bluuebunny/crossref_metadata_2025_split huggingface dataset:
N,N‐Dimethylformamide‐Assisted Shape Evolution of Highly Uniform and Shape‐Pure Colloidal Copper Nanocrystals
Authors: Lee Da Won , Woo Ho Young , Lee Dong Hyun David , Jung Myung‐Chul , Lee Donguk , Lee MinJi , Kim Jong Bae , Chae Ji Yeon , Han Myung Joon , Paik Taejong 
Published: September 2021

AbstractIn this paper, the N,N‐dimethylformamide (DMF)‐assisted shape evolution of highly uniform and shape‐pure copper nanocrystals (Cu NCs) is presented for the first time. Colloidal Cu NCs are synthesized via the disproportionation reaction of copper (I) bromide in the presence of a non‐polar solvent mixture. It is observed that the shape of Cu NCs is systematically controlled by the addition of different amounts of DMF to the reaction mixture in high‐temperature reaction conditions while maintaining a high size uniformity and shape purity. With increasing amount of DMF in the reaction mixture, the morphology of the Cu NCs change from a cube enclosed by six {100} facets, to a sphere with mixed surface facets, and finally, to an octahedron enclosed by eight {111} facets. The origin of this shape evolution is understood via first‐principles density functional theory calculations, which allows the study of the change in the relative surface stability according to surface‐coordinating adsorbates. Further, the shape‐dependent plasmonic properties are systematically investigated with highly uniform and ligand‐exchanged colloidal Cu NCs dispersed in acetonitrile. Finally, the facet‐dependent electrocatalytic activities of the shape‐controlled Cu NCs are investigated to reveal the activities of the highly uniform and shape‐pure Cu NCs in the methanol oxidation reaction.
COVID and Climate: Similarities and differences
Authors: Grundmann Reiner 
Published: September 2021

AbstractThe cases of COVID‐19 and climate change highlight the central role of scientific research which supposedly guides political decision‐making. Models and scenarios assume a central role. However, science cannot tell us what to do. While it provides important facts and metrics, uncertainties remain and decisions are based on considerations pertaining to fundamental values. Apart from these similarities, my aim is to emphasize some significant differences. They relate to policy goals, international cooperation, data and metrics, values, and the time horizons involved.This article is categorized under:
Social Status of Climate Change Knowledge > Climate Science and Decision Making
Introduction
Authors: van’t Land Hilligje , Corcoran Andreas , Iancu Diana-Camelia 
Published: September 2021

AbstractOn 9 December 2020, the International Association of Universities (IAU) celebrated the 70th anniversary of the historic signing of the IAU Constitution. The IAU was called into life when UNESCO and its Member States brought together universities of the world to jointly draft the founding text, signed on 9 December 1950, in Conference, in Nice, France. By doing so, they officialised the creation of an Association with a unique global mandate. The text of the Constitution opens with the following words, which still mark the work of IAU.
Why IAU?
Authors: Pricopie Remus 
Published: September 2021

AbstractWe all know that evaluation is a sophisticated science. However, when we talk about celebrating 70 years of the International Association of Universities (IAU), the word “sophisticated” gets an even deeper meaning. How do we evaluate the activity of a global organization, founded in 1950 by UNESCO, whose mission it is to be the voice of universities worldwide and the main defender of the two fundamental academic values: (i) academic freedom and (ii) university autonomy? Naturally, an anniversary is always an occasion to look back, just as it is natural to look ahead.
Universities, Associations, and Internationalization: Powerful Forces for Our Time
Authors: Rumbley Laura E. 
Published: September 2021

AbstractIt is hard for me to imagine three words that more meaningfully capture the forces that have animated my professional life over the last quarter century. As an international education specialist, a researcher focused on higher education institutions and systems around the world, and as someone who has worked for two European-level higher education associations, the power and potential of universities, working in tandem through the mechanisms of associations, and engaging internationally to advance their collective interests and agendas, resonates with me very clearly and very personally.
A Global View of Internationalisation: What Next?
Authors: Jones Elspeth , de Wit Hans 
Published: September 2021

AbstractThe International Association of Universities has long espoused a values-driven approach to internationalisation “to ensure that the outcomes of internationalisation are positive and of reciprocal benefit to the higher education institutions and the countries concerned” (IAU 2012). In line with this, there is increasing discussion about whether the concept of internationalisation has yet been adopted in more distinctive forms in different parts of the world to better reflect local needs and priorities. This debate seeks to consider the impact on policy and practice through new perspectives from those whose voices do not normally have a strong presence in the discourse. In this contribution, we will reflect further on these key points, and consider what might be involved in taking the internationalisation agenda forward in more sustainable, equitable and inclusive ways.
International Collaboration: Necessary, But Challenging
Authors: Huisman Jeroen 
Published: September 2021

