Lemmens The Virtual Challenge to International Cooperation in Higher Education Bernd Wächter (ed.) Aca papers on International Cooperation in Education The V irtual Challenge to International Cooperation in Higher Education

Physicality and “virtuality”
10. In the final part of my talk I want to consider how this shift from an “old”
to a “new” paradigm of academic cooperation relates to another shift
from physical as opposed to “virtual” interchanges – which is the subject
I have been asked to address. But, before I do so, I must apologise for
offering an incomplete account of academic cooperation. I have not been
able to discuss all the many strands in such cooperation – for example,
cooperation between institutions which may be much more equal and
even-handed than cooperation between nations (if “co-operation” is the
right word to describe the massive one-way flows of students by which
the rich North is exploiting the knowledge resources of the poor South);
or the work of organisations dedicated to promoting academic coopera-
tion. Nor have I really considered cooperation in research. So I accept
that I have only concentrated on certain aspects of academic coopera-
tion – and some of you may feel that these aspects are not the most
important.
11. Right at the start of my talk I expressed some scepticism about whether
information and communication technology – which is generally what we
have in mind when “virtuality” is discussed – is really the most important
driver of change in the area of academic cooperation. Of course, it is an
important driver – but if it is the most important driver I rather doubt. Let
me try and justify what I have just said. The first point that has to be
emphasised is that “virtuality” is not new. Half a millennium ago in Europe
there occurred a revolution (and rather earlier in China) which made it
possible to substitute “virtual” academic and scientific encounters for
actual, or physical, ones. I am referring, of course, to the invention of
movable type, and the exponential proliferation of printed works. You
could argue that academic cooperation has been becoming more and
more “virtual” for hundreds of years. Knowledge has been progressively
institutionalised, first by the church and then by schools and university,
thus enabling ideas to be transmitted indirectly and at second, third,
fourth-hand. Then the “virtuality” produced by institutionalisation was
greatly accelerated by developments in the technology of communica-
tions – from manuscripts and printed books, to telephones and televi-
sions, and now computers. The point I want to emphasise is very simple
– we should not exaggerate the importance of developments in technolo-
gy.
12. But let me be more practical – and take the impact of ICT on some of the
trends I have described under the heading of a “new” paradigm in acade-
mic cooperation. Clearly ICT makes possible distance-learning which, on
the face of it, means that there is less reason for students to travel from
one country to another – but, at the same time, ICT also foreshortens
cultural distance. Time and space are abolished and everything, but
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especially the “other”, seems much “nearer”. Now there are two reactions
to this intensified “nearness”. One is that, because I can access what I
want through my computer or my television (and, of course, all these
technologies are rapidly converging), there is no need to leave home.
The second is that, precisely because it is so “near”, so “near” in fact that
the very idea of the “other” is weakened, I want to be physically as well
as virtually “present”; I want to be there. This raises the issues of inequa-
lity I mentioned a moment ago. There is a risk that a new division will
arise between those who must be satisfied with “virtual” mobility and
those who can enjoy the real thing. It can also be argued that the very
pervasiveness of ICT may be rekindling the desire for the personal, the
physical, the real.
13. Or take some other trends I have mentioned:
I
The trend towards shorter and more focused “episodes” of academic
cooperation. Certainly the “virtual” connections created by ICT can
reduce the cost of such cooperation without necessarily reducing its
effectiveness;
II
The emphasis within the global economy on “knowledge” as a pro-
duct. Again, if less importance is attached to understanding cultural
differences (except to the limited extent such understanding is need-
ed for business or political reasons), “virtual” technologies may be
adequate to trade their “knowledge” products;
III The growth of world “languages” – whether English, Microsoft or
movie culture – means that the barriers of language, culture and
custom are (apparently) reduced. So “instant” and “virtual” communi-
cation may be seen as more feasible.