1. EDU 5823 – EAD5004 PENTADBIRAN INSTITUSI PENDIDIKAN TINGGI
(ADMINISTRATION OF HIGHER LEARNING INSTITUTION)
PENTADBIRAN INSTITUSI PENDIDIKAN
(ADMINISTRATION OF EDUCATION INSTITUTION)

2. BIODATA
DR. SOAIB ASIMIRAN

3. Students able: LEARNING OUTCOMES
To identify various ideas of the university
To explain development of Education and HEI
To describe reasons for education needs
To describe reasons for university establishment

4. Challenges in the 21st Century
The world is changing rapidly
Accelerated pace of change due to digital era
Global economic
crisis
Increased competition
due to globalization

5. Status of higher Education
First university in the world is the University of Karaouine, established in 859 AD in Fez, Morocco by Fatima al-Fihri.
The university started in a mosque and is renowned for fundamental sciences.
The second oldest university is Al-Azhar University, Cairo, Egypt, established in 970 AD for Islamic studies and law.

6. Status of higher Education
The third oldest university is University Nizamiyya, Iran.
200 years after the establishment of universities by the Islamic society then came the University of Bologna, Italy (1088), the oldest university in Europe.
The world is changing rapidly but after 1000 years there is very little change in the universities

7. EDUCATIONAL GOAL
INPUT
THROUGH PUT (PROCESS)
OUTPUT

12. Konteks dan senario institusi pendidikan

13. PURPOSE OF EDUCATION PARENTS Care - As child care when they work
Capability
- Providing skills and abilities to serve in life
Competitive
- Competitive nature of the workforce
EDUCATORS
Impose
- Set of standards & behaviours on children
Imprint
- Disciplines onto child’s brain
Inspire
- Learn to use talents
SOCIETY
Driven by religion
- Initially driven by religious interests
Driven by government
- Government or political interests
Aiming for advantage
- Having advantage in the world stage

15. Pelan Pembangunan Pendidikan Malaysia (Pendidikan Tinggi) 2015 - 2025
Dokumen strategik yang menggariskan hala tuju pendidikan tinggi negara untuk tempoh 11 tahun bermula dari 2015 sehingga Ia adalah kesinambungan daripada kajian semula Pelan Strategik Pengajian Tinggi Negara (PSPTN) serta penyelarasan PPPM (Prasekolah hingga Pendidikan Lepas Menengah) , yang bertujuan untuk meningkatkan dan memartabatkan sistem pendidikan tinggi negara. 

17. Concepts, theories and development of universities
EDU5823/Topic 1
Concepts, theories and development of universities
History of universities in five stages
The rise of the cosmopolitan European university and its role in the destruction of the medieval world order (12th century – 1530s).
The nationalization of the university by the emerging nation states of the religious wars and its decline during the 18th century (1530s – 1789).
The revival of the university after the French Revolution (1789 – 1939).
The migration of the university to the non-European world and its adaptation to the needs of developing societies and anticolonial reaction (1538 – 1960s).
The transition from elite to mass higher education (1945 – present).

18. The University and the medieval world order
EDU5823/Topic 1
The University and the medieval world order
The first universities grew out of the cathedral and municipal schools of the reviving cities of twelfth-century Europe.
Salerno was the first school to enjoy university status. However, its claim to be the first university is still disputed. Founded in the 9th century, remained a medical school rather than developing into a university.
The first full universities in Europe were Paris and Bologna. The University of Paris was founded between 1150 and 1170.
The word universitas meant no more than a society or guild.
The university originally signified the guild of masters in Paris, the guild of students in Bologna and the Italian universities.

19. The University and the medieval world order
EDU5823/Topic 1
The University and the medieval world order
Paris followed the college system, students lived in a lodging, hostel or hall.
Paris became the model for most universities.
Bologna was the rival model of the Paris university.
Oxford University – 1167
Cambridge University – 1209 originated with a migration from Oxford after riots.
Oxford and Cambridge came to play a considerable role in the intellectual controversies of the later Middle Ages.

