Universities As Partners

1 2 The Future of Universities Thoughtbook North American Edition

40 perspectives on how engaged and entrepreneurial universities will drive growth and shape our knowledge-driven future until 2040

EDITORS

Arno Meerman, Balzhan Orazbayeva, Todd Davey, Cameron McCoy, Carolin Plewa, Victoria Galán Muros, Mason Ailstock, Courtney Brown

PARTNERS

ASSOCIATED PARTNERS

The editors would like to acknowledge the support provided by Network of Academic Corporate Relations Officers (NACRO), The Career Leadership Collective, Office of Economic Engagement | Lehigh University, Institut Mines-Télécom Business School

DISCLAIMER Opinions expressed in the publication are those of the author(s) and should not be considered as the official opinions or statements of the Lumina Foundation, UIIN, Siemens, as well as associated partners and supporters. These organisations cannot be held responsible for the use which may be made of the information contained therein.

ISBN 9789491901430

Images © University Industry Innovation Network, 2019, Design © Mariya El, 2019 Printed in Amsterdam

ALL RIGHTS RESERVED. This book contains material protected under International and Federal Copyright Laws and Treaties. Any unauthorized reprint or use of this material is prohibited. No part of this book may be reproduced or 3 transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system without express written permission from the author/publisher. THE FUTURE OF UNIVERSITIES THOUGHTBOOK

40 perspectives on how engaged and entrepreneurial universities will drive growth and shape our knowledge-driven future until 2040 4 Predicting the future is an often challenge the current thinking about frustratingly futile activity, hence the many facets of a university by effective ways of anticipating future selecting authors who: events are few and far between. Well intended future predictions often be- • are already challenging and come amusing quotes in presenta- shaping the physical and intellec- tions many years later. An example tual advancements of universities, is of the advice from the president of • are current or future the Michigan Savings Bank given to ‘game-changers’ and Henry Ford's lawyer Horace Rack- ‘thought-leaders’, ham not to invest in the Ford Motor • already have an influential posi- Co: “The horse is here to stay, but tion with respect to universities in the automobile is only a novelty – a North America and globally, fad.” • together can provide a comprehensive 360-degree view of Nevertheless, the exercise of universities from the vantage point estimating or predicting the future of different stakeholder groups. triggers (1) simultaneous consideration of the events of the past, (2) In doing so, a range of ‘possible estimation of the present situation, futures’ emerge, from more conserv- the most important forces affecting ative estimations predicting ‘business it and factors for success, as well as as usual’ for universities, to situations (3) brainstorming and analyzing the whereby universities are super- likely future development possibilities. seded by technology and/ or new These aspects are the key elements market-facing competitors. These of strategy development. Yes, the ‘imagined futures’ then provide a future may be impossible to predict, refined lens from which to view the but by working together to envisage continued evolution of university and a course for a desirable ‘tomorrow’, industry strategies and inform our it is possible to embrace uncertainty, collective actions. remain adaptable and innovative, ultimately turn the prospects of tomor- When reading the contributions, row into opportunities for today. a general consensus around the opportunities and threats facing Given this highly complex activi- universities emerge. Like our experts’ ty and the probability of error, the contributions, you will undoubtedly approach taken in this Thoughtbook drift from optimism to trepidation with was to invite experts from across respect to the future of the university, North America to offer a diversity of and back again. If this is the case, perspectives, casting an expansive then we have achieved our primary

5 PREFACE and diverse vision. We wanted to ambition with the Thoughtbook! … (institution) is that they see the world to deconstruct your thinking about through the model of their existing the university of the future, and then (approach) and cannot see new offer insights into how you can piece unique value contribution that the a realistic future view back together. disruption is playing all across society Why now? even though that may be obvious to Considering this, The Future of everyone else”¹… So the question Universities Thoughtbook (FUT_) Facing enormous challenges, there becomes: How will it all look in 2040 becomes a manifesto for the de- is an immediate need to better align and will universities be willing to velopment of the Future-Oriented universities with business innova- evolve today to meet the demands of University. A vision for the university tion supply chains, talent demands tomorrow? by 2040 (University 4.0, 5.0, and of employers as well as regional possibly 6.0) whereby academics needs more generally. Moreover, the Vision and students work in real time sym- creation of knowledge-driven, ‘smart’ biotic partnerships with industry, gov- developments within our societies The Future of Universities Thought- ernment and societal stakeholders to requires informed and engaged book | North American Edition brings simultaneously create and implement leadership. together 36 perspectives from invited new knowledge and solutions that professionals and four from the ed- address global issues. Despite this, we often experience a itors to create a vision for the future distinct lack of inspiration and inno- of universities and how they could Those universities that drive inten- vation in the higher education sector. potentially impact the world and their tional change within their institutions Too often, the most forward think- communities over the next 21 years. will have a head start in the global ing discussions about the future of Prominent international thought competition for talent, influence, and higher education involve incremental and practice leaders from business, innovation. adaptations of the existing models, higher education, science and policy which are far from revolutionary or agencies, and governments explore transformative. Universities need to the topic of university engagement not only embrace change, but they through an inspiring collection of must be the catalyst for it. Without commentary, reflections, ideas and such bold commitments, universi- discoveries explaining how universities risk their own futures and, most ties and their partners will shape our importantly, the wellbeing of our knowledge-driven future. communities. But how? And for what future? 1 https://isoj.org/clark-gilbert-talks- about-innovation-journalism-and-future- of-journalism-at-14th-annual-isoj-confer- As co-author of Dual Transforma- ence/ retrieved October 9, 2019 tion: How to Reposition Today's Business While Creating the Future, Clark Gilbert once offered “part of the problem for the incumbent 6 A THOUGHT-STARTER: gap over the average OECD country, THE LIKELY EFFECT OF there is cause for concern given the robust economic and societal returns MEGATRENDS ON THE of higher education4. DEVELOPMENT OF THE 5 UNIVERSITY TOWARD Attainment , however, is only one of the many factors that will influence 2040 the future development of higher education institutions. As an intro- Original Article by Todd Davey, duction to the topic of universities Max Riedel, Balzhan Orazbayeva of the future, we looked at existing and Arno Meerman models through the lens of global megatrends. The consultancy firm Adapted for the North American McKinsey6 identified four global meg- Edition by Cameron McCoy and atrends, ‘global shifts reshaping the Mason Ailstock world’, which will impact society over the years to come: According to the Organization for Economic Cooperation and Devel- • Emerging markets and urban- opment (OECD), the need for higher ization education globally as well as within • Trade, people, finance, and industrialized countries will continue data: Greater global connections to increase¹. For North America² • Accelerating technological over the period from 2000-2017, change such demand was evident in the • Responding to the challenges overall percentage of population 25 of an aging world to 64 years old who had attained any postsecondary degrees. Canada led As a thought starter, we look at the all OECD Nations over that period, impact of these megatrends, and having increased attainment to 57% subsequently, at what it might mean (+17%), the United States followed for universities leading up to 2040. with fourth best attainment with 46% (+10), and Mexico moved to The ‘Emerging markets and the 17% (+2)³. For the US in particular, urbanization megatrend’ will lead an increase of 10% postsecondary to an unprecedented consumer attainment is laudable, given the driven market and emerging-market significant population difference cities will deliver half of the global among OECD Nations. Yet, with just GDP growth7. With the economic 26% of the US population holding a scales shifting towards urbanized Bachelor’s degree, and a mere 3% areas in North America, where might

7 PREFACE this leave universities as anchor a lesser degree universities will then “educational anchor” will provide institutions? How might institutions be to continue to attract that talent institutions the necessary backbone "harness their resources in order to and thereby maintain their competi- to diversify offerings while promot- address critical issues such as ed- tive edge in the knowledge society. ing the democratization of “quality” ucation, economic opportunity, and through post-degree market assessment. Today, across the 5500+ health"8 in the context of their institu- Retaining that talent might be a struggle given increasingly efficient degree granting institutions in North tional histories, regions, and politics? 10 global flows, as the megatrend, America , quality is predetermined Many will look to the highly ranked and validated. Yet with intentional elite institutions for answers and as ‘Trade, people, finance, and data: Greater global connections’ sug- diversity, specialization, and verifi- a result will remain frozen by isomor- gests. Increasing interconnectivity able credentials, institutions might phic pressures. As the many essays across the globe and the easing of unite or innovate radically to survive in this book suggest, perhaps such barriers for capital, information, and while capitalizing on mass-produced normative behavior won’t address human mobility, present both oppor- core curriculum and new players in the necessary growth in Bachelor’s tunity and risk for North American the higher education sector such degree production necessary for Universities. The potential lies in more as Coursera, edX, LinkedIn, and Amazon. Successful diversification sustained GDP growth across North connected networks of universities, strategies pursued by universities America. We posit that there are innovation systems including business, supply, as well as an “intellec- will include a focus on (1) emerging opportunities to address this in North needs (e.g. dual-study programs, life- America through scalable and col- tual flow” with movement of students and faculty. To avoid risking a further long learning), (2) specific emerging laborative partnerships anchored in a polarized higher education sector, technical capabilities (e.g. advanced commitment to place and communi- verifiable and immutable digital manufacturing, ICT, artificial intelli- ty. The emergence of platform tech- credentials9 will democratize as- gence), and (3) specific program top- nologies certainly offers opportunities sessment of quality and perpetuate ics (e.g. eco-energy, mobility, security to bridge urban and rural divides, efficiencies through the introduction and terrorism, big data management, to support equity and social justice of smart contracts across sectors social entrepreneurship). They might also shift educational emphasis away through education, and to deliver and within institutions. With a basis in from deep technical knowledge to- learning opportunities to a multitude data-driven assessment, universities will bolster their roles as validators ward more ‘T-shaped’ students with of demographics on a personalized ‘future-proof’ competencies including level9. Simply, for North America to and verifiers of quality by recognizing and credentialing knowledge attain- problem-solving, self-management remain competitive globally, educa- ment. Such efforts will strengthen the and entrepreneurship capabilities as tional institutions, governments, and convergence of customized global well as soft skills and emotional intel- industry partners alike must not fear, economy reflecting individual de- ligence, a shift already in the making. nor dismiss, emerging markets but mands, further requiring universities instead should look to the available to enhance their abilities to recognize Much of the impact of these growth markets in their own back- learning where it occurs, to build net- megatrends will be influenced and buttressed by ‘Accelerating techno- yards and collaborate across borders works of collaborative relationships, logical change’, whose effect will be to increase educational attainment and to create flexibility in academic curricula. two-fold. First, the jobs of the future for the population that is consistently will shift as intelligent systems such underserved. The challenge for na- Perhaps, an endeavor to establish as robotics, AI, distributed comput- tional and local governments, and to ing, and networked knowledge a comprehensive, flexible, and digital 8 9 PREFACE put the urbanization and emerging put theurbanization andemerging effective collaboration. Thiswillalso ity devices,allofwhichenable more of participantsaswellnew mobil- turing avatarsandrealistic holograms portalsfea- morph intointernational be aidedbytechnology, asscreens world. Thesedevelopmentswillalso live translationsavailablearound the facial cluesaswellbyproviding students’ pulse-rate,pupilsand nology suchasAI,whichwillmonitor too willbepartlysupportedbytech- across disciplinesandborders. This group work,andstudentinteraction personalized mentoring,synthesizing dividualized programs, completewith degrees andademandformore in- we foresee thediminishingoflinearity away from theclassiclecture. Inthis, rapid adoptionoffuture literaciesand agogical approaches shifttowards constant change,sotoowillped- future-proof themselvesthrough substantially. Ineffect, asinstitutions the timetocompleteadegree more Bachelor'sdegrees willreduce speed ofadoption,andnecessityfor pedagogical technology, increasing adapt structures. done, forcing universitiestoregularly repeated assessmentofjobstobe cost andoperationalefficiency and comprehensive demandforgreater American universitieswillincludea impact, ofcourse,across North skills ofhumanswillincrease. The nitive, criticalandcreative thinking edge-intensive jobsrequiring cog- Secondly, thedemandforknowl- digitally literateGenZgeneration. Moreover, thecombinationof increasingly getinthehands ofthe into retirement years. tive “home”institutions astheymove their formativeyearsat respec- interest, orsimplytoreengage with new skill,reinvent themselvesoutof totheuniversitygaina still turn currently is.Assuch,theywilllikely have knowntheuniversityasit with today’s technologyandmost number ofpeopleover45grew up retrain populations.Averylimited significant opportunitiesto retool and times willpresent universitieswith will needtochangecareers multiple likelihood thatworkersinthefuture task athand. useful informationandapplyittothe ence willbevitaltofilteroutthemost facts more ubiquitousandexperi- technology willmakeinformationand more thantodayprimarilybecause common. Experiencewillbevalued age (e.g.beyond50)willbemore even thetypeofjobatanadvanced ematics). Changingemployersor technology, engineeringandmath- and healthprofessionals (science, (social sciencesandhumanities) creating aneedforhuman-centric human-centered healthcare workers these jobswillalsorequire more taken overbytechnology. However, for baby-boomerswillbepartly ment age,theresponsibility ofcaring world.’ Despiteanincreasing retire- to thechallengesofanaging America andtheneedto‘respond working agepopulationinNorth be partlyoffset byareduction inthe tive. market trend intoadifferent perspec- The increases inlife-spansandthe The lossofjobstotechnologywill Only the future will tell how accurate 6 https://www.mckinsey.com/busi- these ideas might be, but perhaps ness-functions/strategy-and-corporate-finance/our-insights/the-four-global- our effort to coalesce a group of forces-breaking-all-the-trends retrieved thought leaders to offer their well-in- October 9, 2019 formed prognostications will provide 7 https://www.mckinsey.com/featured-in- new inspiration and context to inform sights/urbanization/unlocking-the-poten- the continued evolution of North tial-of-emerging-market-cities retrieved American universities. We encour- October 9, 2019 age you, as you read the essays that 8 https://www.margainc.com/aitf/ re- follow, to imagine your personal and trieved October 9, 2019 institutions contexts and what the 9 https://www.learningmachine.com/aca- future might bring or even demand demic-credentialing-blockchain/ retrieved of us as leaders and innovators. The October 9, 2019 sheer variety, scale, and scope of 10 https://nces.ed.gov/programs/digest/ institutions across the continent will d18/tables/dt18_317.10.asp; https:// most certainly lead to a significant www.cmec.ca/299/Education-in-Cana- variety of transformations and we are da-An-Overview/index.html; https://ed- ucacionsuperior.sep.gob.mx/index.html anxious to see what unique solutions retrieved October 9, 2019 are crafted, transformative partnerships structured, and the status quo tested. So, write your ideas down, provide yourself a marker with which to begin measuring change, and share your perspectives with us however you see fit.

