

1

State/Government

Barton Clark’s Triangle
3

Market/Students

Academics/Universities   Graduate School of International Development
Nagoya University

basebattle fields

norms

cosmos4

2anomiechaos

Marginson & Rhodes (2002)

Glonacal agency ‘heuristic’overseas

nationmate

Akiyoshi Yonezawa, Ph.D.

U. Beck:
Cosmopolitanization㌟ෆ
family௰㛫ኳୗ䞉᪥ᮏHow to provide a learning space for our next generation?

   ᾏእ䞉እᅜୡ⏺

Perspectives of Higher Education Network in Asia

applied by Junichi Kyogoku (1983)

Peter L. Berger’s Cosmos ModelHigh skilled professionals
Vocational/professionals
General /liberal arts education
Life long learning– Contribution to the Society••••– Research– Education/Training• Functions• Physical space• Virtual space– Academic space• With similar characteristics• As complementaryrelationship– Partnership• As– Resource Sharing– Benchmarking– Branding– Lobbying• Incentives/rationales• Value– Excellence– Diversity– Citizenship

Networks

HEIs

HEIs and their Networks

7

5

Slide by Marginson at Waseda University (2009)      Internationalstudent unionStudents••Region wide academicnetworksAUN, APRU, OECDIMHE

Kyoto City, Hong
Kong , Victoria

Local

National student
union?

National
academic
associations

Local academic
associations

JANU, RU11, Go8, Consortium Kyoto
Russell Group

Singapore,Australia, JapanNational– Centers of Excellence in the 21st Centuries <COE21> (2002-), Global COEs
(2007-)– World Premier International Research Center Initiative (WPI, 2007-)– Funding Program for World-Leading R&D on Science and Technology (FIRST,2009-)– Global 30 (2009-)
……….

– Choice of seven functions from ‘key base for world-class research andeducation’ to ‘contribution to a local community’ (CCE 2005)Diversification through autonomous choice and competitive funding (e.g.
Japan)– State-led: 211&985 (China), California Master Plan
– Voluntary grouping: AAU (US), Russell Group (UK), Go8 (Australia), AUN(ASEAN), RU11 (Japan)???

Classification

Classification/Functional Diversification

8Education, Research, Social contribution…. 6World/International
academic networks

Academics

Industry

IAU, Universitas 21,
AC21

Universities/ HE
institutions

Local/State
governments

Bologna Process,
CAMPUS Asia

Nation States

UNESCO-Bankok(Regional)

Colombo Plan, OECD,
APEC, ASEAN+6, APQNUNESCO, INQAAHEGlobalRegional/Commonwealth/Or
ganizations/NetworkInternational(Global)
Organizations/NetworkForest 2015

– Networks by QA agencies: Asia Pacific Quality Network (APQN)– Networks by QAAs + National Governments: AQAN
– Networks by QAAs + National Governments + Universities +Industries ???: CAMPUS Asia

• Networks for Quality Assurance– Networks for specific mission: AUN-SEED Network, M-I-T
Student Mobility Program• University networks supported by national governments– Global University Consortiums: IARU, AC21, WUN, Universitas
21– Regional University Consortiums: APRU, AUN• University networks

Multipolarization in Network/Partnership Initiatives

119• to ensure academic diversity and pursue excellence• to build a truly global campus• to further develop collaboration with society — from “contributingknowledge to society” to “joint creation of knowledge with society,”• to develop Todai (University of Tokyo) students with intellectual
toughness and personal resilience• to enhance the faculty’s educational skills and sustain academicvigor• to train administrative staff as professionals• to build a close-knit network with alumni• to enhance the agility of management and reinforce the university’sfoundations• to reinforce governance and compliance(University of Tokyo 2010)      •••••••••••

Japan Scholarship (to Japan and others)
ASEAN Scholarship (to ASEAN)
Korea Scholarship (to Korea)
China Scholarship (to China)–––––

AUN-SEED net
AGBEP (ASEAN Graduate Business and Economic Programme)
ACTS (ASEAN Credit Transfer System)
AUN-HREN (AUN Human Rights Education Network)
AUN ILO (AUN Inter-Library Online): ‘ASEAN Virtual University as an ultimategoal’– AUNIP (AUN Intellectual Property Network)

Thematic Networks––––AUN-QA project
AUN ScholarshipASEAN University Network (AUN)

