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UTokyo Global FFDP 2022 Gabriel HervasVideo for DAY 8Higher Education institutions&Academics
Dr. Gabriel Hervas
gabriel@he.u-tokyo.ac.jp
Center for Research and Development of Higher Education
The University of Tokyo

HE INSTITUTIONS TODAYHE. What it is (note contextual differences)• Non-mandatory and formal education after secondary education (highschool).
• Variability in age and professional/educational backgrounds (≠ morediversity. In PE and SE “everyone” can enter. That is not the case for HE).
• University, college, community college/junior college, vocational/technicalschool, institute of technology, etc.
• ≠ adults’ education/training, further education (UK), continuous training,etc.

HE. Terminology…
• Higher education vs post-secondary education vs tertiary

education…
• …what do these terms suggest you?

Barnett (1990, p,149) wrote that the type of learning that occurs in
HE justifies the use of “higher”, as it involves a type of learning that
goes beyond conventional recipes and specific data.

What is our responsibility (as teachers) on that?
Are we, university teachers, prepared for that? If not… What should we do?

Universities. Functions/responsibilities (sides of the same coin)

Research &innovation

Public service(socialresponsibility &transference)

Teaching

Universities. Functions/responsibilities (another perspective)•HE as student reflective self-formation through immersion inknowledge, not as a process of other-formation.

•HE as spaces where people work on themselves, their personal
development, goals and projects.

•

Task of HE is to foster the conditions which maximize the potentials
for agentic self-formation.
(Marginson, 2014)
Are our institutions and ourselves prepared for this If
not… what should we do?

Universities. In terms of… (note contextual differences)• Funding…

private (non-profit and for profit), public/state,central/national, etc.

• Focus/mission/purpose…

researchteaching universities (colleges)

universities

Funding, purposes…

Our role?
Our working context?

(colleges),

HE. Situations, directions, agendas (note contextual differences)•

Universal access: massification & diversity•

Decapitalization: mercantilism & competition (rankings, tiers,students’ recruitment, etc.)•(Dis)Connection with society and job market•

Obsolescence of academic offer•

Changing students (different interests, expectations, approach to learning,etc.)•Learner-centered/directed T-L processes•

Internationalization (variably defined) & mobility

HE. Situations, directions, agendas (note contextual differences)
Education - United Nations Sustainable Development
4.3 equal and affordable access tertiary education, 4.4 adults with relevant skills andentrepreneurship, 4.5 eliminate disparities and equal access for vulnerable people,
4.6 substantial proportion of adults to achieve literacy and numeracy, 4.7 adults as
global citizens, with skills about sustainable development, equality, human rights, etc.

•Sustainable Development Goals (SDGs)•Responsible Research & Innovation (RRI)•Open Science•

Diversity, inclusivity and accessibility•

Transdisciplinarity•

Quality assurance, accreditation & accountability•

Online education & universities•

University alliances, global/world campuses, etc.

•

Micro-credentials (proofs of LOs acquired in short-learning programs)

HE. Situations, directions, agendas (note contextual differences)
Vision for 2050

UNESCO IESALC (2021, p. 42)

HE. Situations, directions, challenges (note contextual differences)

Are we prepared for these? If not… what should we do?

ACADEMICS

Academics. Functions, responsibilities, roles (note contextual differences)

Balance?/Direction?

Differences at an
institutional, disciplinary,personal, and career moment

Research &innovation

Service,management,
governance

Teaching,
advising,
mentoringAcademics. Functions, responsibilities, roles (note contextual differences)•

Experts in a discipline (updated knowledge)•

Active researchers/publishers (hiring/promotion)•

Management abilities•

Capable teachers (designers, technologists, mentors, etc.)•Socially engaged•

Sustainable development, open, accountable & responsible
research & teaching (SoTL), diversity of students, inclusive
education, transdisciplinary education, online education,collaboration, etc.
,,,
Are we prepared for these? If not… what should we do?

Academics. Functions, responsibilities, roles (note contextual differences)• Access and promotion as a challenge• We enter that context with:• Training as researchers (Ph.D.) (in general)• No “mandatory” training as teachers (in general)• No “mandatory” training as managers (in general)

WHY?
Would be “accept” this in our fields? Would we “accept” this for research?

Career paths. So…now what?

In 1, 2, 5 years… where do you want to be? What do you need?

SoTL
•

Scholarship of Teaching and Learning (SoTL).

•Approach to the teaching practice that involves:••••

An active interest in developing our pedagogical knowledge.
Conducting enquiries about teaching and learning.
Reflecting, as its main component, in/on that practice.
Opening that practice to others for critique and knowledge construction.

(Boyer, 1990; Kreber, 2013; Rice, 1992; Schön, 1995; Shulman, 1998; Trigwell & Shale, 2004 )HE. Differences• Minor/majors? Liberal arts/general education? Length of the degrees?
• Are there college/universities/community colleges, etc.? Graduateschools?
• Costs and access? Demanding degrees?
• Main current challenges for institutions & academics?
• Balance research, teaching, management?
• Career paths for research & teaching?
• Do universities promote directly? External accreditations?
• Types of positions?

19

Positions in Japan

https://jrecin.jst.go.jp/seek/SeekTopReferences• Alemu, S. K. (2018). The Meaning, Idea and History of University/Higher Education in Africa: A Brief Literature Review. FIRE: Forum for International Research in Education, 4(3), 210-227.
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Thank you
Dr. Gabriel Hervas
gabriel@he.u-tokyo.ac.jp
Center for Research and Development of Higher Education
The University of Tokyo