:

1. To ensure a diversified higher education sector and promote the notion of parity of esteem

among different types of institutions.

2. To continue our efforts to develop internal quality processes in institutions.

3. To stress a contextual definition of quality, an approach that is exactly antithetical to rankings.

100 Voices

100

Andrejs Rauhvargers Secretary General of the Latvian Rectors’ Council

Recognition of qualifications is an important component of the whole development towards the

European Higher Education Area. One can argue that improving recognition of qualifications earned

in one of the Bologna process countries across all other Bologna process countries is a necessary

precondition for establishing of the European Higher Education Area.

There are several goals of that can only be reached if proper recognition of qualifications between

states and education systems is ensured. Recognition of qualifications is a precondition to ensure

practical possibilities for free movement of persons including free flow of labour force. As well,

the goal to increase competitiveness of European higher education on the world scale can only be

reached if qualifications awarded by European higher education institutions are recognized outside

Europe – and it can hardly be the case if they are not recognized in other European countries. [...]

The importance to assess learning outcomes and not input parameters at recognition of qualifications

has been stressed already in the framework of the Lisbon Convention. Bologna process and

emerging of various types of non-traditional qualifications strengthens the need. At the same time,

while the transparency of qualifications in general is growing, the qualifications at the current

practice are not described in terms of learning outcomes. The commitment to establish national

qualifications frameworks describing qualifications in terms of level, workload, learning outcomes

and profile, - and one overarching for European Higher Education Area at large – is an opportunity

for substantial improvements in understanding between the European higher education systems

and, as a consequence, recognition of qualifications. [...]

The international preconditions for improving recognition across the European Higher Education

Area have largely been created. The next challenge is to make the major effort and bring it all

“down to institutional reality” - or to fail.


101

Jeffrey Sachs

Special Adviser to United Nations Secretary-General on the Millennium Development Goals

The digital divide is beginning to close. The flow of digital information – through mobile phones, text

messaging, and the internet – is now reaching the world’s masses, even in the poorest countries,

bringing with it a revolution in economics, politics, and society. [...]

Education will be similarly transformed. Throughout the world, schools at all levels will go global,

joining together in worldwide digital education networks. Children in the United States will learn

about Africa, China, and India not only from books and videos, but also through direct links across

classrooms in different parts of the world. Students will share ideas through live chats, shared

curricula, joint projects, and videos, photos, and text sent over the digital network.

Universities, too, will have global classes, with students joining lectures, discussion groups, and

research teams from a dozen or more universities at a time. This past year, my own university –

Columbia University in New York City – teamed up with universities in Ecuador, Nigeria, the United

Kingdom, France, Ethiopia, Malaysia, India, Canada, Singapore, and China in a “global classroom”

that simultaneously connected hundreds of students on more than a dozen campuses in an exciting

course on global sustainable development.

100 Voices

102

Jan Sadlak Director of UNESCO-CEPES

[...] Universities have a universal role to play in the globalized world, foremost by the pursuit of

excellence in teaching and research and by free inquiry. But universities can and should do even

more in order to ease the processes of transformation, which always imply tensions, particularly

from those that are, or see themselves to be, on the losing side. In this regard, the role of the

university should be an initiator of bold thinking, able to fill the vacuum of ideas as to how the

challenges of globalization should be met.

By anticipation and foresight, universities and other higher education institutions can also greatly

influence their own futures. In this regard, they will have to demonstrate a pro-active approach

to parliaments, governmental, and local administrative bodies, the business community, and the

media.

[...] I would like to stress that, unlike the university, globalization is not based on universal values;

therefore, it can invoke insecurity both in individuals as well as in institutions. It might even weaken

some of them. But in the case of the university with its commitment to universal values combined

with modern governance and administration, and the smart use of information technologies, we can

have a unique win–win situation. The university can respond to the local identity and needs as well

as to provide the local community with means to deal with change and to view globalization more

as an opportunity than as an oppressive force.


103

Jamil Salmi

Coordinator of the World Bank’s Network of Tertiary Education Professionals

[I have] identified five key adjustments that public universities must make in order to function

effectively in a more responsive and innovative manner. They need leadership inspired by a

strong vision and backed by compelling strategic planning. They need to listen to the market on a

continuous basis. They must be able to transform themselves rapidly in a flexible way. They have

to build the institutional capacity to perform new management functions. Last but not least, they

must demonstrate responsible management by adhering to strict ethical rules in order to mediate

the tension between the demands of the market and their academic mission. None of these changes

can occur without increased management autonomy from the State. [...]

Autonomy is meaningful only to the extent that it actually empowers institutions in a responsible

way. In the final analysis, the successful transformation of public universities will hinge on finding an

appropriate balance between credible accountability practices and effective autonomy conditions.

Only then will the institutions be able to show agility and responsiveness, enhance their efficiency

and promote innovative practices, which should lead, ultimately to better learning outcomes and

more relevance.

The very spring and root of honesty and virtue lie in good education.

Plutarch


105

José Saramago Nobel Prize Laureate in literature (1998)

I believe that this is a good opportunity to clarify the meaning of two concepts that are often mixed

up: education and instruction. As I understand it, schools are in no position to educate; at most,

and in the best of cases, they can instruct. I believe that one of the biggest misapprehensions of

our times – which is largely a consequence of the severe crisis the family is currently undergoing –

is to think that schools, from nursery and primary to more advanced levels in education, are under

the obligation to give students grounding in civic matters. It seems obvious to me that in order to

do so, besides the lack of time there is also a lack of training. A final analysis would suggest that it

is society as a whole that should be reformed, although that raises the inevitable question: how? I

suppose that the first and inevitable step would be to objectively analyze the basis of modern-day

democracies and the way they are run. This would show – and I firmly believe this – that a perverse

system is to be found at the root of all evil, which with each passing day refuses to accept itself as it

is and that has become the perfect breeding ground for indifference and apathy, for selfishness in all

of its manifestations, whether individual or collective. The next step, which transforms aggressive

behaviour into the social norm, has already been taken. Unfortunately, this is what we are now

experiencing. We can always repair the roof over our heads to stop the rain from getting in, but if

we do not look after the foundations, sooner or later the house will cave in – with us in it.

100 Voices

106

Nicolas Sarkozy

President of France

Higher education has also the specific task of producing and disseminating new knowledge, in close

collaboration with research. It is subject to increasingly intense international competition. These

are important challenges for the future and the status of our country in the world. They naturally

differ at primary, secondary and university levels, but they are part of the same family. [...]

Our education system has answered to the great challenge of quantity. But access to education,

to increasingly longer education, is no guarantee of success and social advancement. Access to

education does not yet mean equal opportunities. [...]

We must now face the challenge of quality. And this is our great battle. The challenge of quality is

primarily that of the real democratization of our schools. [...]

The challenge of quality is that of the improvement of overall educational performance. [...].

Addressing this dual challenge - democratization, raising the general level - requires that national

education resolutely adopts the culture of evaluation and outcomes. This is absolutely vital. It is up

to you, in every institution, in each department, for each sector, for each discipline, to promote this

new way to run Schools. [...]

It is not about punishing to stigmatize, since this makes no sense. Assessment is not about the

pleasure to distribute good or bad marks. Assessment is a practical guiding tool, allowing to adjust

what needs adjusting, before it is too late. [...] Problems must be identified at their origins, so that

we can fix them immediately.

[...] The issue is no longer that of access to education for all, but that of success of all.


107

Sir Peter Scott Vice-Chancellor of Kingston University, UK

According to the conventional account, the modern (or mass) university is a much more

instrumental, and a much less normative, institution than the traditional (or élite) university. It has

become incorporated within a knowledge society and, as a result, has lost its capacity to act as an

independent critic of society; and crucially, to generate its own distinctive values including a robust

scientific culture. Instead the university must respond to other agendas – economic, social, political

and cultural – to which it powerfully contributes, but on which it does not have the last word.

[...] The alternative account [...] presents two counterarguments. First, the conventional account

is bad history. It is based on idealized myths of institutional autonomy and academic freedom,

which ignore the collusive relationships between political, social, economic and cultural élites on

the one hand and intellectual, academic and scientific élites on the other. This account also ignores

the crucial role that states, cities and communities played in the establishment and development

of higher education systems. Second, the multiple engagements between mass higher education

systems and society, economy and culture cannot be reduced simply to a series of expert and

technical exchanges, whether in terms of the production of a highly-skilled workforce or of science

and technology.

These multiple engagements also – inescapably – include a series of profoundly ethical exchanges

which continue to shape both the normative constitution of universities – ethics in higher education

[...] – and also the wider normative landscape: ethics for higher education [...]

100 Voices

108

Alan Smith

Grundtvig Coordinator and Deputy Head of Unit EAC-B4, Directorate-General for Education & Culture, European Commission

The call for a holistic approach to international cooperation lays down the gauntlet for rectors,

academic boards, deans and departmental heads – not to mention those responsible for financial

and personnel administration – to provide the strong lead which institutions need in order to

develop a proactive and coherent strategy for their international activities. From all the recent

European debates, there is clear consensus on what is needed for each institution to develop such

a strategy, based on the institution’s specific strengths, needs and aspirations and building on the

relationship of mutual trust and confidence developed in its partnerships with institutions in other

parts of the world.

