By Dieter Lenzen
During this ebook, Dieter Lenzen analyzes the world's 3 significant academic structures: the Continental-European, the Atlantic (Anglo-American) and the East Asian. Distancing himself from the present pattern in the direction of the economically pushed Anglo-American method of schooling, the writer proposes another version, "a college of the world".
Contents:
· 3 options of the college within the globalization process
· The dynamics of world social systems
· international demanding situations within the post-secondary academic quarter as springboard for evaluating systems
· Convergence and divergence: present procedure dynamics within the post-secondary sector
· Can there be reasonable percentages in an international collage system?
· Conclusion
Target readers:
· Theorists of upper education
· coverage makers of upper education
· directors of upper education
· Social scientists
The author:
Professor Dr. Dieter Lenzen is the president of Universität Hamburg, vice chairman of the German Rectors' convention (HRK) in Germany and the German universities' spokesperson for the HRK.
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Additional resources for University of the World: A Case for a World University System
Sample text
2004). Social Changes and the Revival of Liberal Education in China since the 1990s. Asia Pacific Education Review, 5(1), 1–13. Chapter 6 Fair Chances in a World University System? The risks of hands-off self-monitoring by the three university systems heeding the imperatives of globalization were recognized at a relatively early stage by international NGOs. For example, in 1998, under the aegis of UNESCO, there was a “World University Conference” resulting in a World Declaration on Higher Education for the Twenty-First Century (UNESCO 1998).
In this respect, the East Asian university landscape, particularly in its most recent Chinese manifestation, does not differ from the Atlantic’s. ” (Henze et al. 53). This phenomenon is beginning to make headway in the continental European landscape, as well. While university professors up through the 1970s were still sufficiently capable of conducting research with their basic resources in a large number of disciplines, today they no longer are. At best, they can generate, on the basis of their basic resources, applications for research projects in the large, programoriented grant processes by government ministries, foundations, and corporations, or they have to subject themselves to peer evaluation—albeit of a purely formal nature—within the selection system of the German Research Foundation, whose acceptance quota, even for applications with top evaluations, has continued to sink.
To summarize, we can conclude from these observations of developmental trends the world over that an “Atlanticization” is the most likely variant. Due to the economic status of numerous Asian countries, a primarily market-oriented conception of university education appears most appealing. In Europe, the question arises as to whether a system further weakened by the Bologna Process can or wants to withstand the growing market orientation of the postsecondary system. References Adorno, T. W. (1998).