1 OECD. (2015). How is the global talent pool changing (2013, 2030)? Education Indicators in Focus, No. 31, Paris: OECD Publishing

2 Not all countries in North America are covered in this Thoughtbook, the editors made every effort to support broadened perspectives that will likely impact smaller nations and post-secondary educational systems..

3 https://nces.ed.gov/programs/coe/indi- cator_cac.asp retrieved October 9, 2019

4 https://www.treasury.gov/connect/ blog/Documents/20121212_Econom- ics%20of%20Higher%20Ed_vFINAL.pdf retrieved October 9, 2019

5 https://www.americanactionforum.org/ project/economic-benefits-educational-attainment/

10 The University obtain a degree in one particular field, but a world of institutions we Playing a Lifelong frequently or, indeed continuously, Role in our Lives visit throughout our lives to learn and improve. Just as we take care of our physique with a gym membership, Carolin Plewa and we will have a university membership Arno Meerman to take care of our brain. So, imagine the university as a service provider Today, we find ourselves in a rap- that, through operating a member- idly changing world where the skills ship model, opens up an array of needed to succeed shift constantly. learning options – where you can mix This puts greater responsibility on and match self-driven and self-paced our universities and others in an options with those that are guided by individual’s learning journey to instil personal learning trainers, and those a mindset embracing change, and that embrace you as part of motivat- a willingness to learn continuous- ing group classes, programmes or ly, beyond the specific technical workshops. Options that are facilitat- and non-technical skills needed ed by a mix of professors of research to succeed at a particular role at a and practice providing up-to-date particular time. In a society where we content and expertise, as close or as cannot foresee what the next 10, let removed from you as you would like. alone 30 years will look like, we need to move away from universities being Imagine Kathy, a 21 year old who institutions that we pass through in wants to work as a biomedical our 20’s but see them as establish- engineer. She has been an honorary ments that will always remain a part member of the education system of our life. But what will that look since she was 5 through learning ex- like? Here are two potential stories. periences that continued throughout all of her schooling. After completing The University full-time base training at the univer- Beyond Degrees sity, she has recently taken up a 0.5 FTE position at a large corporate whilst at the same time retaining her Imagine the university as an integral university membership and continu- part in one’s continuous pursuit of ing her education into more special- skills, competencies, knowledge and ized fields of biomedical engineering. mindset. No longer a place – often Kathy has taken a range of learning times a single institution - that we modules, such as in teamwork,

IMAGINE reside at for a 2 to 4 year period to communication, and project man- 11 11 agement, at the various institutions selves but are teachers and mentors with “relatives”, stay informed on her membership gives her access to. for others or give back through re- their activities, work, research and Two years into her employment, she search. These are institutions where build new relationships. He has seen decides, together with her employer, an invoice is not the first thing you’d his membership to the university to downscale her education efforts be presented with, but one where family as a way to help others, whilst and increase her employment to you give and receive knowledge and at the same time stay at the forefront a fulltime position. With any such support, just as in a family commu- of knowledge. Together with the full-time position comes a continued nity. Imagine a university that is no university and its community, Thom- university membership to ensure longer a service provider; it is not an as’ focus has been on giving back to she can follow her ongoing learning institution which you attend as a cus- the community and creating a better goals, maybe attending an evening tomer to receive a service. It is one world for his university relatives with- or weekend class a month, or by in which responsibilities and benefits out asking for anything in return. using an array of self-paced online are truly shared. learning options, or by working with a personal learning trainer who Imagine Thomas, a 60 year old facilitates learning on her job. When who has been an integral part of meeting learning objectives, these the university family for most of his achievements are recognized by life. After initially becoming a part of the university through certificates the university community while still of which the quality is evaluated by in school – through a buddy system employers, peers and clients. with local university students and a number of interactive experiences on From Alumni to campus – Thomas studied business and physics while starting his own Family company in the renewable energy industry. While initially located within Imagine a university that feels like the Physics Department, it is now lo- home; an institution whose partici- cated a short stroll away in the melt- pants you consider your family. It is ing pot that is research and learning. an institution that you enter but never Just as with his own extended family truly exit, as it always remains part of – he loves living separate yet close. your DNA. It is a place that you might Thomas continues to learn through not visit for a number of years, but his extended interactions with learn- when you are celebrating success or ing partners. As everyone learns life you are facing a problem you do not long, there are no more “students” have the answer to, you know where and no more “alumni”, just oppor- to turn. It connects people for whom tunities to learn from and with each you are willing to do a favour without other. The university birthday parties, asking for anything in return, and vice Christmas dinners, and other festivi- ties are excellent ways to reconnect versa. Members not only learn them- 12 12 A University WITH completely focused on the people and their ideas while devoid of tradi- and WITHOUT tional academic lecture halls, formal Walls classrooms and grand academic facilities. With digital technologies making providing the ability to work any- Within the future university, place where, with anyone, the need for will still be important, but not in the physical premises is being chal- way that is recognizable to us today. lenged. For this reasons, this editor Rather than an institutional setting, team will address this growing ten- the future university will be more sion of place and digital, as well as like a collection of highly networked academic freedom and commer- stage sets where ownership, struc- cialism, and their implications for the ture and control are not the priorities. university of the future. Manifested in But the complete opposite… They the existence or absence of meta- will be highly digitized with capa- phorical and real ‘walls’, these two bilities to network people together topics will unpack the necessity of from around the world. Flexibility higher education to revolutionize the and accessibility will serve as the idea of physical space and provide guideposts for architects consider- more inclusive learning environment, ing how to best design these new and the growing concern of higher locations with the ability to be rapidly education community about univer- transformed to accommodate the sities gradually losing their original needs of the next individual or group identity and thus becoming less gathering. ‘universities’. In the expanding age of distant learning, shared workspaces, A University MOOCs, and technological resourc- WITHOUT Walls es; it is not that far of a stretch. But, what if, in this new context, human Mason Ailstock interaction remained a primary objective and physically gathering together Imagine a university without a cam- to share and learn was still possible pus and walls. A place that remains even in the absence of a traditional fully committed to the discovery campus environment? How would of new knowledge, education of our sense of place change and the citizens, public service and economic identity of the university environment development, but fully lacking the evolve within such a context? familiar presence of a collegiate envi- I believe this is future university. A IMAGINE 13 13 ronment. It is a place that becomes stage set has no walls. It is there to university as a haven for truth seek- ent player in our society responsible serve the performers and the audi- ing and transparency becomes ever for creation, dissemination, preser- ence. To adjust and respond to their more important. What is fact or truth vation and application of knowledge. imaginations, needs and expecta- is becoming increasingly difficult to Hence, while embracing the market tions. Such a network of locations ascertain. Whether it be the effec- will still be beneficial and necessary could be cast throughout a city, a tiveness of latest diet, immunisation for academia, university will learn nation and globally creating the ability or cancer cure, the effectiveness and how to remain an autonomous player bring the university to the people, historical account of regimes, dicta- and safeguard its freedom from other communities and partners that would torships, economic models or social spheres of society. University will most benefit from their presence. theories or the effect of migration, the continue to integrate education, re- The real estate becomes the platform accountability that science provides, search and engagement activities so to deliver on the promise of higher and the education of critical thinkers, that each enriches and extends the education and not a cumbersome are essential for human survival. others. Thus, university will remain obstacle that detracts from the core within its ‘walls’, safely protected competencies of the institution. Whilst the breaking down of walls from the outside economic or polit- between industry, government ical influences and pressures, fully A future with universities without and university allows for more fluid committed to academic freedom and walls is possible and even desirable. and efficient problems solving and its missions. We would not need to cast away innovation processes, there is a the familiar comforts of green lawns, crucial role of the university that is Even when relying on novel teach- bell towers and stately tree lined lost. Notwithstanding the recognized ing methodologies and learning entry boulevards. However, it does benefits of such engagement, these technologies, the university will require us to think differently about activities create tension that the continue providing safe and inclusive how we educate and engage with university is becoming too commer- curiosity-driven learning environment our communities, cities and citizens. cially oriented, and thus forgetting its that enables critical thinking and It requires breaking free from the missions and losing its original iden- effective learning. This university will constraints of traditional real estate tity. The current concern lies with the also continue to defend the distinc- structures; flipping the conversation growing perception of students as tiveness and universality of science, and decision-making process that consumers, research and teaching remaining intellectually independent puts people and purpose as the as revenue generators, and academ- and mission driven. By conducting priority. ic staff as disposable employees. outstanding and rigorous research, These considerations pose contro- this university will be entirely com- A University versial discussions centred around mitted to positively impacting society the current academic system and through knowledge creation and WITH 'Walls' distinctiveness of public science and scientific discoveries generated in an higher education. ethical, interdependent, and diverse Balzhan Orazbayeva community of faculty, staff, students, For this reason, I believe in the alumni and external collaborators. In the age of fake news and the future, it is essential that universities disputed legitimacy of sources, the should and will remain an independ- 14 14 Re-imagining the Imagine a future in which universities play an even more important role University’s Role in society, but not necessarily in their in the Validation of traditional roles as we know them. To imagine this future, let’s start by Skills and breaking down the current roles Knowledge (recognised and unrecognised) and assess whether they will become The proliferation of educational more or less important and whether content, the recognition that learning the university will play a more or less takes place in all settings, not just prominent role in it. the classroom, and the limitations of universities to deliver work-ready The accreditation / certification graduates into the labour market are provider, one who oversees the some of the themes underpinning validation of skills and knowledge re- the re-evaluation of the future role of sulting from a set of coordinated (and universities. increasingly uncoordinated) learning experiences. This role is likely to For this reason, this editor team will become increasingly important as unpack learning and the validation new forms of education, as well as of skills and knowledge to highlight competence validation, increase in two possible scenarios: where the number. Employers, project partners, university is a central actor in coordi- incubators and specialist consul- nating the learning and the validation tancies are likely to become more of skills and competencies and being prominent in validating competencies the hub of a knowledge network, together with block-chain type tech- versus a scenario whereby validated nologies and platforms like LinkedIn. and credential learning that takes place on the job, in the community, The curricula and pedagogy pro- and elsewhere in a person's life. vider, one who manages the effectiveness of the learning experiences Reimagining the including education programmes, and pedagogical approaches within Traditional and programmes, to ensure the most Emerging Roles of effective learning experiences are executed. Increasing competition the University and cooperation with employers, incubators, specialist consultancies Todd Davey are likely to push more innovative