1210Nagoya University: Transforming Nagoya University as a World Class Institution (ྡྂᒇ኱Ꮫ䛛䜙Nagoya University䜈䠅
Yonsei Vision 2020: Yonsei, the First and the Best
National University of Singapore: A leading global university centred in Asia,
influencing the future
IIT Delhi: To contribute to India and World through excellence in scientific andtechnical education and research; to serve as a valuable resource for industry andsociety; and remain a source of pride for all Indians
Chulalongkorn University: The Pride of Chula is in Serving the Public
The Royal University of Phnom Penh: further development as the leading
university in Cambodia in the fields of science, social sciences and humanities
Shanghai Jiao Tong University:Ā㔬ਸᙗǃ⹄ウරǃഭ䱵ॆāⲴц⭼а⍱བྷᆖ
Nagasaki Wesleyan University: fostering the development of global citizens whowill link local communities and the world.

Visions of various Asian Universities





•
•••

•

•

•

•

CAMPUS Asia••••

SingaporeKorea
ChinaJapan(possibly: Malaysia, Indonesia…)– Experiencing rapid development both in socio-economic development and upgrade inacademic positions (exception: Japan)– Close relationship between universities and the state governments in terms of financeand regulation (vs. New Public Management approach in the Western World)– How to interpret the meaning of incorporation and the existence of private sector?

Rise of new nationalism (Sugimura 2011)
World Class University/Global Research University policies by (Neo-)
Confucian Countries (Marginson 2011)15– based on the arguments of universities’ direction towards excellence under the declineof the nation states (Readings)

University (as Media): ⮬⏤䜈䛾ពᛮ will to liberal (Yoshimi 2011)

Relationship with the nation state

Should be understood as one example of a multilateral initiative fordeveloping an open, regional HE arena.
Selection of the pilot projects for a good model for quality exchange with
China & Korea, (as well as US, other Asia, and other developed countries).

– Guidelines for exchange programs, including credit transfers and grading policies– Pilot program(s) and identifying necessary support systems– Achieving mutual understanding on university evaluation, publishing a common glossaryof quality assurance, sharing information on university evaluation, visiting each other toobserve evaluation activities

Universities in Japan, China and Korea will become places where students
and professors from diverse cultural and regional backgrounds will be able
to come together, and the merits of each university will be realized.
Stirred by the Committee representing the governments, universities,industries and quality assurance agencies of the three countries.
Mutual understanding on exchange programs and quality assurance(Collective Action for the Mobility Program of University Students; byJapan, Korea and China; from April 2010)      •••
International student flow within Southern countries
Return to homeland from the US
New flows of international students within Asia
International students passing through a transit point

Including: summer programs, short term studies(Sugimura 2011)– Co-design of joint/dual/double degree program– Provision of a learning space based on individual/systemic supervision (virtual universitymodel)•– Enclosure to the curriculum of a sending institution– Acceptance of the transfer students by a hosting institution– Provision by modules by a hosting institution

Approaches– institutional based programs– regional organization programs: AUN– Governments cooperation programs: CAMPUS Asia

Student mobility programs––––

Student mobility patterns

14

Diversification of Transnational Student Mobility••••••••••

Acceptance of foreign branches, partnership programs

Global attention to China and its society (market based)
Soft power policy
Linkage with ODA type international collaboration

17

Return to education in English language
Attract international students as a transit point
Hub and linkage with Islamic academic network
Highest public investment in HE
Risks and opportunities: Singapore, ethnical diversity– Risks and opportunities: development of Asian HE systems

Australia: systemic approach in HE as quality exporting industry–––––Malaysia– Active engagement in WCU policies and QA activities– ‘Internationalization’ through opening its HE system to mainland China– Risks and opportunities: diplomatic instability, relationship with mainland ChinaTaiwan

19– Quality enhancement vs Expansion of learning opportunities– Risks and opportunities: Basic self-contained characteristics in academic labor market, strong
national and linguistic identity, size…

•••– Acceptance of international students through various reasons•– Combination in governmental regulation and HEIs’ initiatives– Brain drains to ‘Brain choice’ among returnees– Autonomous choice in international partnerships

China: Pathways to a WCU system– By individual academics– By HEIs– By the government

