Typically Research universities draw their inspiration from German
Humboldtian model where research and teaching to undergraduates
co-existed since its inception. This was greatly complemented by
history of other German universities e.g. Heidelberg. In modern
times, role of Research University is indisputably crucial in
developing fundamental investigation of basic science, nation’s
economic progress, advancement of technological frontiers in which
direction its industries are moving ahead to evolve new products,
processes and markets. Also, Idea of Research University stems
from firm belief in core democratic values of freedom of
expression, liberal culture of dissent, equality, justice and scope
for normative debate. Many centuries old universities in Britain,
Italy, France, Russia, Scandinavian countries and lately USA also
reflect these values as mentioned above. 1
How does the Research University evolve? What are the geo-political,
economic, cultural reasons because of which establishment of research
university is possible? Under which conditions it is possible to
develop network and milieu of scholars for deeper interaction for
enhancing the quality of debates and strengthening the scope for
cumulative theorization in particular area of studies? How does an
overall spatial dimension of the place help it to cultivate
itself into a classic research university which then continues to
transform into an institution which consolidates the position as a
centre of excellence with reputation! Thereafter this reputation
of being excellent acts as a magnet for scholars, funds,
students, industries, and different socio-political movements and so
on. This question needs further probing in the Indian situation.
Let us discuss Heidelberg in this context. Heidelberg, as a Geography
of Science. Science has geography. We cannot separate the aspects of
laboratory practices from the geographical dimensions in which
university is situated. How science is communicated within
practitioners and communities? What were the differences between
scientific practices and procedures operated during the evolution of
Research University over the time? How local milieu affects the
character of the interactions in the university? What is the quality
of knowledge environment prevalent in particular university?
There may be ups and downs in scientific achievements in its history.
What makes the environment attractive to the scholars? There are n
number of questions should be asked when we discuss what makes an
institution a great research university.
Great universities of Europe e.g. Prague, Vienna and Heidelberg
emerged and excelled under the influence powerful political thrones.
In Heidelberg, the great philosopher Martin Luther debated theology.
Likewise, since many centuries Heidelberg was hub of intellectuals,
Professors, experts, diplomats, artists, scientist etc. During its
history, since 1386 A.D. (year of foundation), Heidelberg witnessed
religious conservative debates, wars, economic crisis, and stagnation
of research, regimentation of teaching system but attraction to come
there to study and teach remained enduring.
In 1803, initiatives to arrest the decline made possible the
restoration of the legacy of the university. In this year, the
university was reestablished as a state-owned institution by Karl
Friedrich, Grand Duke of Baden, to whom the
part of the Palatinate situated on the right bank of the Rhine was
allotted. Since then, the university bears the name of Grand Duke and
Ruprecht
I. Karl Friedrich who divided the university
into five faculties and placed himself at its head as rector, as did
also his successors. Those were the times during which romanticism
found expression in Heidelberg through speech, poetry, and art.
In 1803, the state of Baden-Württemberg
where the university is situated spent more money on it compared to
any other region in Germany. It had successful recruitment policy,
open minded liberal atmosphere. University gifted the world renowned
scientists and thinkers like Robert Bunsen, Hermann von Helmholtz,
Gustav Kirchhoff and Max Weber, Talcott Parsons who later inspired
generations to alter the course of philosophy, sociology, basic
sciences, applied research and innovation. 2
Intellectual atmosphere in Heidelberg was marked by autonomy and it
was not merely school of training but a sweet home with pleasant
natural ambience of hills, forests and river by its side for
scientists to mingle with each other. In the later decades of
Heidelberg since its revival, it is free from religious supervision,
political interference and is powerfully driven by commitment towards
advancement of knowledge
Up to 1920s, Heidelberg became highly advanced in its research and
demanding due to opportunities it awarded to scholars around the
world. Why spatial mobility was crucially important for success of
Heidelberg? Mobility makes a point in continuously ushering in new
knowledge environments, new paradigms of learning and new frameworks
of research skills-methodologies. Mobility inspires new ways of
thinking. In effect, creative and innovative concepts coming out of
generation of new thoughts nurture the scientific research and gives
courage to contradict common paradigms of thinking. Several
universities have great wealth of experience and funds. But if they
do not offer mobility of opportunities and mobility of thinking
filled with a sense of emotional attachment to their scholars then it
cannot evolve into a legendary research university like
Heidelberg. To illustrate this consider this; In 1849, Heidelberg
University awarded James W.C. Pennington an honorary doctorate of
divinity. Pennington was first African-American to take classes in
major universities like Yale, wrote The Origin and History of the
Colored People in 1841. This has been called the first history of
African Americans, and a slave narrative in 1849, The Fugitive
Blacksmith.
