The Pedagogy of Radical Change: Social Movements, Resistance and Alternative Futures in Higher Education and Society

The paper deals with the future of Norwegian higher education as part of a Nordic project on higher education futures. To identify future scenarios for Norwegian higher education (HE), the paper uses the theoretical lens of historical institutionalism to focus on scenario building. Like in the other Nordic countries, Norwegian HE and research are characterized by easily accessible and free public HE provision, high participation rates, and a high level of investment in HE and research. However, the question is this: If we look back at the development of Norwegian HE the last decades, to what extent can we expect present developments to persist and to what extent can we expect more or less sharp breaks and deviations from past and present developments? Departing from an institutionalist position, two historically grounded visions and related scenarios are identified: an academic excellence scenario and a national service scenario. The scenarios reflect tensions between different visions of the shape, emphasis, and orientation of HE and research. The empirical focus is on the developments of HE along five dimensions: growth, systemic integration, academic drift, labor market relevance, and governance. First, the conceptual approach is presented, outlining the use of scenarios and an institutionalist approach to thinking about the future of HE. Secondly, the paper outlines the five trends regarding past and ongoing developments. Third, some ideas about future developments are outlined, before the conclusion is drawn.

This book offers new interdisciplinary analyses of borders and blockages in higher education and how they can be inhabited and reworked. Amidst stratified inequalities of race, gender, class and sexuality, across time and space, contributors explore what alternative academic futures can be claimed. While higher education institutions are increasingly concerned with 'internationalization', 'diversity', and 'widening access and participation', the sector remains complicit in reproducing entrenched inequalities of access and outcomes among both students and staff: boundaries of who does and does not belong are continually drawn, enacted, contested and redrawn. In the contemporary neoliberal, entrepreneurial and 'post'-colonial educational context, contributors critically examine educational futures as these become more uncertain. This wide-ranging collection serves as a call to action for those concerned with the future of higher education, and how alternative futures can be reimagined.

Book review: The Pedagogy of Radical Change: Social movements, resistance and alternative futures in higher education and society, by Spyros Themelis

Reviewed by: The Future of Higher Education: Rhetoric, Reality, and the Risks of the Market Jim Eck (bio), Darla Fletcher (bio), and Katherine Merrill (bio) F. Newman, L. Courtier, & J. Scurry . (2004). The Future of Higher Education: Rhetoric, Reality, and the Risks of the Market. San Francisco: Jossey-Bass. Wanted: Flexible, focused leaders to direct the future of higher education. Must not succumb to believing existing rhetoric or have egotistical views of current state. Must be able to rise above corporate influence to maintain society's best interests. Candidates should hold student learning and attainment in high regard. Narrow-minded and uncommunicative people need not apply. An employment ad such as this, of course, would never exist. But in a broad sense, it seems to capture some of the traits of good higher education leaders highlighted in The Future of Higher Education: Rhetoric, Reality, and the Risks of the Market. The authors, Frank Newman, Lara Couturier, and Jamie Scurry, who are part of the Futures Project, provide a summary of their findings from three years of research on higher education. Throughout the book, the authors share their view that American higher education must place greater emphasis on student learning and rebuild its compact with the public. If the academy successfully accomplishes these two goals, then colleges and universities will more clearly demonstrate accountability and simultaneously earn greater autonomy. The authors suggest that adopting some of the properties of a market-based structure could benefit the existing design of the traditional institution. Market forces for higher education include access, quality, price, intense competition, and relatively inelastic demand. Policies need to be established that will enhance the positive aspects of the market system and protect higher education from the negative consequences. Those with resources usually receive the benefits of the market forces, and the authors stress that institutions must be diligent in focusing on the public good. Strategic planning efforts, while remaining dynamic and flexible, must account for higher [End Page 78] education's competitive market and articulate its commitments to society. The Futures Project has identified seven areas that need to be addressed by higher education: • accepting the responsibility of student learning • moving from access to attainment • addressing efficiency and productivity • supporting elementary and secondary education • reducing conflict of interest • serving as society's critic • rebuilding political involvement The authors maintain that institutions of higher education need to do a better job of assessing student learning and focus more on helping disadvantaged students reach attainment. Institutions must analyze their budgets to find ways to save money, and universities should join forces with the business community to support education at all levels. Colleges and universities that acquire funds from the corporate sector have to be careful not to be "bought," thus selling out their ability to correctly and completely report the findings of research. Questions have also been raised regarding the freedom of university presidents to candidly voice their opinions about societal issues, because of fear of offending donors. Last, institutions should encourage students to vote and to be involved citizens. Research generally indicates that employers do not place the greatest emphasis on content knowledge; rather, employers desire active learners who can solve ill-structured, real-world problems. One way to nurture such skills is through a renewed emphasis on student learning. Rather than blaming students for the fact that we are "a nation at risk," "learning-focused" colleges and universities should move from denial to acceptance of responsibility for student learning. By developing clear strategic plans that place paramount importance on student learning and adopting mission-driven assessment efforts, colleges can articulate clearly defined outcomes for student learning, afford students the opportunity to participate in a diverse array of learning experiences, and provide mechanisms to ensure institutional effectiveness and continuous improvement. [End Page 79] The authors warn of the dangers of the new era of competition. Institutions are grasping for students, funding, and prestige in an intense, competitive environment that has been created by the increased dependence on market forces and decreased dependence on regulation. Rather than adopting strategies that promote access with completion and foster the public good, many institutions are intensely focused on climbing in the published rankings. The...