AbstractThe claim that international collaboration is important is a truism. A myriad of reasons for cooperation is evident if one looks at existing cooperative arrangements. These may be motivated by an economic perspective (an efficient and synergetic use of human and technological resources, think for example, of large telescopes, particle accelerators, labs, but also of large international datasets), by a cultural perspective (learning from each other) or by a political perspective (development and diplomacy).
Levelling up International Higher Education: Universities, Nations and Global Goals
Authors: Beall Jo 
Published: September 2021

AbstractUniversities are not only the anchors, shapers and innovators of nations but they galvanise the building and rebuilding of nations. They are a source of knowledge, an arena to develop understanding and provide the vehicles for interpreting and addressing the key challenges of our time. Nations need universities to develop home-grown solutions for the problems and opportunities with which they are presented, and so they can participate with value and confidence in international scientific eco-systems. Yet, national universities do not and should not act alone. Agenda 2030 and the Sustainable Development Goals constitute the principal international convention of our time and offer a positive step in recognising the importance of tertiary education to individual and social advancement. However, they do not go far enough, particularly from the vantage point of nations with ambitions to grow prosperous economies and engaged societies. This chapter explores the national and international role of universities and the benefits or otherwise of the internationalisation of higher education and global conventions such as Agenda 2030.
Valuing the Civic Role of University Education in an Age of Competition and Rapid Change
Authors: Nuno Teixeira Pedro , Klemenčič Manja 
Published: September 2021

AbstractIn recent decades the discourse about higher education (HE) has been dominated by an instrumentalist view that emphasized the labour market benefits for graduates and the net (social) returns to tax payers for the public funding of HE (Psacharopoulos and Patrinos 2010). Nonetheless, HE’s contribution to students’ development and life is much broader than that through several non-market benefits to graduates, including improved health, improved education prospects for children, and greater longevity (see McMahon 2009). Furthermore, the effects of HE are visible in many civic dimensions, such as strengthened citizenship and civic mindedness and participation in democratic institutions. Thus, in this chapter, we discuss the significance of the civic contribution of HE beyond a narrow version of economic effects and on education practices that foster students’ civic mindedness and civic engagement.
The Beginning of History and the University
Authors: McAllister-Grande Bryan 
Published: September 2021

AbstractThe word “truth” features prominently in the mission statements of the International Association of Universities, the United Nations, and other post-World War II organizations. “Truth” also appears in the official mottoes of many universities: Harvard’s simple Veritus (“Truth”), National University of the South’s elegant Ardua Veritatem (“Through the difficulties to the truth”), Pontifícia Universidade Católica de Campinas’ celebratory Fide Splendet et Scientia (“May it shine with truth and knowledge”), Tianjin University’s practical (“seeking truth from facts”). Yet, “truth” is an elusive concept. This essay argues that a new history of the university and truth is required. A new history of truth will explore the idea from pluralistic perspectives, not the monolithic and all-powerful “Truth” of the twentieth century and those centuries before it.
The Role of Quality Assurance and the Values of Higher Education
Authors: Eaton Judith S. 
Published: September 2021

AbstractQuality assurance, the internal and external examination of the effectiveness and performance of colleges and universities, has always played a crucial role in sustaining and improving the best of what higher education has done in the past in order to build the future. The “best” includes the core values of academic freedom, institutional autonomy and social responsibility. Quality assurance has a history of buttressing and, at times, leading our commitment to these fundamental values. In these early decades of the 21st century, quality assurance has been playing an especially vital role in sustaining core values as higher education takes on the challenges of change and innovation. Quality assurance plays this key role even as we adopt new teaching and learning practices, develop new types of institutions, engage new types of education providers and continue our commitment to expand access and equity in higher education. Add to this the current environment of both the Covid-19 pandemic and the major and painful focus on social change around issues of race and equality, and it is clear that quality assurance efforts are more important than ever.
Recognition of Foreign Qualifications Celebrates Higher Education Collaboration Too
Authors: Lokhoff Jenneke 
Published: September 2021