Commitment from the individual institutions and the organizations which represent them will not,

however, be enough. National policies and programs are essential in order to provide the financial

incentives and the systemic environment needed to facilitate international cooperation. This

applies both to educational matters such as the flexible recognition of degrees, study periods and

qualifications, and to administrative matters which have a material bearing on international mobility

such as the arrangements for obtaining visas and the creation of opportunities for temporary work.

Ensuring that engagement with international cooperation is seen as a “plus” rather than a “minus”

when it comes to career advancement and salary progression, is also of crucial importance.


109

Vernon L. Smith Nobel Prize Laureate in Economic Sciences (2002)

The reduction and ultimate elimination of world poverty is the pre-eminent socioeconomic priority.

This truth must be part of the university’s commitment to the development and dissemination

of human knowledge. Educational institutions must emphasize the distinction between ‘knowing

that’ and ‘knowing how’, recognizing that the world’s work is done by people who ‘know how’.

The great secret of wealth creation, the origin of all human betterment and poverty reduction, is

through economic specialisation and the personal and impersonal exchange systems that enable

specialisation to occur. Education must support policies that promote free trade and migration of all

peoples toward the end of maximizing individual opportunities for self development and learning.

Regulations that interfere with the free movement of goods and people can only make all peoples

poorer. Just as capitalist welfare systems have failed to deliver programmes that help the poor to

help themselves escape the cycle of subsidization and dependence to become self-sustaining; so

has socialist rhetoric, while championing the poor, failed to create the substance of economic growth

and human betterment. With these ends in mind how should we finance the public university? The

first and most important source is tuition, which should be set at levels that reflect the full cost of

education, with scholarships that assure that no qualified student is denied entrance because he/

she is too poor to pay. Any approach based on low tuition across the board simply subsidizes the

rich. Neither should the public university rely only on the public funding of research and creativity

in literature and the arts. The formation of niche foundations should be encouraged to support

specialized research and education programmes that accommodate donor intent and faculty whose

creativity attracts niche supporters.

Education is not the filling of a pail, but the lighting of a fire.

William Butler Yeats


111

Margaret Spellings

Former United States Secretary of Education

The technology revolution has provided a golden opportunity to improve higher education and

expand its reach. Now, we must make it more accessible, affordable, and accountable.

But we no longer have the luxury of being isolated, as we once did. We cannot learn from the past

without a vision of a future—a vision both expansive and inclusive—a vision based on individual

choice and need.[...]

I do not want to tell universities how to do their job. But, as Secretary of Education, I do want to

let them know [that] we expect them:

To knock down barriers and change habits which inhibit progress;

To build human capital by educating more people from diverse economic and cultural backgrounds;

To use technology and innovation to advance change and empower students; and

To continue our emphasis on excellence in research and scholarship, as well as nurture and cultivate

partnerships with private and philanthropic sectors.

Higher education must become more agile, informative, and student-centered. That is the only way

to achieve sustainable success, [...] None of us can afford to leave our human capital untapped.

Sixty years after the United Nations proclaimed education to be a fundamental human right, nearly

800 million people across the globe cannot read or write, two-thirds of them women. About one in

four children fails to complete just five years of basic education.

Let us commit to getting high-quality educational resources in their hands. Let us vow to make

higher education the centerpiece of a new era of global change and cooperation. By working

together, we can set both a course for the future and an example for today.

100 Voices

112

Ulrich TeichlerChair of the UNESCO Regional Scientific Committee for Europe and North America, Member of the Global Scientific Committee

In recent years, the term ‘globalization’ surpassed the term ‘internationalization’ in the frequency

employed in economically advanced countries to characterize cross-national changes of both

contexts of higher education and higher education systems themselves. The term ‘globalization’

suggests that increasing cross-border activities in higher education indicates a ‘blurring’ of borders,

while ‘internationalization’ is based on the assumption that national systems continue to play a

role in the process of increasing cross-border activities. Moreover, the term ‘globalization’ is often

put forward when claims are made that higher education is bound to be more strongly affected by

worldwide economic developments, as well as by suggestions that the individual higher education

institutions, notably those wishing to place themselves in the first league of reputational hierarchy,

have to compete globally [...]

‘Globalization’ concepts of this type suggest that relatively steep vertical diversification of higher

education is desirable without advocating certain formal dimensions of vertical diversity, and

without taking a clear position on whether vertical diversity is accompanied by horizontal diversity.

Often, pre-stabilized harmony between quality and relevance in the elite sector of higher education

in the 21st century seems to be taken for granted.


113

Justin Thorens

Honorary President of the International Association of Universities (IAU)

[...] For me, academic freedom is less a right than a duty and a duty towards Society. University

researchers and teachers have a basic and specific duty to seek truth and speak it, that is, to

advance knowledge. They have this duty and must assume it even though such knowledge may

displease. They must therefore have a critical and open mind with no a priori towards what exists,

what the majority or their colleagues think and claim. There is no better way to make science

progress, to develop knowledge, in other words to seek truth and make it known. Truth as we

construe it almost always evolves with the development of scientific knowledge, in the exact and

natural sciences as well as in the moral sciences or the humanities. It is therefore – so it seems to

me – never absolute but always relative, depending on the moment, but maybe also on the place

where it is claimed.

100 Voices

114

Srbijanka Turajlic Professor at the Centre for Educational Policies (CEP), Belgrade, Serbia Former Deputy Minister for Education of the Republic of Serbia

Is higher education a human right? This issue seems to be (at least partly) a rhetorical one. One

can easily accept the idea that no “distinctions as to race, sex, language, religion, social standing,

financial means, or political affiliation should be made” when deciding about the right of access to

higher education. In addition, the principle that the “capacity” of each individual should be assessed

seems to be a reasonable one. However, the “rhetorical” value of the human rights issue stems from

the undeniable fact that higher education is a service that incurs a substantial cost. Hence, unlike

certain rights that might be granted or denied to citizens by the mere will of the government, higher

education services have to be financed. Therefore, the question is not one of whether or not a state

wishes to offer higher education institutions as a public good but whether it can afford to do so.

One can assume that the majority of countries can appropriate a certain amount of money to

provide higher education services. One can also presume that very frequently this amount will

not be sufficient to cover the costs of all citizens who might have the capacity to enroll in and to

complete a higher education programme satisfactorily. Those countries are then forced to rely upon

the claim articulated in the Universal Declaration of Human Rights that “higher education shall be

equally accessible to all on the basis of merit”—easily said, but difficult to realize. Merit is usually

determined through previous academic achievement, which is likely to depend upon most (if not

all) of the aspects that were specifically listed as those that should not be used as a basis for

selection. Somehow, it boils down to Orwell’s famous quote “that all animals are equal, but some

are more equal than others”.

Possible conclusion: if higher education is considered to be a human right, then most countries are

likely to violate it. Moreover, they could hardly be held responsible for their acts. Does this situation

lead to the conclusion that one should renounce the principle of higher education as a public good

and declare it a private good? We are reminded that there seldom is “justice for all”, but there is

nothing to prevent us from striving to achieve it (in spite of all odds against success).


115

Dirk Van Damme

Head of the OECD Centre for Education Research and Innovation (CERI)

Trade in higher education services is a reality today and its future growth is expected to be very

significant all over the world. Trade in education services covers a very divers and complex reality,

ranging from the rather familiar international student mobility, over the establishment of branch

campuses in foreign countries and the rise of for-profit and corporate institutions, to the emergence

of e-learning suppliers. These developments transcend and challenge the national regulatory

frameworks in higher education, including national quality assurance and accreditation systems.

[...] Indeed quality assurance and accreditation are called for as the crucial elements of regulation

in a more and more trade oriented international higher education market. Strong international

quality assurance arrangements are seen as necessary not only to safeguard the learners in their

basic consumer rights, but also to defend the broader academic values and the fundamental

characteristics of the academic/scientific system in an environment where national regulatory

frameworks are increasingly inadequate.

All truths are easy to understand once they are discovered; the point is to discover them.

Galileo Galilei


117

Marijk van der Wende Chair of the Governing Board, Programme on Institutional

Management in Higher Education (IMHE), OECD

The necessity to address the imbalances resulting from globalization requires HEIs in OECD

countries to consider the broadening of their missions for internationalization. It is not sustainable if

institutions only respond to the profitable side of globalization ( e.g., by using international options

only to add opportunities, income, and/or human resources to their own institutional and national

bases). They will also have to be responsive to the more difficult sides of globalization, for instance,

problems that exist between and within countries related to migration and social exclusion. Their

strategies need to be based on a combination of economic and social responsiveness; in other

words, they need to consider what their “social contract” means in a global context [...].

