Comprehensive Research University
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Introduction
Introduction
Research universities produce much of the new information and analysis that not only leads to important advances in technology but also contributes, just as significantly, to better understanding of the human condition through the social sciences and humanities. They are both national institutions that contribute to culture, technology, and society and international institutions that link to global intellectual and scientific trends. They are truly central institutions of the global knowledge society. (Altbach and Salmi, 2011, p. 11)
To be able to summarize the essential characteristics of comprehensive research university that distinguish them from other types of institutions, students will read Altbach & Salmi, learn about the characteristics and history of research universities as well as the tripartite mission of comprehensive research universities, and examine how much one university program fulfills the tripartite mission.
Required Readings: Altbach & Salmi (2011)
Chapter 1
Required Readings: Altbach & Salmi (2011)
Chapter 1
Altbach, P. G., & Salmi, J. (Eds.). (2011). The road to academic excellence: The making of world-class research universities. World Bank Publications.
In this chapter, Altbach covers the past, present, and future of research universities. He provides a 21st century global context and historical background, describes the characteristics of a research university and the special role of science and professors, explains the research university's impact on governance and leadership, and includes a case study of a quintessential U.S. public research university: the University of California system.
(estimated 30 minutes)
Knowledge Check: True/False - According to Altbach, at the core of the research university is academic staff committeed to knowledge for its own sake.
What is a research university?
What is a research university?
While teaching universities focus on student learning, research universities are producers in the knowledge economy. Because of this distinction, academic staff and students have different experiences between the two types of institutions.
In research universities, professors primarily attend to their research responsisbilities and may or may not have teaching responsibilities. Because knowledge production is central to research universities, academic freedom is a key component in these institutions (this will be a later topic in this module). An estimated 90 percent of the articles appearing in the top-ranked academic journals are written by professors in the research-intensive universities.
Compared to in teaching universities, professors in research universities are at the core of the institution and have both more power and stronger academic autonomy.
Some characteristics of research universities:
part of a differentiated academic system in which they stand at the top of an academic hierarchy and receive appropriate support for their mission.
overwhelmingly public institutions.
most successful where little or no competition arises from nonuniversity research institutes or where strong ties exist between the universities and such institutes.
expensive institutions
have adequate and sustained budgets
potential for significant income generation.
require physical facilities commensurate with their missions
"Because of their unique academic mission, research universities require sustained support and favorable working conditions. Their budgets are larger than those of other universities and the cost per student is greater. Their financial support—largely from public sources in most countries—must be sustained if the institutions are to succeed. A considerable degree of autonomy—to make decisions about degrees, programs, and other academic matters—must be provided, and academic freedom is central."
History
History
The contemporary research university dates back the to beginning of the 19th century when Wilhelm von Humboldt reformed the University of Berlin. The university was a state institution funded by the government with state civil servants serving as academic staff members.
U.S. univerisities began emphasizing research in the late 19th century after the Land Grant acts to use science for agriculture and industry. Unlike the German model, the U.S. research university emphasized service to society, organized academic professions more democratically, and its governance was more participative and managerial.
(Read more in Altbach and Salmi, 2011)
What is a comprehensive research university?
What is a comprehensive research university?
A comprehensive research university is different from a research univeristy; it incorporates research, teaching, and service. This is known as the tripartite mission of higher education.
(Read more in Furco, 2010)
a = Community-Based Learning: Teaching: learning that is directly connected to or occurs in the community or field
b = Community-Based Research: Research activities that are focused on community issues; the research activities may or maynot be based in the community
c = Community Service and Outreach: The engagement of students, faculty and staff in community-based activities that are designedintentionally to provide a genuine service to the community
d = Community-based Capstone Experiences: Teaching/learning experiences that include a strong research component and are directlyconnected to or occur in the community
e = Service-Learning: Course-based teaching and learning activities that engage students in the community both to provide a service that meets a community need and to enhance students’ learning of the coursecontent
f = Participatory Action Research: Community-focused or community-based research activities that are designed to directly serve an identified community need
g = Community Service-based Capstone Experiences: Teaching/learning experiences that include a strong research component and which seek toprovide service to the community to address an important, identified community need
Apply Your Learning
Apply Your Learning
Examine one program in a higher education institution of your choosing or the one below. Use Furco's venn diagram above and identify whether the program has community-based learning, community-based research, community service and outreach, community-based capstone experiences, service-learning, participatory action research, and community service-based capstone experiences. If the institution does not fully encompass the tripartite mission of higher education,
The O'Neill School of Public and Environmental Affairs at Indiana University - Bloomington is a top-ranking higher education institution in public affairs. Students can choose to examine its Master of Public Affairs (MPA) program.
Delve Deeper (Optional)
Delve Deeper (Optional)
Additional Readings
Harman, G., & Ngoc, L. T. B. (2010). The research role of Vietnam’s universities. Reforming higher education in Vietnam: Challenges and priorities, 87-102.
Harman and Ngoc provide an overview of the research role of Vietnamese universities and identifies potential reasons why their capacities to contribute to research and development as well as technology is limited.
National Research Council. (2012). Research universities and the future of America: Ten breakthrough actions vital to our nation's prosperity and security. National Academies Press.
Expanding on the principles from the earlier video, this report presents strategies for ensuring that U.S. research universities contribute to the country's prosperity, security, and national goals.
Serow, R. C. (2000). Research and teaching at a research university. Higher Education, 40, 449-463.
In a comprehensive research university, faculty have to play several roles. Serow examines tensions between the research and teaching components of the faculty role through a case study of undergraduate teachers at a research university.
Links
Forbes: The Teaching and Research Balancing Act: Are Universities Teetering?
This article demonstrates how the difference between teaching and research universities is important for both academics and the general public. The "balancing act" also points to the importance of having both aspects in a university, which leads to the comprehensive research university.
References
References
Altbach, P. G., & Salmi, J. (Eds.). (2011). The road to academic excellence: The making of world-class research universities. World Bank Publications.
Altbach covers the past, present, and future of research universities in Chapter 1 and provides a 21st century global context and historical background, describes the characteristics of a research university and the special role of science and professors, explains the research university's impact on governance and leadership, and includes a case study of a quintessential U.S. public research university: the University of California system.
Furco, Andrew. (2010). The Engaged Campus: Toward a Comprehensive Approach to Public Engagement. British Journal of Educational Studies. 58. 375-390. 10.1080/00071005.2010.527656.
Furco argues that higher education in the U.S. has not emphasized [ublic engagement, but recent initiatives have been integrating community engagement into the research, teaching, and public service functions of higher education.
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