IMAGINE ‘flipped classroom’ pedagogies, 15 15 which eliminates or reduces the need incubators, drawing together aca- outside a classroom, but we will no for classes, teachers, exams and demics, industry, students and social longer measure talent by the credit schedules. stakeholders will increase in profile. hour. All postsecondary learning will count everywhere it happens – at With knowledge becoming ubiqui- Some roles not traditionally iden- work, at home, in the military, in tous, the importance of the content tified with universities also need communities, museums, libraries, in provider in education, one who pro- consideration. The university’s role as universities and more. vides the subject knowledge, is set a home-base see the university host to decrease generally. Content will students and academics in collabo- Today, for example, 200,000 be easily available in both theoretical rative spaces together with industry veterans enter civilian life each year (e.g. the university’s own academ- and other societal stakeholders. The but only 1 in 4 have the credentials ics, Research Gate,) and practical role of the university as a launch pad they need for good jobs. Others are (e.g. consulting companies, industry for new initiatives, highlights the uni- forced to retrain or start over. In the reports,) forms. versity as a supporting environment future, instead of a piece of paper, for the creation of new initiatives and employers, learners, and society will The role of practise provider, one ventures, is also set to increase in value experiences and skills. who provides practice-based op- profile. How these non-traditional portunities for competency devel- roles take shape will further shape Since learning can happen any- opment through full time, part time, the future success of the university. where and at any point, the system casual or dual study employment, will have clear and connected path- has received limited recognition Competencies, ways to learning, with fewer obsta- in higher education but will signifi- cles and more low-cost, high-quality cantly increase in prominence. Dual not Degrees options. This will require education study programmes, lifelong learning and training partners to reimagine programmes and problem-based Courtney Brown their roles and provide transparent learning will ensure this role increases learning and practice opportunities to in prominence although companies, their community members, em- Imagine a world where proven specialist providers and online plat- ployees, citizens, clients, and more. competencies are as valuable as a forms will move into this space. This transparent system will ensure degree. everyone knows the competency re- The research provider, one who quirements of jobs, what credentials To navigate the future of work supports, creates and manages represent those competencies, and people will need to refresh their skills applied and basic research (e.g. the where they can get the necessary throughout their lifetimes. Compe- university’s own academics or recog- education and training. tencies, not credentials, will become nised research institutes). This role is the new currency. The university will set to increase in importance, how- Gaining knowledge will be in the no longer be the home of all learning ever, much more so in more applied, hands and direction of learners. and knowledge. even cooperative problem-solving, They’ll acquire skills and learning knowledge networks. Interdisciplinary as they need them. Competencies Like today, learners will acquire institutes, collaboration centres and will be validated by the provider and knowledge and competencies 16 16 everyone will host their competen- This trend will only grow; compe- cies on their social media/profes- tencies, not degrees, will be the new sional site. This will enable individuals currency to employment and partici- to highlight what they can do and pation in the global economy. provide employers real information on competencies of potential and current employees.

People will engage in this process throughout their working lives, acquiring competencies and credentials as needed. The system will ensure both learning and work are built around the same knowledge and skills. Work, learning, and active community participation will merge into one ecosystem – where people will be learning at work, working while they learn, learning while they participate in the community and at home, and participating while they learn – a continuous process of developing skills and knowledge.

This process is already underway. Employers, frustrated by the talent provided by traditional higher ed, are looking for alternatives. They’re getting clearer about the competencies they require and helping their employees achieve them. At the same time, individuals recognize they need specific competencies to get employed, stay employed or reemploy. They’re attending boot- camps, pursuing micro credentials, and participating in employer and community-based training. IMAGINE 17 17 Evolving Research the cost of new science and engi- Scenario 1: Universities neering buildings alone1 and the top Don’t Do Research in 2040 Organizations in 100 universities in R&D expenditure the Knowledge receive 80% of the total federal distri- In 2040, knowledge is created al- bution of R&D, the financial picture is most exclusively in research centers Economy particularly bleak. and public and private companies. Combined, these organizations Victoria Galan-Muros and Add to that the fact that research absorb most PhD graduates who Cameron McCoy in most universities is still structured cannot find positions within universi- around often isolated faculties, that ties, offering them better paying job Corporate investment in R&D at US universities face difficulties keeping packages, shorter promotion times, universities has never been above up with the increasing demand of and jobs focused solely on research. 7.8% (FY2000) of total R&D funding complex research management, that Researchers receive access to the and generally remains at just below researchers at universities are usually latest technologies and equipment, 6% at current rates. While this is paid less, face longer careers paths innovative new processes and twice as much a share of the total in- and more administrative duties than methods, and robust funding. With vestment than in 1972, in unadjusted industry researchers and it’s fair to permanent support staff, professional dollars, corporate investment in R&D suggest that the research business managers, and business developers has grown from $2.9 Billion in 1972 model of US higher education is not these organizations more flexible to $4.2 Billion in 2016¹. Meanwhile, suited to a knowledge economy and efficient and attract preeminent in recent years the federal contribu- facing increasing complex societal research talent due to their strong tion has dwindled as a share of the challenges that evolve at an unprece- reputation for supporting research. total, down from 68.2% in 1972 to dented rapid pace. In turn, the majority of third-party 54% in 2016, and though total dollar funding shifts from universities to outlay is significantly greater (~$8b Why does this matter? If these these research centers and industry to $31b), the last decade has shown trends continue, universities will most organizations, who are more open the longest steady and continuous certainly face even greater pressure to collaborative research focused on decline since figures were recorded from faculty, students, trustees, gov- relevant social or economic need. in 1972. ernments and external collaborators Overall, they are in a virtuous cycle to loosen their monopoly on knowl- that fosters healthy return on the Meanwhile, institutional investment edge creation. research investment. in research has grown significantly during the same period, from 11.6% We imagine several evolutionary Scenario 2: Robust Collabora- to 25% of the total. Put another way, scenarios where universities might tion in the Knowledge Creation for every $100 in research spent at rethink their research activities by Ecosystem a university, $25 comes from institu- 2040 to better address pressing tional coffers before accounting for grand challenges, financial realities, In 2040, no institution alone is capital and administrative expenses. and institutional relevance. unable to generate relevant knowl- When considering that since 2002, edge and technologies at a rapid universities have contributed 64% of enough pace to address scientific 18 18 and societal demand. Only collabo- enterprise, navigate legal constraints, rative research consisting of at least and align with external demands, two complementary organizations universities lead the formation of can deliver. Collaborative innovation affiliated non-profit research organ- works particularly well if the organizations. Given the complexity of izations possess and effectively contemporary financing models, combine different types of knowl- intellectual property and other legal edge and experience (e.g. scientific constructs, and the difficulty of and applied or practical), infrastruc- repeatedly revising agreements in the ture, equipment and approach to previous scenarios, institutions agree problems. While universities have a to jointly manage and associate with leading role in some of these consor- these new consortia. tia other successful consortia do not include universities. Many of these new organizations are new legal entities without any As each organization maintains relation to previous organizations, their own infrastructure and equip- others are owned by several existing ment, but regularly share these founding organizations or the merger resources, research staff mobility of pre-existing organizations, and within organizations is common and many are established as federations perfectly regulated, bringing multi- of research universities looking to ple benefits to all parties. Revised bolster their portfolios. These new faculty governance, more flexible and organizations are the legal entities clear IP legislation, and well-formed that receive third-party funding, are Memoranda of Agreement efficiently professionally managed, and have regulate these collaborations, which fluid research staff mobility programs. are often managed by a group of All intellectual property belongs to project managers from each of the the new organization, removing legal organizations involved. Govern- and administrative overhead from ments and other funding institutions existing universities while speeding design a wider range of specific calls commercialization pathways with for consortia to speed commercial robust revenue share programs. impact, optimize funding pathways, and to address global challenges. The new organizations find success through colocation and personal Scenario 3: The Rise of New relationships, leverage of innovation Knowledge Creation Constructs districts and research parks, and scale through technology related By 2040, in an effort to best opti- advancements.

IMAGINE mize the university related research 19 19 What does this all mean? We believe that by 2040, universities will have had to completely rethink the unsustainable business model of the research mission in their institutions. Perhaps there is some scenario we have yet to conceive or perhaps the future will be a combination of all three scenarios above. Perhaps it is more likely that only the top 0.5% of North American universities remain as notable knowledge generators and the rest completely divest of the research enterprise. In any case, we suspect any scenario will require collaborative relationships, strong reputation building, and optimized resource management. Our world, our organizations, and our constituents depend on it.

¹National Science Foundation, National Center for Science and Engineering Statistics, Higher Education Research and Development Survey, Fiscal Year 2016. http://ncsesdata.nsf.gov/herd/

20 20 DISRUPTING EDUCATION p. 34 The Front Door to Innovation of Talent The University of the Future. Now and Trusted Knowledge Through Anita Brown-Graham Research Feridun Hamdullahpur Scaling an Undefined Landscape with Consumers as our Guide An Educational Frame-shift Gregory W. Fowler Marc Sedam Creating Imaginative Colleges to The Learner Revolution Prepare Students for the Future Kathleen deLaski Mariko Silver

Why Was the Most Valuable Programs Will Matter in the Experience at My University NOT Future Far More than Colleges Part of My Degree? Anthony P. Carnevale Benjamin Conard

COLLISION OF TECHNOLOGY AND HUMANITY p. 62

Towards a More Perfect Union Our Americana View of College Kimberly Jacobs will Evolve to Embrace all Learners The Future-Centric University Maria Anguiano of The Future Jeremy Podany Repurposing Universities for Tomorrow Technology Commercialization – Tammy Lakes Connective Tissue for a Modern Triple Helix Think Digitally, Act Locally: Keith Marmer Universities will Thrive in a Technological Age by Serving The Ghost in the Machine: Human and Building Local Communities Capital and the University of 2040 Andrew Petter James Hall

SOCIALLY ENGAGED UNIVERSITY p. 86

Increasing Indigenous Peoples The Purpose of the University Participation in Higher Education Natalie Smolenski Sheila Cote-Meek Education for a Rapidly Changing The University and Military-Connected Planet Students – a Glimpse 22 Years Down the Line Elizabeth Dearborn-Hughes Tanya Ang Universities 2040 Towards a Liberatory University Bruce Katz Experience Rhonda Broussard Talent the Key Currency of the Future 21 Thomas Osha UNIVERSITY-BUSINESS COOPERATION p. 110 Universities as Partners: The University in 2040 Some Principles Marcia McNutt Jim Woodell University-Industry Collaboration Thinking beyond A-B-C in the “Asian Century” Gordon Gee Rajiv Dhawan

Catalyzing Economic Innovation University Research Parks, Ecosystems for the 21st Century Incubators and Innovation G. Nagesh Rao Districts in 2040: What Will They Look Like? University-Industry Partnerships in Brian Darmody the United States: A Proven Formula in Need of Change Arturo Pizano

INSTITUTIONAL CHANGE p. 136 Past as Prologue The University in the Year 2040: Ted Mitchell A Vital Part of the Community Santa J. Ono A Strategy for Survival: Student Voice The Fall of the Ivory Tower Andy MacCracken Ángel Cabrera

A New Generation of Universities A Tale of Two Values Transforming the World Melora Sundt Francisco Velez Torres Universities in the Future Burck Smith

