ROLE OF UNIVERSITY

5th week
University

1. Education

2. Research

3. Service
In the Western world, Plato has perceived the purpose of higher education as “the cultivation of the individual
for the sake of the ideal society; the individual was to be helped to achieve inner happiness, which would allow
the state to benefit from the harmony of satisfied citizens fulfilling their proper roles” (Allen, 1988, p.89).

The goal of higher education and the university was the pursuit of truth in learning, and dedication to the
advancement of knowledge and the training of scholars for its own sake and the betterment of the life of the
individual and the society. This includes the cultivation/training of the mind and the teaching of vocational and
technical skills. Generally, university education should aim at initiating critical thinking through both teaching and
research. This critical thinking is imperative to use resources better and to improve the human condition, with
intelligence and for good judgment, to cope up with any eventuality. Therefore, education is to improve life,
develop good judgment, and understand our environment. Learning is not a rivalry or a contest, but “it is a
conversation” and the virtue of a university (as a place of many studies) is to exhibit it in this character''
(Oakeshott, 2004, p. 23).
Medieval universities were teaching and training students in the service of the Church in the area of law,
medicine, Church administration and others. They were largely vocational schools that enable
students be able to gain employment within the established socio-economic order, not universities
(Clark, 1981).

In the Medieval period, the purpose of universities, with constant

changes of emphasis, had been learning, virtue, and utility. It was to
produce learned men, to educate in virtue, or to satisfy the material
need of society. In other words, its purpose was to “advance
knowledge, preparation the advancement of the observance of a
code of social, moral, and religious conduct, and training for the high
office or the professions” (Frijhoff, 1997). During the early medieval
period, university studies had two purposes namely, training in
humanism and training for a profession (de Ridder-Symoens, 1997). University of Bologna: Italy: 1088
Before the 19th century,
- Liberal Arts Education – professional education in theology, law and medicine
19 세기 이전 대학은 상류층의 교양교육과 신학, 법학, 의학 분야의 전문가
교육이 주된 기능

Oxford & Cambridge

- To develop out minds and to cultivate intelligence based on liberal arts

옥스브리지 대학은 전통적인 자유교양 교과의 교수를 통해 정신을 계발하고 지성을 연마하는 것이 대학의
역할이라고 보았음.
John Henry Newman (1873) mentioned that education at university is not a new discovery or creation of knowledge by
individual scientific knowledge or professional studies, but universal knowledge is the content of education that must
be dealt with in college. Namely, the educational function of universities is based on human formation by universal
knowledge.
Newman은 대학에서의 교육은 개별 과학적 지식이나 전문적 학문연구에 의한 지식의 새로운 발견과 창조가
아니라, 보편적 지식만이 대학에서 다루어야 하는 교육의 내용이라고 보았다 (강선보, 2006; 김옥환, 1994). 즉,
대학의 교육기능은 보편적 지식에 의한 인간 형성을 그 핵심으로 하고 있다.

Saint John Henry Newman (21 February 1801 – 11 August 1890) was an English
theologian and poet. He became known as a leader of, and an able polemicist for the
Oxford Movement, an influential and controversial grouping of Anglicans who wished
to return to the Church of England many Catholic beliefs and liturgical rituals from
before the English Reformation.
Newman (1996) did not accept the view of utility and the essentiality of research as the idea/purpose or function
of a university. Newman considers only a liberal education in a university and proposes the establishment of a
separate institution for research.

For him, teaching and research require different abilities and are separate gifts and do not exist equally in the
same person. He had the belief that a university is for the diffusion of knowledge, not for its advancement. The
word University for Newman implies the pursuit of universal knowledge, because for him all knowledge forms
one whole (Newman, 1910; Fuller, 2003).

The whole idea of Newman's university is different from instruction for a vocation or a profession. “The purpose
of a university education is the achievement of a particular expansion of outlook, turn of mind, habit of
thought, and capacity for social and civic interaction” (Newman, 1996, p. xv). “Liberal education” is the
principal purpose of a university for Newman (Ker, 2011; Fuller, 2003).
The university's research
It was introduced with the establishment of Humboldt University of Berlin, Germany in 1810.
Humboldt University of Berlin is guaranteed full freedom in terms of education and administration.
Humboldt saw the idea of university as loneliness and freedom, and stated that the essence of college might be
shown with the only way to teach freely through solitary research.
Humboldt asserted that research and education are inseparable, contributing to the settlement of medieval
university research philosophy as a German university tradition.
This is a new university that is different from previous universities.
It is also called the first university revolution.