20. The destruction of the medieval world order
EDU5823/Topic 1
The destruction of the medieval world order
By 1300 universities grew from four (Salerno, Paris, Bologna and Oxford) to 16, by 1400 to 38 and by 1500 to 72 universities.
Universities were organized institutions with a rector, or chancellor, a common seal and corporate personality.
Universities were influential at all levels of medieval life. Universities were the ideological heavy artillery in the intellectual wars between church and state.
The universities became almost a separate intellectual estate, a third force between church and state.
The universities claimed about freedom of thought and scholarship.

21. The university and industrial society
EDU5823/Topic 1
The university and industrial society
The Industrial Revolution began outside universities.
Industrial society eventually recreated the university in its own image.
Higher education was still very elitist.

22. The emergence of the research university
EDU5823/Topic 1
The emergence of the research university
The German and French Models
Higher education for the excluded

23. The university in the wider world
EDU5823/Topic 1
The university in the wider world
Latin America
The French and Dutch Empires
British North America
The United States
China
The Middle East
Japan

24. EDU5823/Topic 1
The University
In Latin universitas means community, universitas disciplorum et magistrorum means community of masters and pupils, universitas scholarium means community of scholars (Livingston, 1974). Universitas also means a society or guild (Perkin, 1991).
in northern Europe and Paris, university signifies the guild of masters, while in Bologna and the Italian universities, university signifies the guild of students.

25. EDU5823/Topic 1
The University
The concept of university was derived originally from various stages of different terms such as studia, trivium, magister, stadium, stadium generale, jus ubique docendi.
A university is a place where higher order of learning takes place, has teaching and scholarship combine together, and above all its existence is characterized by its corporate autonomy and academic freedom legalized by means of relevant laws.

26. IDEAS of UNIVERSITY Newman idea of a university
Ortega Gasset continuation of Newman’s idea
Daniel Coit Gilman research in university
Charles Eliot graduate studies, professional school and research
Abraham Flexner on the idea of a modern university

27. Karl Jaspers on the functions of the university in research, teaching and culture.
Clark Kerr on the ideal of a multiversity – linked to economic and social growth, vital to society, military, religious groups, farmers, for civic and regional purposes, national purposes to serve mankind.

28. John Henry Newman’s Idea
EDU5823/Topic 1
John Henry Newman’s Idea
Favored university as a place for the teaching of universal knowledge.
Expounded the virtues of liberal education and opposed the inclusion of research into university activity.
The cultivation of the intellectual should be the ultimate aim of a university education.

29. Gilman and Flexner’s Idea
EDU5823/Topic 1
Gilman and Flexner’s Idea
Daniel Coit Gilman, in 1876, the first John Hopkins University president began a graduate school putting the emphasis on research.
In 1930, Abraham Flexner championed ‘the idea of a Modern University’. The university was more attuned with social evolution and became not only an institution devoted to the pursuit of knowledge, but it also became the institution for the solution of problems, the critical appreciation of achievement and the training of the mind at highest level.

30. Clark Kerr’s Multiversity
EDU5823/Topic 1
Clark Kerr’s Multiversity
In the twentieth century, Clark Kerr in his famous Godkin lectures (Kerr, 1970) described the characteristics of the university and put forward the idea of a multiversity. The university has a multiplicity of purposes.
The university is now linked to economic and social growth and become vital not only to society, but also military, religious groups, and farmers.
Produce knowledge for civic and regional purposes, for national purposes, and to serve mankind.

31. Higher education in South-East Asia
EDU5823/Topic 1
Higher education in South-East Asia
An overview of higher education in South East Asia.
Higher education is greatly influenced by the countries’ historical past, nation-building efforts, and current global trends.
Among the less-developed countries, higher education systems are chronically under-funded and face escalating demand, under qualified academic staff, poorly planned curricula.
Higher education systems face similar problems and challenges – have budgets to balance, faculties to satisfy, social demands to meet.

32. EDU5823/Topic 1
Massification of Higher education in South-East Asia
Massification reflects developments and trends in higher education reform to increase access.
Transforming higher education systems from being elitist to ensuring mass participation across different social, income and geographical groups.
Some countries have achieved significant increases in participation rates and tackled social exclusion.
Escalating demand was brought about by population growth, democratization of secondary education, growing affluence, social mobility.

