the challenge of establishing world-class universities
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The Challenge of Establishing World-Class Universities. Jamil Salmi Astana 13 June 2009. natural lab experiment: U. of Malaya vs. NUS early 1960s: 2 branches of University of Malaya today: NUS ranked # 19 UM only # 192. outline of the presentation. - PowerPoint PPT PresentationTRANSCRIPT
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The Challenge of Establishing World-Class Universities
Jamil Salmi
Astana 13 June 2009
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natural lab experiment: U. of Malaya vs. NUS
• early 1960s: 2 branches of University of Malaya
• today: • NUS ranked # 19• UM only # 192
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outline of the presentation
• defining the world-class university
• the path to becoming a world-class university
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how do you recognize a world-class university?
• everyone wants one• no one knows what it is• no one knows how to get one
Philip G. Altbach
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defining the WCU
• self-declaration
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vision of the University of Bath
“to be a world class university, comprising an international community committed to partnerships with other world class institutions, inside and outside academia, to produce research of global significance and value and graduates with commitment and skills for life and work in the global community”
.
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defining the WCU
• self-declaration• reputation• rankings
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top 50 universities
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AutonomyAcademic Freedom
StudentsTeaching StaffResearchers
Leading-Edge Research
Dynamic Technology
Transfer
Concentration of Talent
Abundant
ResourcesFavorable Governance
Leadership TeamStrategic VisionCulture of Excellence
Public Budget ResourcesEndowment RevenuesTuition FeesResearch Grants
WCU Supportive Regulatory Framework
Top Graduates
Characteristics of a World-Class UniversityAlignment of Key Factors
Source: Elaborated by Jamil Salmi
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concentration of talent
• teachers and researchers• incoming students• undergraduate / graduate students
balance
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weight of graduate students
University Undergraduate Students
Graduate Students
Share of Graduate
Students (%) Harvard 7,002 10,094 59 Stanford 6,442 11,325 64 MIT 4,066 6,140 60
Oxford 11,106 6,601 37
Cambridge 12,284 6,649 35 LSE 4,254 4,386 51 Beijing 14,662 16,666 53 Tokyo 15,466 12,676 45
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concentration of talent
• teachers and researchers• incoming students• undergraduate / graduate students
balance• international dimensions
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international dimensions
• foreign students– Harvard (19%)– Cambridge (18%)
• foreign faculty– Harvard (30%)– Oxford (36%)– Cambridge (33%)
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abundant resources
• government funding– US spends 3.3% of GDP ($54,000 per
student)– Europe (E25) only 1.3% ($13,500 per student)
• endowments
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US InstitutionsEndowments
Assets(2005 million $)
UK InstitutionsEndowment
Assets(2005 million $)
Harvard University 25,460 Cambridge 6,080
Yale University 15,200 Oxford 5,320
Stanford University 12,160 Edinburgh 340
University of Texas 11,590 Manchester 228
Princeton University 11,210 Glasgow 228
Comparison of US and UK Endowment Levels
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abundant resources
• government funding
• endowments
• fees
• research funding
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impact of the crisis
• resources flows
• government policies
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resources flows
• reduced government funding for teaching, research and student aid
• reduced resources for institutions as demand falls (new domestic and foreign students, dropouts)
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resource flows (II)
• fewer resources from private sector (donations, contracts)
• fall in stock market values reduces value of endowments and pension funds
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implications for governments
• increase scholarships and establish / strengthen student loan programs
• include tertiary education in economic stimulus plans– R&D– capacity building– entrepreneurship for innovation
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favorable governance• freedom from civil service rules (human
resources, procurement, financial management)
• management autonomy– flexibility and responsiveness with power to act
• selection of leadership team• independent Board with outside
representation
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U. Of Malaya vs. NUS
– talent• UM: selection bias in favor of Bumiputras,
less than 5% foreign students, no foreign professors
• NUS: highly selective, 43% of graduates students are foreign, many foreign professors
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U. Of Malaya vs. NUS (II)
– finance• UM: $118 million, $4,053 per student• NUS: $750 million endowment, $205 million,
$6,300 per student
–
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U. Of Malaya vs. NUS (II)
– governance• UM: restricted by government regulations and
control, unable to hire top foreign professors• NUS: status of a private corporation, able to
attract world-class foreign researchers– 52% of professors (9% from Malaysia)– 79% of researchers (11% from Malaysia)
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France and Germany
• low in the rankings• civil service status and mindset• no tradition of competition
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Germany
• “Excellence initiative”– competition– additional resources
• governance reform
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France• world rankings have forced to ask
questions• dual structure
– “Grandes Ecoles” with best students, more resources and favorable governance, but no research
– universities: “second best” students, but research vocation
• autonomy reform
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outline of the presentation
• defining the world-class university
• the path to becoming a world-class university
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the path to glory
• upgrading existing institutions• mergers• creating a new institution
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upgrading approach
• less costly• challenge of creating a culture of
excellence• focus on governance
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mergers approach
• China, Russia, France, Denmark, Ireland
• potential synergies– 1+1=3
• clash of cultures
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creating a new institution
• University of Astana, Olin College of Engineering, KAUST, MMU, PSE, U of Luxembourg
• higher costs• getting the right culture from the
beginning
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common mistakes / elements of vulnerability
• focus on the physical infrastructure
– what about the programs, curriculum and pedagogical approach?
• heavy reliance on foreign partners, especially faculty– need to attract / prepare national teachers
and researchers
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common mistakes / elements of vulnerability (II)
• capital costs covered, but little attention
to operational costs and long-term financial sustainability
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who takes the initiative? • role of the State
• favorable regulatory framework• funding
• role of the institutions• leadership• strategic vision• culture of excellence
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Clemson University• land grant university focused on
agricultural and mechanical crafts
• changing region
• strategic partnership with BMW to become premier automotive and sports car research U
• aims to become # 20
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evolution of Nokia income
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Upgrading &
Fixing Universities
Upgrade your knowledge –
enhance, repair, connect, and adapt your universities!
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a word of caution
need for diversified tertiary education
system
not all institutions can be “world-class”
what kind of institution will be world class?
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US Carnegie Classificationevaluates and groups institutions,
categorizing like with like, based on outputs
Doctorate-granting UniversitiesIncludes institutions that award at least 20 doctoral degrees per year
RU/VH: Research Universities (very high research activity)RU/H: Research Universities (high research activity)
DRU: Doctoral/Research Universities
Master’s Colleges and Universities Generally includes institutions that award at least 50 master's degrees and
fewer than 20 doctoral degrees per year.
Master’s/L: Master’s Colleges and Universities (larger programs)Master’s/M: Master’s Colleges and Universities (medium programs)Master’s/S: Master’s Colleges and Universities (smaller programs)
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a word of advice
a few select world-class research
universities
time dimension
alignment
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money is not enough
the most expensive universities in the
world are not world-classGeorge Washington U (Washington, DC)Kenyon College (Ohio)Bucknell U (Pennsylvania)Vassar College (NY)Sarah Lawrence College (NY)
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AutonomyAcademic Freedom
StudentsTeaching StaffResearchers
Research Output
Technology Transfer
Concentration of Talent
Abundant
ResourcesFavorable Governance
Leadership TeamStrategic VisionCulture of Excellence
Public Budget ResourcesEndowment RevenuesTuition FeesResearch Grants
WCU Supportive Regulatory Framework
Graduates
Characteristics of a World-Class UniversityAlignment of Key Factors
Source: Elaborated by Jamil Salmi
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World Class University Recipe
Lots of Talent
A Touch of Governance
Shake Well!
Plenty of Resources