대학의 연구이념은 1810년 독일 훔볼트 대학의 설립을 계기로 정립되었다.

훔볼트 대학은 교육과 운영 면에서 완전한 자유를 보장받았다.
훔볼트는 대학의 이념을 고독과 자유로 보았으며, 고독한 연구를 통해 자유롭게 가르치는 것만이 대학의
본질을 표현한다고 하였다.
훔볼트는 연구와 교육은 불가분의 관계라고
주장함으로써 중세대학의 연구이념을 독일 대학의
전통으로 정착시키는데 큰 기여를 하였다.
이는 기존의 대학과는 다른 새로운 대학의 이념을
구현할 ‘연구중심의 대학＇으로
1차 대학혁명으로 명명되기도 한다.
The Vision of Wilhelm von Humboldt
The university was founded in Berlin in 1810, and the foundation concept which Wilhelm von Humboldt had put
forward made it the "mother of all modern universities".

This concept envisaged a "Universitas litterarum" which would achieve a unity of teaching and research and
provide students with an all-round humanist education. This concept spread throughout the world and gave
rise to the foundation of many universities of the same type over the following 150 years.
The concept of the academic and statesman Wilhelm von Humboldt was influenced, among others, by the
reform ideas of the philosopher Johann Gottlieb Fichte, the first vice chancellor of the University, and by the
theologian and philosopher Friedrich Schleiermacher.
At the outset, Berlin university had the four classical faculties of Law, Medicine, Philosophy and Theology. The
first academic term began with 256 students and 52 academic staff. Professors such as Georg Friedrich Wilhelm
Hegel (Philosophy), Karl Friedrich von Savigny (Law), August Boeckh (Classical Philology), Christoph Wilhelm
Hufeland (Medicine) and Albrecht Daniel Thaer (Agriculture) shaped the profile of the individual faculties in
accordance with Humboldt's concept.
The second university revolution
It started with industry-university cooperation based on university research, the government 's involvement
in university research, and corporate investments in university research.
State universities in the United States were born in 1890s based on pragmatic philosophy. The university's
social service function has been blended with the main functions of education and research, and has been
formally defined as the mission of American higher education through the Morrill Act.
After the Civil War, the State University played a leading role in the development of the university in the late
19th century and played a role in contributing faithfully to the operation of popular curriculum and the real
needs of the community. American land grants expanded the research university concept to include the
role of direct service to society and the key function of engagement with agriculture and industry.

대학의 연구성과에 기반을 둔 산학협동의 활성화, 정부의 대학 연구에 대한 개입 및 기업의 대학 연구에

대한 투자가 이뤄지면서 2차 대학혁명이 발생되었다.
미국의 주립대학은 1890년대 농민들이 실생활에 필요한 실용적인 교육내용을 가르쳐 줄 것을 요구하면서
탄생한 것으로, 실용주의 철학을 바탕으로 하고 있다(김철, 2006). 대학의 사회봉사 기능은 교육, 연구의
본 원 적 기 능 과 융 합 되 었 으 며 , 모 릴 법 (Morrill Act) 을 통 해 미 국 고 등 교 육 의 사 명 으 로 공 식
규정되었다(조영하, 2010).
주립대학은 남북전쟁이 끝나고 19세기 후반 대학발전
과정에서 주도적인 역할을 수행하였으며 대중적인
교육과정 운영 및 지역사회의 현실적 요구에
충실히 기여하는 역할을 수행하였다
(Brubacher & Rudy, 1968).
The social function of the university became more active in the United States centered on the
international politics of the Cold War after the Second World War, and the university was asked to
play a more direct role in the development of the nation. In the 1970s, competition between
companies became intensified and companies began to invest research funds in universities to
secure new technology competitiveness.
In addition, the government has reduced funding for universities due to fiscal tightening and
increased social spending due to the economic recession. As a result, the university has begun to
raise tuition fees on the basis of the principle of beneficiary burden, or to actively search for external
funds based on their education and research activities.

