John N. Hawkins

The Dynamics of Higher Education Development in East Asia

1. Introduction: Four Hypotheses of Higher Education Development John N. Hawkins, Deane E. Neubauer, and Jung Cheol Shin PART I: CULTURAL TRADITION AND HIGHER EDUCATION DEVELOPMENT 2. Higher Education Development in East Asian Countries Focusing on Cultural Tradition and Economic Systems Jung Cheol Shin 3. Between the East and the West: Challenges for Internationalizing Higher Education in Asia Sheng-Ju Chan 4. East-West? Tradition and the Development of Hybrid Higher Education in Asia John N. Hawkins 5. Situating Higher Education in China: From Universal History to the Research Paradigm Yuan Xun PART II: ECONOMIC DEVELOPMENT AND HIGHER EDUCATION DEVELOPMENT 6. Meeting Point of the East and the West: Globalizing or Localizing Higher Education in East Asia Ka Ho Mok 7. Higher Education Development, Culture, and Economy in Indonesia Fasli Jalal 8. Cultural and Historical Factors Influencing the Development of Higher Education in Thailand Sakarindr Bhumiratana PART III: GLOBALIZATION AND HIGHER EDUCATION DEVELOPMENT 9. The Globalized University as the Next Stage in Higher Education Development Deane E. Neubauer 10. Globalization Practices in Asia-Pacific Universities Molly N. N. Lee 11. Structural Transformation of Japanese Higher Education: Adopting to Meet Challenges Posed by Globalization and Market Economy Reiko Yamada 12 Conclusion: Is There An Asian Hybrid University? John N. Hawkins, Deane E. Neubauer, and Jung Cheol Shin)

The Many Faces of Asia Pacific Higher Education in the Era of Massification

Higher education throughout much of the world, and certainly across the diverse Asia Pacific region, has been engaged in one or another aspect of the massification phase (Trow in International Handbook of Higher Education (RSS), 2005) for the past three or four decades. From an outside perspective, it may appear that the general form and dynamics of this massification movement are quite similar, irrespective of local country differences. On closer inspection, however, the process of massification is in fact highly complex and differentiated, taking a variety of shapes and pathways.

Research, development, and innovation in Asia Pacific higher education

1. Introduction: John N. Hawkins, Ka Ho Mok, and Deane Neubauer PART I: POLICY IMPLICATIONS FOR SHIFTING RESEARCH CAPACITY AND DEVELOPMENT 2. Developing Research Capacity in Education Schools and Faculties in Newer Universities: Seeking Research Excellence and Entrepreneurship Annette Gough 3. The Shifting Ecology of Research in Asian Pacific Higher Education: Imitation or Innovation John N. Hawkins 4. Time for Balanced Thinking: Reflections on Dichotomous Multiple Missions of Public Higher Education in the United States Stewart Sutin 5. Why the Asia Craze for Publication?-An Examination from Academic Regime Po-fen Tai 6. National Policies in Chile Related to Research and Innovation, The Challenge of Cultural Change Mario Letelier and Maria J. Sandoval PART II: ENTREPRENEURSHIP, INNOVATION AND DEVELOPMENT IN THE RESEARCH DOMAIN 7. Rethinking Innovation in a Higher Education Context Deane Neubauer 8. Questing for Entrepreneurship and Innovation for Enhancing Global Competitiveness in Hong Kong: Academic Reflections Ka Ho Mok and Sheng-ju Chan 9. The Quest for Entrepreneurial University in Taiwan: Policies and Practices in Industry-Academy Cooperation Sheng-Ju Chan and Ka Ho Mok 10. The University-Community Compact: Innovation in Community Engagement Robert W. Franco 11. Management of Research, Development, and Innovation: A Case Study of Universiti Sains Malaysia Chang Da Wan and Molly Lee 12. Dynamics and Challenges of Public and Private Partnership in Thai Higher Education Institutions in Promoting a Creative Society: Implications for Research Prompilai Buasuwan 13. Subjectivity, Indigenous Perspectives, and the New Qing History: The Role and Potential of Local Dimensions in Enhancing Research and Development in a Globalized Setting William Yat Wai Lo 14. Research, Development, and Academic Culture in Chinese Universities: A Historical Reflection Su-Yan Pan 15. Conclusion: Research Trends in Higher Education in Asia Pacific Ka Ho Mok and John N. Hawkins

Introduction Four Hypotheses of Higher Education Development

How might we “explain” the particular pathways that higher education (HE thereafter) has taken in the Asia Pacific region, especially with respect to its social, economic, and cultural dimensions? This question was the problematic for a seminar organized by the East-West Center and Seoul National University (SNU) and with the cooperation of UNESCO Bangkok held at SNU in May 2012. Twelve scholars from throughout the region addressed this subject over the course of three days. The papers that resulted from this process have been revised and constitute the majority contents of this volume.

Access, Equity, Capacity—Initiating Some Distinctions

As detailed in the preceding chapter, the prevailing norm of access in education arises out of the historical experience with schooling in emergent industrial society wherein the needs of industrial production resulted in irresistible pressures toward universal and compulsory basic education. Over time, and especially during recent development decades, achieving universal education has come to be equated with meeting a necessary requirement for successful economic development. The values embedded in UNESCO’s program of Education for All make clear that gaining education is equated with achieving the status of full citizenship.

Prospects for Higher Education in the Midst of Globalization

The prospects of higher education in the Asian region tend to focus on issues of financing, managing, and ensuring quality of higher education systems especially as higher education expands and diversifies, and the unit costs keep rising. A critical policy question becomes: how can countries continue to finance their higher education systems? This issue becomes even more critical as Asian societies pass through three progressive stages of demographic change as they have over the past 60 years, beginning from rapidly expanding populations to those that peak and then begin to age in the presence of declining birth rates. Higher education responds to these changes, and as we have already witnessed with several countries, moves into a critical change where excess higher education capacity exists in a global context of continued higher education massification. The chapter examines the particular role that quality plays in this process. In addition, the dynamics of globalization seemingly inevitably move higher education into the area of its own internationalization.

Twenty-First Century Work Skills and Competencies

The twenty-first century has borne witness to a steadily increasing pattern of global interdependence, a keystone of which has been the progressive and seemingly inescapable conjoining of economic activity throughout the world. This trajectory has been amplified by the role being paid by technology of all forms, but most especially (perhaps!) those that link information, computing, communication, and automation. Whereas, 20-some years ago, David Harvey’s judgment that contemporary globalization had resulted in the annihilation of time and space seemed perhaps to border on overstatement, today it is a proposition that few would contest (1990). Situated in the center of this transformation is the nature of work in economies of all stripes, as these forces of change rapidly influence the kinds of work being done, where, and by whom. Closely linked to these phenomena is the myriad of ties that link education at all levels with what we can more appropriately term the “worlds of work.” It is also true, that there remains a digital divide that shuts out over 60 percent of the world that does not participate in those aspects of globalization that require this form of technology. This fact has significant implications for the link between learning and work (see Internet World Stats, available online at http://www.internetworldstats.com/stats.htm).

The Dynamics of Regionalization in Contemporary Asia-Pacific Higher Education

In this concluding chapter, we seek to articulate and tie together some of the dominant themes articulated in the preceding chapters. The first part frames these in terms of three “fundamental” observations about the context(s) within which regionalization is taking place in the Asia-Pacific region. In the two subsequent parts, we weave these observations through various other themes established in earlier chapters.