Language space matters; domination of English as a lingua franca, while the (es.
Undergraduate) talents pool tends to be based on its own language space orterritory. (e.g. English language program at the University of Chulalongkorn,undergraduate programs in UCs, MIT is not always strongly international…)
Multipolarized initiatives towards the horizontal relationship: Region-wide
concentration of the talents may not happen (exception: Singapore, but again HK
gives a different model)
Strategic approach towards academic networks– Among top universities– Among nation states

Development of operational capacity– Not always be concentrated into one: e.g. Korea: SNU, Kaist, Postech, Yonsei, Korea

Concentration of the talents and public resources to national flagship universities
Classification tends to be borderless, while national hierarchical order tends to bemaintained

Spellbind of WCU policies in Asia      18– Foster around 30 world class universities– Incorporation of national universities from 2004
– Quality assessment linked with finance among national universities(first round finished in 2010)– Linked with the structural adjustment budgetary policy by KoizumiCabinet• Toyama Plan (2001)

20– Organizational reforms to strengthen graduate education– Shift from operational budget to project based funds for research– Enactment of Science and Technology Basic Act (1995)– Stimulated by the WCU policies in Korea (BK21) and China (211 & 985)

• Policy arrangements to strengthen world status of topuniversities and research activities for adapting global
knowledge economy in 1990s

Japan’s WCU policy– Enhancing research environment through the Excellence initiatives:
WCU project funds and endowments towards old and new WCUs
– Provision of education in English language inside Korea– Attracting international students through ODA scholarship– Guidance to mergers and withdrawals among private HEIs
– Accreditation for accepting international students– Risks and opportunities: Size, Geo-political balance, overspending ofeducation (both domestic/abroad) by Korean families• Korea: Brain Drain to Brain Gain/Brain Circulation– Global schoolhouse: attraction and partnership with global topuniversities– Integration of HE policy into global business hub policies– Risks and opportunities: Size, Geo-political balance• Singapore: knowledge hub (regional to global?)

How to establish an WCU HE systems in Asia?







•

•

•

•

23

Æ Strategic & Systemic Approach towards international exchange by gathering theinitiatives from government, university and industry

Other government budget for promoting exchange with US universities, (and then,with ASEAN universities??)– Student exchange, Linkage with Industry, Quality Assurance

CAMPUS Asia Project with China and Korea

Æ Universities feel necessity to appeal directly to the general public– Budgetary Spending Review– WCU policy became invisible, while investment to the human resources and green/life
innovation were stressed– Cancel of annual 1% cut of subsidies for the expenditure of national universities: -0.94%(2010)– 10% cut + policy contest=+3% (2011)– Budgetary priority for recovery from disasters in March 2011

Policy revision by the Democratic Party of Japan (2009-)

Replacement of the Ruling Parties

21– Global 30 (2009-) (7 national: Hokkaido, Tohoku, Tsukuba, U. of Tokyo,Nagoya, Kyoto, Osaka, Kyushu, 6 private: Meiji, Sophia, Keio, Waseda,Doshisha, Ritsumeikan).
Proposal for privatization of the University of Tokyo by Heizo Takenaka (&Liberal Democratic Party)• Internationalization– Choice of seven function from ‘key base for world-class research andeducation’ to ‘contribution to a local community’– Centers of Excellence in the 21st Centuries <COE21> (2002-)– Global COEs (2007-)– World Premier International Research Center Initiative (WPI, 2007-)– Funding Program for World-Leading R&D on Science and Technology(FIRST, 2009-)• Diversification through autonomous choice and competitive funding– Financial incentive based on the assessment result of medium-termgoals and plans (6 year cycle)– 1% cut every year in the government’s subsidy of the operational
budget (2005-2009)• Incorporation of all National Universities (2004-)      Others

www.ru11.jp

••

•

•

24

Tokyo, Kyoto, Tohoku, Hokkaido,Kyushu, Osaka, Nagoya, Tsukuba,
Tokyo Institute of Technology,
Waseda & KeioCollaborative Proclaims to thegovernment for promoting public
investment to universities as a key
platform of knowledge (Nov 2009-)The first RU11 symposium: “Towardthe creative reconstruction and thefuture of Japan by using the power of'wisdom' -get over now‚ aim fortomorrow” (June 2011, at Sendai)
Assembly negotiation with Thompson
Reuters/ THE on ranking
methodology (Aug 2011)

Research University 11 (RU11)

