Abstract
The paper addresses the question of how, in a research-intensive university, choices should be made to determine strategies that are appropriate for ambitious and creative institutions committed to both teaching and research at a high level. The paper calls for accountable real leadership at the university level and at lower levels. It also calls for organizational flexibility and flexibility in the allocation of material and immaterial resources.
Highlights
I confess that this view of the matter is very close to my own
The literature on the role of universities in modern societies is huge. It covers the choice and admission of students and fee levels, the choice of faculty and curricula, the choice of research agendas, the choice of investments in programmes, infrastructure and funding sources, the choice of knowledge transfer strategies, the choice of ways to deal with the challenges of globalization, and so on, and so on
Myriad choices have to be made in order to determine strategies that are appropriate for ambitious and creative universities
Summary
How is this to come about? One of my predecessors as president of Stanford, the great Wallace Sterling, who had much to do with Stanford’s rise, once, asked about his ‘philosophy’ of higher education, said: ‘My philosophy ... is not to develop a philosophy of education, but instead to try to find the best possible faculty; to upgrade the breadth and variety of students, and provide needed physical plant; and sit back and see what results.’ I confess that this view of the matter is very close to my own. To test how open and competitive hiring for faculty positions is, they asked what proportion of the university’s professors have their doctoral degrees from the university itself.
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