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圣安德鲁斯大学毕业照展示
3月1日，400多名英国和国际高等教育代表在西伦敦奥林匹亚会议中心一楼接管了第四届国际高等教育论坛。
美国讨论了联合王国可能退出欧盟对圣安德鲁斯大学的影响，论坛正式开幕时就国际高等教育将走向何处展开了强有力的小组讨论。
伊坎国际教育学院院长兼首席执行官。
他警告说，未来将面临三大挑战，首先是圣安德鲁斯大学名额短缺。
他说，世界上列出的15000所高等教育机构不足以满足自身不断增长的需求。
因为越来越多的圣安德鲁斯大学的大学生想出国留学，或者为了满足难民和其他受高等教育中断的人的需要。
在中国，四分之一的合格青年人找不到圣安德鲁斯大学的座位，而在巴西，有60名符合条件的申请者。
他说，在公立圣安德鲁斯大学的每个地方，他的第二个主要关注点是他所描述的“上升的宗派主义”。
他说：“这不仅仅是宗教，而且我们可能比任何时候都有更多的民间宗派冲突。
”这在许多国家，包括我自己，产生了尖锐的言辞和辩论，关于谁属于、谁应该属于以及谁应该有机会。
古德曼说，这是在产生“教育民族主义”。
他说：“不是每个高等教育部都乐于欢迎外国人。
”相比之下，12个国家已经宣布了将留圣安德鲁斯大学的大学生人数增加一倍的政策，以此来实施外交政策，并证明他们的教育体系相对于其他国家的相关性、力量和价值。
对难民和其他流离失所者的追捧。
现在世界上有这么多人，如果他们组成一个国家，他们的人口将近6千万，比南非的人口还多，只是比意大利的人口还少。
古德曼以叙利亚为例，说：“当叙利亚内战爆发时，25%的叙利亚年轻人处于较高水平。
Ucto.我们认为今天有超过20万的叙利亚人从高等教育中流离失所。
“难民营建帐篷，而不是圣安德鲁斯大学，”他说。
“对于我来说，我们现有的高等教育面临的最大挑战是，我们将如何处理这些难民人数，以及我们如何为那些受过教育的人提供入学机会？”“分班会议”论坛随后分为分班会议，内容从圣安德鲁斯大学和国际创新到圣安德鲁斯大学如何应对英国印度圣安德鲁斯大学的大学生人数下降的趋势。
在此之前，剑桥圣安德鲁斯大学副校长莱泽克·博里西维茨（Leszek Borysiewicz）爵士（Sir Sir Leszek Borysiewicz）曾大喊大叫，警告英国退出欧盟，特别是研究资助与合作，对英国和国际高等教育构成威胁。
与论坛同时发布了各种报告，其中包括英国高等教育国际部的《英国竞争优势》。
据称，英国“被国际圣安德鲁斯大学的大学生推荐为世界上最主要的以英语为母语的高等教育目的地”。
Around the world, the massification of higher education has created more differentiated systems, more inequality among institutions – and more inequality within the academic profession – according to Professor Philip Altbach, director of the Center for International Higher Education at Boston College in the United States. For most academics, things have got worse.For some academics at the top of their fields and in leading universities, however, conditions and salaries had improved.An academic ‘star’ system had emerged in some countries, Altbach told the 7th Annual Teaching and Learning Higher Education Conference in a keynote speech titled “The Academic Profession: Salaries, culture, academic freedom in a changing university”.The conference was held at the University of KwaZulu-Natal in Durban from 25-27 September 2013 and was titled “Re-envisioning African Higher Education”. Altbach said that the academic profession globally was in crisis at a time when higher education had never been more crucial for the global knowledge economy, and for producing growing numbers of graduates.But the fact was that no university, or higher education system, could be successful without well-educated and committed academics.ContextGlobally, a key characteristic of higher education over the past half century had been its massification, Altbach said.There had been huge increases in enrolments across the world, with expansion in the past decade largely occurring in developing countries. Africa was the last region to experience higher education massification, which was just starting.Simultaneously, the growth of the global knowledge economy had created the need for research institutions that would participate in a global network of knowledge producers and users. Research universities had become of critical importance to economies.There had been significant growth of private higher education, which was now the fastest growing post-secondary education sector. Generally, though, private universities did not pay well, offer adequate career structures or provide attractive working conditions – thus contributing to worsening conditions for academics – and there was little focus on research.There had also been substantial privatisation of public institutions, with governments unable to provide increased funding for their expanding higher education systems.Impacts on the academic professionThese developments had impacted profoundly on the academic profession.There had been deterioration in the qualifications of lecturers, to the extent that it was possible today that most had only a bachelor degree.There had also been deterioration in working conditions for many academics, with higher teaching loads and a rising number of part-time lecturers.In the United States, for instance, less than half of new academic appointments were on the tenure track, with most jobs part-time or full-time on contract. Everywhere there were growing numbers of part-time faculty who earned very little.Turning to academic cultures, Altbach cited well-known American sociologist Burton Clark, who had coined the term “small worlds, different worlds” when analysing the academic profession some 30 years ago.“There is a common ethos, to some extent, among professors. We are all members of a glorious profession – or at least it used to be glorious – but we’re in very different cultures,” he told the conference.“Not only are academics divided by institutional type – research universities, teaching universities, community colleges, vocational institutions – but the mindset and orientation towards academe and scholarly work is much different for someone in the humanities than for someone in the hard sciences.“Understanding the culture is important. A professor in the United States in a research university, and in many other parts of the world, has a very different perspective on life and very different work responsibilities than even a professor in a research university in Nigeria. Their terms and conditions of work are different, and their salary structures are different.”