33. EDU5823/Topic 1
Massification of Higher education in South-East Asia
At the national level, it is a key instrument for human capital development to sustain economic growth, restructure society, promote national unity.
Higher education to maintain the countries’ competitiveness in a globalized knowledge economy (Malaysia, Singapore).

34. Diversification of Higher education
EDU5823/Topic 1
Diversification of Higher education
Various types of higher education institutions have emerged with different missions or purposes.
Many countries witness rapid expansion of private sector.
Levels of differentiation - traditional teaching and research universities, virtual universities, polytechnics, technical institutes, open learning institutes, community colleges.
Higher education runs by for-profit corporations, non-profit organizations and religious bodies.
Open and distance learning universities and regional universities widening participation and access to HE.
Trend towards transnational education has been noted , Malaysia one of the most developed and experienced in the region.

35. Internationalization of Higher Education
EDU5823/Topic 1
Internationalization of Higher Education
Mobility of students and academics around the world have become common.
The increasing development of foreign branch campuses reveals that HE can be exported to give access to students who otherwise may not be able to afford or obtain scholarship
Transnational education is defined as any teaching or learning activity in which students are in a different country to that in which the institution providing education is based.
Malaysia, Thailand and Vietnam are importers of transnational education from Australia, UK.
Some countries have national objectives to become educational hubs in the region.

36. Marketization of Higher Education
EDU5823/Topic 1
Marketization of Higher Education
The rapid expansion calls for restructuring of HE involving privatization of HE, corporatization of public universities, implementation of student fees and formation of strategic partnerships between public and private sectors.
Market forces led to more entrepreneurial universities whereby universities market their teaching, research and other knowledge-based services as well as setting up commercial enterprises or joint ventures with business firms.
The development of private HE expands enrolments in many countries. In Philippines and Indonesia the private HE outnumbered public HE.

37. Implications on Institutions of Higher Education
EDU5823/Topic 1
Implications on Institutions of Higher Education
HEs become more bureaucratic and regulated to ensure consistency in the management of HE systems.
HEs become more complex, creating a variety of institutions with different missions and scattered in different places.
Many governments are reducing their public and social expenditure on universities. Universities need to seek alternative sources of funding.
Universities need to be more market oriented, flexible and able to respond quickly to market signals and pressures. Academic leaders have to find ways to make their universities more entrepreneurial and autonomous.
Limited resources have made stakeholders including the state to be more concerned with the quality of education.

38. Implications on Institutions of Higher Education
EDU5823/Topic 1
Implications on Institutions of Higher Education
Universities are increasingly subject to external pressures to achieve greater accountability for their performances, and are encouraged to develop systems for self-evaluation and assessment.
Trading autonomy for accountability
States and universities are constantly redefining their interactions and relationships.
An increase in autonomy is coupled with more accountability.
Restructuring has led to changes in governance and management.

39. FIRST MALAYSIA PLAN – RM PERTAMA

41. Development of Higher Education in Malaysia
1823Proposal for the establishment of a college by Sir Stamford Raffles.
1889Training course for assistant surgeons.
1918 Maxwell Committee recommended the founding of Raffles College.
1921King Edward VII College of Medicine, its license in medicine and surgery was recognized by the General Medical Council of Great Britain in 1912.
1925 The Public Works Department School was established. It was taken over by the Education Department as a Federal Institution in 1931.
1929 The Raffles College for Arts and Science was established.

42. Development of Higher Education in Malaysia
The School of Agriculture was opened to train agricultural assistants.
The McLean Commission recommended the amalgamation of King Edward VII College of Medicine and Raffles College into a University College.
Recommendation of the Sir Alexander Carr-Sounders Commission: amalgamation of King Edward VII College of Medicine and Raffles College into a full-fledged university. The Public Works Department School became the Technical College.
The University of Malaya in Singapore was established.
The College of Agriculture, Serdang was established.
University of Malaya having one division in Kuala Lumpur and one division in Singapore.