2009

2004

2009

2004

2009

2004

22

Competitive Funds (Research and other)

2004
2009

2009

250,000

Income from Tuition Fees

200,000

Income from University Hospital

150,000

2004

100,000

Subsidy for Operatonal Expenditure

50,000

2009

0

2004

2009

2004

2009

2004

2009

2004

Diversification of financial resourcesamong top national universities
TokyoInstituteHokkaidoKyushu Tohoku Osaka Kyoto Universi
of Tsukuba Nagoya
Technol Universi Universi Universi Universi Universi Universi Universi ty ofogytytytytytytytyTokyo

•

Total: 233

Tokyo Tech.: 25
Nagoya University: 14
Kyoto University: 31
Osaka University: 4
Kyushu University: 9

Strong and continuous ties ofhuman relationships + shared
and accumulated idea for futurevisions

Students (or national citizens): no power to change but obey the existing
selection game

Higher education researchers andexperts trained and involved in thepolicy making process

University managers and academicleaders selected within a conservative
hierarchy

27

A new ruling party without bonds
with dominant stakeholders

Strong and continuous ties ofhuman relationships + shared
and accumulated idea for future
visionStudents (or national citizens): no power to change but obey the existing
selection game

Higher education researchers andexperts trained and involved in thepolicy making process

University managers and academic
leaders selected within aconservative hierarchy

Strong and stable bureaucracy at
central ministries

Strong and stable bureaucracy at
central ministries

Other types of ‘agencies’ or‘cozy relationships’ to be changed (original concept)

Continuing dominance of a powerful ruling party      Continuing dominance of a powerful ruling party‘cozy relationships’ under the old regime

Hokkaido university: 13
Tohoku University: 33
University of Tsukuba: 15
The University of Tokyo: 35
Waseda University: 30
Keio University: 24

The number of events organized by each member university due to theMarch 11th earthquake and tsunami is as follows (as of 27 September):

RU11 Initiatives for the Recovery

2826A new ruling party without bondswith dominant stakeholders

Higher education researchers andexperts trained and involved in thepolicy making process

29•
••

•••

•

31

– Global placement (both in job and upper education programs
Brain drain, brain circulation, or enclosure (??): by setting a region-wide open learning space
Systemic & strategic approach to the curriculum construction and de-construction
Enhancing the global citizenship as regional HE systems• Active usage of short-visit/short-stay both in academic and student exchange• Based on school to school partnership (vs through agents)••••      • Academics• Graduate students• Undergraduate: twinning, recruitment to secondary schools– Global recruiting• Strengthen the national curriculum• Provision of various international education opportunities inside the country (deregulation &promotion)

Provision of high quality education, training and research opportunities with global
employability
Promotion of academic/student exchange among top Asian universities– Through policy incentives as well as institutional arrangements
Efforts for internationalizing the talent pool
– Internationalization at secondary education level

Towards an autonomous developmentof Asian open learning spaceStudents (or national citizens): no power to change but obey the existing
selection game

Strong and continuous ties ofhuman relationships + shared
and accumulated idea for future
visionUniversity managers and academic
leaders selected within aconservative hierarchy

Strong and stable bureaucracy at
central ministries

Continuing dominance of a powerful ruling party

Other types of ‘agencies’ or‘cozy relationships’ to be changed (original concept)

30

A new ruling party with small
bonds with dominant stakeholders(In crisis??)Transparent Arena inPolicy Review

Students and the General Public (national citizens)Japan
Australia
USUK
EuropeRussiaKorea
TaiwanSingapore
Hong Kong

Senior ASEAN
Junior ASEAN

Other regions––

BRICs: China & India
ASEAN

–––
–

New industrial economies

––––
–
–

Matured/developed economies

University managers/leaders
Academics
Education policy
Science and Technology policy
Industrial policy
Diplomatic policy
Financial policy
Local policy–––

Students
ParentsIndustries and other stakeholders

Market––––––

National governments––Universities

Different patterns of interactive
dynamisms among various
countries/economies

•••

32

Dynamics among diversified stakeholders
in the formation process of Learning Space

Individual academics /intellectuals

Higher education researchers andexperts trained and involved in thepolicy making process

University managers and academic
leaders

Seek for ties in humanrelationships + shared andaccumulated idea for future
visionBureaucracy at central ministries

Current condition