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The Future Cyber Education / Cyber University
June 26, 2007
Hoisoo Kim, Ph. D
Chonnam National University
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Contents
1
Four Major Changes in Higher Education
2
Four Future Scenarios for Higher Education
3
Four Strategy Choices for Educational Delivery
4
Questions to Start the Discussion
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Suppose
 You are CEOs of the USA international companies
 Many international branches in developing countries
 Suffering from low quality of new employees with bachelor
degrees in the countries
 What are you going to ask HE institutions of the countries?
 What kinds of communication channels do you wan to use?
How can you deliver your message to HE institutions?
 You are USA government officers responsible for the issues.
 What kinds of strategies are you going to use in order to
improve the quality of university graduates in the developing
countries?
 What are the more active strategies?
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Four Major Changes in Higher Education
Process of Allomorphic Change of HE
Knowledge-based competition
Competitive
World Economy
Competitive structure pressure
Internationalized H.E.
institutions as knowledge
producers and deliverers
Competitive
pressure
Nation H.E. reforming policy
institutional
Imperatives
and
archetypes
(Incorporation, specification and articulation
of institutional imperatives
Coercive pressures
and archetypes)
World polity
Competitive structure
by policy regulation
Institutional
pressure
(coercive,
normative,
mimetic)
Incorporation, specification and articulation
for H.E. sector
By international agencies.
Broad allomorphic structure
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Competitive and
Mimetic pressure
Individual H.E. institution
Institutional
pressure
International agencies
(IMF, WB, OECD,EU
etc.)
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(settled cultural, cognitive
and practical repertoires:
Organizational incorporation,
Specification and articulation
Organizational
allomorphism
Schooling
Four Major Changes in Higher Education
1. Globalization of HE
 The global spread of business and services as well as key economic,
social and cultural practices to a world market
 often through multi-national institutions and the internet
2. Internationalization of HE
 The sharing of ideas, knowledge and ways of doing things in similar
ways across different countries
3. The ideology of New Managerialism in HE
 The extent which contemporary business practices and private sector
ideas or values have permeated publicly funded institutions
4. Entrepreneurialism in HE
 Academics and administrators explicitly seek out new ways of raising
private sector funds through enterprising activities such as
consultancies and applied research
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Four Major Changes in Higher Education
Globalization of HE
 Globalizing forces have led to new political approaches as the
Third Way.
 The Third way is intended to offer a combination of democracy and public
welfare with private sector partnerships and the modernization of public
institutions to make them less bureaucratic and more responsive to consumers.
 The idea of nation-states is outmoded and has been superseded by
transnational bodies such as G7 and the OECD.
 Neo-Liberalism
• Market replaces the state as the main mechanism of distributing goods
and services
• Social welfare is reduced to a safety net.
 Effect of globalization to HE
(1) A greater reluctance to use public money for public services such as HE
(2) Publicly funded institutions are themselves expected to enter or create a
marketplace, adopting the practices and values of the private sector in so
doing. Ex) University corporations
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Four Major Changes in Higher Education
New Mamagerialism and Entrepreneurialism in HE
 New managerialism
 Ideologies about the application of techniques, values and practices derived
from the private sector of the economy to the management of organizations
concerned with the provision of public services
• Examples: The use of internal cost centers within the institution, the formation of
internal markets (ex, academic cost centers might be asked to pay for internally
provided laboratory space or information technology services), the intrusive
monitoring of efficiency and effectiveness, teaching and research audits, Quality
Assurance Agency, etc.
 The entrepreneurial University

H.E. institutions are pushed and pulled by enlarging, interacting streams of demand.
Change of curricula and faculties, modernization of facilities and equipments
 Academic Capitalism
 a situation in which the academic staff of publicly funded universities operate in an
increasingly competitive environment, deploying their academic capital
(teaching, research, consultancy skills, etc.)