22 SUMMARY OF SECTIONS

23 Contributions are captured in 5 sections, each with a common theme. The editors summarised each section to provide an overview of the book. 24 DISRUPTING EDUCATION The section ‘Disrupting Education’ of what higher education will have to and partner with a range of stake- comprises eight forward-thinking offer. Gregory W. Fowler shifts the holders that enrich a global and contributions that are diverse in their focus of our thinking from industry experiential, learner-centric learning messages yet with common threads. changes to the disruptions that are experience. Finally, the contribu- Feridun Hamdullahpur highlights likely for the lives of our learners. He tions seem to indicate that creativity, the role of innovation and of universi- foresees changes such as offering imagination, entrepreneurial pursuits ties as change makers, predicting a shorter and more relevant bursts and innovation will play a central role growing role of collaboration, expe- of learning, the removal of learner in the future education landscape, fa- riential education and global reach. barriers and transformation through cilitating learners to positively impact Marc Sedam foresees an education- collaboration. Mariko Silver reminds their world. al frame-shift both of the entry point us of the importance of creativity and to, and the experience of, univer- imagination, so that we foster talent sities, with future students making that goes beyond improving what an impact on the world earlier than exists and instead generates com- ever before. A significant shift is also pletely novel ideas. Finally, Anthony predicted by Kathleen deLaski, P. Carnevale discusses what will who explains the Learner Revolution, matter in the future, anticipating mix a customer-centric world in which and match learning options and the degrees are deconstructed, a learner consolidation of campuses, lead- will not be tied to one university, and ing to a decrease in the number of a degree is not the primary success colleges. metric. She describes five models of the role of institutions in this revolu- Several common threads emerge tion. Benjamin Conard focuses on from the contributions that form college campuses as mini cities as this section of the Thoughtbook. In a great place to trial entrepreneurial particular, a truly learner-centered or ideas; explaining the need for the student-centered design of future future university to cater to stu- higher education shines through all of dentpreneurs and suitably capture the contributions, may it be in the de- entrepreneurial experience as part construction and redesign of learning of a degree. Focusing on the future offerings and assessments, diverse student body, including students access to those learning options, the coming to university from the existing broadening of learner profiles or the workforce, Anita Brown-Graham structuring of the learning ecosys- reflects on higher education in North tem, the focus remains squarely on Carolina in particular, calling for the learner. Similarly, contributions environments that are more learn- have in common a strong message er-centered and outlining five points regarding the need to collaborate 25 COLLISION OF TECHNOLOGY AND HUMANITY The seven contributions contribute and will require universities to focus to the section ‘Collision of Technolo- more on technology literacy, data gy and Humanity’. Kimberly Jacobs literacy and human literacy. promotes the concept of artificial intelligence and humans finding The contributors collectively paint a an equitable and ethical union and vivid picture of the future of univer- universities supporting the develop- sities at the intersection of humans ment of people who prosper in this and technology. Highlighting an scenario. The future career will be increased role of the university in supported by proactive universities developing humanistic principles, throughout the life of the person, ac- technological understanding as well cording to Jeremy Podany, with this as flexible and critical thinking, there process supported by technology. is also optimism around the role of The vision of the future university de- universities as a place-based focal scribed by Keith Marmer imagines point for collaboration supported an expanded innovation and new by digital technologies. The contrib- venture creation role of the universi- utors also fired a warning shot to ty within its region and a dissolving universities that change is coming of the physical barriers between and the need for universities to move different societal stakeholders. With a quickly to embrace the technological focus on the development of human revolution with flexible and innovative capital, James Hall proposes the thinking. university that will proposer into 2040 to be those that develop humanist principles through the highest quality human interaction. Addressing the rising costs of education, Maria Anguiano proposing a de-coupling of university learning experience and the Americana campus experience as a means for better and more affordable education. Tammy Lakes anticipates that universities need to teach adaptability and to repurpose universities for tomorrow’s needs. Using Bloom’s taxonomy, Andrew Petter highlights the reasons why AI will help rather than hinder education 26 SOCIALLY ENGAGED UNIVERSITIES The section on ‘Socially Engaged Bruce Katz is describing a world Universities’ highlights the role of the where universities will be drivers of university by 2040 within our soci- the economies of their cities, through ety. Sheila Cote-Meek envisions the strategic use of real estate and the movement of responding to civic university agreements. Lastly, the needs of Indigenous people will Thomas Osha foresees universi- continue and their knowledge on the ties creating pathways to connect environment, sustainability and sur- intellectual capital, more experiential vival may be an important source to learning programs and a greater respond to global issues. Tanya Ang accessibility to university for a more envisions that military-connected diverse student population. students will be provided with better quality education, both online and These contributions suggest that in brick and mortar institutions and universities will need to become more holistic support both through more open to the wider society. Uni- colleges as well as other entities part versities can unlock a greater poten- of our community. The university of tial through supporting and enabling the future needs to be free, Rhonda access for a more diverse student Broussard describes a world with population. Contributors agree that low-debt universities through subsi- the university carries a social respon- dized student loans and universities sibility in our society through educat- where all students feel they belong ing our talent, character formation on campus. Natalie Smolenski and research of new knowledge. describes two emerging trends of Through anchoring universities in universities choosing between being our cities they become accessible a job factory or an institution whose meeting places and hosts of start- purpose is character formation, with ups, scale-ups and other members the latter being a privilege of the elite. of our society. Whilst lowering entry Elizabeth Dearborn-Hughes fore- barriers universities need to ensure sees a change in education through the quality of our education. This stackable and modularized academic includes adjusting our educational programs as part of global universi- models both offline and online. ties offering data-driven personalized, and affordable learning opportunities. Disruptive education innovators will work with employers to identify workforce trends and give students exposure to industry demands. 27 SOCIALLY ENGAGED UNIVERSITIES UNIVERSITY-BUSINESS COOPERATION The section titled ‘University-Busi- how universities’ economic outreach ness Cooperation’ comprises seven centers, namely research parks and thought-provoking contributions. Jim incubators, will look like 20 years Woodell describes principles that from now. university leaders might adopt as they work to shape universities for a Collectively, these contributions future of powerful partnerships with point towards an active engagement business, government and society of universities with their external at large. A symbiosis of universities stakeholders. In particular, they en- and private sector is anticipated by visage a close integration of univer- Gordon Gee, whose contribution sity and business, founded in a clear outlines three ways in which both understanding of the economic and worlds can be bridged. G. Nagesh social benefit such collaboration can Rao emphasizes that universities will achieve. However, there is a need for need to become effective stewards rethinking how such linkages should in spurring technologies and innova- work to maximize positive impact on tions acting as engines within entre- all levels of society. Some authors preneurial ecosystems. In re-defining have proposed different ways how university-industry partnerships, to achieve this that, for example, Arturo Pizano outlines three areas include the creation of new partner- requiring change for maximizing ships and methods for the system- positive impact of such cooperation atic improvement of knowledge – speed of innovation, comprehen- exchange and valorisation; as well as sive cooperation models, academic the development of ‘problem-solving mobility. Marcia McNutt highlights partnerships’ combining university, the critical importance of universi- industry and government to address ty-industry-government partnerships, pressing global challenges. The which should collectively address contributions also point towards a global challenges, with universities transformative role of cooperation in becoming even more engaged with redesigning education and shaping all levels of society. Focusing on new approaches to prepare employ- the Asian Century, Rajiv Dhawan able and fully equipped citizens. envisions the future of Asian universities and the role these universities as well as governments globally will have in facilitating North American and European university systems. Finally, Brian Darmody describes 28 INSTITUTIONAL CHANGE The topic titled ‘Institutional other barriers, Angel Cabrera sees so to adjust to our rapidly changing Change’ depicts seven different the university as a gathering place society. perspectives and predictions on how for all – teachers, innovators and universities will progress over time. many more – with universities being Ted Mitchell describes the innova- full-fledged partners in workforce tiveness and relevance of US univer- training, research and innovation yet sities, and the need for committed remaining as a pillar of our democra- leadership to remain engines of mo- cy. Lastly, Melora Sundt discusses bility, human capital and generators the balance between finance and of knowledge. Andy MacCracken academic freedom, with an agile predicts a stronger student voice and campus that holds faculty in mean- a student-centric future for university ingful decision-making, building a leaders to be informed on real issues platform to partner with government, and concerns. Francisco Velez foundations and the private sector. Torres focusses on the university Universities will have neutralized cost taking up three roles as a beacon of and their unique identities, not price, wisdom, an equalizer and a shaper will be what attracts students. of individual character. Regardless of their role, all universities will have Collectively, these seven contrib- to focus on innovation, accessibility, utors suggest that universities have student success and global sustain- to adapt to a world of blended and ability. Changing business models, online education, with stackable large institutions and a reduction of credentials and more interdisciplinary price and risk are the key elements approaches in both education and of Burck Smith his perspective on research. Universities will integrate the future university, with a new role students and / or faculty in their for online delivery and stackable leadership to create a stronger credentials and credential value. connection to their stakeholders and Next, Santa Ono predicts a contin- built a strong base for their decisions ued role for on-campus experiences going forward. Whilst remaining to be along-side online education activities independent institutions, universities with a more diverse student popu- will remain to be leaders in research, lation in terms of age. The greatest yet in a more open environment with change Santa foresees is that of actively collaboration amongst all more collaborative problem-based stakeholder groups. Although uni- research and interdisciplinary collab- versities are not known for change, oration in education and research. they have done continuously over the Forget about walls, ivory towers and past centuries and will continue to do 29 INSTITUTIONAL CHANGE CREATING THE FUTURE UNIVERSITY FUTURE THE CREATING 30 ‘HUMAN HISTORY BECOMES MORE AND MORE A RACE BETWEEN EDUCATION AND CATASTROPHE.’

– Herbert George Wells (H.G. Wells)

31 32 DISRUPTING EDUCATION

33 34 The Front Door People who challenge the status quo through a combination of curi- to Innovation osity, collaboration, and action will Universities“ can be of Talent and shape the future of our world. change makers to help define what the next Trusted These traits are the core of innovation. It is the responsibility of univer- twenty years will look like Knowledge sities to reflect on how to amplify and there is no doubt that Through these aspects in our people and our institutions of higher act to positively impact our future learning will evolve during Research society. Universities that thrive in an unimaginable future will be those that time to be focused that embrace collaboration, take a on impact more than ever Feridun Hamdullahpur global view of change and can foster before. innovation that drives economic and societal growth in new and bold This change in focus, however, ways. will not come at the expense of our core principles as places of higher It is important that we still remain learning. Each institution will have its committed to the principles and own specific core principles, but it is values that our institutions were built vital that universities do not abandon on, such as institutional autonomy, them for loss of a legacy that has al- academic freedom, strong and lowed them to develop, educate and impartial public governance, deci- be home to passionate researchers. sive and engaged leadership, and a What will define thriving universities commitment to diversity of people beyond these principles will be their and ideas. ability to break down barriers within institutions and with the rest of the Core Principles to Lean On world.