AbstractInternational higher education collaboration and recognition of foreign qualifications have been inseparable from the very start. The institutionalization of higher education collaboration after the Second World War, when international organizations such as IAU were founded, also marked the start of the institutionalization of recognition of foreign qualifications. This piece celebrates seventy years of IAU by reflecting on the past, present and future of academic recognition of foreign qualifications, as one of the elements of internationalization that facilitate and validate international student mobility. It will do so by providing snapshots from some milestones in the field. The perspective taken is based on the experiences of Nuffic, which was founded only two years after IAU, in the same spirit of international cooperation in education. Nuffic was tasked with the recognition of foreign qualifications in 1958.
Stepping Up Global Collaboration to Protect Higher Education’s Future
Authors: Giannini Stefania 
Published: September 2021

AbstractWhether a university was founded centuries ago or in recent decades, the past 70 years have seen momentous change in the landscape of higher education and its place in our societies. The year 2020, coinciding with the 70th anniversary of the International Association of Universities (IAU), witnessed change that no forecast had anticipated: the closure or re-alignment to online learning of nearly all higher education institutions in the world, affecting some 220 million students in 175 countries.
Creating Responsible and Engaged Students
Authors: Mittal Pankaj 
Published: September 2021

AbstractSince 6 BC, when the first university of the world was established in Takshila in India, higher education in India has been integrating advanced knowledge and skills with larger social concerns. Apart from teaching and research, a prime concern of universities is to engage with the community and to contribute towards the development of society. Much emphasis is placed on the values of education by complementing curricular instruction for shaping future generations and enabling active engagement with society. The emphasis has been on holistic development of the student leading to complete realization and liberalization of oneself. To quote Swami Vivekananda, a well-known Indian scholar, “Education is not the amount of information that we put into your brain and runs riot there, undigested, all your life. We must have life-building, man-making, character-making assimilation of ideas. If you have assimilated five ideas and made them your life and character, you have more education than any man who has got by heart a whole library. If education is identical with information, the libraries are the greatest sages of the world and encyclopaedia are the greatest Rishis”.
Universities Can Regain the Public’s Trust
Authors: van Vught Frans 
Published: September 2021

AbstractPublic trust in universities appears to be decreasing. In this age of “fake news” and even “fake science”, the esteem of academic institutions is diminishing. In the eyes of the general public, universities may still be respectable institutions, but they are also seen to be relatively self-centred and to have an insatiable hunger for (public) resources. Furthermore, doubts are being raised about the self-organising capacities of autonomous academic institutions to assure and protect the quality, relevance and efficiency of their activities. Stakeholders ask for more information about costs and benefits. And for greater accountability. There are several reasons underlying this growing demand for information and accountability. First, the financial contributions made by students, taxpayers and others to higher education are rising. Second, the increasing number and variety of providers of higher education and the (degree and non-degree) programmes they offer makes it increasingly difficult for (prospective) students to decide where and what to study. Similarly, employers and governments wish to be assured that higher education providers deliver the quality education and research services that are needed for their labour markets, their businesses, and their communities.
The Constant of Change: Remaining Relevant in 21st Century Higher Education
Authors: Makhanya Mandla S. 
Published: September 2021

AbstractWhile the old Heraclitan adage: “The only constant in life is change” remains true, it is the scale and impact of that change that distinguishes the routine from the radical, and the evolution from the revolution. This difference is captured succinctly by Palinkas who asserts:“Change uses external influences to modify actions, but transformation modifies beliefs so actions become natural and thereby achieve the desired result ” (Palinkas 2013). Higher education, in its current state of disruption, is forcing us to revisit everything that we know and believe about education, in pursuit of its continued relevance and sustainability as a “new normal”. Key contributors to the state of disruption are fundamental and influential shifts in geo-socio-economic and political practices, rampant technological and scientific innovation, a multiplicity of role players, many of whom reside outside of the traditional higher education sphere, changing views on the nature and value of knowledge and the role of the university, and compelling contextual realities such as the need (and demands) for equity, social justice and redress.
Modern Challenges for Universities
Authors: Klyachko Tatiana , Mau Vladimir 
Published: September 2021

AbstractDuring the COVID-19 crisis, which has turned out to be an unprecedented challenge for higher education all over the world, IAU has become a platform that unites the efforts of universities and other educational institutions and also encourages the collaborative search for solutions to the problems they face. The communication mechanisms developed during this period, the global research conducted, and various web resources have significantly enriched the discourse in higher education. But most importantly, a solid foundation for the future strategic rethinking of the management of universities has been laid.
Redefining the Role of Universities in a Rapidly Changing Landscape
Authors: Hashim Datuk Abdul Rahim 
Published: September 2021

