Diese Webseite wird nicht mehr aktualisiert - das IBI hat einen neuen Webauftritt: www.ibi.hu-berlin.de.

Berichte und Veröffentlichungen

Januar 2007:

German Journals in Journal Citations Report (Science Edition 2005)
by Mohammad Hossein Biglu - pdf-Dokument

Dezember 2006:

Salzburg Connection II

(hier gehts zum Bericht des Seminars 2004)

Report about Salzburg Seminar: October 23-30, 2006 by Mohammad Hossein Biglu

The Department's Doctorand Mohammad Hossein Biglu (left on the picture and Dr. Ossi V. Lindqvist, chairman of the Finnish Higher Education Evaluation Council from 2000 to 2003 and again for a second term from 2004 to 2007) took an active part as a member of “Strategy Group“ of higher education for an intergovernmental organization (organization of American states) for the time frame 2010 / 2020 in session 436 ( beyond the University-shifting Demographics in Higher Education) in the SALZBURG SEMINAR.

Changing demographics are pertinent to all world regions, and through communication, travel and migration regions are interlinked as never before. This makes it all the more important to adopt a global focus in evaluation changes and searching for responses. With a truly global network, Salzburg seminar is particularly well-equipped to bring together specialists from different regions to share experiences, compare perspectives, and discuss strategies and responses to the new global challenges.

The session convened 46 participants and policy-makers from 25 countries all around the world to explore the trends in shifting students populations, analyse policies and models to respond to these trends, and evaluate the challenge and opportunities that higher education faces in the light of this development.

“Higher education is fast becoming a“universal aspiration”. Not only the numbers of aspiring students have been increasing steadily, but also the types of student, their needs and expectations. The demands of the new “Knowledge society” as well as social and demographic shifts continue to have far-reaching effects on the composition of the student body, with more and more entrants (or re-entrants) well past the age of eighteen to twenty-four. To be a student in the context of lifelong learning is no longer considered as a passing of status into a professional or scientific career, but increasingly as a mode of life.

In addition, a significant proportion of the migrating population in the world are students or would-be students. This group will grow with or without proactive strategies by the key players, national, supra-national or institutional. Migration will influence brain circulation on a global scale, and it will be forced by strong powers such as a climate change, wars, famines and droughts. Even more than faculty and researchers, students will be a significant sector of the new composition of “Knowledge societies”.

In order to serve an increasingly broad and divers spectrum of the population, higher education institutions will have to adjust their academic programs and organization structures and become more “permeable”. Also governments and intergovernmental organizations will need to facilitate accesses to higher education in order to ensure that the demands for the highly educated and skilled labour of the established and still developing knowledge economies are met.”

At this session the groups’ task was to prepare a set of regional policy recommendation for higher education for 2015-2020 in view of the demographic issues relevant to the regions of the world. While taking into account local and international consideration, they were expected to focus on ideas that go beyond the concerns of individual states and can be addressed through international cooperation.
The Strategy Group prepared a presentation for the Government Body that addressed two main concerns:
• What are the needs for higher education in the regions of the world for the time frame of 2015-2020?
• What regional policies are needed to meet these perceived needs for higher education?

The photo shows the Strategy Group of higher education for organization of American states for the time frame 2010 / 2020 in session 436 - Beyond the University-shifting Demographics in Higher Education:

• Gary Riggins (USA), Director of graduate studies in education and professor of education, lee university, Cleveland, Tennessee.
• Agnieszka Subocz (Poland), Office manager, Euromoney Polska S.A., ISI Emerging Market Company, olsztyn. Doctoral candidate, American history, Academy of Humanities, Pultusk.
• Ted Pauls (USA), International department chair, Communication Department, Bethany College. Doctora candidate, education leadership studies, West Virginia University, Morgantown.
• Mohammad Hossein Biglu (Iran), Ph.D. student, Library & Information Science, Humboldt University, Berlin, Germany. Former Lecturer and head of Medical Library & Information Science Department. Alumnus of Salzburg Seminar Session 422, Libraries in the 21st Century, in 2004.
• Rodrigo Varela (Colombia), Director and founder, Center for Entrepreneurship Development, Universidad Icesi, cali.
• Bryan Raudenbush (USA), Associate professor and director of undergraduate research, wheeling Jesuit University, West Virginia.
• Pamela Tolbert-Bynum (USA), Adjunct Lecturer, English Department, hostos Community College, Bronx, New Yourk.
• Sharon Raynor (USA), Department chair and assistant professor, Department of English and Foreign Language, Johnson C. Smith University, Charlotte, North Carolina.
• M. Chridtopher Beown (USA), Vice president for programs and administration, American Association of Colleges for Teacher Education (AACTE), Washington, DC.

A summary of key assumption and issues by The Strategy Group of higher education for organization of American states for the time frame 2010/2020

The Salzburg seminar participants begin their thinking with varied assumptions related to demographic shifts and educational enhancement across the Americas. There is consensus that the impact of education and changing demographics on the long-term economic growth of the continental regions cannot be overemphasised. In an environment where competition has been raised to a global dimension and where information exchange is of greater importance to social systems, and labor systems, higher education networks (particularly colleges and universities) must re-examine and possibly modify both its infrastructures and delivery of services. Hence, informed investments t the higher education enterprise across nations that creates pools of skilled labor and enlightened citizens will improve long-term national competitiveness, and as a result will both facilitate each country’s integration into global economy.

The access and use of new technologies to improve and incorporate changing demographics and global demands for post-compulsory education training and higher education are closely linked to economic growth. To capitalize on the potential of higher education, greater attention must be paid to bettering primary and secondary education in all countries. The current environment requires that educational decisions that traditionally would have taken years to decide with only short-term benefit be exchanged for immediate interventions with long-lasting consequences for the educational and productive future of all Americans societies in specific, and the world in general. American countries will need to engage a facilitating intervention to encourage both public and private sectors to contribute fully to education in this regard. Such interventions, engagements, and initiatives require infrastructures and context to accommodate the multiple, myriad, and many variations in languages, culture, and schooling across the American hemispheres. In like manner, proportional fiscal support will require a significant monetary investment, not to mention human capital of scope and scale.

We propose an international policy and resources entity with the capacity to interact across boundaries with the aim of exchanging the complex questions incident to higher education in the Americas, designing appropriate strategies for international collaboration, evaluating the leading institutional practices that accommodate shifting demographics, and monitoring the Americans in North and South American have prioritized higher education as a linchpin in improving social systems, economic realities, and global market participation. While there are multiple and varied partnership, memoranda of understanding, and educational programs, there is not a singular clearinghouse, resource provider, and policy principal on matters of postsecondary collaboration and reform.

There is growing pressure from elected officials, government prospectives and their communities for bureaucrats, educators, teachers and organization to understand the immediate implications of changing demographics for higher education. History and evidence are strong on the nexus of equity, access, and capacity. Irrespective of the size of a nation, its population, the number of cities or rural regions, or GDP, failure to ignore the rapid changes in the world, the role of higher education, and the delivery of educational services place them at great risk of being left out of the knowledge economy at best, or utter collapse at worst. Analysis of trans-national data suggest that many existing policies and practices are incompatible with the demands and need of the present labor market, emerging education sector, and near borderless global reality.

It seems appropriate to leave the seminar participants with a few questions. First, what should be the role of the university within the broader context of the changes likely to occur in the higher education enterprise? Should it be a leader in change? Or should it simply strive to protect the important traditions and values of the academy during this time of change? Finally, perhaps the most important question of all: are we facing in the years ahead a period of evolution, or revolution, or possible re-invention of the university as we know it today?

--> visit the session via Internet