In their international action and playing fields, this implies that search for models that will help to

come from unilateral brain drain to mutually beneficial brain circulation and that will enable cross-

border education to be really effective for capacity building (combine trade and aid strategies). In

their national and even local actions and context, this means that HEIs will make more efforts to

enhance access for migrant and minority students, to support the integration of student groups with

different cultural, ethnic, and religious backgrounds, and to embrace diversity as key to success in a

global knowledge society. In this way, HEIs can become true international and intercultural learning

communities where young people can effectively develop the competences for this society.

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Hans van Ginkel

Former Rector of the United Nations University (UNU)Former President of the International Association of Universities (IAU)

A Copernican change has taken place with regard to the position of universities and other higher

education institutions (HEIs) such as polytechnics, teacher training colleges and specialized medical

schools. No longer do national systems of higher education lend prestige to their constituent parts,

the institutions. Rather the opposite is true: it is the internationally acknowledged qualities of

individual institutions which lend prestige to the national systems they belong to. [...]. Improved

transparency, accountability and accreditation are crucial for enhanced self-organization,

responsibility and autonomy. [...]

Universities and other HEIs, as major centres of creativity and innovation and as the privileged

schools to prepare the next generation for their future, are increasingly called upon to address the

challenges facing us, our children, grandchildren and theirs. We cannot afford ourselves, anymore,

to continue our ‘business-as-usual’ approach. This is what sustainable development and education

for sustainable development are all about. This is why the General Assembly of the United Nations

declared 2005-2014 to be the Decade on Education for Sustainable Development. Why UNESCO,

UNU, UNEP and many others are working so hard, together, to make this UN-Decade a success. [...]

The universities themselves must become international, in many ways multi-lingual institutions, as

they were always intended to be. The rise of the modern state and the relation established between

certain university degrees and specific professions have led over a century to universities that have

become increasingly ‘national,’ which are often even called the ‘National University of ....’ That is

not what universities, throughout a millennium and longer, were meant to be, and it will not be

enough for our increasingly globalized and knowledge-based future. Creativity and innovation are

not bound by national borders. Research and development need openness and exchange rather

than limitations. [...]

Higher education, once seen as the privilege of the elites, is now viewed by most nations as an

indispensable tool for shaping, directing and promoting economic growth and even beyond that

to secure the future of our societies, but only - and only then – when this education is up to the

international standards.


119

Frans van Vught

President of the European Centre for Strategic Management of Universities (ESMU)

The reputation of a higher education institution can be defined as the image (of quality, influence,

trustworthiness) it has in the eyes of others. Reputation is the subjective reflection of the various

actions an institution undertakes to create an external image of itself. The reputation of an

institution and its quality may be related, but they need not to be identical. Higher education

institutions try to influence their external imagers in many ways, and not only by maximising their

quality. The dynamics of higher education are first and foremost a result of the competition for

reputation. Higher education systems are characterised by a ‘reputation race’. In this race higher

education institutions are constantly trying to create the best possible images of themselves as

highly regarded universities. And this race is expensive.

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Frank VandenbrouckeVice-Minister-President of the Flemish Governmentand Flemish Minister for Employment, Education and Training

We should look for a new ‘pact’ between higher education institutions, the political authorities

and society at large as an alternative both for traditional political regulation and complete political

abdication. The challenges ahead for higher education are so crucial for Europe’s development in

general, that conceptualising the state-institution relationships in terms of (negative) autonomy

and accountability only, may fall short of what actually needs to be done. [...]

The paradox of policy-making in higher education is that higher education is becoming so crucial to

economic, social, cultural and even political development, that governments have no alternative to

actively engaging in a critical dialogue with institutions and stakeholders, whereas at the very same

moment, the institutions themselves claim more autonomy in order to improve their effectiveness.

As for the governments, there should be no hesitation in recognising that the importance of higher

education also implies a higher level of funding. [...]

The third concept that should, in my view, guide us in formulating the strategic objectives for

Bologna 2020, is global attractiveness. [...] I would like to see the Lisbon Agenda reformulated as

aiming at becoming the most ‘creative and globally engaged’ higher education environment and

Europe becoming the most ‘innovative’ knowledge society. In redefining our ambitions, we should

make clear what Europe’s contribution should be to answering the global challenges. I also fully

adhere to the [point] that we should demonstrate the openness of European higher education

systems and institutions to the world, rather than establishing a ‘fortress’ against it.


121

Bernd Wächter Director of the Academic Cooperation Association (ACA)

[...] Promotion, marketing and recruitment would not have been viewed as a serious

internationalisation activity only 15 years ago. Worse, it was regarded as commercial, and thus

deeply un-academic. [...]. What changed the attitude to marketing was, ultimately, the arrival

of the reality (or the rhetoric?) of global higher education competition in Europe. The focus of

marketing is not on the EHEA, but on the countries outside of it.

The key actors in the international promotion of higher education are (or should be) the higher

education institutions themselves. According to widely shared marketing wisdom, nothing can

substitute their own efforts to convince potential students (and faculty) around the world of the

attractiveness of their programme offerings (and research prowess, where applicable). [...]

‘Transnational education’, or ‘cross-border provision’, ‘export of education’ or ‘collaborative

international provision’, as it is alternatively called, is usually described as the mobility of education

which moves to the student, and thus the mirror image of physical mobility, where the student

moves to the education. In fact, the term covers a wide variety of delivery modes.[...]

[...] The main impetus for this sort of education is not the result of the Bologna Process, but of the

parallel globalisation of higher education. Cross-border education has not figured high anywhere on

the Bologna agenda, and where it figured at all, it appeared almost as a thing to be discouraged.

But the Bologna agenda is in constant flux and it has lately shown signs of incorporating a part of

the globalisation agenda.

If I have seen farther than others, it is because I was standing on the shoulders of giants.

Isaac Newton


123

Luc E. Weber

Chair of the Steering Committee for Higher Education and Research at the Council of Europe

Basically, governments, international governmental and non-governmental organizations and big

business, should contribute to sustainable development. But, education, as well as higher education

and research, has a crucial role to play. Higher education institutions in particular, thanks to the

autonomy they enjoy and to their mastering of scientific methods and broad scholarship, are best

placed to identify unsustainable and dangerous trends, speak out about them and contribute to

solve societal problems. They exercise this responsibility through their research and research-

driven teaching and learning, and by showing the right example.

The question we were asking is: do they do it sufficiently? The answer is probably not. The obligation

to fulfill multiple objectives in teaching and the strong competition in research mean that other

considerations or objectives benefit most of the time (or in most cases) from a higher priority. This

is why we argued that, even if higher education institutions are spontaneously or indirectly doing a

lot in favour of a sustainable development, they could and should do more. Hence, the fundamental

question of how do we make it possible. The solution to this challenge has two levels. Basically,

the norms of correct behavior should be put right. This is true for the set of regulations fixing the

framework of the university autonomy and/or stating the fundamental values promoted by higher

education institutions. Moreover, these norms can be declined openly and give raise to collective

engagements from groups of higher education institutions committing to work for these values

(Magna Charta, Talloires declarations, etc. ...). But, this is not enough. It is crucial to realize that

the climate of competition between institutions and faculties and researchers does not leave enough

room for this type of consideration in the teaching programmes or does not put a high professional

reward – in terms of scientific visibility – to those doing research in these questions. This is why

we have argued that society, in particular government, should increase the financial and all other

incentives to engage in this type of activities in increasing the funds available on a competitive basis

for research on societal problems, as well as the rewards in terms of visibility and power.

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Peter Williams Chief Executive of the Quality Assurance Agency for Higher Education (QAA), United Kingdom

In such a complex world as higher education, the old is replaced by the new in ever-decreasing

timeframes. New challenges need new solutions, and HE institutions are facing up to this with an

impressive willingness.

But new challenges are exactly that: they offer difficult choices and require difficult decisions. It

is easy to make the wrong one, and hard sometimes to put it right afterwards. Universities and

colleges need to look carefully at the consequences of their policy decisions. Most do this very well,

but some may occasionally be less assiduous. And of course, if any worrying signs do emerge in

individual cases, it is important that these are flagged up at the first opportunity.[...]

Quality and standards are easy words to say, but they represent very complex ideas. Higher

education institutions are aware that they need to manage them carefully so that students can be

offered a good educational experience and graduate with a qualification that’s worth having. They

do this through their own quality assurance processes and with the help of the QAA. If one of them

gets it wrong, we say so and they put it right. The UK higher education system is genuinely world

class, precisely because of the rigorous and independent quality assurance systems we have in

place.


125

Lesley Wilson

Secretary-General of the European University Association (EUA)

The Lisbon goals have sparked an unprecedented debate on higher education and research at

European and national levels with proposals such as the European Research Council, so there

is definitely a fresh sense of urgency. Universities are being seen as key players in this game

and are increasingly ‘profiling’ themselves, identifying their core functions, target audiences and

strategic partners, which for many systems is tough uncharted territory. Overall, the move towards

differentiation and diversification is increasingly accepted. Individual institutions cannot respond to

everything and must play to their strengths.