Disruptive forces are making funda- Breaking Down Discipli- mental shifts in the socio-economic nary, Institutional and landscape. Whether it is advance- International Barriers ments in artificial intelligence or an aging economy that is shifting from Barriers limit our ability to collab- West to East, these forces are put- orate, share ideas, and grow. The ting pressure on our global economy boundaries that we’ve created over and way of life. decades build a sense of security and familiarity, but to thrive in a world that is becoming more complex and connected, barriers will only serve to slow universities. 35 35 There must be a willingness, insti- nesses of all sizes looking to work education to real-world situations tution-wide, to find ways to promote with centres of research excellence and then take those on-the-job cross-disciplinary collaboration and by funding research on topics, such experiences and bring them back to it is important for administrators, as the impact of climate change on the university. deans, and researchers to explore the insurance industry, like that of the the creation of mechanisms and Intact Centre for Climate Adaptation How we prepare our students incentives for faculty to participate in at the University of Waterloo. to prosper and contribute to our interdisciplinarity. Challenges, such society will define the future of higher as water scarcity and cybersecurity Universities in North America will education. There are no restrictions are not isolated to a single disci- also see an increasing need in the on when that contribution begins. pline. Solutions to these challenges next decades to look beyond their Students who take part in co-op at must be inclusive and this will take a own national borders for partnerships the University of Waterloo graduate distinctive effort from researchers to with institutions and organizations with two years of work experience in connect with one another to develop abroad. Talent is not isolated to a sin- their field and the intangible skills one breakthroughs that impact our world. gle institution, country, or continent. can only learn on the job. Universities Neither are the vital resources limited who embrace experiential education The University of Waterloo, for to any one area. and are able to incorporate the infra- example has taken this route with the structure and partnerships needed establishment of the Water Institute We must offer our students and for it to thrive will see an acceleration that brings together more than 150 researchers the platform to look in learning by their students and their faculty members and 300 graduate beyond our borders and build a ability to hit the ground running day students from all six University of Wa- global perspective. Technology of all one after graduation. terloo Faculties. Water is a complex kinds means our future is increasingly issue and the solutions will require global and the institutions, students, One of the most important aspects a multi-dimensional approach from researchers and alumni who recog- in the establishment of experiential biology to environment science and nize this will shape the future. education is developing a wide range economics. The future will be driven of industry partnerships and collab- by interdisciplinary approaches like Growth of Experiential oration. Making a thriving co-op pro- these. Education and Work Inte- gram a reality takes mutually benefi- grated Learning cial relationships with businesses and We will need to be a lot more organizations who need exceptional connected with one another around Exceptional talent will also be those talent. Those employing our gradu- the world, both between universities exposed to experiential education ates and assist in our ability to foster and with industry. Universities can by their universities. The benefits for and fund world-changing research bridge global borders and bring their learning and institutional develop- will define the future of universities in students and researchers to other ment are immense. Work integrated North America. institutions through exchanges and learning, co-operative education mutually beneficial research agree- – really any and all kinds of experi- Institutions that prosper will be ments that nurture breakthroughs. ential education – provide students those willing to seize the opportuni- The same can be done with busi- with the ability to apply their in-class ties to partner or be left on the other 36 side of impactful innovation, whether it’s through research partnerships that fund our ground breaking researchers or partnerships that help take our innovations to market through commercialization.

We will gauge our future success Feridun Hamdullahpur has been an by our ability to effectively educate engineer, educator and leader over the the next generations of leaders and span of his more than 35-year career the lives we will impact through the in research and higher education. Dr. innovations borne from our research- Hamdullahpur has served as the sixth President and Vice-Chancellor of the ers’ curiosity. The opportunities will University of Waterloo since 2010. be there and we cannot be afraid to Throughout his career, Dr. Hamdullah- lead the way. pur has been a researcher, passionate teacher and an academic administra- tor. His current focus at the University of Waterloo is expanding its lead in innovation, building on Waterloo’s strengths in co-operative education, research, entrepreneurship and equity.

The President is also Chair of the Leadership Council for Digital Infra- structure, Chair of the Waterloo Global Science Initiative and one of ten global university presidents named a United Nations HeForShe IMPACT 10x10x10 champion in the cause of gender equity. In acknowledgement of President Hamdullahpur’s leadership in education and innovation, he was awarded the Queen Elizabeth II Diamond Jubi- lee Medal and is a Fellow of the Royal Society of Canada.

37 An Educational Higher education in the United tension agents taught farmers about States is, in many ways, exactly the marketing and helped farm groups Frame-shift same as it when the University of organize both buying and selling New Hampshire (UNH) was founded cooperatives³.” In other words, Marc Sedam in 1866 instigated by the passage of colleges shifted to a market-focus to the Morrill Act of 1862. The Morrill ensure demand for production. Act permitted the federal government to purchase land to donate Farm productivity increased slowly to each state for the sole purpose until universities began to suggest of establishing universities to teach fertilizer use with other technological “agriculture, home economics, change. Throughout the 1930s (first mechanical arts, and other practical hybrid seed corn), 1950s (machines professions¹”. These “land-grant” exceeded farm animals for the first institutions were in many ways the time), 1960s (Plant Variety Protection first time that a layperson could Act, i.e. plant patents), and through obtain further formal education to the introduction of GMO plants in the solve problems closer to home. And 1980s, the growth curve changed home for most people was the family from gradual to nearly linear continu- farm. ing to this day; and all while the total number of farmers dropped from In 1860 farmers represented 31 million in 1940 to just over two approximately 48% of the US labor million in 1990. We are starting to force² making the establishment of see similar productivity increases in land-grant colleges an enormously the 21st century as computers and effective way to get new technolo- the internet have moved from being gies into the hands of farmers. But expensive and poorly understood, to the tipping point of the US agricultur- technologies that can create tremen- al revolution can be directly attribut- dous opportunity with little upfront ed to the Smith-Lever Act of 1914 investment. which established a partnership between the land-grant colleges and The agricultural economy of the the US Department of Agriculture. 1860s has been replaced with the The USDA’s definition of the act knowledge economy of today whose states “At the heart of agricultural ex- “crop” is intellectual property. We’re tension work, according to the Act, now more focused on copyrights was developing practical applications than cows, and on patents than of research knowledge… During the plows. As we fulfill our mission to Great Depression, state colleges and grow the research and knowledge the USDA emphasized farm man- base, our knowledge output will agement for individual farmers. Ex- grow exponentially and the institu- 38 tion must construct a framework neurial experience allowing students also consider awarding credit hours to identify, manage, and use these to pursue firm-formation or social for startup companies actually creat- proceeds efficiently and productively. innovations that directly relate to their ed by students prior to enrollment. Higher education must acknowl- course of study. edge that universities are no longer A university aligned this way the gatekeepers of the distribution Reviewing higher-education’s already has a head start on identi- of knowledge. In fact, the hardest history is exactly why we should be fying students thinking beyond their element to manage for universities comfortable embracing this future. undergraduate study, and one could in 2040 may be how to manage and Ideas and knowledge have always easily see these as nested deci- respond to all of the information pro- flowed backwards, earlier and earlier sions rather than a choice either of a spective students receive before en- into the educational continuum. Master’s degree or an entrepreneurial tering the academy. But how do we Computer science, a field that did experience. Simply put, in the six take advantage of hundreds of years not have its first US undergraduate years’ time it now takes to have our of infrastructure without upending the degree program until 1962 (Purdue students get both an undergraduate entire college experience? University4), has some principles now degree and a Master’s, that same taught as early as kindergarten. Just student will receive a Master’s degree We frameshift both the entry point as the introduction of nitrogen-based and spend two years trying to make and experience that universities can fertilizer led to increased farm pro- a direct impact on the world. Existing offer. ductivity and efficiency, addressing facilities and resources will be repur- challenges earlier and earlier in higher posed towards this more research- I believe that by 2040, the average education will lead to improved and applied-solutions focus. student experience will no longer be solutions for society. And the power four years of high school followed by of university-backed ideas is incred- four years (or more) of post-second- ibly strong. Data from AUTM shows “ ary education. Rather the university that in the 30 years since data has Universities would have to experience will frameshift with more been collected, almost 55% of all bring on staff and talent and more students entering college university-backed startups are still in dedicated to helping ma- having already gained and proven existence, compared to national data ture and accelerate ideas competency in the foundational that show 70% of new companies out of the university and to subjects normally taught as freshman 5 fail within 10 years . Better still, over the marketplace. and sophomores. Using a concept 70% of university-backed startups first introduced to me by my boss, still operate in the county in which The advantage of this approach is Dr. Jan Nisbet, university will now they are formed Universities can clear — ideas start off more mature start in what was traditionally one’s and should look to drive experiential due to the advanced education focus junior year, and the four-year experi- learning earlier and earlier in the ac- and those ideas have more time to ence on a college campus will now ademic experience, even partnering incubate in the university, de-risking comprise studies that lead directly with K-12 schools and community and improving the outcome. This is to a Master’s degree or two years colleges to ensure the principles of not to say that the final two years of classroom education followed by startup formation are introduced as in the academy will be course-free, two years in an applied entrepre- early as possible. Universities could but rather that coursework could be 39 focused on improving entrepreneurial outcomes; a startup co-op, as it were.

In 2040 universities will continue to enhance the “practical professions” outlined in the Morrill Act by embracing the potential of asynchronous/ Marc Sedam, Associate Vice Provost online education to stay focused on for Innovation and New Ventures and knowledge-creating activities like Managing Director of UNHInnova- research and startup formation. Fu- tion, joined UNH with an extensive ture students will make their impacts background in intellectual asset management, licensing, and start-up on the world earlier and with higher formation. Marc was the founding chances for success, leading univer- director of the Peter T. Paul Entrepre- sities in 2040 to wonder how they neurship Center and serves as the should change to meet the demands Executive Director of the New Hamp- of 2080 and beyond. While we’re still shire Innovation Research Center. He is currently the PI of UNH’s National not sure if androids dream of electric Science Foundation I-Corps Site, sheep, perhaps in 2040 a student Chair-Elect of AUTM, and served on will dream of being a CEO of her the AUTM Board of Directors between startup while studying for a PhD. 2015-2016 as the Vice President for Professional Development. ¹ Morrill Land Grant College Act, 1862, www.csrees.usda.gov/qlinks/extension. Prior to UNH, Sedam was Chief html Operating Officer of Qualyst, Inc., the ² www.agclassroom.org/gan/Rmeline/ global leader in the study of phar- farmers_land.htm maceutically relevant drug transport. ³ Morrill Land Grant College Act, 1862, Sedam has a B.S. in biochemistry www.csrees.usda.gov/qlinks/extension. from The University of New Hampshire html and an MBA from the University of 4 Brian Zink, Computer science pioneer North Carolina at Chapel Hill’s Kenan- Samuel D. Conte dies at 85, 2002 Flagler Business School. Additionally, 5 Office of Advocacy, Do economic or he is a well-known lecturer on topics industry factors affect business survival?, of university innovation and start-up 2012 formation. 6 Biotechnology Innovation Organization & Association of University

7 Technology Managers, The Economic Contribution of University/Nonprofit Inventions in the United States: 1996- 2015, 2017

4040 The Learner Higher education is in the throes of For now, employers still rely heavily a learner revolution. Within a decade, on degrees. Only half view them as Revolution we will see all colleges and universi- “fairly reliable representations of can- ties responding to the needs of stu- didates' skills and knowledge,”² while dents – or not, at their peril. Trends a majority have begun or are actively Kathleen deLaski ranging from the new majority of exploring efforts to deemphasize postsecondary students to the rise of artificial intelligence to the shrinking degrees and prioritize skills in hiring. half-life of job skills have conspired The Lab’s employer partners all toward this moment, a wake-up call say they need new hiring tools that for all but the most exclusive global recognize credentials other than or higher education brands. Meanwhile, in addition to the degree. Over 500 leaders are addressing the needs institutions have joined a network to and goals of a changing student use our 21st century skill badges³. population. Calls for “student-centered” design can be heard through- For the first time since 2008, the out the ecosystem. U.S. Department of Education may

Colleges and universities must be overhaul the federal government’s more deeply attuned to the pres- relationship to higher education—al- sures of student debt and a compet- lowing a greater use of direct assess- itive job market. They must increas- ment and departing from the cred- ingly translate learning outcomes to it-hour standard for federal financial work-relevant skills. Burning Glass aid eligibility. Technologies recently identified the top three requested skills from 150 The last major bulwarks supporting million job postings: communication, the degree as the gold standard may critical thinking and collaboration¹. be giving way.among others. At pres- While these can be “learned” in liberal arts courses, students will need to ent, jobs that are high-touch – that is, see, practice, articulate and digitally those that are inherently human-cen- verify them for employers and their tred, such as consulting or customer own mastery. service – are increasing yearly at a rate of 86%. And low-skill, low-touch Defining the Learner jobs are vanishing at a similar rate. Revolution Yes, the robots are already here. Hence the need for transferable The “learner revolution” will de- skills. construct the degree as we know it: A world where a learner will not be We develop these skills by feeling, tethered to one institution. Where sensing and discovering through earning a degree will be only one personal interactions and experienc- metric of success. es. Alas, education is increasingly 41 41 monetised and shipped at scale as ‘content’ rather than as ‘learning’ Prior learning assessment will are great opportunities for cam- and is becoming impersonal – par- become integrated into the student pus-based, high-touch models. We ticularly in the digital space. Our application process, and blockchain see at least five models emerging, uniquely human capabilities are at technology or credential “backpacks” most of which can best be imagined risk if this trend continues. may eliminate the need for actual (at least with near-term technology) assessment. through an in-person or hybrid lens.