Reviewed by: The Future of Higher Education: Rhetoric, Reality, and the Risks of the Market Gustavo J. Gregorutti The Future of Higher Education: Rhetoric, Reality, and the Risks of the Market, by Frank Newman, Lara Couturier, & Jamie Scurry. San Francisco: Jossey-Bass, 2004. 304 pp. ISBN 0-7879-6972-9. It is difficult to find books that effectively portray and interconnect past, present, and future trends in higher education. While it is relatively easy to describe the past, to unfold current forces of change within an established market and to foresee new tendencies is the task that Newman, Couturier, and Scurry have undertaken in The Future of Higher Education, and they do so successfully. Funded by the Pew Charitable Trusts and the Ford Foundation, this book not only provides an overview of current trends and topics in higher education but also reviews emerging issues, among them new market players in academic funding, competition between institutions, the increase of for-profit and virtual institutions, the influence of technology on teaching approaches and learning, and the rethinking of the mission of universities in the context of the 21st century. The book's main concern is with market-oriented pressures that are reshaping institutions of higher education. The authors offer creative approaches to new challenges in an attempt to stimulate a productive dialogue among policymakers, politicians, faculty, and administrators, as the authors explain at the outset of the book: First, we want the book to serve as a wake-up call to the leaders of our colleges and universities. A second goal is to provide policy makers with policy solutions that have emerged worldwide to restructure higher education. A third goal is to convince both of these groups—the academic and the political leaders—as well as the engaged civic leaders including business and community leaders, that American society has an enormous stake in preserving, clarifying, and enhancing the public purposes of higher education. (p. xii) Based on past examples such as the Morrill Act of 1862, the Wisconsin experience in the early 1900s ("the university in the service of the people," p. 216), and the G.I. Bill of 1944, the authors argue that higher education leaders and society at large must take responsibility for restructuring the established market forces into a new model that ensures the public purpose of education. [End Page 487] The book is not divided into distinct sections, although the chapters are grouped naturally into three parts. In the first five chapters, the authors describe how American universities have come under fire for tensions and contradictions in their missions and outcomes. A society that has increasingly seen education as a private asset to obtain personal profit has distorted and overemphasized one of the many dimensions in a rich universe of values. Over the last 15 years, there has been increasing concern about the mission and future of higher education, since universities have increasing influence in the new globalized society (Etzkowitz, Webster, & Healey, 1998). Competition among colleges and the growing influence of market values are compelling universities to become entrepreneurial in order to survive and prosper in a continually changing environment (Callan & Finney, 1997; Duderstadt, 2000; Slaughter & Leslie, 1997). On one hand, Newman, Couturier, and Scurry point out that higher education needs more resources to cope with increasing costs. Many traditional sources of income, such as state support and federal grants, are diminishing. On the other hand, the new missions of a knowledge-driven economy and society are creating perplexing paths through a transition that seems never-ending. Political and corporate actions playing with market-oriented rules have generated changes in the environment surrounding universities and have triggered important changes in higher education. This entrepreneurial environment is challenging the mission and traditional view of higher education. This identity crisis finds universities, for instance, facing demands for equal opportunities for low-income and minority students in the context of demographic shifts. Education must mirror society's needs to avoid social risks. In this book, Newman, Couturier, and Scurry depict academics, businessmen, and political leaders as being somewhat confused about the goals and purposes of higher education. The authors remark that policymakers must have a strategy to fill the gap between...