AbstractOver the past few decades, the Malaysian higher education sector has experienced important reform, particularly guided by the Malaysia Education Blueprint for Higher Education 2015–2025 to stimulate continued excellence in the system. However, the dawn of 2020 has unfolded many challenges as COVID-19 rages across the globe bringing sudden paralysis to the whole world. Indeed, the pandemic has affected the world and greatly impacted our lives not only from a health perspective, but also from the political, economic, and social aspects. To date, universities in Malaysia have been closed for more than four months, although the Ministry of Higher Education has recently permitted postgraduate students undertaking full-time research programmes to return to the university should their research necessitate their physical presence in laboratories, workshops, design studios or to use specific equipment available only on campus. For other university students, online or virtual teaching and learning is set to continue until the end of this year, although identified groups of students will be allowed to return to the campus in stages.
The IAU and Contemporary Global Challenges: A Latin American Point of View
Authors: de la Fuente Juan Ramón 
Published: September 2021

AbstractIn today’s world, in which the problems that affect us all are interconnected, global problems and global issues require global solutions. Pandemics, climate change, the growing waves of intolerance, inequality and migration are but some examples of the challenges that require a joint response. In a context where global, multiple stakeholders are needed to formulate efficient solutions to these global problems, universities must play a more active role. To this end, the IAU, the only truly global association of universities, offers a unique and important platform to foster that role.
Are Rankings (Still) Fit for Purpose?
Authors: Hazelkorn Ellen 
Published: September 2021

AbstractGlobal rankings emerged in the early years of the millennium at a time of increasing globalisation of higher education. Initially touted as a transparency instrument, a source of information about higher education for students, parents and the public, rankings have succeeded by comparing quality and performance internationally. They soon became an indicator of university reputation and status and national competitiveness in a world in which knowledge and talent reign supreme. Over the past decades, there has been a close correspondence between their growing influence and the expansion of their product range in terms of rankings by world region, subject and discipline, reputation and impact.
The African Dream for Quality Higher Education
Authors: Legrouri Ahmed 
Published: September 2021

AbstractEducation is well established as a leading means for building broad-based social welfare, promoting economic development and eradicating poverty. Most governments and international development agencies have, for many years, argued for a sequential development of schooling, giving priority to primary and then to secondary education before moving on to higher education. The World Education Forum: Education for All (Dakar, Senegal in 2000) advocated for primary education as a lone driver for development. In 2015, the United Nations recognised the role of HE in advancing the 2030 sustainable development agenda. HE is mentioned among the 17 Sustainable Development Goals (SDGs) in target 4.3 and forms an important part of other goals (See Higher Education and Research for Sustainable Development (HESD) global portal, International Association of Universities).
Drivers of Globalisation of Higher Education over the Last 70 Years
Authors: Deeks Andrew J. 
Published: September 2021

AbstractThe 70th anniversary of the International Association of Universities provides an opportunity to look back over the post-World War II era, and to reflect on the drivers that have led to the international higher education environment we experience today. The anniversary also provides an opportunity to look forward and to consider how such a globalised system of universities might contribute to future society.
Unlocking the Potential of Higher Education by Serving the Common Good
Authors: Blessinger Patrick , Sengupta Enakshi , Makhanya Mandla S. 
Published: September 2021

AbstractThe more pluralistic a society, the more diverse its educational system tends to be to address the diverse needs within society. No single institutional type and no single pedagogical approach can hope to address all the diverse educational and learning needs within society. In short, a one-size-fits-all approach to higher education is not well-suited to the modern age, which is increasingly characterized by diversity, complexity, uncertainty, risk, and hyper-connectivity. Furthermore, the democratic principles of inclusion, equity, justice, and rights require a more pluralistic structure to meet the diverse needs of society at all levels and in all segments. Therefore, a diverse higher education system is better able to promote the general well-being of society.
IAU President Walter Kamba (1990–1995): A Man of Conscience
Authors: Mohamedbhai Goolam 
Published: September 2021

AbstractIn June 1983, I participated, as representative of the University of Mauritius, in a training course on improving teaching and learning for academics from different African universities. It took place at the Roma campus of the National University of Lesotho. One afternoon, we were introduced to a distinguished guest speaker, Professor Walter Kamba, Vice-Chancellor of the University of Zimbabwe.
Between Global Inequalities and World Ethics. Personal Reflections on Internationalisation of Higher Education over the Past Seventy Years
Authors: Zgaga Pavel 
Published: September 2021

AbstractWhen the IAU was founded on 9 December 1950, I had just been conceived. We “met” each other only in the 1990s, but I think it is fair to say that the IAU’s seventy years are, in a sense, also my almost seventy years. We both share one aspect of this historical period: the IAU at the macro-level and I at the micro-level. There is no doubt that we are of the same generation.