대학의 사회적 기능은 제2차 세계대전 이후 냉전체제라는 국제 정치 지형 하에 미국을 중심으로

더욱 본격화 되었으며, 대학이 보다 직접적으로 국가발전의 견인차 역할을 수행하도록
요구받았다. 1970년대 일본을 비롯한 태평양 연안 국가들의 경쟁력이 강화됨에 따라 기업 간
경쟁이 심화되고, 기업은 새로운 기술경쟁력을 확보하기 위해 대학에 연구비를 투자하기
시작하였다(송충한, 2003).
이와 함께 정부는 재정긴축과 경제불황에 따른 사회보장적 지출증가를 이유로 대학에 대한
연구비 지원을 축소하게 되었다(송충한, 2003; Scott, 1984). 이로 인해 대학은 새로운 재원을
마련해야 하는 부담 속에, 수익자 부담원칙에 입각하여 등록금을 지속적으로 인상하거나 기존의
교육과 연구 활동을 기반으로 외부자금을 적극적으로 발굴하기 시작하였다.
As a result of the second university revolution, an entrepreneurial university, in which the university
operates as a kind of enterprise, has emerged, and in the research for the academic study itself, it
has developed various practical knowledge and application knowledge required by society
(Slaughter & Leslie, 1997; Clark, 1997).

In the knowledge-based society dominated by the 'knowledge industry', universities are now located
in 'social centers' rather than in the ivory towers. The concept of universities have been expanded
into the concept of Multiversity, and the social function of universities derived from the research
will be emphasized.

2차 대학혁명의 결과로, 대학이 일종의 기업처럼 운영되는 기업가적 대학(Entrepreneurial

university)이 등장하게 되었고 학문 그 자체를 위한 연구에서 사회에서 요구하는 다양한 형태의
실용적 지식이나 응용적 지식을 보급하여 개발하는 기관으로 변모하고 있다(Slaughter & Leslie,
1997; Clark, 1997).

‘지식산업’이 주종이 되는 지식기반사회에서 대학은 이제 상아탑이 아닌 ‘사회중심’에 위치해

있으며(정범모, 1993), 대학의 개념이 유니버시티(University)에서 멀티버시티(Multiversity)의
개념(Kerr, 1995)으로 확장되고 있는 오늘날, 미래사회로 갈수록 대학의 연구기능을 바탕으로
파생된 대학의 사회적 기능이 더욱 강조될 것으로 보인다.
 • Medieval university
—liberal arts teaching
—University autonomy
—Bottom-up governance

• German research university

—Bundling of research and teaching
—Deep specialization
—Academic freedom
• The research university (US)
• The land grant universities (US) — The rise of the graduate school
—Service to the local community — The focus on research
—Accountability
—Professional university administration • The Entrepreneurial university
Role of University
Traditional perspectives

• The pursuit of truth and objective knowledge

• The development of the student’s critical thinking

Massification
Privatization
Commercialization
Internationalization
Technology development
What is function of current University?
Discussion topic
1. What should a current university education be like?
What is a good university education?
Universities should develop and operate a variety of curriculum that meet the
needs of the company while maintaining close ties with the company?

Current universities are turning into vocational schools. They seem to lose their direction and
functions.
As we studied the history of university, a university is part of the general socioeconomic and
political fabric of a given society and era. University has a major feature of transforming itself
in conformity with changing situations.
THE COMPLEX ROLES OF UNIVERSITIES
IN THE PERIOD OF GLOBALIZATION

Philip G. Altbach
THE CORE MISSIONS
Academic institutions have often been in conflict with their societies over missions and roles, and sometimes over
ideology and politics. This tension has contributed to the creativity of universities over time, but has at times placed
overwhelming burdens on them.