In The End of College, Carey (2015) presents the notion that new modes and cultures of learning couched in social justice will allow many people to, for the first time in their lives, attain higher learning. The author's insights are informed by over twenty-five years of artificial intelligence data. In what Carey refers to as the 'university of everywhere', the future of higher education will be unbridled from formal degree programs. Hints of what the edX movement at Harvard and MIT are doing to revolutionize higher education include public portfolios that present an individual's learning credentials in the new higher education economy. A professor of Education at John's Hopkins University, Carey has served as an education policy analyst at both the state and federal levels. Carey's views on the future of higher education will engage the LIS educator in thought about the future, if not ignite the impetus of radical change.Keywords: Higher Education, Social Justice, MOOCS, LIS education, Online learningThe End of College: Creating the Future of Learning and the University of Everywhere, Carey, K. New York, Riverhead Books, 2015, 269 pages, Nook book $14.99, ISBN 978-101-63459-2.IntroductionIn The End of College, Carey offers readers an engaging account of a proposed paradigm-shift in higher education. To set the stage for his thesis, he provides a brief history of the beginnings of higher education in Europe, and the subsequent establishment of the American university. The author then quickly enters into what we understand about higher education as it has been for the past half century. Carey chronicles what has evolved in the application of artificial intelligence to learning that unwittingly sets the stage for a new type of university; the university of everywhere. The content presents as if it were a biography of higher education woven with predictive views of the future informed by current trends in online education. Written in a style as equally provocative to higher education consumers as it is to higher education professionals, Carey voices what many may fear; driving change fueled by disruptive technologies. Those technologies are the toys and tools engaged by today's youth who are the post-secondary students of the near future.Library and information science (LIS) scholars and educators, although not the first to offer courses online, were among the first in their respective institutions to offer graduate degree programs entirely online (Haigh, 2007). These pioneering actions offered new economic models to institutions of higher education impacted by the decline in the economy in the late twentieth century (Bush & Hunt, 2011; The Economist, 2012). Since then, only an elite few LIS scholars have delved into the world of Massive Open Online Classes (MOOCS) (Stephens & Jones, 2014). Meanwhile, the discipline has been caught up in an identity revolution, better known as the iSchool movement, battling for modernization (Bonnici et al., 2009). Typical of revolutions, entrenched library advocates have planted their heels pushing possible bifurcation of the profession. Meanwhile, the threat imposed by further economic pressures, declining enrollments, and new skills and knowledge have demanded our attention, perhaps stalling our interests in the future of higher education on a long-term scale. Carey's book, The End of College, will reintroduce, if not reinforce the importance of the mode and mechanism for educating the next generation of library and information professionals.As the son of two academics, one a Ph.D. computer scientist at a large public university, and the other holding a doctorate in education, Carey was immersed in traditional academic life throughout his formal years of learning. With an undergraduate degree in political science and a master's degree in public administration, Carey has become one of the most renowned higher education experts in the country (Blue Engine, 2015). …