Competencies, Some colleges might compete in With the exception of the first model, Not Courses the “coming of age, residential expe- which will be inevitably driven by market forces, most of these can be Within the decade, all but the most rience” space, while others focus on designed to track to student success exclusive learning providers will employer-sponsored pathways. But the big winners will be critical mass, research on High Impact Practices4. compete for students at the com- user-friendly platforms or market- petency level. A learner might use a places, like LinkedIn or Amazon. The Platform Facilitator: A few trusted Amazon-style platform with Colleges offering learning products institutions will become Netflix-like employer endorsements to choose will compete, similarly to how NBC distribution curators, while others, her pathway from a marketplace of and HBO currently compete on other as content providers, will license experiences, courses, badges, certif- companies’ distribution platforms courses, experiences, certificates icates and internships, including of- (think Comcast, Verizon FIOS). Over and other services. A few dominant ferings by employers interested in her time, platforms and content pro- platforms could emerge, or we candidacy. Even sooner, colleges will viders may compete directly: think could see a more distributed future likely be the curators of competen- Netflix and Amazon, who are upend- where many institutions develop ing the streaming business as both cy-earning opportunities. To promote open degree pathways and learning content creators and distributors. providers convert learning outcomes an equitable future, those menus will into portable, stackable competen- need to be available through federal Ultimately, employers will drive the cies, competing for slots in those financial aid. models that flourish. A small but pathways. growing proportion are experiment- ing with competency-based hiring The Experiential Curator: These and promotion, including IBM, EY, institutions are doubling down Microsoft, Cisco and SAP. This trend as curators of expansive learning will accelerate as more employers experiences. Programs and insti- isolate and articulate their non-tech- tutions are embracing the potential nical requirements. of highly interdisciplinary education, project-based learning and guided To better align business and educa- reflection, making it their primary val- tion, we need new tools. ue proposition. Advances in assessment, the maturation of online and Five Models for an hybrid education and the increasingly Institution’s Role in the connected and global nature of work Learner Revolution have ripened this market.

If it sounds like a future of all online The Learning Certifier: These learning, all the time, it is not. There institutions are recognizing the broad 42 expanse of learning, helping students 1 Markow, Will, et al. “The New Foun- codify, even gamify, their out-of- dational Skills of the Digital Economy: Developing the Professionals of the classroom experiences and trans- Future.” Burning Glass Technologies late their total value to employers. and Business-Higher Education Forum, Increasingly popular micro-creden- 2018, https://www.burning-glass.com/ wp-content/uploads/New_Foundation- tialing tools offer one way to capture al_Skills.pdf. informal skill building, development 2 plans and assessments. An interactive timeline of the history of agriculture in the United States. Kathleen deLaski is a social entrepre- Growing a Nation. www.agclassroom. neur, having launched three education The Workforce Integrator: org/gan/Rmeline/farmers_land.htm. Retrieved in August 2019 organizations, including the Educa- These institutions are tightening the tion Design Lab, which works with competency link between learners 3 Education Design Lab. 21st century institutions and employers to design and employers. They are building skill badges. https://eddesignlab.org/ education toward the future of work. badge-toolkit/ in-demand workforce competen- The Lab has worked with 100 insti- cies into curricula and on-campus 4 High-Impact Educational Practices. tutions and Kathleen has shared her employment programs. Two factors https://www.aacu.org/leap/hips expertise with practitioners around the are driving this change: 85 percent world. Her higher education interest 5 CIRP Freshman Survey. Higher Educa- of students cite a good job as their tion Research Institute at UCLA, 2017. grew out of her service on the board motivation for college, and institu- https://www.heri.ucla.edu/infographics/ of George Mason University, her years tions are addressing equity issues for TFS-2017-Infographic.pdf as an executive with Sallie Mae, and her founding of Sallie Mae’s foundation students who have to work their way 5 to promote college access for minority through college students.

The Specializer: These institutions An early pioneer of online consumer are taking a niche specialization, information products, Kathleen spent such as religious affiliation, and reim- five years at America Online creating agining it as an asset. Such colleges the first interactive tools to engage the tend to be small and may be facing public online in elections, government serious challenges around sustaina- services and major news events. She bility. Those with their backs against began her career in journalism, ending the wall are most willing to innovate with five years as an ABC News Washington correspondent. Kathleen and take risks. was also named by President Clinton as Chief Spokesman for the Penta- The learner revolution is here. High- gon. er education must shift its mindset to value students as “customers” and align its delivery more closely with students’ goals and employers’ needs. Survivors in the Learner Revolution will be the institutions that adapt to the future; the leaders will be those who design it.

43 Why Was the My college experience was York Business Plan Competition, critical in the development starting a student organization on Most Valuable of me as an entrepreneur. campus, and even speaking on the Experience at my But why was none of this TEDx stage. value measured and rec- University NOT ognized in my degree? Every single one of these opportunities has the potential to propel Part of my College campuses in the United students’ ideas forward while devel- Degree? States are like mini cities. They have all the moving parts of any func- oping their soft, social, and life skills. tioning society – housing (residence As a ‘studentpreneur’ who took Benjamin Conard halls), restaurants (dining halls), policy advantage of all of these, I am truly makers (administration), business- thankful for my university’s support in es (bookstores and cafés), laws these engagements. (campus police), ‘work’ (classes), and, most importantly, a community Giving ‘credit’ where (students, faculty and staff). credit is due However, I must beg the question – why are these challenges and “ support programs not provided to Because of their dynamic students along their path to earning and fast-paced context, a degree? Every program mentioned college campuses are ar- above helped to train me, the entre- guably the best place to preneur, and they were collectively execute on an entrepre- the most valuable and rewarding neurial idea before head- parts of my college career. ing off into the ‘real world.’ So why did none of these projects, none of the awards or acceptances, Universities: a land and none of these incredible chal- of opportunity lenges count toward my final degree? Why did I not receive credit for At my alma mater in the US, the pitching a business idea to a panel of State University of New York at investors, writing a fifty-page busi- Geneseo, there are countless op- ness plan, working with a team of 4 portunities for entrepreneurs to take students and winning award money advantage of including entrepreneur- at competitions? ial training programs, sponsorship for accepted Clinton Global Initiative University students¹, ambassador- ship grants, participation in the New 44 Investing in your degree to cater to the studentpreneur. Pro- grams for developing entrepreneurial In the US, we pay an incredibly high thinking and acting should be offered price for our degree in the hope that to all university students and entre- it will help us qualify for a job so we preneurial programs must be incor- can earn enough to pay back the porated into credits toward earning a cost… and hopefully more! degree. Universities will need to get But what happens if you don’t take creative in transitioning from a strict a job upon graduation? What if you ‘credit per course’ system to truly make one instead? Does your de- understand (and credit) the value of gree mean anything then? Sure, it’s entrepreneurial endeavors on and off a great back-up. But I can’t help but the college campus. be puzzled that the biggest challenges and opportunities for growth in my My Dream Campus college career, which were directly As an entrepreneur I’ve never been supported by my university, had zero asked for my GPA. So why did I impact on me graduating. I still had stress about it for four years? I could to take all of the traditional courses have been using that energy toward and earn passing scores to receive learning new skills instead of trying to credit towards my degree. obtain high exam scores. As our world becomes more advanced, so does the severity of Looking back & looking I see a learning environment where our problems. As I described before, forward students can create, test, and we’re living in a mini city. It is the per- Looking back, I am thankful to have experience without restriction. Sure, fect setting to test new ideas without had mentors, advisors, friends, and there will be some courses on hard fear of “real world” failure. Now, more the internal motivation needed to skills that you can only learn through than ever, students need to identify push me towards and through all books and traditional learning, but I these problems and take action. of these opportunities. But what if I see collaboration among students at didn’t? What if I followed a path in the forefront. So, do we need to eliminate grades college that took me to my degree completely? Not necessarily. But stu- the fastest? Would I have graduated Just as students studying medi- dents should be evaluated on results and just taken a job? Would the de- cine are part of the volunteer team and learnings rather than success velopment of me, the entrepreneur, responding to medical emergencies and failure. I have high hopes for the have been stifled? Maybe. on campus, students should be part university landscape in 2040. One of managing all services provided where we don’t see entrepreneurs Students are the lifeblood of any to students. Whether that be part of as college-dropouts, but rather one university setting. Given that many food service and sales, retail shops where we cultivate them as forward future jobs will have to be created by on and off campus, or even providing thinkers and great assets. students themselves, the 2040 uni- freelance services like graphic design 45 versity landscape desperately needs work. 1 The Clinton Global Initiative University (CGI U) Network is a consortium of colleges and universities that support, mentor and provide seed funding to innovative and entrepreneurial students

For his work in the movement, Fairtrade International named Ben Conard one of 2016’s Top 10 Biggest Fairtrade Advocates in the World and #1 in the U.S. His passion for fair trade has taken him to the TEDx stage at his university and on-the-ground to fair trade farms in Ecuador and artisan workshops in India.

As a US Ambassador for the 33rd Congress-Bundestag Youth Ex- change 2016-’17, the US Depart- ment of State awarded Ben ‘Fellow of the Month’ in April 2017 for his commitment to Entrepreneurship in Germany. During his time there, Ben was the German National Champion for the 2017 Global Student Entre- preneur Awards.

Dedicated to great taste, consumer health, and sustainable sourcing, Ben, then a student, founded Five North Chocolate, a company supporting cocoa farmers around the world by creating deliciously nutri- tious chocolate snacks.

4646 The University of A new university is emerg- Employers are Hungry ing to meet the demands of our for Universities to De- the Future. Now fast-changing, deeply-networked, liver More People with and uber-globalized world. Teaching High-Demand Skills Anita Brown-Graham in this university is becoming focused on the skills that must be developed More than ever, universities are over a lifetime rather than on award- expected to produce graduates who ing one-time degrees, and its re- are prepared for work and provide search and service missions are con- educational opportunities that serve verging around attempts to address their learning needs throughout their the world’s most pressing problems. entire careers. North Carolina is America’s growing inequality is one projected to add more than 550,000 such pressing problem. Universities jobs by 2024. The fastest growing have a particularly important role job categories will require some form to play here given the increasing of postsecondary educational attain- salience of post-secondary skills as a ment. Already, however, the state’s foothold to the middle class. commerce department’s 2018 Em- ployer Needs Survey, which polled It will not be easy for institutions employers from all 100 counties in of higher learning to transform North Carolina, found that a large themselves to effectively meet the percentage of those employers that changed teaching and research needed to hire people were having needs of the university of the future; a hard time. Close to 80 percent of but, only those that get there will the employers had attempted to hire survive the rowdy transitions ahead one or more workers during 2017, of us. and half had experienced difficulty. A lack of technical skills and education The drivers of transformative were cited by 49 and 43 percent of changes are easily observable employers, respectively. Employabili- around the globe including North ty and soft skill challenges were cited Carolina, the ninth largest of the Unit- by 65 and 49 percent of employers. ed States of America. You need only (See Fig. 1) focus on the following two drivers in North Carolina to see the opportu- The New “Traditional Stu- nity and challenge ahead for higher dent” Will Come from The education. Existing Workforce

