In Search of a Global Research University Model

• In Event: Poster session III
  In Poster Session: Poster session 3

Proposal

Through the rise of globalization and individual countries’ attempts to take part in the knowledge economy, the role of research universities had become more dominant in most societies (Powell et. al., 2017; Altbach, 2013; Stromquist, 2002). Research universities not only are seen as essential for global economic competitiveness, they themselves became part of the so called “global competition phenomenon” (Portnoi, Bagley & Rust, 2010) with international university rankings playing a larger role not only among institutions, but also countries (Rust & Kim, 2012). This has led to the American research university model becoming an aspirational model for many universities (Altbach, 2013; Marginson, 2013; Duderstadt, 2000). Additionally, International Organizations (IOs), such as the World Bank and Organization for Economic Co-operation and Development (OECD) have been playing a more important role in higher education (Lingard, & Rawolle, 2011; Valiente, 2014; Wiseman, 2010). These organizations are influential in promoting advancement of research universities and what Marginson (2006) calls the “global flows and networks of words and ideas” (p. 1) have created global discourses about research universities and their roles.
In order to find out if there is a single global model of a research university, this study, through document analysis, explores the research university models offered by the World Bank and OECD, compares them to the American research university model, and presents similarities and differences among the models. The study uses Marginson and Rhoads (2002) “glonacal agency heuristic” approach, as it recognizes that universities are influenced by multiple organizational agencies and human actions that are interconnected, reciprocal in their movements, and operate simultaneously.
A two-dimensional analytical framework was developed to help interpret data. The first dimension helps to describe the organization (e.g., membership, aim, structure, and role) and the documents analyzed. The second dimension was developed from a literature review about global research university models and it allows to uncover distinctive characteristics and conditions (categories) that collectively provide a description of a model of a research university. The analytical framework categories allowed to place different models next to each other in a table, and identify similar themes across the model, as well as identify what was different about models.
The initial analysis indicates that the research university models of the World Bank and OECD models share a number of key characteristics between them, as well as with the American research university model. These common characteristics can be seen as the salient elements of a global research university model. At the same time, the analysis identified that there are also a number of differences or variations among models. Both common characteristics and differences are presented and discussed.
This study sought to understand the social constructions of a research university by different stakeholders in global context. By examining the characteristics of different international research university models and considering their similarities and differences, this study contributes to the literature that questions the convergence and divergence of ideas about education worldwide and the role of International Organizations in higher education development.

Author

• Inese Berzina-Pitcher, Michigan Statate University