Time and Space in the Neoliberal University offers new interdisciplinary analyses of borders, boundaries, blockages and im/mobilities in higher education, and how these might be identified, inhabited, resisted, and re-worked. The collection is concerned with the future of higher education, and what alternative academic futures can be claimed amidst inequalities across time and space, and stratification according to intersecting inequality regimes. The collection emerges in a neoliberal, entrepreneurial, and ‘post’-colonial educational context where the future of higher education is uncertain. Higher education institutions are increasingly concerned with ‘internationalization’, ‘diversity’, and ‘widening access and participation’, yet the sector remains stratified by and complicit in entrenched inequalities of access and outcomes among students and staff, with boundaries of who does and does not belong continually drawn, enacted, contested, and redrawn in the spatial and temporal locations of higher education.

‘Widening participation’ and ‘fair access’ have been contested policy areas in English higher education since at least the early 1990s. They were key facets of the 2003 White Paper – The Future of Higher Education – and the subsequent 2004 Higher Education Act, with stated objectives that the reach of higher education should be wider and fairer. In particular, there has been considerable concern about admissions to ‘top universities’, which have remained socially as well as academically exclusive. The principal policy tools used by the Act were the introduction of variable tuition fees, expanded student grants, discretionary bursaries and the new Office for Fair Access (OFFA). This paper draws on publicly available statistics to assess whether the changes implemented by the 2004 Act have indeed made access to English higher education wider and fairer in relation to young people progressing from state schools and colleges and from lower socio‐economic groups. It concludes that, while there is some evidence for modest improvements, these have been concentrated outside the ‘top universities’, which have seen slippage relative to the rest of the sector. The paper concludes with a discussion of the reasons why financial inducements appear to be a flawed and naive approach to influencing student demand.

It may seem odd that an article concerned with the future of higher education should begin with an analysis of a technological phenomenon. pattern I am referring to is the that often separates the invention of a paradigm-altering technology from its everyday use. European history contains a number of time-lag examples, notably Gutenberg's movable type, Richard Arkwright's cotton spinning mill machine, the automobile, television, and the microprocessor. But more importantly for my interest, technology time-lags provide an opportunity to explore how academic technology policy will impact higher education in the next millennium. Arguably, micro-information technologies are proving to be powerful forces in shaping the destiny of higher education, comparable to how Gutenberg's movable type revolutionized the production and dissemination of information in Western culture. I would like to argue that current academic strategic policies largely misunderstand the potential of micro-information technologies because they operate from the assumption that technology-mediated learning constitutes a new way of teaching and learning. This premise could neither be more restrictive nor misguided. In fact, what often passes as innovative uses of instructional technologies is generally grounded in a marriage uniting eighteenth-century models of learning with nineteenth-century notions of organizational management. Neither, however, prove adequate to meet the intellectual and communication demands placed on contemporary students. In fact, every time reception-based learning migrates to a computer screen - with students memorizing information and then taking onscreen exams - three significant problems recur: (1) far more valuable and contemporary ways of learning are disregarded; (2) important student needs are not being met; and (3) colleges and universities fail to make changes that will enhance their value and well-being.(1) This article is about exploring how some new strategic paths in higher education may avoid the above problems. subtitle, borrowed from Robert Frost's poem The Road Not Taken, suggests that the future of higher education will be about strategic paths taken and not taken. poem is about having to choose between two paths, each worthy of exploration, each providing equally attractive alternatives. But unlike the path in Frost's poem, the strategic academic technology path currently being taken is not equal to a better one. Higher education is at a crossroads - one path continuing an essentially administrative approach to the management of learning, and a second, promising meaningful change by redesigning instructional technology in terms of being both a strategic and cognitive tool. Following this second path has two essential benefits: it insures that institutions change in effective ways, and it creates new strategies for deploying learning methods consistent with real world technologies and workplace needs. In exploring this second path, this article charts three areas: the first deals with higher education, consensus building, and change; the second explores changes triggered by global factors; and the third defines digital pedagogies, new ways of educating more consistent with the nature of contemporary technologies than with prior management models. purpose of this article is to provoke thought, my main point being rather simple: if American colleges and universities are to become contemporary and effective organizations, their strategic academic technology agenda should be focused on the production of intelligence rather than on the storage and recall of random and quickly outmoded information. In short, our institutions need to articulate a new mythology based upon new connections between contemporary notions of organizations, contemporary global issues, and contemporary technologies. Part I. Unpacking the Culture of Higher Education Colleges or universities are more than just their symbolic seals of enlightenment communities. …