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126

Georg WincklerRector of the University of Vienna, AustriaFormer President of the European University Association (EUA)

Evidently, continental European universities need to do a lot in order to be able to compete globally.

Alas, there are additional challenges ahead:

• Continental Europe should be better prepared for the demographic developments in the next

20 years. There will be an increased competition for resources between health care, care for the

elderly on the one hand and higher education and research on the other hand [...]

• Continental European universities must give young, performance-oriented scientists a realistic

chance to work independently and to advance in the university system. University systems in

continental Europe are still characterized by feudal professorial positions.

• Searching, finding and supporting new ideas have to be backed by more risk-taking investments.


127

Pavel Zgaga

Former Minister of Education and Sports of Slovenia

[...] There are two main driving forces in the fundaments of contemporary higher education policies

– the phenomenon of mass higher education and internationalization of higher education. Since the

1960s higher education systems have been constantly expanding and internationalising at a same

time. These trends – in combination with a broader economic and political agenda of the time –

have raised the question of the efficiency of higher education systems in quantitative (resources,

finance etc.) and qualitative (qualifications, academic output etc.) terms. On the other hand, these

trends have also contributed to the establishment of a context in which the relationship between

the state and university was re-conceptualised – particularly with regard to quality issues. Various

developments in individual countries were accomplished only during the 1990s and established

a common European ‘touch’. As we focus to the relationship between the state and university,

the main feature of these developments can be found in a conceptual– and real – transition of

responsibility from the state to higher education institutions.

I cannot teach anybody anything, I can only make them think.

Socrates


131

Index & Text SourcesADAMKUS, Valdas

President of the Republic of Lithuania UNESCO Goodwill Ambassador for the Construction of Knowledge Societies

Text source:Adamkus, V. (2007). State of the Nation. Address to the Seimas of the Republic of Lithuania. http://www.president.lt/file/state_of_the_nation2007.doc

ALTBACH, Philip G.J. Donald Monan, S.J. University ProfessorDirector of the Center for International Higher Education, Boston College, USAEditor of International Higher Education journal Associate Editor of Educational Policy journal

Text source:Altbach, P. G. (2007). The Costs and Benefits of World-Class Universities. In: Jan Sadlak and Liu Nian Cai (eds.), The World-Class University and ranking: Aiming Beyond Status. Bucharest; Cluj-Napoca: UNESCO-CEPES; Cluj University Press.

AMARAL, Alberto Director of the Centre for Research in Higher Education Policies (CIPES), Portugal Rector of the University of Porto (1986-1998)Former Chairman of the Consortium of Higher Education Researchers (CHER)

Text source:Amaral, A. (2006). Higher Education and Quality Assessment: The Many Rationales for Quality. [Presentation]. European Forum on Quality Assessment, 23-35 November, Munich, Germany http://www.eua.be/fileadmin/user_upload/files/EUA1_documents/PS%201%20-%20Alberto%20Amaral.1166002853672.pdf

ANNAN, KofiSecretary-General of the United Nations (1997-2007)Nobel Peace Prize Laureate (2001)Chancellor of the University of GhanaHead of the Alliance for a Green Revolution in Africa (AGRA)President of the Global Humanitarian Forum

Text source:Annan, K. (2005). Remarks at the Re-launch of the Partnership for Higher Education in Africa in New York, 16 September. (SG/SM/10099; AFR/1250) http://www.un.org/News/Press/docs/2005/sgsm10099.doc.htm

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http://www.un.org/News/Press/docs/2005/sgsm10099.doc.htm

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ARBER, WernerMember of the International Scientific Board of the World Knowledge DialogueNobel Prize Laureate in Medicine/Physiology (1978)Rector of the University of Basel (1986-1988)President of the International Council for Science (ICSU) (1996-1999)

Text source:Arber, W. (2006). [On Higher Education]. Nobel Laureats’ Views on Higher Education. In: GUNI, Higher Education in the World 2006: The Financing of Universities, New York: Palgrave MacMillan, pp. xxviii-xxix (GUNI Series on the Social Commitment of Universities, No. 1)

ATTALI, Jacques President and Founder of “PlaNet Finance” International Organization, Paris, FranceFounder and First President of the European Bank for Reconstruction and Development (1991-1993)Special Advisor to President François Mitterrand (1981-1991)

Text source:Attali, J. (1998). Pour un modèle d’enseignement supérieur [For a Higher Education Model]. Paris: Ministère de l’Éducation nationale, de la Recherche et de la Technologiehttp://www.unifr.ch/ipg/cours/educsup/docupdf/ATTALI.pdf1

BAN Ki-moonSecretary-General of the United NationsFormer Minister of Foreign Affairs and Trade of the Republic of Korea

Text source:Ban Ki-moon (2007). Message to the Inaugural Symposium of the Africa Series Initiative of the United Nations University (UNU) and Cornell University. (SG/SM/11275; AFR/1619; UNU/209) http://www.un.org/News/Press/docs/2007/sgsm11275.doc.htm

BARBLAN, AndrisSecretary General of the Magna Charta Observatory, Italy (2002-2007)Secretary General of the CRE, Association of European Universities (1976-2001) and of its successor, EUA, the European University Association (2001-2002)

Text source:Barblan, A. (2005). 25 Years of University Presence in Europe: Crisis or Renewal? International Conference on ”Strengths and Weaknesses of Private and Public Universities”, 26- 28 August, Ankara, Turkeyhttp://www.intconfhighered.org/Barblan-25%20years%20of%20university%20presence%20in%20Europe.doc

BARROSO, Jose ManuelPresident of the European CommissionPrime Minister of Portugal (2002 – 2004)

Text source:Barroso, J.M. (2007). Helping Europe to lead the knowledge revolution. [Speech delivered at the] Opening of Netherlands House for Education and Research, 21 February, Brussels http://europa.eu/rapid/pressReleasesAction.do? reference=SPEECH/07/93&format=HTML&aged=1&language=EN&guiLanguage=en

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http://www.intconfhighered.org/Barblan-25%20years%20of%20university%20

http://europa.eu/rapid/pressReleasesAction.do?


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BERCHEM, TheodorPresident of the German Academic Exchange Service (DAAD) (1988-2007)Chair of the Board of Governors of Jacobs University Bremen, Germany (2005 - 2008)

Text source:Berchem, T. (2006). The University as an Agora – Based on Cultural and Academic Values. Higher Education in Europe, 31(4), pp. 395-396.

BERGAN, SjurHead of the Department of Higher Education and History Teaching of the Council of Europe Former Secretary to the Steering Committee for Higher Education and Research (CDESR) Council of Europe representative on the Bologna Follow Up Group and Board

Text source:Bergan, S. (2003) Student Participation in Higher Education Governance. http://www.coe.int/t/dg4/highereducation/Governance/ SB_student_participation_EN.pdf

BILTGEN, FrancoisMinister for Culture, Higher Education, and Researchas well as Labour and Employment, Luxembourg

Text source:Biltgen, F. (2008). Keynote Speech [delivered at] “Employability: The Employers’ Perspective and its Implications”. Official Bologna Seminar, 6-7 November, Abbaye de Neumünster, Luxembourg

BLACKSTONE, Tessa, BaronessVice-chancellor of the University of Greenwich, United KingdomMinister of State for the Arts (2001-2003)Minister of Education (1997-2000)

Text source:Willetts, D. and Blackstone, T. (2008). Should ‘elite’ cease to be a dirty word? [Public debate]. The Guardian, Tuesday, March 18 http://www.guardian.co.uk/education/2008/mar/18/highereducation.uk

BLAIR, TonyHowland Distinguished Fellow, Yale University, USA Middle East Envoy for the United Nations, European Union, United States and Russia Founder of Faith Foundation, UKPrime Minister of the United Kingdom (1997-2007)

Text source:Blair. (2007). Speech on University Funding [given at Brunel University in London on 15 February] http://www.number10.gov.uk/Page10980

http://www.coe.int/t/dg4/highereducation/Governance

http://www.guardian.co.uk/education/2008/mar/18/highereducation.uk

http://www.number10.gov.uk/Page10980

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BLOOM, David E.Clarence James Gamble Professor of Economics and DemographyChair of the Department of Population and International Health at the Harvard University School of Public Health, USA

Text source:Bloom, D. E. (2005). Raising the Pressure: Globalization and the Need for Higher EducationReform In: Glen A. Jones, Patricia L. McCarney and Michael L. Skolnik (eds.), Creating Knowledge, Strengthening Nations: The Changing Role of Higher Education. Toronto: University of Toronto Press, pp. 21-22.

