21st Century Universities: What Research? What Education?

21st Century
Universities:
What Research?
What Education?
Universidade de Aveiro, 29 de Novembro de 2017
Teaching Day – Research in Teaching & Learning

2. WHAT IS A GOOD SCHOLAR?
5. CONCLUSIONS
1. THE NEW PRODUCTION OF KNOWLEDGE
3. CHALLENGES TO EDUCATION
4. CHALLENGES TO RESEARCH

MODE 1
linear innovation: the production
of advanced knowledge preceded
industrial or social application
1. THE NEW PRODUCTION OF KNOWLDGE
through the interaction of
multiple actors (universities,
industries, governments, NGOs)
MODE 2
shared innovation: the production
of advanced knowledge emerges
in the context of application
THE EMMERGENCE OF MODE 2

MODE 1
advanced knowledge produced
at the universities was
transferred to the business
and social worlds
1. THE NEW PRODUCTION OF KNOWLDGE
MODE 2
advanced knowledge results
from joint research carried out
while solving problems that all
parts recognize as important
innovation
R&D
education
education
R&D and innovation
shared with the
outside world
EFFECT ON UNIVERSITY MODELS

THE FOUR OVERLAPPING FUNCTIONS OF SCHOLARSHIP
•  Scholarship of DISCOVERY
•  Scholarship of TEACHING
•  Scholarship of INTEGRATION
•  Scholarship of APPLICATION
(Ernest Boyer, Scholarship Reconsidered: Priorities of
the Professoriate, Carnegie Foundation, 1990)

Scholarship of DISCOVERY
Research activity. Knowledge seeking.
Freedom to question and research.
Contribution to human knowledge and to the
intellectual climate of the school
Scholarship of TEACHING
Promoting the acquisition of knowledge
by the students, stimulating active
learning, encouraging critical thinking,
creativity, and autonomous learning

Scholarship of INTEGRATION
Creating sustainable links between the
scholar’s domain of knowledge and that of
the others, as well as between discovery,
teaching and application activities
Scholarship of APPLICATION
Application of the scholar’s knowledge in the
solution of concrete problems of society and
community. Civic and cultural intervention

In a research environment that is shifting
gradually to MODE 2, the scholarship of
integration is becoming increasingly critical
The new scholar must be able to cultivate the
links between research, teaching, the other
domains of knowledge, and the community

Several international
organizations have been
studying the critical
competences required
for the 21st century
They all diagnose a
misalignment between what
schools and universities
offer and what the markets
and society need
3.1. NEW GENERATION COMPETENCES

World Economic Forum, 2016
WHAT SCHOOLS AND
UNIVERSITIES TEACH
Example:
World
Economic
Forum

A Framework for New
Generation Competences
A synthesis of the main
international reference
frameworks:
UNESCO (1998), OECD (2005), European
Commission (2006), Partnership for 21st
Century Learning (2006), World
Economic Forum (2015), OECD (2016)

all citizens must own them today

combine with the other competences, reinforcing innovation,
curiosity, creativity, logical thinking and systems thinking

overcome the passivity and lack of initiative of the
young people who enter the labour market

essential to humanize decision-making
and bring a human and aesthetic sense
to our common life in a digital world

give social and collective sense to the
practice of the other competences

A Framework for New
Generation Pedagogies
A synthesis of
extensive literature
review, theory,
practice, and
reflection
3.2. NEW GENERATION PEDAGOGIES

Traditional pedagogies, where the teacher explains and
the students understand. Control belongs to the teacher.

Pedagogies of autonomy, emancipation and
empowerment. Control belongs to the student.

Pedagogies of project, design thinking, artistic creation,
and craftsmanship. They are by nature emancipatory

Pedagogies of exploration, inspired by
the practice of scientists and explorers

Pedagogies of collective work, co-learning,
co-assessment, and co-creation

Pedagogies of deliberate practice, training, and intelligent
repetition, as practiced by top athletes and musicians

The survival of university
research in the coming decades
is leading increasingly toward
the adoption of Mode 2 projects
namely due to the changing
policies of the agencies
that support research
1. JOINT RESEARCH
Why not start this change NOW,
in successive exploratory steps?

Research tends to happen more
and more within large, well-
funded, interdisciplinary projects
This calls for the establishment
of sustainable partnerships
between the various disciplinary
units of each university
2. INTERDISCIPLINARITY

The students are the most
overlooked asset of a university
They can scorn the conventional tasks
3. ENGAGING WITH THE STUDENTS
and, yet, one the most powerful
But they are often outstanding when
motivated and empowered within open-
ended projects that depend on them

Education at the
research universities
of the future will be:
5. CONCLUSIONS
•  more active and empowering
•  more interdisciplinary
•  more social and collective
•  more connected to research

Research at the
research universities of
the future will be:
5. CONCLUSIONS
•  more connected to education
•  more connected to the outside
•  more interdisciplinary

We must not forget,
however, that the
only future we can
safely predict
5. CONCLUSIONS
is the one we are
ready to build with
our own hands

21st Century
Universities:
What Research?
What Education?
Universidade de Aveiro, 29 de Novembro de 2017
Teaching Day – Research in Teaching & Learning
Slides at:
www.slideshare.net/adfigueiredo
THE END

21st Century Universities: What Research? What Education?

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21st Century Universities: What Research? What Education?