May 28, 2013

We Have The Means To Change The World For The Better

Writing about web page http://www2.warwick.ac.uk/knowledge/business/gus

Image. A sculpture commemorating the life of one of the scientists who discovered the double helix structure of DNA.
A blog post by Professor Sir Leszek Borysiewicz FRS, Vice-Chancellor of the University of Cambridge

Although any individual and organisation might change the world, universities are positively expected to do so. Through our teaching we change individual lives as a matter of routine; through our research, time after time, we change the way the world works.

Not only that, but we change it, consistently, for the better. 'To contribute to society' is not only part of a formal mission statement (of my university and many others), but it resonates in the daily activities of our staff and students.

Universities are rightly regarded as critical national assets. Governments the world over see them as vital sources of new knowledge and innovative thinking, as providers of skilled personnel and credible credentials, as critical friends and auditors of policies, as attractors of international talent and business investment, as agents of social justice and mobility, and as contributors to social and cultural vitality. We store knowledge and pass it from one generation to another, we are part of the civic establishment, and we are national and regional symbols. No other sort of organisation has such an astonishing remit, and no other sort of organization delivers such indispensable benefits to society.

How on earth to we manage all this? I offer three answers. Firstly, we integrate knowledge. Universities' disciplinary scope is, naturally enough, universal. Within the creative diversity of a university community, we can support scholars working across the disciplinary spectrum: those who work alone in libraries and with databases, deepening their, and our, understanding of a focused topic; and those who work in teams in laboratories and in the field. Their work would be of immense value on its own, but as integrative institutions we can also make connections between them, making the whole genuinely greater than the sum of the parts and marshalling expertise to address problems bigger than any single scholar's or research group’s capacity.

Secondly, we cleave to autonomy. The single greatest inhibitor of transformative excellence is excessive direction of ideas. We create autonomy within our institutions, and defend our institutional autonomy in wider society. The greatest biological discovery of the twentieth century was made in a physics laboratory: it is wholly imaginable that Crick and Watson’s collaboration might have been derailed by overzealous tidiness in internal structures and a line-management direction of research. (I am pleased that Cambridge is rarely accused of either!) Externally, we loudly and rightly assert our independence from governments and from other funders, including industry.

And thirdly, we are constantly relevant, both adapting to the society which we serve, and shaping it. Creating economic growth at home, and addressing poverty and hunger in developing countries, are among the pressing urgencies facing global society, and universities like mine are quick, and keen, to respond: we have both the capacity and the will to do so, in ways that are creative, productive, and surprising. The world does not look to its universities for predictable tweaks and short-term fixes, but for challenging, ground-breaking, world-bridging innovation.

It is a matter of fierce pride to all of us who work in universities that with astonishing frequency - though not regularity or predictability - we contribute ideas, technologies, and concepts that shatter preconceptions and change the world for the better.

This blog is part of a regular series on the Knowledge Centre looking at issues in higher education ahead of the Global University Summit (May 28-30 2013), hosted by the University of Warwick in Whitehall, London. As part of the Summit, a declaration of commitment and policy recommendations will be drawn up for the G8 summit of world leaders, taking place in Northern Ireland in June.

Image: A sculpture commemorating the life of one of the scientists who discovered the double helix structure of DNA. As students at Cambridge, Francis Crick, who was born in Weston Favell, Northampton and American James Watson both unlocked the key of life in 1953. The scientists, along with Maurice Wilkins, were awarded a Nobel Prize in 1962 for their work on DNA. The steel sculpture called Discovery is installed in Abington Street, Northampton. Source: (Flickr)

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Image. Professor Sir Leszek Borysiewicz University of Cambridge. In 2010, Professor Sir Leszek Borysiewicz became the 345th Vice-Chancellor of the University of Cambridge having previously been Chief Executive of the UK's Medical Research Council from 2007 and Principal of the Faculty of Medicine at Imperial College London. Professor Borysiewicz was knighted in the 2001 New Year's Honours List for his contribution to medical education and research into developing vaccines.





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