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76 Policy Dynamics in Higher Education and Research: Concepts and Observations
that maintain scientific communities specifically and academic organizations generally. According
to Henkel (2002: 60), the extent of category collapse implied by some observers is questionable,
although “... it is not necessary to subscribe wholesale to a post-modern perspective to perceive a
variety of ways in which the boundaries between academic and other worlds are being blurred
and to conclude that this is a growing trend”. The university, even under mass conditions of
higher education, “must remain relatively stable in order to continue to fulfil two primary functions:
the production of the next generation of researchers and generator of cultural norms”
(Nowotny, Scott and Gibbons, 2001: 93). The question of diversification versus homogenization
of higher education institutions and systems is one of the most important areas for further research
for all nations.
6.3. Building Research Culture
Higher education institutions must provide a supportive environment if research is to flourish. In
some developing countries, higher education institutions were originally established mainly to
engage in teaching and it will take a good deal of effort and an appropriate policy environment to
nourish a research culture. For example, Salazar-Clemeña (2006: 190), writing about the Philippines,
notes that that country has a number of general policies which emphasize the development
of a research culture and environment. These include the recognition that research:
― Is the ultimate expression of an individual’s innovative and creative powers. Higher
education institutions shall ensure that the academic environment nurtures and supports
Filipino research talents.
― Thrives in an environment characterized by the free flow of information, honest and
analytical exchange of ideas, and supportive administrative structures. Higher education
policies shall enhance the individual’s capacity to conduct independent and productive
research.
― Is one of the main functions of higher education institutions. Universities, in particular,
are expected to lead in the conduct of technology-directed and innovative/creative researchers
who are locally responsive and globally competitive.
Yutronic (UNESCO, 2007: 58) argues that successful development of research capacity in
universities should involve:
― Research and development with relevant impact, that is, the creation of local pertinent
knowledge integrated with global knowledge advancement and transfer to produce relevant
impact.
― The renovation of professions in order to solve development problems and take advantage
of new opportunities.
― The creation of new development frameworks for societies and countries based on their
own particularities (for further elaboration, see Yutronic, 2007: 4-8).
Yutronic also maintains that, in order to create successful research universities, the following
areas need attention:
― Critical capabilities (“critical mass”) must be achieved particularly in terms of the creation
of research webs and communities.
― Assessment procedures need to be defined in order to guarantee high quality staffing.
― There should be clear criteria for the institutional organization of research universities.
― Research universities should also strive for involvement in R&D initiatives.