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German Journals in Journal Citations Report (Science Edition
by Mohammad Hossein Biglu - pdf-Dokument
Salzburg Connection II
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.
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.
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.
of the participants and policy-makers countries
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.
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?
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
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
• 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.
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?
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