In the contemporary period, the teaching mission of the university is a central responsibility. The goal is to
educate people to work effectively in an increasingly technological world – that is, to provide the technical skills
needed for a growing number of jobs and professions that require sophisticated knowledge and an education that
instils the ability to think critically. In many countries, general education is also considered a key university goal.
Teaching has been the core role since the beginning. However, this function has become more complex and
variegated, ranging from general education for undergraduates to advanced doctoral instruction and supervision in
the most specialized fields.
THE CORE MISSIONS
Research is the other core function of universities, dating back to the establishment of the University of Berlin by
Wilhelm von Humboldt in the early 19th century (Ben-David and Zloczower, 1962). It has come to be the central
value of top-tier universities in all countries, and academic rewards and institutional prestige for individual faculty
members are bestowed largely on the basis of research productivity. Research is defined in different ways by
various disciplines and can take many forms. Pure research – the discovery of new knowledge – is generally
considered the gold standard in terms of recognition and prestige. Applied research – increasingly emphasized as
universities seek to generate income from research output – applies scientific discoveries to problems, commercial
products or related practical goals. Research in the humanities may deal with interpreting texts or gaining insights
on literature. Historical research may work from original data or may reanalyse existing research. Research in many
scientific fields requires significant funding for laboratories and equipment. In other disciplines, research may need
only basic library or internet resources. Research can thus take many forms and have different purposes.
CENTRAL ACADEMIC ROLES
From the outset, universities have provided vocational education and training for the top professions, thus
developing a direct long-term link to the economy and to the practical needs of society. Due to the ever-increasing
sophistication of the economy, academic institutions have been obliged to provide training for a growing number of
professions. The first universities formed centres of learning for the core professions of the time: law, the
priesthood, medicine and the academic profession itself. Today’s universities are largely responsible for educating
business executives, engineers, architects, social workers, veterinarians and many other professionals. Specialized
academic institutions provide training for certain professionals, such as school teachers in a number of countries
and military officers in many; these institutions may have university status. The vocational role of higher education
has become universal and more complex. In most cases, this function combines applied training with education in
relevant basic academic disciplines.
CENTRAL ACADEMIC ROLES
THE PRESERVATION AND DISSEMINATION OF KNOWLEDGE

Even in the age of the internet, universities are repositories and organizers of knowledge. Academic libraries have
traditionally been centres for preserving and organizing the cultural and intellectual heritage of a society. Libraries
not only collect books and journals (the essential elements of knowledge), they also organize scholarly and
scientific material of all kinds for effective use and preserve it for future generations. Even in the age of digital
storage, libraries remain essential parts of universities and of the organization and preservation of knowledge
(Baker, 2001). Universities help to organize knowledge, without cost to either the academic community or the
general public. Thus, universities constitute an alternative to the growing commercialization of knowledge by for-
profit service providers. The Massachusetts Institute of Technology’s ‘open courseware’ project, which provides
much of the content of most MIT courses on the internet, is an impressive example of how free access to
knowledge can be provided by harnessing the intellectual work of the faculty and by organizing and disseminating
material.
CENTRAL ACADEMIC ROLES
UNIVERSITIES AS INTELLECTUAL CENTRES

Universities almost everywhere have become key creative institutions. Many professors, in addition to their
teaching and research, involve themselves in the intellectual life of society as commentators, experts or analysts.
Some are public intellectuals. The work of many academics can be seen on the opinion pages of major newspapers
or on serious television talk shows. Academic life provides time, intellectual stimulation, debate and, in most
countries, the protection of academic freedom, which encourages participation in societal debate and analysis
(Altbach, 2007).

Academics also serve as experts on a wide variety of topics. Professors are asked to provide analysis for the
government, the media and the public. Academics have from time to time been involved in social and political
movements.
CENTRAL ACADEMIC ROLES
UNIVERSITIES AS INTELLECTUAL CENTRES

Students also participate in intellectual, social and political life beyond the campus. Student activist movements
frequently stimulate political conflict and sometimes reform or even revolution.

Academic institutions frequently sponsor journals and other publications that contribute to intellectual life. Some
even own or manage television and radio stations. These enterprises help to educate people and add to the wealth
of ideas in society. Universities, as non-profit organizations with guarantees of academic freedom, are uniquely
suited to provide the autonomy for both individuals and groups to engage in intellectual creativity, dialogue and
analysis.
CENTRAL ACADEMIC ROLES
UNIVERSITIES AS INTERNATIONAL INSTITUTIONS

Academic institutions operate in a global environment and bring science and scholarship from around the world to
a local community. Universities are the central links with the international scientific community.