The functionalities of the latest digital technologies hold the promise of advanced innovations in higher education to support students in their learning process, and instructors in their teaching methods, course development, assessment and research activities. This eleventh and final chapter explores and discusses how emerging technologies will impact higher education in the coming years. Drawing on insights gained from the study results, the first lines of the chapter discuss topics such as ‘access to academic knowledge through the Internet of Things (IoT) in universities', ‘machine learning, deep learning, and the future of higher education', ‘to use or not to use AI in the learning/teaching space'. Then, the bulk of the chapter focuses on the current debate about AI in higher education, following a literature review where the terms “AI” and “higher education” were used to select 100 publications, mainly scientific articles. Out of this selection, 67 were published in 2024, 23 in 2023, 6 in 2022, and 4 in 2021.

This report examines the progress made by the Department for Innovation, Universities and Skills (DIUS), the Higher Education Funding Council for England, the Office for Fair Access and higher education institutions in England in widening participation in higher education. The UK Government’s 2003 White Paper, ‘The future of higher education’, included a commitment to widen participation in higher education by helping more people from under-represented groups, particularly lower socioeconomic backgrounds, to participate successfully in higher education. Progress was assessed against the following criteria: whether participation of under-represented groups in higher education is increasing; whether initiatives taken by the Department, the Funding Council, the Office for Fair Access and higher education institutions to widen participation are effective; and whether higher education provision is delivered in a way that addresses the barriers to widening participation. To assess progress in increasing participation of under-represented groups, a detailed analysis was undertaken of data held by the Higher Education Statistics Agency. To determine the effectiveness of the widening participation initiatives and explore what barriers remain to participation, surveys were undertaken of 2,900 unsuccessful applicants for higher education places and of 1,000 teachers in primary and secondary schools, along with visits to seven institutions and meetings with representatives of key organisations. This report focuses on what higher education institutions can do through outreach and other widening participation activities to raise the aspirations and attainment of people.