BODE, ChristianSecretary General of the German Academic Exchange Service (DAAD)Vice-President of the Academic Cooperation Association (ACA)Secretary General of the German Rectors’ Conference (1982-1990)

Text source:Bode, C. (2006). The Bologna-Process and its Impact on Transatlantic Relations [Lecture delivered in Lansing, MI and in Washington DC in November 2006.]http://www.daad.de/presse/de/bode_speech-aacrao_nov06.pdf

BOURDIN, JoelSenator of Eure (Haute-Normandie), FrancePresident of the Planning Delegation of the French Senate

Text source:Bourdin, J. (2008). Enseignement supérieur : le défi des classements. Rapport d’information numéro 442, fait au nom de la Délégation du Sénat pour la Planification. [Higher Education: the Ranking Challenge. Information Report no. 442 made on behalf of the Planning Delegation of the Senate] http://www.senat.fr/noticerap/2007/r07-442-notice.html

BULGARELLI, AvianaDirector of the European Centre for the Development of Vocational Training (CEDEFOP)Former Director-General for Guidance and Vocational Training Policies in the Italian Ministry of Labour and Social PoliciesFormer Director of Research in the Italian Vocational Education and Training Research Institute (ISFOL) Former Director of the Italian Programme and Policy Evaluation Unit of the European Social Fund

Text source:Bulgarelli, A. (2008). Implementing the European Qualifications Framework: Opportunities and Challenges. “Implementing the European Qualifications Framework” Conference, 3-4 June 2008, Brussels http://ec.europa.eu/education/policies/educ/eqf/conference/bulgarelli_en.pdf

CARVALHO, Jose RenatoDirector of UNESCO-IESALC

Text source:Carvalho, J.R. (2008). Editorial. IESALC Reports, Bulletin No. 176http://www.iesalc.unesco.org.ve/docs/boletines/boletinnro176/editorial.html

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CHOMSKY, NoamInstitute Professor Emeritus and Professor Emeritus of Linguistics at the Massachusetts Institute of Technology, USA

Text source:Chomsky, N. (2001). Intellectuals and the Responsibilities of Public Life. [Interview by Robert Borofsky]. Public Anthropology, May 27http://www.chomsky.info/interviews/20010527.htm

CLARK, Burton R.Allan M. Cartter Professor Emeritus of Higher Education, UCLA, USA Laureate of the 1998 Comenius Medal from UNESCO

Text source:Clark, B. R. (2004). Delineating the Character of the Entrepreneurial University. Higher Education Policy, 17(4), p. 357.

CONSTANTINESCU, EmilPresident of the Romanian Academic ForumProfessor at the Faculty of Geology at the Bucharest University Former President of RomaniaFormer Rector of the University of BucharestFormer President of the Romanian National Council of Rectors

Text source:Constantinescu, E. (1998). Romania on the Threshold of a New Millennium. Speech at the Re-establishment of the “Nicolae Iorga” Visiting Professorship at Columbia University, New York http://www.columbia.edu/cu/romanian/1998/constantinescu.html

CORNU, BernardDirector CNED-EIFAD (Open and Distance Learning Institute), FranceSecretary IFIP TC3 (Education Committee of the International Federation for Information Processing)Vice-chair of the Governing Board of the UNESCO IITE (Institute for Information Technologies and Education) in MoscowRector of the IUFM (University Institute for Teacher Education) of Grenoble, France (1990-2000)

Text source:Cornu, B. (2007). New Media and Open and Distance Learning: New Challenges for Education in a Knowledge Society. Informatics in Education, 6(1), pp. 50; 52

CURVALE, BrunoPresident of the European Network for Quality Assurance in Higher Education (ENQA)

Text source:Curvale, B. (2008). Speech [Abstract] delivered at the Third European Quality Assurance Forum “Trends in Quality Assurance“, 20 - 22 November, Budapesthttp://www.eua.be/fileadmin/user_upload/files/QAForum_2008/Plenary_VI_-_Curvale_ENQA.pdf

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DANIEL, John, SirPresident and Chief Executive Officer, Commonwealth of Learning, CanadaFormer UNESCO ADG for EducationFormer President of the International Council for Open and Distance Education (ICDE)

Text source:Daniel, J. (2004). Creating a Community of (Good) Practice. Remarks. UNESCO/OECD Guidelines on “Quality Provision in Cross-border Higher Education”, Draft Meeting, 5 - 6 April, Paris http://portal.unesco.org/education/en/ev.php-URL_ID=5837&URL_DO=DO_TOPIC&URL_SECTION=201.html

DAXNER, MichaelPresident of the Magna Charta Observatory, ItalyFormer President of the University of Oldenburg, Germany

Text source:Daxner, M. (2006). The Translation of Strategy into Practice. Keynote [Speech given at the] ESMU/HUMANE Winter School Alumni Network, 4th Alumni Seminar, 17 – 18 November, Madrid http://www.humane.eu/fileadmin/wsan_docs/seminars2006/Madrid/PRESENTATIONS/Daxner_last_website_version.doc

DE BONO, EdwardFounder and Head of the World Centre for New Thinking, Malta Former Chairman of the Council of Young Enterprise Europe

Text source:De Bono, E. [2006]. [Message on Creativity] http://home.um.edu.mt/create/

DECA, LigiaPresident of the European Students Union (ESU)

Text source:Deca, L. (2008). Speech delivered at the 3rd European Quality Assurance Forum, Budapest, 20-22 November http://www.eua.be/fileadmin/user_upload/files/QAForum_2008/Plenary_VI_-_Deca_ESU.pdf

DELORS, JacquesFounding President of “Notre Europe” Association (Think-Tank)Former President of the European CommissionFormer Chair of the UNESCO’s International Commission on Education for the 21st Century Former Minister of Economy and Finance of France (1981-1984)

Text source:Delors, J. (1996). Education: The Necessary Utopia. In: Learning: The Treasure Within. Report to UNESCO of the International Commission on Education for the Twenty-first Centuryhttp://www.unesco.org/delors/utopia.htm

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http://www.humane.eu/fileadmin/wsan_docs/seminars2006/Madrid

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http://www.eua.be/fileadmin/user_upload/files/QAForum_2008/Plenary_VI_-_Deca_

http://www.unesco.org/delors/utopia.htm


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EGRON-POLAK, EvaSecretary-General of the International Association of Universities (IAU)Former Vice President (international) of the Association of Universities and Colleges of Canada

Text source:Egron-Polak, E. (2001). Which way ahead for IAU? IAU Newsletter, December.http://www.unesco.org/iau/newsletters/iaunew75.pdf

ELKANA, YehudaPresident and Rector of the Central European University, Hungary

Text source:Elkana, Y. (2005). Universities and Foundations: Theses. Meeting of the Hague Club, 8 September, Oslo, Norwayhttp://web.ceu.hu/yehuda_universities_and_foundations.pdf

FIGEL, JanEuropean Commissioner for Education, Training, Culture and Youth Member of the Central European ForumState Secretary of the Ministry of Foreign Affairs of the SR (1998 - 2002)

Text source:Figel, J. (2007). Welcome Address [delivered at the] Bologna 5th Ministerial Conference, 17-18 May, London. http://www.dcsf.gov.uk/londonbologna/uploads/documents/JanFigelOpeningAddress.doc

FILIPPOV, VladimirRector of the People’s Friendship University of Russia Member of UNESCO-CEPES Advisory BoardFormer Minister of Education of the Russian Federation

Text source:Filippov, V. (2006). Defining the Principles of Cultural Heritage in the European Higher Education Area. Higher Education in Europe, 31(4), p. 360.

FRIED, JochenDirector of Education Initiatives and Academic Director of the International Study Program at the Salzburg SeminarFormer Director of the Universities Project of the Salzburg Seminar

Text source:Fried, J. (2007). Governance and Higher Education: Concept and Patterns. In: Berndt Baumgartl, Jochen Fried and Anna Glass (eds.), From Here to There: Milepost in Higher Education. Vienna: Navreme, p.32

http://www.unesco.org/iau/newsletters/iaunew75.pdf

http://web.ceu.hu/yehuda_universities_and_foundations.pdf

http://www.dcsf.gov.uk/londonbologna/uploads/documents

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FROMENT, EricAdvisor for international relations at the French Ministry of Higher Education.Professor of economics at the University Lumière-Lyon 2, FrancePresident of the European University Association (2001-2005)Chief Executive of the French National Conference of Presidents (1998-2001)

Text source:Froment, E. (2003). The European Higher Education Area: A New Framework for the Development of Higher Education. Higher Education in Europe, 28(1), pp. 27-28.