Professors are involved with international research in their disciplines and fields. Academic institutions are engaged
in exchange programmes, the hosting of international staff and students, collaborative international research
projects, and other activities. More than any other segment of society, universities are engaged constantly in the
international exchange of ideas, data and knowledge.
CENTRAL ACADEMIC ROLES
ACCESS AND EQUITY

Universities provide the education needed for most skilled occupations and professions in society. For almost a
century, universities have also been seen as instruments for social mobility – a way for individuals to obtain the
skills they need to improve their incomes and status. Massification has, of course, brought access to a wider section
of the population. Many countries and academic institutions have also developed strategies to enhance access for
underserved populations – racial, religious and ethnic minorities, women and low-income groups. Scholarship,
bursary and loan programmes, as well as a variety of affirmative-action efforts, have been put into place. Access to
higher education is recognized as an important societal goal. Almost everywhere, even in countries where a
large proportion of the relevant age cohort has access to postsecondary education, problems of equity remain.
Typically, higher status socioeconomic groups have greater access than others. In developing countries, the goals of
both access and equity remain to be achieved. In the North, while access is widespread, equity is still problematic.
CENTRAL ACADEMIC ROLES
ENGINES OF ECONOMIC DEVELOPMENT

From their origins, universities have stimulated local economies. Any university generates economic benefits for
its community through local purchases, property investment and expenditures by students and faculty. Starting
with the Humboldtian reforms in Germany, the rise of the ‘land grant’universities in the USA, and the establishment
of the Japanese imperial universities in the 19th century, universities have been designed to contribute directly to
economic development. Universities support knowledge- and technology-based industries that make use of the
knowledge produced by the institutions – including skills of graduates and scientific innovations. Universities have
contributed to this development by establishing science parks and even by investing in companies that use
university-based knowledge. Universities are often included in government economic plans.
CENTRAL ACADEMIC ROLES
GENERAL EDUCATION

In a few countries, such as the USA, universities have from their origins provided first-degree students with a broad
general education in the liberal arts and sciences. The idea of general education, as it has evolved, is to provide
students with a broad grounding in the basic knowledge they need in contemporary society and also with
skills in logic, critical thinking and writing. The curriculum in much of the world has traditionally been based on
specialized knowledge in specific disciplines and has not included general education. There is now more discussion
of the role of general education, and some countries have added this to the university curriculum.
THE IMPLICATIONS OF MASSIFICATION
Since the Second World War and especially after the 1960s, enrolment in higher education increased dramatically
worldwide, doubling from 40 million in 1975 to 80 million in 1995 and perhaps reaching 150 million in 2007. While
much of the growth between the 1960s and 1990s occurred in developed countries, current growth is mainly in
developing countries. The proportion of the age group participating in higher education has increased from 10% or
less in most developed countries to over 50% today.

Massification was, without question, the dominant force in higher education in the latter half of the 20th
century and will continue to have an impact in the 21st century. The emergence of mass higher education
systems with different kinds of post-secondary institutions serving diverse segments of students has been a
revolutionary change.
THE IMPLICATIONS OF MASSIFICATION
Nevertheless, this shift occurred in most countries without much planning. For centuries, higher education was
considered the preserve of a small elite, and academic institutions tended to be small and fairly uniform.

Mass higher education meant not only an expansion in the number of students but also a dramatic increase in
the number and kinds of academic institutions. Massification necessitated the emergence of a differentiated
academic system with institutions serving separate purposes.

The emergence of post-secondary institutions with different purposes, goals, students, facilities and academic staff
has altered the landscape of higher education worldwide. New kinds of institutions with different missions have
extended the role of higher education in unprecedented ways.
THE IMPLICATIONS OF MASSIFICATION
Vocationally oriented academic institutions have absorbed much of the mass demand in many countries. In the
USA, community colleges, which are mainly vocational and typically require only a high school diploma for entry,
prepare students for many kinds of jobs that call for technical training. Community colleges also provide general
education courses that can lead to transfer to a four-year baccalaureate college or university. One of the most
effective elements of the US higher education system is the coordination between the various kinds of institutions,
which allows students to transfer from one kind of institution to another and take their academic credits with them
(Altbach, 2001). Not only do community colleges allow almost universal access, they provide vocational training in a
wide range of fields and, for a minority of students, upward transfer options within the system. There is a wide array
of entry-level post-secondary institutions around the world, such as the Fachhochschulen in Germany, the instituts
universitaires de technologiein France and many others. While these institutions do not generally provide the
relatively easy mobility of the American community college, they do satisfy important access and vocational needs
in society. Many countries, including China, are examining the community college model.
THE IMPLICATIONS OF MASSIFICATION
There has also been an expansion of a relatively broad range of baccalaureate and master’s-degree-equivalent
universities, which provide access and meet new academic needs. These universities represent both the public
sector and the rapidly expanding private sector. At times their curricula are specialized. In general, these
universities have modest entry requirements so as to provide fairly wide access to students. They focus mainly on
teaching but often have some interest in research, and are frequently involved in a range of social service activities.

