In her first lecture, Professor Lily Kong, President of Singapore Management University and IPS’ 15th S R Nathan Fellow, reflected on the role and challenges facing modern universities.
Titled “Through the Looking Glass: Insights into the Origin and Evolution of Universities”, her lecture explored the historical development of universities and how their evolution illuminates contemporary challenges.
The Contemporary University and its Discontents
Prof Kong identified key discontents in contemporary higher education, focusing on the erosion of confidence in universities, particularly in the United States (US) and the United Kingdom (UK). In the US, a 2024 Gallup poll showed that confidence in higher education had declined significantly. Common criticisms included perceptions of universities as sites of indoctrination and their failure to prepare students for the workforce. In the UK, financial struggles and government underinvestment have led to a “crumbling” higher education sector.
These challenges reflect divergent expectations of universities: should they primarily provide broad education, serve economic needs or cultivate respectful discourse? Professor Kong noted that these debates were not new and they have specific historical roots.
Religion, State and Higher Education: Power, Propaganda or the Natural Order
A key historical fact is that universities were instruments of power and indoctrination, particularly through their close ties to religion. In medieval Europe, the Islamic Golden Age and Buddhist India, higher education institutions — such as that of Paris, Al-Azhar University and Nalanda respectively — were deeply entwined with religious authority, often focused on propagating specific doctrines. Taixue ( “imperial university”) in ancient China, though not closely tied to religious authorities, was a state-sponsored institution with the primary purpose to maintain social order and governance.
Professor Kong drew parallels between historical universities and contemporary concerns about modern institutions being seen as platforms for indoctrination. While current critics now view such practices as a failure, in medieval times, the propagation of religious thought and political agenda were the university’s very purpose.
Higher Education: Shaping “Cultivated Gentlemen” or Servicing Economic Growth
Another discontent centres on the purpose of higher education. Should universities pursue knowledge for its own sake, or should they prepare students for the workforce? Drawing on the US Gallup poll, Professor Kong noted that many viewed universities as failing to teach relevant skills for employment.
This debate has long persisted. In the 19th century, Cardinal John Henry Newman advocated for a broad liberal education to shape “cultivated gentlemen”, while later shifts, spurred by the Industrial Revolution, emphasised specialised knowledge and professional training. This dual expectation — balancing a broad education with economic utility — remains unresolved today.
Higher Education, Economic Growth and Social Inequality
A third source of discontent lies in the inequality of access to higher education, which perpetuates social disparities. Since WWII, higher education has expanded significantly, yet access remains uneven, benefitting wealthier social groups. Professor Kong pointed to data showing that higher education disproportionately favours wealthier families globally, reinforcing socio-economic inequality.
To address this, she suggested intentional interventions to support first-generation students and called on governments, universities and philanthropic organisations to collaborate in widening access and supporting students from disadvantaged backgrounds.
The Modern Research University: Addressing Societal Challenges or “Remote, Self-Absorbed and Irrelevant”?
Professor Kong discussed a fourth discontent — the balance between teaching and research. While research is crucial for technological advancement and regional development, the increasing focus on research metrics in global rankings has raised concerns that teaching quality is being compromised.
She traced the origins of the research university to the late 19th century, highlighting its dual mission of advancing knowledge while responding to societal needs. The tension between pure and applied research, and between research and teaching, remains a point of contention, as universities face pressure to justify their societal contributions.
Conclusion
Professor Kong concluded by reflecting on how universities must evolve to meet societal expectations, emphasising that these institutions are not static but shaped by the contexts in which they exist. She urged Singapore’s higher-education sector to chart its own path, tailored to its unique needs, rather than mimic other models unthinkingly. She invited the audience to join her for her next two lectures, which will further explore the role of universities in a superaged society and their balance between individual curiosity and social responsibility.
Question-and-Answer Session
Moderated by Professor Tan Tai Yong, President of Singapore University of Social Sciences and IPS’ 6th S R Nathan Fellow, several key themes emerged regarding the role of universities as elite-creating institutions, the importance of a holistic education, and the pressures universities face from private and market forces.
Professor Tan reflected on the historical role of universities as elite-creating institutions, asking if this remains true today. Professor Kong replied that universities have traditionally had an elitist function, particularly research universities such as Ivy League schools in the US, which perpetuate elitism through practices like legacy admissions. However, she also emphasised the role of universities that open opportunities to a wider spectrum of society, citing community colleges and institutions like Singapore Institute of Technology (SIT) and Singapore University of Social Sciences (SUSS), which aim to disrupt societal elitism by providing accessible education for a broader swathe of society.
When asked how to balance research and teaching, especially in research universities, Professor Kong highlighted the need for young faculty members to meet the global expectations of publishing and writing. However, she also stressed that, over time, faculty will have greater opportunity to focus on ensuring their research makes an impact beyond academia. She encouraged scholars to move from research that satisfies personal curiosity to work that benefits society, a shift she herself experienced over the years.
Responding to a question about the relevance of a liberal arts education in an era dominated by technology, Professor Kong defended the importance of broad-based learning. While some students and parents might see liberal arts as impractical, she argued that the exposure to critical thinking and a wide range of topics ultimately equips individuals with essential life skills and broader perspectives, which can prove valuable later in life. However, she recognised the value of pairing that with more specialised and professional learning, and the need therefore for a four-year education to accommodate both.
The session concluded with a question on how universities can safeguard their intellectual autonomy in an increasingly market-driven world. Professor Kong acknowledged the influence of private interests but stressed the need for universities to balance their collaborations with industry while preserving the broader educational mission. She argued that while partnerships with corporations can provide valuable insights and opportunities for students, universities must remain a bastion of independent thought and resist being completely overtaken by market-driven agendas.
Click here to watch the video of lecture I.