North Carolina has a population of 10 million people. Of that number, there are currently 905,000 adult 47 47 residents who have some postsec- in unfamiliar (and, perhaps, uncom- ondary credits but no degree. (See fortable) ways with industry part- Fig. 2). This number represents a This “new traditional”“ stu- ners to co-create rapidly changing significant opportunity for the state’s dent will demand more credentials for an ever-churning mix 53 public and private colleges and of skills in high demand. The new universities, as well as 58 community “learner-centered” envi- connections will be enabled by the colleges. ronments, which include fact that university and industry will real-world problem solv- often be co-located in spaces that Many of the 905,000 are on hiatus ing and multidisciplinary operate as “living laboratories” and from, or have given up on, their approaches to curricula. afford collaboration on projects that postsecondary pursuits. For a myriad solve real-world problems. of reasons, too few North Caroli- 4. Innovations that support stu- To respond effectively to these two na students who attended two- or dents with circumstances that chal- drivers, higher education in North four-year institutions completed their lenge their likelihood of completion. Carolina will need to offer: programs. In the UNC System, for There are a number of primary rea- 1. More customized and on-de- example, 68.2 percent of students sons that students don’t complete mand training – Students will need complete a degree or certificate higher education programs. Those access to learning, in real-time, within five years according to The include financial challenges and debt, anytime and from anywhere. New State of the University Snapshot inadequate academic preparation, generation platforms will support 2018. According to the N.C. Com- low motivation and conflicts with them, and they will expect, to study munity Colleges’ 2017 Progress and work and family obligations. Colleges in multiple modes, switching seam- Persistence Report, of all the curric- will need to be prepared to help stu- lessly between in-person, completely ulum students who were enrolled in dents navigate these challenges. on-line and blended learning. a North Carolina community college 5. Community supports that create 2. More qualifications that are not in the fall of 2015, only 27 percent opportunities for more students to based on a degree – The future of had graduated or transferred by the have access to higher education. work won't be about degrees. It'll be subsequent fall semester. Post-secondary attainment is not just about skills. Students will expect mi- the business of universities. Com- crocredentials for both technical and Existing workers with some credits, munities increasingly understand the non-technical skills employers but without high-quality certificates that economic opportunities locate seek, including cognitive skills, such or degrees, are low-hanging fruit for where there is talent. The future as problem solving and creativity; in- the university of the future. They will university will need to organize itself terpersonal skills, such as communi- have different learning requirements to maximize the new levels and types cations and leadership; and intraper- than the traditional learner who is of cross-sector support seeking to sonal skills, such as adaptability and young and is enrolled in an on-cam- help students attain the skills in high discipline. Most institutions of higher pus, lecture-based program. demand by industry. education are unprepared to deliver that future today. Technology will continue to shape 3. Greater cross-sector collabora- and re-shape the higher education tion and institutional entrepreneur- landscape; however, wise university ship. Universities will need to partner 48 leaders will recognize that technology ¹ NC LEAD (Labor and Economic Data and Analysis),2018, based on an analysis serves as an enabler rather than a of data provided by the U.S. Census driver. The true driving forces will be Bureau, the Conference Board, the U.S. Bureau of Labor Statistics, and the the unforgiving demands of learn- National Center for Educational Statistics (IPEDS) ers and the people who will employ ² 2016 American Community Survey, them. Those leaders who ignore IPUMS-USA, Nettles 2017 (percentages these drivers do so at risk of peril for may not sum to 100% due to rounding) their institutions. Those who heed Anita Brown-Graham rejoined them, and do so well, on the other the UNC School of Government in hand, will create the University of the September 2016 to lead the public Future – prepared to face, with first- launch of ncIMPACT—a special time agility, unprecedented challeng- initiative that seeks to expand the School’s capacity to work with public es and unparalleled opportunities to officials on complex policy issues. innovate. Brown-Graham’s first tour as a School faculty member was from 1994 to 2006, during which she specialized in community economic development.

In 2007, Brown-Graham became Director of the Institute for Emerg- ing Issues at NC State University. There, she led efforts to build North Carolina’s capacity for economic development and prosperity, working with state leaders in business, government, and higher education to focus on issues important to North Carolina’s future. (Fig. 1) Brown-Graham is a William C. Friday Fellow, American Marshall Fellow, and Eisenhower Fellow. In 2013, the White House named her a Champion of Change, and the Trian- gle Business Journal has named her a 2014 Woman in Business for her policy leadership and a 2017 CEO of the year.

49 (Fig. 2) Scaling an All organizations must be agile disruptive industries, higher educa- enough to evolve and effectively face tion has to have the courage to look Undefined the challenges of a VUCA future in the mirror, ask itself what its job is, Landscape with (volatile, uncertain, complex, and and then have the discipline and will ambiguous). For those operating in to act on the results. Scott Carlson Consumers as our higher education, rather than ask writes in the Chronicle “…Academics Guide what might change the industry think of themselves as discovering in the future, we should ask what and distributing knowledge, when external forces are most likely to people really just want the credential Gregory W. Fowler disrupt the lives of learners. The last and a job… The key to innovation is half century has shown that indus- not the innovative thing – the tech- tries that are egocentric – anxiously nical widget, for example – but the focused on what might happen to change in perspective or attitude that them – are less likely to survive, while comes from within.”¹ those who sense the zeitgeist of the consumer experience will find ways The New Face of Higher Ed to transform and thrive. Industries Among its critical roles, higher like retail, music, and publishing have education institutions continue to found themselves in this existential be centers for research, where new conversation. Higher education can- knowledge and technology innova- not escape it. tions are dreamed of and created as well as places where students go For most institutions, this means to learn new skills. As new learning crafting learning experiences based opportunities gain traction, more and on visions of what learning may be more learners will take advantage of like in the future. For some, this will shorter, more immediately relevant result in uncomfortable truths about bursts of learning that fit within their what is or is not necessary, while lifestyles and schedules rather than others will see a great opportunity. either commit to a time-intensive, In their disruptive business models, multi-year experience or risk having Uber and Lyft realized they didn’t no upgraded skills at all. It is a very need to own cars to provide a driving different scenario than the days of service and Airbnb realized it didn’t instructors insisting that “school need to own spaces to provide is your job.” In this reality, colleges lodging. One of the great ironies of must acclimate to the concept that the smartphone is that it is most they will never be more important often used to do everything ex- than the third highest priority in most cept make phone calls. As Harvard of their students’ lives, after family Business School professor Clayton and work. We are very close to the Christensen notes in general about paradigm Scott Derue envisions. 50 The University of Michigan dean ment and certification of knowledge. challenge organizations to redesign sees multi-tiered education products For faculty and administrators, this themselves to maximize human value offering everything from just-in-time, will have ripple effects economically, in a world undergoing rapid change? Pandora-like learnings, microcreden- socially, and organizationally. Skill • Spectrum Demographics: How tials and competencies, to enhanced sets and internal cultural demands might spectrum identities replace tra- residential experiences². will need to adapt as well. ditional demographics, enable highly personalized services, and change As with iTunes, customers in future Removing Learner how people manage reputations? learning centers will seek smaller Barriers • Personal Economies: How might chunks of market-relevant skill sets. the rise of digital platforms challenge They already sense that their exper- When we here at SNHU think people to fashion their own econom- tise will be threatened quickly with strategically about the world in 2030 ic opportunities? obsolescence by a world exploding and beyond, and how we will disrupt with new technologies, synthetic higher education, one of the ques- In answering these questions, colleagues, and automation pow- tions we ask incessantly is… what SNHU made five commitments that ered by more and more ubiquitous will disrupt us? How do we willfully focused on creating the right experi- machine learning. This in turn means disrupt ourselves? One of our institu- ence for the right learner at the right that these upgrades to their learn- tion’s core values is to challenge the time. They include creating an or- ing will require more frequency and status quo, take risks, and grapple ganization capable of partnering with more customization. At Southern with the systematic barriers that learners to develop new personalized New Hampshire University (SNHU), learners face. It’s in our DNA to be learning experiences; providing the through our LRNG team, high on the lookout for signals indicative right support systems without be- school students can already create of impending changes that could coming burdensome or bureaucratic; learning playlists just as they create impact current and future learners. developing agile teams capable of music playlists based upon different constant evolution; investing in the scenarios and needs. At a number of Part of our strategic thinking and right technologies and infrastructure; colleges in the U.S., college students planning has included the following and standing up the environment for are already able to create their own concepts and questions: long term research, development, degrees assembled from various • Human-Machine Collaboration: and innovation. courses. How might artificial intelligence and machine learning challenge us to Transformation through The bifurcation between colleges develop the skills and ethics to work Collaboration as research centers and colleges in human-machine teams? as instructional centers will contin- • Masterminds of Reality: How As we continue to grow, we partner ue to grow. Research centers will might the Internet of Things ena- and learn from innovative organiza- increasingly focus on grant funding, ble us to simulate everything and tions including the Institute for the particularly in areas like science and challenge us to integrate simulation Future and the Center for Creative medicine, while instructional centers literacy into daily practice? Learning. will be more and more influenced by • Shape-Shifting Organizations: employers focused on the assess- How might distributed computing 51 While many“ things will change, one thing that will not is the need for higher education to continue its collaborative nature, even as the marketplace grows As President of SNHU’s Global more competitive. Campus, Dr. Gregory W. Fowler has oversight for academic functions in support of the university’s learning There will always be many differ- experiences and modalities - on- ent audiences and needs but the line, competency-based and hy- enduring truth, to paraphrase Nelson brid—meeting the rapidly changing demands of the workforce and global Mandela, is that all of us in higher ed- communities. A two-time Fulbright ucation believe that education is, and Senior Scholar (Germany and Bel- will continue to be, the most power- gium) with 25 years of experience in ful way to transform the world. higher education management, Dr. Fowler has published and presented ¹ The Chronicle of Higher Education, at events throughout the world where What Higher Ed Can Learn from the he also taught at the John F. Kenne- Newspaper Industry, February 19, 2019 dy Institute for North American Stud- ² Forbes,The iTunes Model for Education ies at Freie Universität Berlin. He and Re-Thinking How We Pay for Col- has held senior level academic and lege, January 4, 2017 administrative positions at numerous institutions including Western Gover- nors University, Penn State University and the National Endowment for the Humanities. In addition to a Ph.D. (SUNY-Buffalo), an M.B.A. (Western Governors University), Dr. Fowler has also completed an M.A. (George Mason University), a B.A. (More- house College) and was a Charles A. Dana Scholar (Duke University). He has also completed several higher education and executive leadership and negotiation programs at Harvard University.