“The cultures of universities are important, complex and multifaceted. And we very often forget about that, lumping all of us together. We’re not at all the same,” Altbach said.University governance and administration had a key role to play in creating an academic culture – including encouraging participation in decisions, and good teaching and research – as did the professoriate itself.A vibrant academic culture needed collaboration and competition, participation in the life of the institution, and the commitment of academics to their disciplines and fields.SalariesLast year Altbach co-authored a book, Paying the Professoriate: A global comparison of compensation and contracts*, that surveyed the professoriate in 28 countries. One of its many findings was that salaries and remuneration were critical to ensuring academic success and productivity.Altbach pointed to several key elements revealed by the survey.One was that worldwide, academic salaries were not competitive with those among similarly educated professionals working outside higher education.Second, in most countries the academic profession did not pay salaries that provided a locally-standard middle-class life, as measured by purchasing power parity. Most Western countries, however, did pay salaries that enabled a middle-class lifestyle.Canada paid the highest average academic salaries, followed – in purchasing power parity terms – by Italy, South Africa, India, the United States, Saudi Arabia, the United Kingdom, Australia, The Netherlands and Germany.Academics in Armenia were the worst paid among the 28 countries, followed by Russia, China, Ethiopia, Kazakhstan, Latvia, Mexico, the Czech Republic, Turkey and Colombia.Altbach said that academic salaries in South Africa and India had been surprisingly high, albeit in purchasing power parity terms.The survey also found differences among countries between entry and senior salaries. Inequalities in this regard were quite high in South Africa and China, while in Western European countries there were not big differences between top and bottom academic salaries.In an era of global academic mobility, Altbach warned, nations that paid their academics poorly would struggle to retain their ‘best and brightest’, while those that paid relatively well would be able to attract and retain international scholars.South Africa provided a good example: the country had been attracting academics from across Africa, presumably because it offered considerably better salaries than they received at home.Appointments and contractsAltbach argued that to have an effective academic profession, stability and accountability in academic contracts were key words.The terms of academic contracts had to be both attractive and effective in ensuring accountability and productivity. “It’s not enough to merely appoint someone at the beginning of his or her career, and give them a permanent job and hope that they work out,” he said.“A few countries still do that. Many countries used to do that, because academics were considered to be civil servants. This was the pattern in continental Europe and some other parts of the world.“When you are appointed as a civil servant, the assumption is that after a short probationary period you’ll have a permanent job and float up the ranks with regular salary increasea, not based on productivity but on longevity. That’s changed in most parts of the world.Today, a clear career path was essential, based on meritocratic evaluation of work and promotion. Many countries, however, were falling short in the area of academic contracts.For example, Germany’s higher education was complex and did not offer academics a clear career path, while in Saudi Arabia everybody hired at the assistant professor level had a permanent appointment and it was “impossible” to fire anybody. Europe’s civil service model had provided stability but not sufficient reward for productivity, and had been abandoned.Academic freedomAcademic freedom was fundamental to the academic enterprise, said Altbach, and required freedom of inquiry, research and teaching. The widely understood definition of academic freedom, developed in the United States from the 1920s, included the right of academics to speak out or write about anything.“One could have a long philosophical discussion about the responsibilities of academics and appropriate limitations on academic freedom, particularly in politically or socially unstable societies. But suffice it to say that academic freedom is considered central to the academic profession and to the university.”In conclusion, said Altbach, conditions for the global professoriate today are generally poor – at a time when the university has never been more important for societies and when professors, especially those in research universities, are key to their countries’ participation in the global knowledge economy.It was critical that all involved in the academic enterprise – governments, higher education leaders and academics – worked to ensure that the professoriate in the 21st century could function effectively in academe and in society.* Paying the Professoriate: A global comparison of compensation and contracts, by Philip G Altbach, Liz Reisberg, Maria Yudkevich, Gregory Androushchak and Iván F Pacheco, was published by Routledge and supported by the Center for International Higher Education and the Higher School of Economics in Russia.