INTRODUCTION So-called 'countries in transition' are undergoing huge political and economic change, as a result of which they not only find themselves facing the challenges of adopting the market economy and western democracy, but also those related to becoming fully-fledged members of the emerging knowledge society. Western countries have come to face the challenges posed by the knowledge society after many years of rather stable and successful development, which enables them to benefit from these challenges by enhancing their development even further, in a geometric progression kind of way. At the same time, the 'countries in transition', the latecomers to the market economy, have to go at a double pace in order to place themselves on the path of rapid development and to survive in the knowledge-based competition. Being able to jump onto this path requires strong forces either from outside or inside of the countries, or both. The authors joined in this symposium believe that one such inside force possessing the 'multiplier effect' could be universities which should serve as the 'engine of progress', both exploring the benefits and problems related to the knowledge society and helping their countries to respond to its challenges in efficient ways. However, to rise up to this task, universities in the countries in transition, as indeed everywhere, must first of all undergo their own transformation processes. Only then they will be able to lead their countries to the higher stage of national economic and social development. Thus, the symposium will focus on the challenges and tasks facing the universities in the countries in transition which aim to join the knowledge society, with particular consideration of the university role in competence development, social innovation, and the evolution of regional clusters. PART 2 (1.5 hours) THE ROLES OF HIGHER EDUCATION IN NATIONAL DEVELOPMENT Chair: Palmira Juceviciene, Kaunas University of Technology The second session of this series of symposia will acknowledge and examine the multiple functions of higher education in national development. It will begin on the same theme of economic development with a paper on the role of universities in business clusters, but then consider the role of higher education in , first, community development and, then, the building of civil society and citizenship Part 2 - Paper 1 of 3 Regional clusters, collective learning and the role of universities Jolanta Stankeviciute, Kaunas University of Technology, Lithuania and Robertas Jucevicius, Kaunas University of Technology, Lithuania This paper will explore the role of universities in the development of regional clusters and their contribution to the collective learning within regions. Referring to the contemporary theoretical discussion, the notions and characteristics of regional cluster, collective learning and its processes, as well as various mechanisms through which universities participating in clusters can contribute to collective learning processes at the regional level will be explored. The paper's theoretical discussion will be illustrated by analysis of a number of regional clusters of the UK, Finland, Sweden and other developed countries. The paper will end with reflection on the possibilities of using the experience of these countries to enhance collective learning in the countries in transition, in particular in Lithuania, pointing out the specific context-related obstacles, as well as actions and support needed at the policy level. Part 2 - Paper 2 of 3 The university's role in community development: responding to challenges of globalisation Irena Leliugiene, Kaunas University of Technology, Lithuania and Viktorija Barsauskiene, Kaunas University of Technology, Lithuania Based on the notions of 'service university' and social education, the paper will be aimed at exploring the socio-educational role of educational institutions, and in particular of universities, in the community development in the increasingly global world. The issues of community development in the contemporary global and Lithuanian context, particularly the evolution of communitarianism and its various modern forms will be discussed. Possible ways of community development under the influence of globalisation and the importance of university as a source of the harmonious change of the community will be explored. Particular attention will be given to the role of the professional community work in the constantly changing world, as well as to the idea of de-territorisation as a contrary to the narrow, closed, monogamous community. Part 2 - Paper 3 of 3 The contribution of higher education to civil society and citizenship Terence H McLaughlin, Institute of Education, University of London, UK and Von Hugel Institute, St Edmunds College Cambridge. This paper will explore the role of Higher Education in relation to the development of civil society and citizenship. Consideration will be given whether such a role is appropriate and justifiable, and, if so, what form it should take. A number of detailed conceptions of the role of higher education in relation to civil society and citizenship will be critically explored. The place of detailed programmes of study (including a 'core' of civicly related learning) will be examined in the context of claims about the inherently informal and diffuse civic influence which universities have on their students. The place of 'service learning' in relation to education for citizenship will be considered. Current claims, policies and initiatives relating to the promotion of 'European Citizenship' with particular reference to 'countries in transition' will be examined. Controversies relating to the notion of democratic citizenship more generally will constitute a recurring background to the discussion. PART 3 - (1.5 hours) THE IDEA OF A UNIVERSITY REVISITED (Joint session with Network 13 Philosophy of Education) Chair: Robertas Jucevicius, Kaunas University of Technology, Lithuania Contemporary developments in higher education are provoking radical reconsideration of the role of universities in contemporary society. The Bologna Agreement anticipates convergence in the character of university education across Europe - bur convergence around what kind of university education? Commentators observe the postmodern condition of contemporary universities in which all the traditional features seem to have been disrupted in favour of difference. Higher education policy in the UK is indeed designed increasingly to encourage not convergence but 'mission differentiation', while universities in many parts of Europe are being persuaded into an American style service approach In the UK government targets propose that 50% of 18-30 year olds should have 'some experience of higher education' but 'not necessarily of the traditional kind'. So what does or should an 'experience of higher education' consist in? And are there any core values or practices of the university which we should seek to preserve or cultivate through all the change and uncertainty? This session will present three different responses to these issues.