Research universities form the pinnacle of the academic system, typically serving only the most able students and
constituting only a modest number of institutions (Clark, 1995; Altbach and Balán, 2007). As the most complex
institution in the system, the research university combines both basic and applied research with teaching at a range
of levels, from baccalaureate to doctoral. Research universities generally offer specializations in the mainstream
academic disciplines, and many also have professional schools in fields such as law, management, medicine,
engineering and education.
THE IMPLICATIONS OF MASSIFICATION
In increasingly complex academic systems, specialized academic institutions have emerged, three of the most
famous being the prestigious Indian Institutes of Technology, which focus on engineering and related disciplines;
INSEAD, a prestigious school of management in France; and the University of California at San Francisco, which
focuses on medicine and the biomedical sciences. Specialized schools in law, veterinary science, pedagogy and
many other disciplines also exist in academic systems. Whether created by the government or having emerged over
time to meet perceived market needs, academic systems are by now highly differentiated in most countries. They
are the result of both massification and the educational and research needs of modern society.
THE IMPLICATIONS OF MASSIFICATION
Mass higher education has brought with it greater inequality in academic systems – disparities between the
high-quality universities at the top and the many modest or low-quality mass-access institutions at the bottom. It is
likely that the top institutions have improved in industrialized countries, while worldwide the bottom sector has
declined in quality. Massification inevitably creates more variations and diversity in academic systems.

It creates opportunities for access that are unprecedented in world history, but at the same time it creates
systems that are less equal and more difficult to support financially.
Education in Current University
• The university considers students as consumers, and emphasizes diverse marketing strategies and
public relations activities to attract more students.

• The university develops and operates various curriculums that closely meet the needs of the company
while maintaining close relations with the corporation. It also develops diverse educational programs
to generate profits

• 대학은 학생을 학습자가 아닌 소비자로 인식하면서 더 많은 학생을 유치하고 우수한 학생을 확보하기 위한
다양한 마케팅 전략 및 홍보활동 강조

• 대학은 기업과의 관계를 긴밀하게 유지하면서 기업의 요구에 부합하는 다양한 교육과정을 개발‧운영하고
있으며 대학의 교육역량을 바탕으로 다양한 교육프로그램을 개발하여 수익을 창출
예시: 기업 CEO 교육과정, 기업맞춤형 학과 및 프로그램 운영 등
 Team Assignment: University Ranking
Rankings and world class research university
• University rankings have increased to a marked degree in importance since the US
News and World Report published its first rankings. Rankings have had major
effects on the behavior of institutions and government policymakers who tend
to view rankings as key measures of institutional competitiveness (e.g., Dichev
2001; Longden 2007; Marginson 2007; Pike 2004).
• A side effect of rankings is that most HEIs are stratified according to predetermined
indicators. As Teichler (2008) has commented, ranking reports guide vertical
classification of HEIs, that is, likely to have adverse effects on institutional diversity.
World University Ranking Data sources

ARWU information: http://www.shanghairanking.com/ARWU-Methodology-2019.html;

QS WUR information: https://www.topuniversities.com/qs-world-university-rankings/methodology;
THE WUR information: https://www.timeshighereducation.com/world-university-rankings
Leiden WUR information: https://www.leidenranking.com/information/data
SCImago https://www.scimagoir.com/methodology.php
U-Multirank https://www.umultirank.org/about/methodology/indicators
US News https://www.usnews.com/education/best-global-universities/rankings
NTU rankings http://nturanking.csti.tw/
Your team assignment
We have total 8 teams.

Each team should do research about university ranking (organization or publisher, establishment year,
their indicators, data sources, method, main characteristics, their pros and cons etc.)

Please critically do research about it!

And Make your own university ranking! What kind of university ranking do you want to invent?

Make a presentation for 15 minutes and each team has 5 minutes for discussion!

Your presentation file should be submitted until April 9.