Previous articleNext article No AccessEssay ReviewMarket University? Universities in the Marketplace: The Commercialization of Higher Education by Derek Bok. Princeton, NJ: Princeton University, 2003. 233 pp. $16.95 (paper). ISBN 0‐691‐12012‐9. Sustaining Change in Universities: Continuities in Case Studies and Concepts by Burton R. Clark. Berkshire: Society for Research into Higher Education and Open University, 2004. 210 pp. $36.95 (paper). ISBN 0‐335‐21590‐4. Knowledge and Money: Research Universities and the Paradox of the Marketplace by Roger L. Geiger. Stanford, CA: Stanford University, 2004. 321 pp. $27.95 (paper). ISBN 0‐8047‐4926‐4. The Future of Higher Education: Rhetoric, Reality, and the Risks of the Market by Frank Newman, Lara Couturier, and Jamie Scurry. San Francisco: Jossey‐Bass, 2004. 284 pp. $33.00 (cloth). ISBN 0‐7879‐6972‐9. Buying In or Selling Out edited by Donald G. Stein. New Brunswick, NJ: Rutgers University, 2004. 188 pp. $25.95 (cloth). ISBN 0‐8135‐3374‐0.Daniel C. LevyDaniel C. Levy Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 50, Number 1February 2006 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/498325 Views: 53Total views on this site Citations: 10Citations are reported from Crossref © 2006 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Fernanda Edileuza Riccomini, Claudia Brito Silva Cirani, Samara de Carvalho Pedro, Daniela Menezes Garzaro, Kambou Sie Kevin Innovation in educational marketing: a study applied to Brazilian private higher education institutions, Journal of Marketing for Higher Education 9 (Aug 2021): 1–21.https://doi.org/10.1080/08841241.2021.1966157Janja Komljenovic, Susan L. Robertson The dynamics of ‘market-making’ in higher education, Journal of Education Policy 31, no.55 (Mar 2016): 622–636.https://doi.org/10.1080/02680939.2016.1157732Joseph Zajda Reforms in Higher Education in the Russian Federation: Implications for Equity and Social Justice, (Feb 2016): 149–159.https://doi.org/10.1007/978-3-319-28191-9_10Ali Bhayani The market route to higher education in UAE: its rationales and implications, International Review on Public and Nonprofit Marketing 11, no.11 (Dec 2013): 75–87.https://doi.org/10.1007/s12208-013-0108-6Emerson Wagner Mainardes, Helena Alves, Mário Raposo, Maria José Carvalho de Souza Domingues Marketing in higher education: A comparative analysis of the Brazil and Portuguese cases, International Review on Public and Nonprofit Marketing 9, no.11 (Sep 2011): 43–63.https://doi.org/10.1007/s12208-011-0077-6Catherine Closet-Crane A Critical Analysis of the Discourse on Academic Libraries as Learning Places, (Mar 2015): 1–50.https://doi.org/10.1108/S0732-0671(2011)0000030004Louise Morley, Jonathan Simmons, Cornelia Dragne, Joanne Weston, Geraldine Haynes, Voldemar Tomusk, Jo Thompson Book reviews, International Journal of Lifelong Education 28, no.11 (Jan 2009): 123–132.https://doi.org/10.1080/02601370802568739Hans N. Weiler Keyword: International Research on Higher Education, Zeitschrift für Erziehungswissenschaft 11, no.44 (Jan 2009): 516–541.https://doi.org/10.1007/s11618-008-0050-2Ishmael I. Munene Privatising the public: marketisation as a strategy in public university transformation, Research in Post-Compulsory Education 13, no.11 (Mar 2008): 1–17.https://doi.org/10.1080/13596740801903448Nelly P. Stromquist, Manuel Gil-Antón, Carol Colatrella, Reitumtse Obakeng Mabokela, Anna Smolentseva, Elizabeth Balbachevsky The Contemporary Professoriate: Towards a Diversified or Segmented Profession?, Higher Education Quarterly 61, no.22 (Apr 2007): 114–135.https://doi.org/10.1111/j.1468-2273.2007.00342.x

