27 November 2009
Graduation Oration
Facing the modern challenges affecting higher education institutions
Prof. Ing. Simon G. Fabri
Head, Department of Systems and Control Engineering, Faculty of Engineering
Ladies and gentlemen, distinguished guests, fellow academics, graduands. I would like to thank
the Senate of the University of Malta for giving me the opportunity to deliver today’s oration. In
this address I would like to share with you a few thoughts on the new challenges which today’s
higher education institutions are facing. I will briefly discuss how our University could respond to
such challenges and how it could turn this response into an opportunity to further develop itself
into an educational institution of high repute. Quite a tall order for the University you might say;
but one needs to aim high in order to achieve excellence and success. I am sure that many of
you have had a direct experience of this during your recent studies which have finally led to
today’s special occasion where you will be receiving your merited degree.
Most of the challenges which need to be addressed by the University of Malta are not
ours alone. They form part of an evolution which was started by the Bologna Process in 1999
when Ministers of Education from 29 European countries, Malta included, signed an accord
aimed at harmonizing and enhancing the European system of higher education. Since then,
several follow up meetings in different European cities have been held where goals were more
clearly set and defined.
One fundamental element which has arisen from this reform in the European higher
education area is the adoption of a student-centred Outcomes-based Teaching and Learning
System. In this system, courses are designed to focus on what the student should learn and the
skills that should be acquired during a course of studies. The clear and unambiguous definition
of these learning outcomes is what guides the teaching methods, course content, methods of
assessment, quality assurance measures and recognition of degrees. This methodology
contrasts sharply with the traditional approach where focus is placed exclusively on the content
of the course in terms of what the lecturer intends to teach and how to teach it (Adams, 2008).
In response to this challenge, our University has recently set up an Academic Programmes Unit
(APQRU) and a Programme Validation Committee to oversee the execution of this system. As a
consequence, new programmes of study and study-unit descriptions must now be presented in
an outcomes-based format and course validation is carried out on the merits of these outcomes.
However, in order to meet this challenge completely, a lot more work needs to be done: older
courses and study-unit descriptions need to be reformulated in terms of learning outcomes, and
academic staff must be trained in this new mode of course design and implementation. Such an
exercise takes a lot of time and effort, and also requires a substantial amount of additional
funding for resources and support.
Another challenge which emerges from the Bologna Process is that of Quality
Assurance. In the Berlin meeting of 2003, Ministers urged the development of “an agreed set of
standards, procedures and guidelines on quality assurance” in higher education and the
establishment of “an adequate peer review system for quality assurance agencies” (ENQA,
2005). In order to maintain quality, both internal and external reviews should take place where
programmes of study, awards, assessment, lecturing staff, information systems, learning
resources and support are rigorously scrutinized. Traditionally the University of Malta has made
use of external examiners, very often from renowned universities, to review and comment upon
its students, courses, assessment and awards. Recently a system has been introduced where
students feed back their views on a sample of study-units. Additionally, the Programme
Validation Committee reviews the merits of new course programmes and recommends
mechanisms for quality assurance. Although such procedures are essential to enhance and
ensure the quality of our product, the Bologna Process demands much more. Internal reviews
need to be held periodically to guarantee that recognized standards are maintained and to
rectify those areas where quality needs to improve. One expects that in turn, this would prepare
the way to ensure success when our systems are reviewed by external agencies. It is important
to note however that the proper realization of such on-going review processes relies on an
increased injection of reliable administrative, technical and academic support, which also
requires a substantial investment in resources.
Another issue of utmost concern to European politicians is that of global competition. It is
recognized that in order for Europe to face global economic challenges and maintain
international competitiveness, its citizens need to be given practical and realistic opportunities
which enable them to upgrade their education, acquire knowledge and learn new skills and
technologies beyond the normal initial period of primary, secondary and tertiary education.
Often denoted by the term lifelong learning, this vision effectively opens up several avenues for
an individual to extend his or her educational processes for life and thereby adapt to the rapidly
changing knowledge-base and technologies which are continuously emerging in today’s world
(EUCEN, 2005). In social terms, such measures will also improve social cohesion by providing
equal opportunities for individuals to improve their quality of life. In view of the typically
increased commitments that a mature person has to face while progressing through life –
professional, personal, family commitments and others – lifelong learning systems need to
ensure flexibility in learning methodologies, delivery of learning material, and access to new
courses of study. This can take the form of flexible distance learning programmes, which are
nowadays efficiently implemented through e-learning technologies; continuing professional
development programmes aimed towards refreshing, updating and enhancing prior knowledge;
as well as the recognition of prior learning in order to gauge the competencies of an individual
who is seeking to advance his or her studies, without basing such an assessment solely on the
possession of formal qualifications. In this light, the University of Malta has recently introduced a
number of e-learning or blended learning courses which facilitate lifelong learning. Moreover
several part-time courses are offered so as to enable the registration of students in full-time
employment. Mature students may be allowed to follow undergraduate studies if the Admissions
Board judges that they are able to follow a course with profit even though they may lack the full
entry qualifications. Nevertheless in order to further enhance the implementation of lifelong
learning opportunities, the University can do more to reduce the degree of rigidity prevalent in its
current systems which regulate the progression of students over a course of studies. Apart from
the rigidly-prescribed programmes of study available at present, a number of new programmes
can be introduced which offer increased flexibility in the learning paths that are made available
to students who follow these programmes. This would encourage more adult learners to engage
in university level courses by providing them with flexible opportunities to juggle their studies
with other commitments. For example, in this type of programme, students can be given the
opportunity to “create” in a sensible but non-rigid manner, their own courses of study from the
several study-units on offer and to pace their progression in a flexible manner according to their
own personal circumstances. Such methodologies are very much in the same spirit as the
world-renowned systems pioneered by The Open University in the U.K.