 Causes of the adoption of new managerialism ideologies in universities
 Cultural factors: new ideas about knowledge (performativity of knowledge)
 Social factors: new and more diverse student groups
 Economic factors: the declining unit of public funding
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Four Future Scenarios for Higher Education
Scenario 1: Open Networking
 Internationalization and intensive networking
 Partnerships and intensive networking among institutions, scholars,
students and with other sectors such as industry
 Students can choose their courses from the global university network
and design their own curricula and degrees.
 A great deal of students’ autonomy (study abroad, online learning etc.)
 Proliferation of e-learning, different use of classroom time with more
small seminars and interactive discussions, and more time spent with
students on their individual projects
 Sharing of learning contents among institutions
 Strengthening of international collaborative research by the dense
networking and the availability of free and open knowledge
 Still strong hierarchy among HE institutions
 Academics and students in HE institutions with fewer resources have
remote access to research and research tools
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Four Future Scenarios for Higher Education
Scenario 1: Open Networking
 Key drivers of Change
 Voluntary cooperation among countries and institutions
• Because of limited resources
 Lower costs of communication and transportation
 ICT
 The ideal of open knowledge: Academic research largely supported
by taxpayers and thus should be freely available)
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Four Future Scenarios for Higher Education
Scenario 2: Serving Local Communities
 HE institutions focus on national and local missions
 addressing local economic and community needs in their teaching
and research
 A small number of “elite” HE institutions and research departments
are linked to international networks
 The average HE institution focuses teaching and research on the needs
of local authorities and businesses are keen to support HE local
institutions; recreational courses also generate some revenue.
 The scope of academic research has diminished somewhat (while
research has regained ground in the government sector).
 Research in “strategic” areas such as physics or engineering is
relocated in the government sector, and international
collaborative research continues with a more limited number of
“friendly” countries.
 Academics continue to conduct research, but teaching is their primary
objective, and research is a welcome by-product.
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Four Future Scenarios for Higher Education
Scenario 2: Serving Local Communities
Key drivers of change
 A backlash against globalization
 Governments’ strong emphasis on the national missions of HE
 growing skepticism among the general population in regard to
internationalization for a variety of reasons
• Ex) terror attacks and wars
• concerns about the growth in immigration
• frustration about outsourcing and the feeling that national identity is
threatened by globalization and foreign influence
• giving security classification to an increasing number of research
topics in natural sciences, life sciences and engineering, etc.
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Four Future Scenarios for Higher Education
Scenario 3: New Public Responsibility
 Focus on the use of “new public management” tools
 HE institutions are autonomous (or legally private).
• still depend on the public money
• have taken advantage of foreign education markets, the deregulation of
tuition fees, the patenting of their academic research and their growing financial
links with industry to diversify their funding sources.
 The boundaries between public and private higher education institutions
have blurred.
• Because most university resources are private, coming from student tuition,
and support from business and private foundations.
 Students and their families pay a significant share of the cost of their studies.
 More attentive to the needs of students of all ages and with a wide range of
learning needs
 Quality of teaching and employability are increasingly taken into account
by students and their families
 More national competition for research funding among a smaller number
of higher education institutions.
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Four Future Scenarios for Higher Education
Scenario 3: New Public Responsibility
 Key drivers of change
 Mounting budget pressures created by the ageing society
• Government doctrine of public management calls for HE
institutions operating at arm’s length from national
government, with a mix of public and private resources.
• The golden standards of good public governance:
– Accountability, transparency, efficiency and
effectiveness, responsiveness and forward vision
• Rising public debt has shifted a significant part of the cost of
higher education from government to other education
stakeholders, especially students and their families.
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Four Future Scenarios for Higher Education
Scenario 4: Higher Education Company
 HE Services on a Commercial Basis
 HE has always been in the General Agreement on Trade in Services (GATS),
• Following the principles of free trade
 Global competition for education services and research services on a commercial basis.
 Most segments of the HE market are now demand-driven, with business-like
methods.
• while the most prestigious institutions continue to be more supply-driven and
managed through peer assessment.
 HE institutions concentrate on what they consider to be their core business – either
teaching or research.
