Salzburg Seminar â Universities Project - Milika Dhamo

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higher education in Central and East Europe and in the Russian Federation, the rationale of the Universities Project has expanded to include the following goals: • to deepen and broaden the understanding of the problems, achievements, and perspectives of the higher education reform process in this region; • to advance the development of a self-sustaining system of higher education in these countries; • to engage decision-makers from the participating universities in discussion on transnational trends and crucial challenges confronting higher education institutions worldwide, and to increase mutual comprehension and understanding across different national experiences; and • to develop meaningful linkages and partnerships among participants and their institutions. One of the lessons for those involved in the Universities Project was the realization that universities are extremely robust and resilient institutions. While the process of reforming higher education in the post-communist countries has been halting and uneven, it is also the case that a great many universities and other institutions of higher education throughout the region continue to benefit from an extraordinary level of commitment from talented and dedicated men and women working against great odds, yet achieving considerable success. The Universities Project has afforded many from outside the region with an opportunity to meet the reformers, share their concerns, and gain a better sense of the problems, accomplishments, and prospects of the higher education reform process in Central and East Europe and the Russian Federation. Madeleine Green (American Council on Education, USA) provides an introduction to the symposium’s first topic of discussion, Leadership and Management of Universities. 2 CHRONOLOGY 1996 The Salzburg Seminar received a planning grant from the Hewlett Foundation to develop a project to bring together top-level administrators from universities in West Europe, the USA, and Canada with their counterparts in Central and East Europe, the Russian Federation, and the Newly Independent States. Activities in 1996 included: 1997 • researching existing initiatives to determine the need for such a project, and its particular niche, focus, and parameters; • the hiring of a project director; • the establishment of a Universities Project Advisory Committee (p. 11); and • a meeting of the Advisory Committee to lay the groundwork for the Project. The first year of programming consisted of a plenary convocation and three symposia. The January plenary meeting brought together sixty senior-level university representatives and higher education experts from Central and East Europe (CEE), West Europe, the Russian Federation, and North America. The first symposium, in March, gathered teams of rectors and senior-level administrators from eight CEE universities. The next symposium, in July, convened rectors and administrators from fifteen Russian universities. In September, the third symposium consisted of participants from nine CEE universities. All symposia included representatives from American, Canadian, and West European universities and colleges. With the advice and counsel of the Advisory Committee and friends of the Project, the following refinements were made during 1997, which have significantly enhanced the Project’s effectiveness:
1998 1. Teams of administrators from the same university were invited, rather than one individual (i.e., the rector alone) as was originally proposed. The goal was (and is) to increase the likelihood that information from the symposium will “take hold” within a university. 2. Separate symposia were held for CEE and Russian universities, rather than mixing institutions of the two regions at each symposium. A number of reasons contributed to this decision: a desire to allow the Project to respond to the immediate needs of two regions that face related but different concerns and challenges; a recognition that the level of English is generally not as high among Russian university administrators as it is among their CEE colleagues; and the possibility of residual political tensions from the Communist era. The decision has been a sound one and has allowed the Project to design symposia that address the specific issues and needs of the two regions. 3. Related to (2.), simultaneous interpretation is provided at the Russian symposia. Though costly, it was determined that in order to fully engage Russian participation, it would be necessary to conduct the Russian programs in both Russian and English. These symposia are unique among the programs at the Salzburg Seminar, where all other events are conducted in English only. It became clear during the second year of the Project that its reputation in both regions was already strong and attractive to potential participants. The year included the following innovations: • The Project gained the support of new and influential individuals in higher education and strengthened friendships by inviting strong contributors to return for a second, and in some cases third, Universities Project experience. • The Project was able to include an additional symposium (two CEE and two Russian, plus a January plenary meeting) due to supplemental funding provided by the Austrian government. • The Project secured a significant grant from the W.K. Kellogg Foundation to underwrite the Visiting Advisors Program (VAP) for over five years, thereby providing a site-visit aspect to complement the work being done in Salzburg. The VAP is described in greater detail on pages 27–31. A total of five meetings of the Universities Project took place during 1998: Plenary Convocation (January): Approximately sixty rectors, presidents, and senior representatives of higher education organizations met to review the Project’s work-todate and to discuss the upcoming year’s slate of programs. CEE Symposia (April and September): The 1998 CEE symposia continued the design established during the Project’s first year; that is, teams of three senior representatives Robin Farquhar (Carleton University, Canada) enjoys a response to his presentation as John Davies (Anglia Polytechnic University, UK) looks on. Due to a generous grant from the Austrian Federal Ministry for Education, Science and Culture in 1998, the Universities Project was able to hold an additional symposium that year. The Salzburg Seminar acknowledges with gratitude the support of the Ministry. 3
Page 1 and 2: S ALZBURG S EMINAR UNIVERSITIES PRO
Page 3 and 4: THE UNIVERSITIES PROJECT: HISTORY A
Page 5: RATIONALE It is the goal of the Uni
Page 9 and 10: 1999 In the third full year of prog
Page 11 and 12: Federation, and the extent to which
Page 13 and 14: William Saint, Principal Education
Page 15 and 16: Central and East Europe Jaak Aaviks
Page 17 and 18: Sergei Ignatov, Associate Professor
Page 19 and 20: Technical University of Dresden Dag
Page 21 and 22: Emil Orzechowski, Dean, Faculty of
Page 23 and 24: Lipetsk Pedagogical Institute Vera
Page 25 and 26: Ural State University, Ekaterinburg
Page 27 and 28: California State University, Chico
Page 29 and 30: University of Charleston, West Virg
Page 31 and 32: BACKGROUND AND DEVELOPMENT From the
Page 33 and 34: • the host institution should pro
Page 35 and 36: Moreover, our meetings in Salzburg
Page 37 and 38: esources; general management issues
Page 39 and 40: Marcellette Williams, Deputy Chance
Page 41 and 42: Focus: Fundraising strategies; use
Page 43 and 44: OFFICERS Roy M. Huffington, Chairma

Salzburg Seminar â Universities Project - Milika Dhamo

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Salzburg Seminar â Universities Project - Milika Dhamo