Another important contribution of the University to society, whose relevance is on the
increase, is the provision of graduates who are suitably qualified for today’s knowledge-driven
economy. The skills, knowledge and education imparted to our graduates, strengthen the local
human capital base which in turn contributes to economic growth. The realities of today’s cutthroat global competition demand that a substantial portion of such graduates need to have the
skills and qualifications which enable them to pursue high-level research and stimulate
innovation. They should also diffuse this activity to industry and society at large, in order to
exploit it commercially on a local and global basis. This type of graduate would need to be
educated at Master and Doctoral levels. The University’s challenge in this respect is to enhance
these educational programmes and increase its postgraduate population by encouraging
promising students to take up such studies. The provision of graduates who are equipped with
such expert knowledge, advanced research skills and an ability to generate novel ideas, should
stimulate the creation of high-tech activities and innovative products or services to industry and
society. It would also create a postdoctoral research community in our University which would
not only enrich our current international research collaborations, but also have the potential to
create new knowledge, register new patents and stimulate the creation of spin-off companies. In
order to meet such challenges, the University would need the support of financial incentives to
attract postgraduate students, such as scholarships or grants. It also needs funding for research
laboratories, modern equipment, maintenance, academic staff, technical personnel and physical
resources – especially space which is currently at a premium on our campus. Moreover, in order
to handle the inevitable administrative chores which typically accompany funded research
projects, reliable administrative support structures need to be set in place so that academic staff
and researchers could focus principally on the technical, scientific, intellectual and academic
aspects of the research programme. It is not uncommon to have research programmes which
lead to commercially-viable outputs. In such cases, the University should adopt a supportive
and encouraging Intellectual Property policy and offer support for patent registration, technology
transfer to industry and the creation of spin-off companies. The recent setting up of a University
Office for Corporate Research and Technology Transfer is a positive step in this direction.
So far I have mentioned a number of challenges which our University needs to face.
Most other higher education institutions in Europe are also facing similar challenges. Indeed the
Bologna Process is motivated by the realization that European higher education needs to be
enhanced if Europe is to remain competitive in a globalized world. When addressing these
challenges, the University should take the opportunity to use this exercise so as to upgrade its
standards to higher levels which are normally associated with the best institutions in the world.
In today’s globalized scenario, where higher education institutions are competing for student
markets worldwide, the survival of a university relies on beating international competition and
securing larger numbers of both local and international students. This competitive edge is
strongly dependent on the institution’s prestige, achievements, performance and reputation.
Indeed nowadays, league tables which rank the performance and achievements of a university
on an international scale are regularly published (van der Wende, 2007). What does it take for a
university to rank highly in these tables and consequently attain recognition as a world class
institution? According to a recent World Bank publication by Jamil Salmi (2009), high ranking
universities are characterized by an appropriate combination of three factors: talent, funding and
governance. These universities manage to attract and retain the best and reputable academic
staff in the discipline, thereby ensuring a rich concentration of talent which is actively engaged in
high-level research and teaching. This in turn attracts additional research funding and overseas
students, thereby boosting the injection of funds and ensuring an international mix of students,
researchers and staff. This has the potential of further enriching the institution with the best
talents in the world. However, in order to attract, employ and retain such reputable staff from
both local and international communities, extensive funding is required for the institution to
secure proper salaries and maintain reliable infrastructures. Various income sources are utilized
for this purpose such as state funding, donations from industry and private agencies,
endowments and tuition fees. When it comes to governance, high-ranking universities typically
adopt a policy which encourages critical thinking, unconstrained academic inquiry, innovation,
creativity and competitiveness. This is further facilitated by minimizing bureaucratic demands on
academic staff and by securing greater management autonomy from the state. It would be wise
for the University to keep such operational models in mind when drawing up its plans for the
future.
In conclusion, I would like to thank you for giving me the opportunity to share some
thoughts on possible ways forward by which our esteemed University could progress further on
its path of success. One can argue that the execution of similar processes, appropriately
adjusted to match the relevant context, governs the evolution of any dynamic institution. Indeed,
the same can be said of personal growth. Your success, which we are happily celebrating this
evening, is an important step in this direction. The education which you have sought and
received so far is not the end of a journey. It has imparted the knowledge, training and
preparation which you require to face the future as responsible citizens, graduates, intellectuals
and professionals; and to continuously seek ways to improve, develop and excel. The
challenges to achieve this are not really different from the ones being faced by educational
institutions: always guide your actions and endeavours by clear outcomes and objectives; strive
for high standards and quality levels in your activities; keep your mind open to learning in all
stages of life; and use your skills and creativity to contribute innovative solutions for the good of
society at large.
I sincerely congratulate you on your academic achievements to date and urge you to
proceed on a lifelong journey to personal growth and success.
Thank you and good luck!
References:
Adams, S. (2008). Learning Outcomes Current Developments in Europe: Update on the Issues
and Applications of Learning Outcomes Associated with the Bologna Process. Bologna
Seminar: Learning outcomes based higher education: the Scottish experience. 21 - 22 February
2008. Edinburgh, Scotland.
ENQA (European Association for Quality Assurance in Higher Education) (2005).Standards and
Guidelines for Quality Assurance in the European Higher Education Area. Helsinki, Finland:
ENQA.
EUCEN (The European Association for University Lifelong Learning) (2005). University Lifelong
Learning in the Bologna Process: From Bergen to London and Beyond. EUCEN Conference.
April 2005. Bergen: EUCEN.
Salmi, J. (2009). The Challenge of Establishing World-Class Universities. Washington DC: The
World Bank.
van der Wende, M (2007). Europe’s Agenda on Global Competition. International Higher
Education, No. 49, 11-12.
Jesuits’ Church, Valletta
27th November 2009