Higher Education is not only teaching, it is both teaching and research!Carlo Magno, PhD.De La Salle UniversityCounseling and Educational Psychology Department

What is a university?

A university is an institution of higher education and research, which grants academic degrees in a variety of subjects.

derived from the Latin universitas magistrorum et scholarium, roughly meaning "community of teachers and scholars”

The University of Paris (c. 1150, later associated with the Sorbonne), the University of Oxford (1167), the University of Palencia (1208), the University of Cambridge (1209)

Goal: Form scholars

First Universities?

The Humboldtian Tradition (Research University)

German university system conceived by Wilhelm von Humboldt (1810/1970).

Universities should shift from the mere “regurgitation of knowledge” to promoting independent inquiry and productive thinking among students by involving students in research.

Professors are expected to engage in their own research, as they are supposed to serve as models of how to produce knowledge in an intelligent, systematic, and scholarly manner.

The American Research University

Fundamental shift in their institutional focus that made them a strong force in shaping the ideas that built the American nation in the 20th century.

The importance of scientific research are embarked for their nation’s security

“triple helix’ model of a university

Interplay between universities, government, and industry in the production of knowledge.

What is the purpose of higher education?

CHED RA 7722:Ensure and protect academic

freedom for the continuing intellectual growth,

the advancement of learning and research,

the development of responsible and effective leadership,

the education of high level professionals, and

the enrichment of historical and cultural heritage.

Medium Term Development Plan:mobilizing knowledge to improve

productivity through generation, transfer and utilization of research outputs/technologies

How should higher education institutions be characterized?

Teaching: Scholarly inquiry by faculty and students

Tradition of Publication

Competencies of Students: Scientific thinking

Expectations from the faculty

Teaching

Scholarly inquiry by faculty and students

Students do not depend on their teachers to learn information, but they need to generate their own knowledge.

Teacher provide tools and methods for students to learn and students in turn use these tools to become independent learners.

Students become self-regulated

Teaching

Students are self-regulated when they are: autonomous who control,

monitor, direct, and regulate their actions.

displaying motivation, goal-directed, and controlling their action.

Acquiring and judiciously apply positive learning strategies

TeachingScholarly inquiry:

Use the latest research findings to explain various phenomenon

Engage in a discussion of the latest development in the field

Predict and generate the next step to theorizing

TeachingHow do we facilitate

scholarly inquiry? Access to scholarly

information like journals and published studies.

The courses are geared to equip students understand the content of scholarly journals▪ Statistics▪ Research methods▪ Theory courses

Tradition of Publication

Our work is reviewed by a

panel of experts

Our work is evaluated whether we are

contributing to theory

Tradition of Publication

Levels of Publication

Tradition of Publication Requirements

Appreciation, value, and utility of producing scholarly work

Recognize the work devoted in developing and publishing a paper

Faculty as good role models in producing publications

Competencies of Students

Competencies being developed are geared in the pursuit of lifelong learning.

If we are in a research university students should develop scientific thinking (Magno, 2010). systematically

exploring the environment,

constructing models as a basis for understanding the evidence of it, and

revising those models as new evidence is generated

Competencies of Students

Scientific thinking involves (Magno, 2010):Practical

inclination - scientific thinking in ordinary living such as everyday reasoning, and math applications

Analytical interest - discover knowledge, and such thinking deals with concepts, hypotheses and theories, and abstractions

Intellectual Independence - the ability of a learner to make knowledge claims independent of the traditional authorities of the teacher and textbook

Discourse Assertiveness – building arguments and critical thinking

Competencies of Students

If we want to create a scholarly culture in a university, then we need to develop a thinking that allows practical inclination, analytical interest, intellectual independence, and discourse assertiveness.

Expectations from the faculty

The work of a higher education faculty should not be defined by their teaching load!!!

Proportional amount of work is given for teaching, research, and professional practice.

Recognize the diversity of work styles that characterizes an active faculty in pursuit of a creative work.

Produce publications, and profess the ideas published.

Higher Education Faculty by Discipline

Discipline Public Private Total

Agriculture, Forestry, Fisheries 2,801 402 3,203

Architecture and Town Planning 230 460 690

Business Administration and Related 3,255 11,589 14,844

Education Science and Teacher Training 14,802 19,060 33,862

Engineering and Tech 3,077 6,028 9,105

Fine and Applied Arts 190 341 531

General 2,279 7,296 9,575

Home Economics 254 168 422

Humanities 1,666 3,203 4,869

IT-Related Disciplines 771 3,468 4,239

Law and Jurisprudence 397 2,306 2,703

Maritime 97 963 1,060

Mass Communication and Documentation 281 649 930

Mathematics 799 1,070 1,869

Medical and Allied 1,513 10,969 12,482

Natural Science 1,565 1,698 3,263

Other Disciplines 588 1,521 2,109

Religion and Theology 23 1,294 1,317

Service Trades 21 174 195

Social and Behavioral Sciences 1,205 2,642 3,847

Trade, Craft and Industrial 70 40 110

Total 35,884 75,341 111,225

Expectations from the faculty Top University Rankings (THE 2012):

1 California Institute of Technology United States

2 Harvard University United States 2 Stanford University United

States 4 University of Oxford United

Kingdom 5 Princeton University United

States 6 University of Cambridge

United Kingdom 7 Massachusetts Institute of Technology

United States 8 Imperial College London

United Kingdom 9 University of Chicago United

States 10 University of California Berkeley United

States

None of the Philippine Universities made it in the top 400

Expectations from the facultyTop Universities in Asia (THE 2012) 30 University of Tokyo Japan 74.3 34 University of Hong Kong Hong Kong 72.3 40 National University of Singapore Singapore 70.9 49 Peking University China 65.6 52 Kyoto University Japan 64.8 53 Pohang University of Science and Technology

Republic of Korea 64.6 62 Hong Kong University of Science and Technology

Hong Kong 61.7 71 Tsinghua University China 59.5 94 Korea Advanced Institute of Science and Technology

Republic of Korea 54.5

108 Tokyo Institute of Technology Japan

Expectations from the faculty Top Universities Philippines (QnS, 2011)

348. University of the Philippines, Diliman451-500. Ateneo de Manila University601. De La Salle University, Manila651. University of Sto. Tomas

Criteria used by Times Higher Education

Teaching — the learning environment (worth 30% of the overall ranking score)

Research — volume, income and reputation (worth 30%)

Citations — research influence (worth 30%)

Industry income — innovation (worth 2.5%)

International outlook — staff, students and research (worth 7.5%).

Expectations from the faculty Problems: Some universities invest on their athletic teams but not in

funding the research of the faculty. No rewards correspond to a faculty’s publication. No time is given for a faculty to do research Teaching load is structured within a semester where a faculty

rarely has time to go out for field work.

Some conclusionsWe still need to

acknowledge and create a system in the Philippine Universities that would allow the faculty and students to do research.

Needs to recognize that both teaching and research should go together