World Class Worldwide: Transforming Research Universities in Asia and Latin America

1 Empires of Knowledge and Development

1 Empires of Knowledge and Development Philip G. Altbach The research university is a central institution of the 21st century. It is essential to the creation and dissemination of knowledge. As one of the key elements in the globalization of science, the research university is at the nexus of science, scholarship, and the new knowledge economies. The research university educates the new generation of personnel needed for technological and intellectual leadership, develops new knowledge so necessary for modern science and scholarship, and, just as important, serves as an element of worldwide communication and collaboration. All but a few research universities are located in the developed economies of the industrialized world. Any of the recent world rankings of top universities show that the main research-oriented universities are found in a few countries. This chapter, however, looks at the realities and prospects for research universities in developing and middle-income countries—a small but growing subset of research universities worldwide. If knowledge production and dissemination are not to remain a monopoly of the rich countries, research universities must become successful outside of the main cosmopolitan centers. In establishing and fostering research universities, developing countries face problems that are to some extent unique. Research universities are defined here as academic institutions committed to the creation and dissemination of knowledge in a range of disciplines and fields and featuring the appropriate laboratories, libraries, and other infrastructures that permit teaching and research at the highest possible level. While typically large and multifaceted, some research universities may be smaller institutions concentrating on a narrower range of subjects. Research universities educate students, usually at all degree levels—an indication the focus extends beyond research. Indeed, this synergy of research and teaching is a hallmark of these institutions, which employ mainly fulltime academics who hold doctoral degrees (Kerr 2001). Motivating this discussion is a conviction that knowledge production and dissemination must spread internationally and that all regions of the world need a role in the knowledge network (Altbach 1987). While there will always be centers and peripheries—the centers mainly concentrated in the major industrialized countries for the foreseeable future—there is room, indeed a necessity, for a wider dissemination of research capacity throughout the world. It may not be possible for each country to have a research university, but many developing and middle-income countries can develop universities with research capacity and the ability to participate in the world knowledge system. Smaller countries can form regional academic alliances to build enough strength in selected fields to promote participation in global science. The argument can be made that all countries need academic institutions linked to the global academic system of science and scholarship so that they can understand advanced scientific developments and participate selectively in them. Academic institutions in small or poor countries cannot compete with the Oxfords or Harvards of the industrialized nations. But most countries can support at least one university of sufficient quality to participate in international discussions of science and scholarship and undertake research in one or more fields relevant to national development. Research universities generate growing enthusiasm worldwide. Countries come to the conclusion that such institutions are the key to gaining entry into the knowledge economy of the 21st century. Not only do these institutions train key personnel, but they form windows to scientific information worldwide by providing opportunities for top-level scientific communication. Faculty members and students at these institutions connect with colleagues everywhere and participate in global science and scholarship. Even in the United States and the United Kingdom, concern is rising about maintaining the standards of existing research universities (Rosenzweig 1998). Germany worries about the international competitiveness of its top universities and has allocated resources to some key institutions, while the Japanese government has funded competitive grants to create “centers of excellence.” China has placed emphasis on creating “world-class” research universities, and India is finally beginning to think about the quality of its mainstream institutions. Similar programs to enhance standards exist in South Korea, Chile, Taiwan, and elsewhere. Several of Africa’s traditionally strong universities are seeking to improve their quality in an effort to achieve research university status, with assist2 Philip G. Altbach ance from external funders, although it is, in general, behind levels of academic development on the other continents. All of these trends show a considerable shift from the 1980s, when developing countries concentrated on providing basic schooling rather than higher education. In...