In modern times, especially in the era of post Second World War,
three models of universities have been in much debate, practice and
policy making. Massive investments in public research universities by
USA, Grandes Ecoles of France (teaching only; while research by CNRS,
INSERM etc.) and German Humboldtian pattern have been three
predominant models since many decades. This was also the period of
starting of linear progression model where first basics research is
consolidated to move towards applied research and thus ushering in
the phase of technology and prototype development. This model was
successfully popularized due to legacy of Nuclear Energy Research
Laboratories of USA. While during all recent years, notion of
knowledge economy is being increasingly amalgamated
into our consciousness, Research University is the central theme of
that notion in post-industrial society. Thus in this era compared to
pre-war age universities are larger, more complex and more segmented
organizations. 3
Lately, Humboldtian model also has been criticized and scholars are
looking for alternative model to Pre & Post Humboldtian system.
Schimank & Winnes review two existing main trends. “First,
the Humboldtian and the pre-Humboldtian pattern are increasingly
criticized for their deficits. Thus, there is some movement towards
an emerging post-Humboldtian pattern. Second, however, this new
pattern is not stabilised anywhere yet, particularly because it is in
the interest of professors to maintain or establish the Humboldtian
pattern.” 4
We need to look Indian universities and ask further question to
contribute in this debate. The possible questions to be investigated
may be as following: 5
- Are science and universities becoming more closely linked to societal needs?
- What is the driving force of research in Indian Universities; Advancement of fundamental knowledge or applied research or commercialization?
- What are the changing norms of social contract universities are supposed to adhere to in the society and country in which it operates?
- In Post-Industrial Society, will ‘Institution of University’ survive?
Scientific world is witnessing multiplying sites
of knowledge production where scientific knowledge is being subjected
to more open public scrutiny through the means and efforts to
facilitate interdisciplinary inquiry questioning the increasing
specialisation. When the contemporary norms of 'Research University'
are transforming themselves from their historical roots inspired by
Humboldt, Hieldelberg; later altered and shaped by Vannever Bush`s
'Science-The Endless Frontier'.6
In
contemporary times, rapid migration
beyond transition from mode-1 (basic research) to mode-2 (applied
research) knowledge production needs further detailed study in
sectoral as well as regional contexts.7
This is especially true when boundaries between science, society and
science, industry and government are becoming blurred. 8
A lot of attention has already been given to role
of universities in dynamics of
innovation from the point of view of
‘Research Ecosystem’ existing
in the western world. Mowery
& Sampat,
who have done extensive work on this
subject, say: “Scholarship on the role of universities in
the innovation process, as opposed to their role in basic research,
has grown rapidly since 1970. One important theme in this research is
the re-conceptualization of universities as important institutional
actors in national and regional systems of innovation. Rather than
‘ivory towers’ devoted to the pursuit of knowledge for its own
sake, a growing number of industrial-economy and developing-economy
governments seek to use universities as instruments for knowledge
based economic development and change.” 9
In India, idea of Research University is comparatively very new. The
classic cases may be Indian Institute of Science, Tata Institute of
Fundamental Research, Indian Agricultural Research Institute, Indian
Statistical Institute, Jawaharlal Nehru University, Indian
Association for the Cultivation of Science and likewise. Recent media
discourse tracking status of S&T in India talks about shifting
the focus of debate ‘From Centers of Excellence to Centres of
Relevance’. Investigating questions discussed above and probing
beyond this debate will empower us to understand the evolutionary
undercurrents regarding where Idea of Research University in
India is headed. 10
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REFERENCES
1
Clark, Burton R. The
Research Foundations of Graduate Education: Germany, Britain,
France, United States, Japan.
Berkeley: University of California Press, 1993. Internet resource
2 http://www.uni-heidelberg.de/md/zentral/universitaet/geschichte/hd_nobelpreis_gb_2010.pdf
3
Geiger, Roger L. Research
and Relevant Knowledge: American Research Universities Since World
War Ii. New York:
Oxford University Press, 1993. Print.
4 Schimank, Uwe, and Markus Winnes. "Beyond Humboldt? the Relationship between Teaching and Research in European University Systems." Science & Public Policy. (2000): 397-408. Print.
5
Martin, Ben, The
Changing Social Contract for Science and the Evolution of the
University; in
Geuna, Aldo, Ammon J. Salter, and W E. Steinmueller. Science
and Innovation: Rethinking the Rationales for Funding and
Governance.
Northampton, MA: Edward Elgar Pub, 2003. Print
6
Bush, Vannevar. Science,
the Endless Frontier: A Report to the President.
Washington, D. C: Govt. Print. Off, 1945. Print
7
Gibbons et al.
(1994), The New Production of Knowledge: The Dynamics of Science and
Research in Contemporary Societies, SAGE, London
8
Nowotany, H, Scott, P & Gibbons, M(2001), Re-Thinking Science:
Knowledge and the Public in an age of Uncertainty, Polity Press,
Cambridge
9
Mowery, David C, and Bhaven N. Sampat. "8. Universities in
National Innovation Systems." (2006). Oxford Handbooks Online
Print.
10
India Needs Swadeshi
S&T, Sudheendra
Kulkarni, 8th
January 2012, The Sunday Indian Express, New Delhi Edition
