Universities must show they benefit all of society. Those in poor countries need our support to do so, says Paul Davenport
In the 1960s and 1970s, as the Commonwealth's newly independent countries planned their economic development, universities were seen as crucial in the effort to improve literacy, health and living standards. In the 1980s and 1990s, universities became less prominent on the economic development agenda.
It is time to rethink the role of universities in development. The knowledge-based economy is inducing countries to re-evaluate the importance they assign to university teaching and research. The discovery, dissemination and application of knowledge is at the heart of the new economy. University graduates will be leaders in helping societies take full advantage of the new opportunities. At the same time, university discovery and research will help create those new opportunities.
With this perspective in mind, the Commonwealth Policy Studies Unit at London's Institute of Commonwealth Studies, the Association of Commonwealth Universities and the British Council have formed a project group to study universities and development in the Commonwealth. The group is drawn from across the Commonwealth and, in its scholarly achievement, diversity of experience and practical knowledge, represents a formidable team. Its report will be issued early in the new year.
While the opportunities for universities in the knowledge-based economy are clear enough, many universities in the developing world have been marginalised by government preferences for basic education, by their own lack of resources, and by transnational and private-sector research that takes place off campus. Most seriously, their reputation has suffered by what happens to their graduates in the labour market: the best graduates from the best institutions disappear abroad, while elsewhere graduates remain unemployed.
The universities of the Commonwealth are eager to respond to the challenges in ways that will cut poverty, create jobs, strengthen democracy and human rights and include all parts of society in progress. Universities reject an ivory-tower concept of the academy. Our discussions suggest that applied research and service to the community are fully compatible with academic freedom and commitment to teaching and basic research.
Partnership is at the heart of this effort: universities must work ever more effectively with community groups, non-governmental organisations, private-sector partners, other educational institutions and government to make their full contribution to society.
We have identified a number of key issues that hamper universities' abilities to contribute to their communities' progress. The weakness of local economies often creates a situation in which the most talented university graduates can emigrate to more developed countries while others struggle to find appropriate jobs. The twin problems of brain drain and unemployment require a concerted response from the private sector, government and universities. We must create an environment in which talented individuals can make their full contribution to their home countries.
University research is critical to the creation of knowledge and to adapting discoveries made elsewhere to local conditions. Effective policies on intellectual property are vital if the fruits of local research and discovery are to contribute fully to development.
Universities can also contribute to society by working with community groups on health, social and cultural problems. Networking among Commonwealth universities should be a priority: one of the strengths of the Commonwealth is that it facilitates partnerships among countries at different stages of economic development.
Finally, it is important to underline the relationship between resources and quality. Although universities in the Commonwealth already make remarkable contributions to their societies, these are often limited by paltry resources. Physical facilities are often poor, while outstanding faculty and graduate students seek to emigrate. Solving these problems will require participation by many players from both the private and public sectors. As we examine ways in which universities can help society's progress, we need also to find the resources to allow our institutions to do the job.
The bottom line is this: if universities are to receive society's support, they need to show that they are critical to the progress of all of society, including the majority in most countries who will never receive higher education. In our knowledge-based economy, universities are both willing and able to meet that standard.
Paul Davenport is president and
vice-chancellor of the University of Western Ontario and chair of the Association of Universities and Colleges of Canada. His email is pdavenpo@julian.uwo.ca