• Research and teaching are increasingly disconnected.
 Fierce competition for students
 Many institutions open branch campuses abroad, franchising educational programs,
etc.
 Fierce international competition for super-star academic researchers
 Most cross-border higher education institutions and programs operate almost
exclusively with local staff of the receiving country.
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Four Future Scenarios for Higher Education
Scenario 4: Higher Education Company
 Key drivers of change
 Trade liberalization in education
• An increasing number of governments have decided to liberalize
the HE sector and even commit themselves through the GATS
negotiations at the WTO or bilateral free trade agreements.
• An international marketplace for HE and academic research
services thus emerges on a commercial basis.
 low transportation and communication costs and the increasing
migration of people
 Stakeholders felt that there was no longer any reason not to open
HE services to worldwide competition
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Four Strategy Choices for Educational Delivery
Where local and face-t-face
interactions are highly valued
Where global and network-mediated
interactions are the norm
Choice 1: Back to the basics
Choice 2: The Global Campus
In which the
 Quality control of a cohesive
institution offers
curriculum, experienced in
a program and
the local setting (current
ensures its
situation)
quality
In which the
Choice 3: Stretching-thelearner chooses
mould
what he wants
 Individualization in the
and thus takes
local institution
more
responsibility for
quality assurance
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 Quality control of a cohesive
local curriculum, available
globally
Choice 4: The New Economy
 Individualization and
globalization
Four Strategy Choices for Educational Delivery
Choice 1: Back to Basics
 Focus on the traditional, campus-based students
 Face-to-face interaction
 The basic assumption : Professors are in a better position
than the student to indicate what courses are useful and in
which order they should be taken.
 A Well Planned Curriculum
 ICT is utilized for using word processors, email, WWW
browsers, getting course information via WWW
environments.
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Four Strategy Choices for Educational Delivery
Choice 2: The Global Campus
 Students want to
 Study in an well-planned program
 Stay in their own locations
 Continue their own lives at the same time as they are
studying.
 Students are able to participate on-line in the program.
 ICT becomes very important.
 Use ICT to find out about the program of the university
 Use ICT to register for the program
 Use ICT for stable access to all the course materials,
assignments, and for communication and interaction with
fellow students and instructors
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Four Strategy Choices for Educational Delivery
Choice 3: Stretching-the-mould
 Students want to
 Substitute some courses from the home institution by courses from
foreign institutions
 This choice may be related to
 The fact that the alternative course takes different academic,
pedagogical, cultural or linguistical approaches
 Student’s desire to interact with a wider (international) environment
 Student’s thought that the alternative course is more efficient,
relevant, or of high quality
 ICT becomes very important.
 The institution increases flexibility to contents, assignment,
prerequisites, resources, and other aspects of course participation.
 The institution may cooperate with foreign partner institutions.
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Four Strategy Choices for Educational Delivery
Choice 4: The New Economy
 Students want to
 Make his/her own decisions about what, when, how, where, and with
whom he/she learns
 Students are lifelong learners.
 Students have good ideas of the types of courses or learning experiences
that would be useful to his working settings.
 ICT use
 Students search the WWW themselves to locate appropriate learning
options.
 Courses may come from different institutions around world.
 Choose on the basis of the relevance, quality, efficiency, and
flexibility of the courses
 The student is looking for just-in-time internationally competitive
provision.
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Questions to Start the Discussion
 Which scenario is the most desirable? Which is the most probable?
 What would it take to get closer to the most desirable scenario?
 What are the pros and cons of the different scenarios in terms of
quality, access, equity and innovation?
 In which ways do the HE systems diversify in the different scenarios
(e. g. public/private, research/teaching etc.)
 Could the future of cyber education and cyber universities be
considered separately from the scenarios?
 What could be the future of cyber education and Cyber University?
 What are the most desirable international cooperation for the future
Cyber Education? How about international networking?
 What kinds of issues do we have to address?
 International Quality Assurance Association (IQAA)?
 Issues related to Copyright?
 Brain drain issues, etc.
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