GATES, BillChairman of Microsoft CorporationFounder of Bill & Melinda Gates Foundation

Text source:Gates, B. (2008). Education Solutions. Commentary. Forbes.com, January 23http://www.forbes.com/2008/01/22/solut ions-educat ion-gates-oped-cx_bga_0123gates.html

GIBBONS, Michael, MBEChair of the Board of Governors of Quest University, CanadaFormer Secretary General of the Association of Commonwealth Universities

Text source:Gibbons, M. (2005). Choice and Responsibility: Innovation in a New Context. Higher Education Management and Policy, 17(10), pp. 12-13

GIRO I ROCA, AntoniPresident of the Global University Network for Innovation (GUNI) Rector of the Technical University of Catalonia (UPC) Former Director General of Universities at the Ministry of Universities, Research and the Information Society, Catalonia, Spain

Text source:Giró I Roca, A. (2007). Higher Education and Human and Social Development. [Key Note Speech delivered at the] UNU/UNESCO International Conference “Pathways Towards a Shared Future: Changing Roles of Higher Education in a Globalized World”, 29-30 August, Tokyo, Japan http://www.unu.edu/globalization/2007/files/UNU-UNES CO_Giro_keynote.pdf

GURRIA, AngelSecretary-General of the OECDMinister of Foreign Affairs of Mexico (1994 – 1998)

Text source:Gurria, A. (2006). Opening Remarks [made at the] Meeting of OECD Ministers of Education “Higher Education: Quality, Equity, Efficiency”, 27-28 June, Athens, Greece http://www.oecd.org/dataoecd/55/4/37007491.pdf

http://www.unu.edu/globalization/2007/files/UNU-UNES

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GÜRÜZ, KemalFormer President of the Turkish Council of Higher EducationFormer President of the Turkish Scientific and Technical Research Council

Text source:Gürüz, K. (2008). Higher Education and International student Mobility, in the Global Knowledge Economy. Albany: State University of New York Press, p. 141

HADDAD, GeorgesDirector of the Division of Higher Education of UNESCOMember of the International Scientific Board of the World Knowledge Dialogue President of University of Paris I Panthéon-Sorbonne (1989 – 1994)

Text source:Haddad, G. (2007). About UNESCO’s View on the Future of Higher Education. [Article based on a conversation held with the GUNI Secretariat at the 3rd International Barcelona Conference on Higher Education, November 27-29 2006]http://www.guni-rmies.net/interviews/detail.php?id=1015

EL HASSAN Bin Talal Crown Prince to the Hashemite Throne of Jordan Founding Member and President of the Foundation for Inter-religious and Intercultural Research and DialogueAmbassador of the International Islamic Educational, Scientific and Cultural Organisation (ISESCO) Chair of the Integrity Council for the Global Commons

Text source:El Hassan Bin Talal, Crown Prince of Jordan (2001). Statement [delivered] at the 15th Annual Conference on Higher Education “The Impact of Higher Education on the Development of Community and Society “ , 30 August - 2 September, Irbid, Jordan. http://www.elhassan.org/public_speeches/speech_bodyviewer.aspx?M=133&site_id=1&id=99

HAVEL, VaclavFormer President of the Czech RepublicWriter and Dramatist

Text source:Havel, V. (1993). Summer Meditations. New York: Vintage, pp. 117-118http://people.cs.uchicago.edu/~srasul/blog-archives/murmur-v1/C978878582/E2072399945/index.html

HÜFNER, KlausChair of the UNESCO-CEPES Advisory BoardSenior Research Fellow (UN Finance), Global Policy Forum

Text source:Hüfner, K. (2003). Higher Education as a Public Good: Means and Forms of Provision. Higher Education in Europe, 28(3), pp. 346-347

http://www.guni-rmies.net/interviews/detail.php?id=1015

http://www.elhassan.org/public_speeches/speech_bodyviewer.aspx?M=133&site_

http://people.cs.uchicago.edu/~srasul/blog-archives/murmur-v1/C978878582

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HUISMAN, Jeroen Director of the International Centre for Higher Education Management (ICHEM) at the University of Bath, UK Editor of the journals Higher Education Policy and Tertiary Education and Management (TEAM)

Text source:Huisman, J. (2007). The Anatomy of Autonomy. Editorial. Higher Education Policy, 20(3)

HUNTER, FionaFormer President of EAIE (European Association for International Education) (2006-2007)International Director, “Carlo Cattaneo” University (LIUC), Castellanza, Italy

Text source:Hunter, F. (2007). Wrap Up Day One. Remarks [made at] The Bologna Process: Advancing Transatlantic Collaboration in a Changing Higher Education Landscape. A joint symposium of EAIE and NAFSA, 22-23 March, Amsterdam, The Netherlands http://www.nafsa.org/_/File/_/bologna_notes_fiona_hunter_2.doc

JOHN PAUL II, PopeText source:John Paul II (Pope) (1989). Address [delivered at the] Meeting with the Representatives of the World of Culture, 12 October, Atma Jaya Catholic University, Jakarta,http://www.vatican.va/holy_father/john_paul_ii/speeches/1989/october/documents/hf_jp-ii_spe_19891012_universita-jakarta_en.html

JOHNSON, MarleneDirector and CEO of NAFSA: Association of International Educators, USA

Text source:Johnson, M. (2005). In conversation with … [Interview by Belinda Stratton]. EAIE Forum, Spring (Occasional series)http://www.eaie.org/pdf/F81art4.pdf

JOHNSTONE, D. BruceDirector of the International Comparative Higher Education Finance and Accessibility Project at the State University of New York at BuffaloFormer Director of the Center for Comparative and Global Studies in Education at the State University of New York at Buffalo

Text source:Johnstone, D.B. (2006). Financing Higher Education. Cost-Sharing in International Perspective. Chestnut Hill: Boston College. p. xv; p. xvi; p. xvii

KNIGHT, JaneAdjunct Professor, Ontario Institute for Studies in Education, University of Toronto

Text source:Knight, J. (2004). Programs, Providers and Accreditors on the Move: Implications for Recognition of Qualifications. Background Paper for the Bologna Seminar on ‘Improving the Recognition System of Degrees and Study Credit Points’, December 3-4, 2004, Riga, Latvia http://www.aic.lv/rigaseminar/documents/Knight.pdf

http://www.nafsa.org/_/File/_/bologna_notes_fiona_hunter_2.doc

http://www.vatican.va/holy_father/john_paul_ii/speeches/1989/october/documents

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http://www.aic.lv/rigaseminar/documents/Knight.pdf


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KOGAN, MauriceFormer member of the UNESCO Regional Scientific Committee for Europe and North America

Text source:Kogan, M. (2004). Teaching and Research: Some Framework Issues. Higher Education Management and Policy, 16(2), pp. 16-17.

KOHLER, JürgenProfessor of Private Law and Civil Procedure at Greifswald University, GermanyRector of Greifswald University, Germany (1994 -2000)

Text source:Kohler, J. (2003). Quality Assurance, Accreditation, and Recognition of Qualifications as Regulatory Mechanisms in the European Higher Education Area. Higher Education in Europe, 28(3), pp. 330-331

KOZMINSKI, Andrzej K.Rector of Koźmiński University, Warsaw, PolandMember of the UNESCO-CEPES Advisory Board

Text source:Koźmiński, A. K. (2002). The Role of Higher Education in Societies in Transition within the Globalized Environment: Solid Academic Credentials and the Challenges of Building up an Institutional Image. Higher Education in Europe, 27(4), p. 366

LEVY, Daniel C.Director of the Program for Research on Private Higher Education (PROPHE) at the University of Albany, USA

Text source:Levy, D. C. (2008). Access through Private Higher Education: Global Patterns and Indian Illustrations [Abstract]. (PROPHE Working Paper #11) http://www.albany.edu/dept/eaps/prophe/publication/paper/PROPHEWP11_files/PROPHEWP11_Levy.pdf

LINDQVIST, Ossi V.Professor Emeritus, University of Kuopio, Finland Chairman of the Finnish Higher Education Evaluation Council (2000 – 2007)Rector of the University of Kuopio, Finland (1990 – 1998)

Text source:Lindqvist, O. V. (2007). Quality Standards and European Diversity - Core Characteristics of the Bologna Process. In: Berndt Baumgartl, Jochen Fried and Ana Glass (eds.), From Here to There: Mileposts in Higher Education. Vienna: Navreme, p. 38.

http://www.albany.edu/dept/eaps/prophe/publication/paper/PROPHEWP11_files

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LYNGE NIELSEN, LarsPresident of the European Association of Institutions in Higher Education (EURASHE)Former Rector of the Funen National College for Social Education

Text source:Lynge Nielsen, L. (2007). Feedback Speech [given at the Bologna Ministerial Conference, 17-18 May, London. (Feedback from Panel Sessions)http://www.minedu.fi/export/sites/default/OPM/Koulutus/artikkelit/bologna/liitteet/London_-_output_from_panels2.pdf

MAGRATH, C. PeterPresident of West Virginia University, USAFormer President of the National Association of State Universities and Land-Grant Colleges, USA

Text source:Magrath, C.P. (2000). Globalization and its Effects on Higher Education Beyond the Nation-State. Higher Education in Europe, 25(2), pp.257-258

MALITZA, MirceaPresident of the Future Studies Commission of the Romanian AcademyFounding President of the Black Sea University Foundation

Text source:Malitza, M. (2002). Higher Education: Its Role and Contribution to our Common Advancement. Reflections on the Creation and Functioning of UNESCO-CEPES: The Personal View of One of Its Founders. Higher Education in Europe, 27(1-2,) p. 28.