The ‘Articulate’ programme is a high‐intensity five‐day widening participation programme designed to help students develop their communication skills and confidence through a range of activities led by an Articulacy tutor and culminates in students taking an examination for the English Speaking Board (ESB) Level 1 Award in speech on the final day. Additionally, students also develop their understanding of and aspirations towards higher education (HE) through sustained interaction with student ambassadors, who support all sessions throughout the week. Based on the conceptual framework of the theory of change, the intervention primarily addresses the barrier of soft skills, including increasing students' self‐belief, while also addressing some of the barriers of socio‐economic factors to HE participation namely knowledge, understanding and likelihood of applying to HE in future, through increased exposure to HE role models. In this paper we report our findings from the evaluation where we are studying the effectiveness of the programme. Through survey questionnaires data was collected from over 698 students in year 9 and year 10, studying at 42 schools across Cornwall, Devon, and Somerset who took part in the ‘Articulate’ programme, which was run in collaboration with Next Steps South West (NSSW). Results show the majority of participating students went on to perform well in the ESB exam; furthermore, participants were more likely to have positive attitudes towards HE and considered applying to HE in future. The findings will be of particular interest to practitioners and activity providers. Context and implications Rationale for this study This paper summarises the mid‐term evaluation of an outreach programme designed for under‐represented groups to build their soft (communication) skills and develop their understanding of higher education (HE)—in terms of applying to university, support available and the possibilities HE can offer. Why the new findings matter It is possible to achieve medium‐term goals only after a sequence of short‐term goals are completed and built together to form a long‐term pursuit. Evaluating these goals is particularly useful for those delivering them and for the funder. Long‐term plans are what we are working towards, but the value of moderate to mid‐term goals is that they let us check our progress and evaluate whether we are still heading towards our long‐term pursuit and whether our plan, design or choices need to change to reach desired outcomes. Implications We expect the paper will be of particular interest to funders, regulators, practitioners and activity providers delivering similar programmes and will encourage them to evaluate the programmes they run for effectiveness and accountability. Based on the work done by some research team members, the Office for Students has recently published a report encouraging higher education institutions, outreach and activity providers to consider the standards of evidence and programme evaluation. Our work is one example of a mid‐term review for an ongoing programme with long‐term goals. Such reports are relatively rare, and we expect this evidence‐based practice will set a good example for colleagues involved in similar work.

Higher education research is closely linked to the debates on higher educa- tion policy and practice. It provides the information basis for decisions about the future of higher education. As the themes of the public debate on problems and reform needs in higher education change quickly, higher education research has to anticipate future prob- lems and themes of debates in order to develop concepts and to generate knowledge well in advance. Future-conscious higher education research might aim to identify likely future changes in thematic areas which are already in the limelight of public attention, as trends in the areas of expansion of higher education, diversification of structures of the higher education system, system steering and institutional management as well as international- isation and globalisation suggest. Moreover, future-conscious higher education research should try to identify thematic areas not frequently discussed at present but likely to be major issues in the future. For example, professionalisation of higher education in terms of the emergence and expansion of new administrative and service professions in higher education institutions might have far-reaching implications in the future and is worth to be paid attention by higher education researchers.

Higher education has been witnessing major transformations and facing enormous challenges worldwide in recent years. The role of higher education in today’s world is immense, complex, and vital. A wide range of challenges and possibilities are emerging, with political, economic and social implications. This study aims to explore the perception of students and teachers regarding future perspectives of higher education in Pakistan. Questionnaire was used as research tool. Three public sector universities were included as population. The questionnaire was administered to 298 students and 94 teachers from Bahauddin Zakariya University, Multan, The Islamia University, Bahawalpur and The University of Punjab, Lahore. Mean score was calculated for overall level of agreement / disagreement for each statement. For mean score norm was 3.00.However level of agreement was different for each statement. Mcomb is also calculated of students and teachers. Genderwise, Institution-wise and faculty-wise analyses of students and teachers were also made for the comparison of level of agreement by using ChiSquare. The findings for each statement were made. On the basis of findings, the conclusions were drawn. It was found that (i)The respondents viewed that there might be emphasis on research in higher education in future and for this purpose more qualified faculty might be needed.(ii)There might be more access to higher education in Pakistan.(iii)Inter-university linkage might be essential to enrich the academic environment of universities.(iv)Quality of higher education might be brought it to international standard. On the basis of findings of study, following recommendations are made for future of higher education in Pakistan.(1)There should be more emphasis on research in higher education in future. For this purpose, special incentives for research work should be offered for the students and teachers of higher education level. (2) There should be facilities to have more access to higher education.(3)Inter university linkage and university industry linkage should be developed for better academic environment of university. Industry linkage should be developed for better academic environment of universities and better utility of higher education.(4)Higher education institutions should review the courses annually keeping in view the strengths and weaknesses in the courses