43. Development of Higher Education in Malaysia
The University of Malaya in Kuala Lumpur became a separate and autonomous university on 1st January 1962.
Resolution of Penang State Legislative Assembly for the establishment of a University College of Arts and Science in Penang.
Higher Education Planning Committee Report. Institute Teknologi MARA was established on 14 October 1967.
Kolej Tunku Abdul Rahman was established on 24 February Universiti Sains Malaysia was established in June 1969.
Universiti Kebangsaan Malaysia was established on 18 May 1970.

44. Development of Higher Education in Malaysia
Universiti Pertanian Malaysia was established on 4 October 1971.
The Universities and University Colleges Act (1971) was passed.
Universiti Teknologi Malaysia was established on 1st April 1975.
Universiti Islam Antarabangsa (International Islamic University of Malaysia) was established on 10 May 1983.
Universiti Utara Malaysia was established on 16 February 1984.
Universiti Malaysia Sarawak was established on 24 December 1992.
Universiti Sabah Malaysia was established on 24 November 1994.

45. Development of Higher Education in Malaysia
1996
The National Council on Higher Education was established.
Corporatization of public universities.
Legislation of four acts: Private Higher Education Institutions Act 1996.The National Council on Higher Education Act 1996.The National Accreditation Act 1996.The Universities and University Colleges Act (Amendment) 1996.
1997
Universiti Pendidikan Sultan Idris was established on 24 February 1997.
University Malaya adopted a new Constitution.
The National Higher Education Fund Board Act 1997 was passed.
Universiti Pertanian Malaysia was renamed Universiti Putra Malaysia on 26 July 1997.

46. Development of Higher Education in Malaysia
1998
All public universities adopted a new Constitution.
Kolej Universiti Islam Malaysia was established on 13 March 1998.
1999
Institute Teknologi MARA was given university status on 26 August 1999 and renamed as Universiti Teknologi MARA (UiTM).
Kolej Universiti Terengganu (KUT) was established on 15 July Was renamed Kolej Universiti Sains dan Teknologi Malaysia (KUSTEM).
2000
Institut Teknologi Tun Hussein Onn (ITTHO) was given the status of university college and known as Kolej Universiti Teknologi Tun Hussein Onn (KUiTTHO).
Kolej Universiti Teknikal Kebangsaan Malaysia (KUTKM) was established on 1st Dec
Kolej Universiti Kejuruteraan dan Teknologi Malaysia (KUKTEM) was established.
Kolej Universiti Kejuruteraan Utara Malaysia (KUKUM) was established.

47. Development of Higher Education in Malaysia
17 January A Committee to study, review and make recommendations concerning the development and direction of higher education in Malaysia was appointed by the Minister of Higher Education.
2006
1 January Universiti Darul Iman (UDM) was established.
14th June 2006Universiti Malaysia Kelantan (UMK) was gazette as the 19th public universities in Malaysia.
July A Report by The Committee to study, review and make recommendations concerning the development and direction of higher education in Malaysia was published.
November Universiti Pertahanan Malaysia Nasional Malaysia was established.

48. Development of Higher Education in Malaysia
2007
1st February University Malaysia Perlis, University Teknikal Malaysia Melaka, University Malaysia Pahang, University Sains Islam Malaysia, University Tun Hussin Onn Malaysia and University Malaysia Terengganu were upgraded to university status as a move to re-brand the university colleges.
27 August National Higher Education Action Plan 2007 – 2010: Triggering higher education transformation was published.
August National Higher Education Strategic Plan 2007 was published.
Please find out the development from

49. Changing academic profession
EDU5823/Topic 1
Changing academic profession
Academics are subjected to more rules and regulations, tighter control to increase productivity, more rules and regulations, rigorous assessment procedures.
The development of corporate culture has required academics to behave like entrepreneurs and to market their expertise, services and research findings.
Academic freedom in some countries remains limited on what can be researched and what can be disseminated to public.

50. Future developments and challenges
EDU5823/Topic 1
Future developments and challenges
Continuing expansion of universities.
Universities need to seek different sources of funding.
Growing diversity of higher education institutions.
More calls for institutional autonomy, financial diversification and quality control will be made.
Greater pressure for relevance and flexibility curriculum development and adaptability to changes in the society.
The emergence of multiple competitors as knowledge disseminator from corporate universities, research institutes, industrial laboratories, think tanks and consultancies.
Universities have to promote multiculturalism and universal values.