MALLOCH-BROWN, Mark, LordFormer Deputy Secretary General of the United NationsMinister of State for Africa, Asia and the U.N. in the Foreign & Commonwealth Office, UK

Text source:Malloch-Brown, M. (2008). Impact of Higher Education in Global Economy. Commencement Address at Walden University in Minneapolis, July 27http://www.waldenu.edu/c/About/12341_14185.htm

MANDELA, NelsonFounder and President of the Nelson Mandela FoundationFormer President of South Africa UNESCO Goodwill AmbassadorNobel Peace Prize Laureate (1993)

Text source:Mandela, N. (1996). Speech [delivered] at the installation of Dr Mamphela Ramphele as Vice-Chancellor of the University of Cape Town, October, Cape Town, South Africa http://www.foundationweb.co.za/website/speeches/pub_view.asp?pg=item&ItemID=NMS428&txtstr=universities

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MARGA, AndreiRector of the Babeş-Bolyai University in Cluj-NapocaVice-Chair of UNESCO-CEPES Advisory BoardFormer Minister of Education of Romania

Text source:Marga, A. (2007). The University of the 21st Century. Challenges. Address to the Annual Meeting of the Alliance of Universities for Democracy (AUDEM), 4 November, Cluj-Napoca, Romania.http://www.audem.org/docs/word/conference18_keynote-address.20071107.doc

MATSUURA, Koichiro Director General of UNESCO Former Ambassador of Japan to FranceDeputy Minister for Foreign Affairs of Japan (1992-1994)

Text source:Matsuura, K. (2008). Forward [to the Proceedings of the] International Conference “Pathways Towards a Shared Future: Changing Roles of Higher Education in a Globalized World”, 29-30 August 2007, Tokyo, Japan. Paris: UNESCO

MAYOR, FedericoFormer Director General of UNESCOPresident of the Foundation for a Culture of Peace, SpainFormer Minister of Education and Science of Spain (1981-1982)

Text source:Mayor, F. (2004). A Global Culture of Peace: Transmission and Ethical Dimensions. Higher Education in Europe, 29(4), pp.75-79.

MCALEESE, MaryPresident of Ireland

Text source:McAleese, M. (2003) Speech [delivered at the] Official Opening of International Network for Quality Assurance Agencies in Higher Education Conference, 14 April, Dublin.http://www.president.ie/index.php?section=5&speech=84&lang=eng

MERISOTIS, Jamie P.President and Chief Executive Officer of the Lumina Foundation for Education, Indianapolis, USA Founding President of the Institute for Higher Education Policy (IHEP), USA

Text source:Merisotis, J. P. (2006). Introductory Remarks at the Council for Higher Education Accreditation International Commission, 26 January, San Francisco, USAhttp://www.chea.org/international/commission2006/JMerisotis_IntroRemarks_IC012606.pdf

http://www.audem.org/docs/word/conference18_keynote-address.20071107.doc

http://www.president.ie/index.php?section=5&speech=84&lang=eng

http://www.chea.org/international/commission2006/JMerisotis_IntroRemarks_

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MERKEL, AngelaChancellor of Germany Former President of the European Council

Text source:Merkel, A. (2007). Speech to the European Parliament http://www.bundeskanzlerin.de/nn_127722/Content/EN/Reden/2007/01/2007-01-17-rede-bkin-ep-eng.html

MONGKHONVANIT, PornchaiPresident of the International Association of University Presidents, Bangkok, Thailand President of Siam University, Bangkok, ThailandChair of the Advisory board of the Association of Universities of Asia and the Pacific (AUAP)

Text source:Mongkhonvanit, P. (2002). Knowledge Management and Higher Education Reform. [Prepared for] The Second International Forum on Education Reform: “Key Factors in Effective Implementation”, 2-5 September, Bangkok, Thailandhttp://www.worldedreform.com/intercon2/f15a.pdf

MOZAH Bint Nasser Al Missned, Sheikha, First Lady of QatarChairperson of Qatar Foundation for Education, Science and Community DevelopmentUNESCO Special Envoy for Basic and Higher EducationMember of the High Level Group for the UN Alliance of Civilizations

Text source:Mozah Bint Nasser Al Missned (Sheikha) (2003). Address by UNESCO Special Envoy for Basic and Higher Education. On the occasion of the opening of the UNESCO World Conference on Higher Education + 5, 23 June 2003, Paris http://www.mozahbintnasser.qa/files/pdf/Unesco%20Paris%20speech.pdf

NEAVE, GuyProfessor Emeritus of Comparative Higher Education Policy Studies, Center for Higher Education Policy Studies (CHEPS), the NetherlandsFormer Director of Research for the International Association of Universities (IAU)Member of the National Academy of Education of the USA

Text source:Neave, G. (2006). Redefining the Social Contract. Higher Education Policy, 19(3), p. 272

NYBORG, PerFormer Secretary General, Norwegian Council for Higher EducationFormer Chair of the Council of Europe’s Committee for Higher Education and Research

Text source:Nyborg, P. (2002). GATS in the Light of Increasing Internationalisation of Higher Education. Quality Assurance and Recognition. OECD/US Forum on Trade in Educational Services International Competition: Implications for Educational Providers and Students, 23 – 24 May Washington, USAhttp://www.oecd.org/dataoecd/37/10/2751067.pdf

http://www.bundeskanzlerin.de/nn_127722/Content/EN/Reden/2007/01/2007-01-17-rede-bkin-ep-eng.html

http://www.bundeskanzlerin.de/nn_127722/Content/EN/Reden/2007/01/2007-01-17-rede-bkin-ep-eng.html

http://www.worldedreform.com/intercon2/f15a.pdf

http://www.mozahbintnasser.qa/files/pdf/Unesco%20Paris%20speech.pdf

http://www.oecd.org/dataoecd/37/10/2751067.pdf


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OBAMA, BarackPresident of the United States of America

Text source:Obama, B. (2008). Education Speech [delivered] in Ohio. Transcript by Lynn Sweet on September 9, Chicago Sun-Times. http://blogs.suntimes.com/sweet/2008/09/obama_education_speech_in_ohio.html

OSTERWALDER, KonradRector of the United Nations University, Tokyo, JapanUnder-Secretary-General of the United NationsFormer Rector of the Swiss Federal Institute of Technology

Text source:Osterwalder, K. (2008). The United Nation’s University’s Contribution to Higher Education. [Interview by GUNI Secretariat]. GUNI Newsletter, September 23http://web.guni2005.upc.es/interviews/detail.php?id=1256

POWER, Colin N.Adjunct Professor of Education at the University of Queensland, Australia.Former UNESCO Assistant Director General for Education Former Secretary-General of the World Conference on Higher Education Text source:Power, C.N. (2000). Global Trends in Education. International Education Journal 1(3), pp 157-158http://ehlt.flinders.edu.au/education/iej/articles/v1n3/power/power.pdf

PRODI, RomanoProfessor-at-Large at the Watson Institute for International Studies of Brown University, USA President of the European Commission (1999 - 2004)President of the Council of Ministers (Prime Minister) of Italy (1996 – 1998; 2006 – 2008)

Text source:Prodi, R. (2004). Research, Innovation and Competitiveness: The Global Challenge Facing Europe. University of Genoa Opening of the 2003/2004 Academic Year, Genoa, 9 January http://europa.eu/rapid/pressReleasesAction.do?reference= SPEECH/04/7&format=HTML&aged=0&language=EN&guiLanguage=en

PUTIN, Vladimir V.Prime Minister of the Russian FederationFormer President of the Russian Federation

Text source:Putin, V.V. (2004) Speech at the Presidential Council on Science and Advanced Technologies, Moscow 17 February. Vysshe Obrazovanije Sevodnja [Higher Education Today], 3, pp. 2-5

http://blogs.suntimes.com/sweet/2008/09/obama_education_speech_in_ohio.html

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http://ehlt.flinders.edu.au/education/iej/articles/v1n3/power/power.pdf

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RAPP, Jean-MarcPresident of the European University Association (EUA) Former Rector of the University of Lausanne Former President of the Swiss Rectors Conference (CRUS)

Text source:Rapp, J.-M. (2008). Remarks [made at] the Third European Quality Assurance Forum “Trends in Quality Assurance“, 20 - 22 November, Budapesthttp://www.eua.be/fileadmin/user_upload/files/QAForum_2008/Plenary_VI_-_Curvale_ENQA.pdf

RAUHVARGERS, AndrejsSecretary General of the Latvian Rectors’ CouncilPresident of the Lisbon Convention Committee (2001-2007)

Text source:Rauhvargers, A. (2004). Improving the Recognition of Qualifications and Study Credit Points. Background Report for the Bologna Process Conference, 3-4 December, Riga, Latviahttp://www.aic.lv/rigaseminar/documents/Background_AR_fin.pdf

SACHS, JeffreyDirector of the Earth Institute at Columbia University, USASpecial Adviser to United Nations Secretary-General on the Millennium Development Goals

Text source:Sachs, J. (2008). The Digital War on Poverty. The Guardian, Thursday, August 21 http://www.guardian.co.uk/commentisfree/2008/aug/21/digitalmedia.mobilephones

SADLAK, JanDirector of UNESCO - European Centre for Higher Education (UNESCO-CEPES) Former Chief of the Section for Higher Education Policy and Reform in UNESCO

Text source:Sadlak, J. (2000). Globalization versus the Universal Role of the University. Higher Education in Europe, 25(2), p. 248.

