Global Higher Education and Research
The WUN Global Challenge in Higher Education and Research (GHEAR) addresses the sources, mechanisms, and social structures that give rise to today's higher education challenges, and works collaboratively across the network to propose reform policies for international research and education.
GHEAR provides a future-oriented global network that focuses on addressing the most urgent challenges related to improving the value of higher education to individuals, communities, nations, and the world – all in the context of a global commitment to sustainable development.
GHEAR is guided by a vision of inclusive universities that, by acting as both a fulcrum and a catalyst for change, are applying their scholarly expertise and actively steering the engagement of higher education with the 21st century challenges.
GHEAR seeks to leverage the expertise across the WUN network in its ambition to:
- Promote, through research and scholarship, the ongoing development of equitable, contextually relevant, high quality and accessible higher education throughout the world; and
- investigate and learn about the interactions among the drivers, policies, institutional infrastructure, human capacities, resources, and outcomes that are associated with this overall aim; and
- develop conceptual advances that are of interest to, and may influence the policy and practices of, WUN network members; and have wider impact.
GHEAR is aligned with the United Nations’ Sustainable Development Goals (SDGs) for 2030 in its commitment to leaving none behind. SDG 4 - Quality Education - Ensure Inclusive and Quality Education for All and Promote Lifelong Learning – identifies higher education as a key contributor to educational progress at all levels; and GHEAR should also contribute insights related to SDG 10 Reducing Inequalities, as well as to SDG 17, which relates to global partnerships.
1. Transforming the higher education curriculum for the 21st century.
For example, GHEAR would be interested in proposals for research that examines:
- What does de-colonisation of university curriculum mean in different national/institutional and/or disciplinary contexts?
- What are the contests around social justice frameworks in education in a ‘post-Western’ world?
- How are the Humanities faring in different WUN universities and how are institutions responding to any challenges identified?
These are indicative suggestions and researchers should feel free to use these and/or develop other questions.
2. Strengthening the legitimacy and authority of the university in a changing world.
For example, research into:
- Contemporary student activism, the different forms it takes in different national contexts, and its role in changing the university and the wider society.
- Transforming systems to reduce inequalities: whose vision? Whose agenda?
- Local university-community engagements and other forms of dynamic partnerships that address questions of the university’s legitimacy and authority.
- The role of digital media and other sources of ‘authority’ in strengthening or weakening the legitimacy and authority of the university.
3. Critically examining/enabling global and local mobilities of people, ideas, programmes, knowledges in higher education.
For example, research into:
- Internationalisation – what does it mean to universities, what values underpin it, how does it intersect with equity?
- Spatiality in higher education: migration, rural-urban divides, conflict and post-conflict contexts
- Agenda 2030: how are universities engaging with the Sustainable Development Goals and pledge to Leave No-One Behind?
- Higher education as a driver of sustainable development.
- WUN itself – how to decolonize the Network and reach out in ways that interrupt increasing stratification in higher education?
The GHEAR Global Challenge Steering Group is made up of experts in the field from across the network. The Steering Group is responsible for guiding the development, focus and research portfolio of the global challenge.
- Dr Kasturi Behari-Leak, University of Cape Town
- A/Prof Marie Clarke, University College Dublin
- Dr Sue Timmis, University of Bristol
- A/Prof Pan Kunfeng, Renmin University of China
- Prof Tor Halvorsen, University of Bergen
- Prof Erik Driessen, University of Maastricht
- Dr Vassiliki Papatsiba, University of Sheffield
- Dr Jose Escamilla, Tecnologico de Monterrey
- Dr Glenn Savage, University of Western Australia
- Dr Sally Hancock, University of York
- Dr Will Baker, University of Southampton
For more information, contact lead coordinator Ms Anna Lewandowska; email: firstname.lastname@example.org