SALMI, JamilCoordinator of the World Bank’s Network of Tertiary Education ProfessionalsFormer professor of education economics at the National Institute of Education Planning in Rabat, Morocco

Text source:Salmi, J. (2007). Autonomy from the State vs Responsiveness to Markets. Higher Education Policy, 20(3), pp. 240-241.

http://www.eua.be/fileadmin/user_upload/files/QAForum_2008/Plenary_VI_-_Curvale_

http://www.aic.lv/rigaseminar/documents/Background_AR_fin.pdf

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SARAMAGO, JoséPortuguese novelist, playwright and journalist Nobel Prize Laureate in literature (1998)

Text source:Saramago, J. (2006). [On Higher Education]. Nobel Laureates’ Views on Higher Education. In: GUNI, Higher Education in the World 2006: The Financing of Universities, New York: Palgrave MacMillan, pp. xxviii-xxix (GUNI Series on the Social Commitment of Universities, No. 1)

SARKOZY, Nicholas President of France and ex officio Co-Prince of Andorra

Text source:Sarkozy, N. (2008). Discours a l’occasion du bicentenaire des Recteurs, Palais de l’Elysée – Lundi 2 juin [Speech by the President of the Republic on the Occasion of the Rectors’ Bicentennial, Palais de l’Elysee – Monday, June 2, 2008] www.elysee.fr/download/?mode= press&filename=02_06_Bicentenaires_des_Recteurs_V5.pdf

SCOTT, Peter, SirVice-Chancellor of Kingston University, UKPresident of the AUA Council (Association of University Administrators), UK Chair of the Universities Association of Lifelong Learning, UKEditor of the Times Higher Education Supplement (1976 to 1992)

Text source:Scott, P. (2004). Ethics “in” and “for” Higher Education. Higher Education in Europe, 29(4), p. 449

SMITH, AlanGrundtvig Coordinator& Deputy Head of Unit EAC-B4, Directorate-General for Education & Culture, European Commission Former and first Director of the ERASMUS Bureau (1987 – 1992) Founding Director of the Academic Cooperation Association (ACA)

Text source:Smith, A. (2007). Going International – In Quest of a New ‘Foreign Policy’ for European Higher Education. From “European” to “International” Cooperation. IIE Network.org http://www.iienetwork.org/?p=102405

SMITH, Vernon L.Nobel Prize Laureate in Economic Sciences (2002)Founder and President of the International Foundation for Research in Experimental Economics, Arlington, VA, USA

Text source:Smith, V.L. (2006). [On Higher Education]. Nobel Laureates’ Views on Higher Education. In: GUNI, Higher Education in the World 2006: The Financing of Universities, New York: Palgrave MacMillan, pp. xxviii-xxix (GUNI Series on the Social Commitment of Universities, No. 1)

http://www.elysee.fr/download/?mode=

http://www.iienetwork.org/?p=102405

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SPELLINGS, MargaretFormer U.S. Secretary of Education

Text source:Spellings, M. (2008). Keynote Remarks [delivered] at the United Nations Educational, Scientific and Cultural Organization (UNESCO) Education Leaders Forum. 7 - 8 July, Paris, Francehttp://www.ed.gov/news/speeches/2008/07/07072008.html

TEICHLER, UlrichChair of the UNESCO Regional Scientific Committee for Europe and North AmericaFormer Director of the International Centre for Higher Education Research Kassel, Germany

Text source:Teichler, U. (2006). Changing Structures of the Higher Education: The Increasing Complexity of Underlying Forces. Systems. Higher Education Policy, 19(4), p. 457;

THORENS, JustinHonorary President of the International Association of Universities, Former Rector of Université de Genève, Switzerland

Text source:Thorens, J. (2006). Liberties, Freedom and Autonomy: A Few Reflections on Academia’s Estate. Higher Education Policy, 19(1), pp. 101-102

TURAJLIC, SrbjankaProfessor at the Centre for Educational Policies (CEP), Belgrade and Member of CEP Advisory BoardFormer Deputy Minister for Education of the Republic of Serbia

Text source:Turajlic, S. (2003). Is Higher Education a Public Good? A View from a Serbian Perspective. Higher Education in Europe, 28(3), p.350

VAN DAMME, DirkHead of the OECD Centre for Education Research and Innovation (CERI) Former Deputy Director of the cabinet of the Flemish Minister of Education (1992-1998; 2004-2008)Former General Director of the Flemish Rectors’ Conference VLIR (2000-2003)

Text source:Van Damme, D. (2002). Trends and Models in International Quality Assurance in Higher Education in Relation to trade in Higher Education. Higher Education Management and Policy, 14(1), pp. 93-94

VAN DER WENDE, MarijkChair of the Governing Board, Programme on Institutional Management in Higher Education (IMHE), OECD

Text source:Van Der Wende, M. (2007). Internationalization of Higher Education in the OECD Countries: Challenges and Opportunities for the Coming Decade. Journal of Studies in International Education, 11(3-4), pp. 285-286.

http://www.ed.gov/news/speeches/2008/07/07072008.html


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VAN GINKEL, HansFormer Rector of the United Nations University (UNU)Former President of the International Association of Universities (IAU)

Text source:Van Ginkel, H. (2007). A Better Future for All: Roles of Education and Science in Broadening Understanding. UNU/UNESCO Conference “Pathways towards a Shared Future: Changing Roles of Higher Education in a Globalized World”, 29-30 August, Tokyo, Japanhttp://www.unu.edu/global izat ion/2007/f i les/UNU-UNESCO_van_Ginkel_OpeningRemarks.pdf

VAN VUGHT, FransPresident of the European Centre for Strategic Management of Universities (ESMU) Rector and President of the University of Twente (1997-2005).

Text source:Van Vught, F. (2007). Diversity and Differentiation in Higher Education Systems. CHET Anniversary Conference, 16 November, Cape Town.http://www.universityworldnews.com/filemgmt_data/files/Frans-van-Vucht.pdf

VANDENBROUCKE, FrankVice-Minister-President of the Flemish Governmentand Flemish Minister for Employment, Education and Training, Belgium

Text source:Vandenbroucke, F. (2008). Closing Address to the Bologna Seminar “Bologna 2020: Unlocking Europe’s Potential, 19-20 May, Ghent.http://www.vlaanderen.be/

WÄCHTER, BerndtDirector of the Academic Cooperation Association (ACA)Former Head of the Erasmus Department in the Socrates and Youth TAO of the European Commission

Text source:Wächter, B. (2008). Internationalisation and the European Higher Education Area. Academic Cooperation Association (ACA)http://www.smpf.lt/get.php?f.1634

WEBER, Luc E.Chair of the Steering Committee for Higher Education and Research at the Council of EuropeRector of the University of Geneva, Switzerland

Text source:Weber, L. (2008). The Responsibility of Universities to Promote a Sustainable Society. In: Luc E. Weber and James J. Duderstadt (eds.), The Globalization of Higher Education. London: Economica, pp. 241-242 (Glion Colloquium Series, No. 5)

http://www.universityworldnews.com/filemgmt_data/files/Frans-van-Vucht.pdf

http://www.vlaanderen.be

http://www.smpf.lt/get.php?f.1634

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WILLIAMS, PeterChief Executive of the Quality Assurance Agency for Higher Education (QAA), UK Former President of ENQA (European Network for Quality Assurance in Higher Education)

Text source:Williams, P. (2008). Quality - Easy to Say, Harder to Put into Practice. The Guardian, Tuesday July 01http://www.guardian.co.uk/education/2008/jul/01/highereducation.uk

WILSON, LesleySecretary-General of the European University Association (EUA)Former Director of the UNESCO European Centre for Higher Education (UNESCO-CEPES) Former Head of the first EC TEMPUS Programme Office

Text source:Wilson, L. (2004). In Conversation with … [Interview by] Brian Frost-Smith.http://www.eaie.org/pdf/F63art2.pdf

WINCKLER, GeorgRector of the University of Vienna, Austria Former President of the European University Association (EUA)Former Member of EURAB (European Research Advisory Board)

Text source:Winckler, G. (2008). Comprehensive Universities in Continental Europe: Falling Behind? In: Luc E. Weber and James J. Duderstadt (eds.), The Globalization of Higher Education. London: Economica, p. 74 (Glion Colloquium Series, No. 5)

ZGAGA, PavelMinister of Education and Sports of Slovenia (1999-2000)

Text source:Zgaga, P. (2005). Some Theses on Higher Education vs. State: Transition and Post-Transition Countries. Paper presented at the International Seminar on Higher Education: the University of the 21st Century - Emerging Models of Independence, 28-30 October, Novi Sad, Serbia http://www.nsinitiative.ns.ac.yu/docs/P3_Pavel_Zgaga.pdf

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