52 52 Creating Colleges Should Prepare processes and those responsible for Students to Think Big cognitive control. Further, research Imaginative suggests that people with highly Colleges to Higher education works best when active “default networks” – or day- it advances three fundamental goals: dreaming states, the ability to let the Prepare Students preparing future generations of lead- mind roam – tend to also exhibit ex- for the Future ers and problem-solvers, cultivating traordinary insights. In other words, an ethic of shared responsibility, and it’s not enough to simply know a lot empowering individuals to pursue of facts, we must also have enough Mariko Silver paths of purpose and meaning. robust brain activity to draw new Colleges and universities should instill connections among those facts. in young people the will and the skills Innovations live at the intersection of to tackle the world’s most daunting previously unassociated ideas. problems and the intellectual fitness to manifest real solutions. Today, too The intersecting of disparate fields much of higher education continues has not, historically, been encour- to ignore an essential ingredient to aged by academically siloed and intellectual fitness: creativity. Colleges physically segregated college expe- must be laboratories for the imagi- riences. But when colleges resist the nation, and only those that are brave practice of putting, for example, all enough to invest in this frontier will be the science classes in one building host to tomorrow’s big ideas. and the art classes on the other side of campus – and increasingly more Creative Thinking Can Be colleges are resisting this practice – Cultivated Through Cam- they can create environments where pus Spaces and Curricu- divergent ideas and approaches are lum regularly bumping up against each other, daring students to recognize The good news is that imagination their potential for interaction. More and creativity can be cultivated, and importantly, when coursework facil- no institution is better suited for the itates the mingling of science and job than higher education. Creativity art (and philosophy, mathematics, as a cognitive function is understood literature, etc.) inside the classroom, as the ability to combine apparently it encourages one of the most essen- unrelated things to generate some- tial functions of both creativity and thing novel. Like intelligence, its cog- intelligence: divergent thinking. nitive sibling, creativity is a teachable trait, enhanced by cultivating more The most complex problems facing cooperation between the parts of humanity today – for example climate our brain responsible for imaginative change, human migration, and 53 53 threats to democracy – are too vast – tinkerers at the edges of existing take this opportunity to challenge and interconnected to be solved by things – but the world needs more traditional orthodoxy about what, government or private sector action writers of original ideas, and colleges and for whom, they exist. alone. They require long-term think- should be their proving ground. Start with your ideals. The founders ing and near-term investments of of Bennington College envisioned a time, resources, and intellectual rigor. In practice, this means designing more just, sustainable, and inspired (or redesigning) a college pedagogy tomorrow; and with boundless that is interdisciplinary. At Bennington imagination, they built a pedagogy “ College, each student develops the that worked backwards from there Colleges and universities trajectory for their unique education, to foster an unrelenting ambition to are best-suited to lead on fusing various disciplines and refining advance those ideas in the world. such complex problems, their plan as they move through Every change and addition made but only those that culti- courses, work experience, and on campus since then has been vate environments for im- co-curricular engagement with facul- an extension of that vision and a ty and other students. The potential rededication to a place of possibility. aginative, inventive, and for innovation is infinite because no We aren’t the only school that does it wildly collaborative en- new combination of ideas is off-lim- this way. A creative, interdisciplinary, gagement stand a chance its, provided a student can craft a and student-directed college experi- of generating real solu- robust intellectual case for its pursuit. ence need not be limited to only the tions. The arts are not cordoned off from, radical few, or even the liberal arts. or sublimated to, other disciplines; It is not enough to teach our stu- and every discipline is understood as Real solutions to the most urgent dents to identify discrete problems interconnected – in still-undiscovered challenges before us will only be in the world and then try to fix them. ways – to every other. born of unexpected, risky, imagina- We need future leaders who are tive thinking. It’s our job to create the capable of recognizing where entire Visionary Colleges Em- right conditions. systems of organization are failing, power Graduates to Build ¹ Beaty et al, Creativity and the default where the underlying principles are a Better Future network: A functional connectivity analysis wrong or obsolete. We need to of the creative brain at rest, 2014 give our students the tools both to This is a uniquely fluid moment for ² IEEE, Default Network and Intelligence Difference, 2009 improve what exists and to imagine institutions of every kind, as de- mocracies falter in select regions, ³ Nusbaum &Silvia, Are intelligence and something wholly new. That includes creativity really so different?: Fluid intelli- arming them with the ability to recog- and climate change exacerbates gence, executive processes, and strategy use in divergent thinking, 2010 nize supposedly-fixed ideas as inven- human conflict and forced migra- tions themselves – everything from tion. Moments such as these are nation-state borders to our K-12 ripe for change in multiple direc- education model and the literary can- tions because we are reminded of on. These are not inevitable fixtures, just how moveable institutions like but moveable objects. Most of us nation-states, governing bodies, and spend our formative years as editors economic models are. Colleges can 54 Dr. Mariko Silver was the president of Bennington College from 2013 - 2019.

Previously, she served as a Senior Advisor to the President of Arizona State University, as Acting Assistant Secretary for International Affairs and Deputy Assistant Secretary for International Policy in the Department of Homeland Security under Pres- ident Obama, as Policy Advisor to Arizona Governor Janet Napolitano, and at Columbia University. Dr. Silver holds a BA from Yale University, an MSc from the University of Sussex, a Ph.D. from UCLA, and an honorary Ph.D. from Hofstra University.

55 Programs Will With the workplace demanding way to get what they need to survive that more people go to college¹, in a labor force that is constantly Matter in the one might think that the increased demanding more training, more Future Far More demand will result in an increased experience, and more credentials: number of colleges. Instead, the degrees, certificates, certifications, than Colleges opposite is likely to happen. licenses, badges, and whatever new way employers and entrepreneurs Anthony P. Carnevale Colleges have been built on their come up with to demonstrate that brand names and their particular workers can in fact do what employ- approaches to education. Research ers want them to do. university, liberal-arts college, regional state university – no matter what Realignment in the US category colleges fit into, they have higher education sector marketed their unique approach, The American postsecondary sys- their history, or their “fit” to students. tem has been heading for this kind of But students have moved past that. realignment and rationalization for a With the exception of perhaps the long time. The modern diversified job 200 most selective colleges in the market demands it. We now have US, name brand doesn’t matter about 840 different occupations with much anymore². And it will matter different skill profiles, compared to even less in the future. 270 in 19505 The number of postsecondary programs has quintupled Students are looking less these since 1985, from 410 to about days for the trappings of the tradi- 2,2606 tional four-year residential college experience, and more at college as a Students have forever chosen means to an end. The credential and a college, first and foremost, for what it can do for them will increas- whether “it has my major.” But why ingly be far more valuable than the are they choosing a college at all? name of the place that it came from. What they really want and need is a About 43 percent of college students degree in the program they choose. said in 2016 that they have taken So why not just choose a program at least one college course online, and mix and match the many ways it double the percentage of students would take to get there: online class- who said that just eight years earlier³ es, in-person classes, internships, Additionally, around 11 percent of practicums, apprenticeships college students were earning a degree fully online in 2016, compared to 6 percent in 20124. Students are looking for an efficient inexpensive 56 The Coming College At those colleges, the social scene Shakeout is maybe even more important Accreditation“ will change than the classroom. These col- In the end, however, this process as well. Instead of being leges increasingly are sustaining will result in a punishing shakeout for and replicating the aristocracy of built around the accredi- higher education. Many states built American wealth and influence. Just tation of colleges, the next their public higher education systems getting into one of these colleges is generation of accreditors based on institutional strategies like winning the lottery: a student is will be focused on certify- that are now out of date. The State likely to use that degree to unlock University of New York, for example, ing programs, the courses the doors to the corridors of power, began in the 1940s by consolidat- and means of instructions, or to meet others who will become ing 29 unaffiliated colleges under and the resulting creden- a network for achieving success and one umbrella. The system is now tials. riches. That is not what higher edu- so comprehensive, with 64 cam- cation is supposed to be for, but the puses, that almost every resident of If students were armed with the bifurcation of the American system the state lives within 30 miles of a knowledge of which programs had into the super-wealthy and the rest SUNY institution7. Many other states the best learning and earnings out- mirrors the pattern that is happening followed similar models, disbursing comes at the lowest cost, they could in American society. That, too, is a college campus so that they were make a more informed choice about trend that, without aggressive inter- within reach of all, or most, residents. which one to pursue. Momentum vention, I would expect to accelerate is building toward this eventuality: But in this age when consumers between now and 2040. the Trump administration has added can choose to attend hundreds of data on earnings and debt for indi- ¹ By 2020, 65% of all jobs will require at colleges online without leaving their least some postsecondary education or vidual programs at specific colleges homes, is that kind of system of training. This is 6 percentage points higher than in 2010. Carnevale, Anthony P., to the College Scorecard. Never has physical campuses necessary? More Smith, Nicole, and Strohl, Jeff. “Recovery: it been easier to know costs and Job Growth and Education Requirements importantly, is it sustainable? States, Through 2020.” Georgetown University rewards, and that knowledge, now especially in the next inevitable eco- Center on Education and the Workforce, 2013. that it has been unleashed, will only nomic downturn, are going to look get more widespread. Congress ² About 200 colleges in the United States seriously at consolidating campuses admit fewer than half of applicants, and and state legislatures are primed to and sending even more resources to are the most desired by applicants. These colleges are labeled “Most Competitive” move toward a system that meas- their online operations. Learners are or “Highly Competitive” by Barron’s Profiles of American Colleges. ures completion with economic value already migrating there – it would be at the program level by connecting ³ US Department of Education. Institute of foolish and wasteful for colleges not Education Sciences, National Center for degrees and earnings records. This to follow. Education Statistics. National Postsec- ondary Student Aid Study. Washington, is the best outcome for consum- DC, 2008, 2016 ers – this unbundling of programs Is this the end of full-time residential 4 US Department of Education. Institute of threatens to break the soaring cost undergraduate higher education? Education Sciences, National Center for Not yet. Some students will continue Education Statistics. National Postsec- of higher education. ondary Student Aid Study. Washington, to want that experience. Certainly the DC, 2012, 2016

most selective 200 or so colleges in 5 Wyatt, Ian D., and Hecker, Daniel 57 this country will continue to offer it. E. “Occupational changes during the 20th Century.” Monthly Labor Review. 129 (2006): 35, and Bureau of Labor Statistics, Occupational Employment Statistics, 2015.

6 National Center for Education Statistics, Integrated Postsecondary Education Data System, Classification of Instructional Programs (CIP) Resources, 1985-2010

7 State University of New York, “History of SUNY.” https://www.suny.edu/about/ history/ Dr. Carnevale is Founder and Director of the Georgetown Univer- sity Center on Education and the Workforce. He has served as Vice President of the Educational Test- ing Service (ETS) and senior staff in both the US Senate and House of Representatives, and has received appointments in the Reagan, Clin- ton, and Bush administrations. Dr. Carnevale also served as Director of Political and Government Affairs for the American Federation of State, County and Municipal Employees (AFSCME), the largest union in the AFL-CIO. Dr. Carnevale co-authored the principal affidavit in Rodriguez v. San Antonio, a US Supreme Court action to remedy unequal education benefits. This landmark case resulted in significant fiscal reforms to equal- ize K-12 education spending in a majority of states.

58 58 ‘HE WHO HAS A WHY TO LIVE FOR CAN BEAR ALMOST ANY HOW.’

– Friedrich Nietzsche

59 60 COLLISION OF TECHNOLOGY AND HUMANITY

61 62 Towards a More We are at the precipice of dramatic remain, a powerful driver of innova- change – we are facing changing tion. Societal progress hinges on the Perfect Union demographics and a much more relationship between these sectors. culturally diverse world and simul- Kimberly Jacobs taneously we are moving rapidly But as we embark on the next towards the use of data rich tools like industrial revolution, both sectors are AI to redefine the ways in which we being challenged to consider how live, work and play. Institutions, both we prepare for a more diverse future academic and industrial, are being and, perhaps more importantly, how challenged to imagine their respec- we do so with ethics and integrity tive roles in shaping our collective at the core. Increasingly industry future. As we hurtle towards a world expects the academy to prepare stu- that leverages artificial intelligence (AI) dents to work in diverse and inclusive and similar tools, both universities teams and possess cultural compe- and corporations are challenged to tencies. The expectation of diversity advance society, but to do so with is driven not only from economic greater resolve toward establishing a impact, as we know diverse teams more perfect union – one that con- are more creative and innovative, but siders the diversity of humanity, one also from social and cultural expecta- that fully considers how technology tions to move toward greater equity. can be leveraged to foster equity, and one that places at its center, Diversity and inclusion, worthwhile moral and ethical considerations. aims in and of themselves, are critical to limiting systemic bias in implemen- Universities and industry have tations of emerging AI and machine long sustained a symbiotic relation- learning technologies in all sectors. In ship whereby academic institutions some sectors this concern may not prepare future leaders, generate seem as critical, but as more ad- basic and fundamental knowledge vanced tasks traditionally handled by and develop intellectual property – all employees become automated, the resources industry relies upon and need to identify and eliminate bias in in which they make strategic invest- algorithms will be essential. ments. Industry provides universities with insight about the future use of Consider the potential use of AI developed technologies. They bring in educational environments that to market, ideas generated by facul- can assist learners by personalizing ty. As such, the relationship between content based on responses and the sectors has long been an es- interactions and the ways in which sential part of economic growth and those interactions could be inadvert- development. It has been and will ently influenced by existing systemic 63 biases. These are the concerns of disruptive winner remains to be seen, the future that both the academy and but the interest in exploring these industry will need to contend with possibilities is the direct result of the if we are to advance as a society, symbiotic relationship the acade- and institutions will need to tackle my has with industry seeking such these biases in tandem. The shared innovation. commitment towards equity will drive both sectors to reimagine how we Dr. Kimberly Jacobs serves as teach, engage, and empower our In the next “20 years our Director of Engineering Extension employees and students. and Outreach for the University of academic institutions, Florida’s Herbert Wertheim College of The changing landscape of work industry and government Engineering. Kimberly is responsible for extension and outreach functions will also provide opportunities for will be called upon to lead of the Florida Engineering Experiment academic institutions to embark intentional, proactive, Station, focused on developing and in a massive re-education of the trust-driven, collabora- delivering programs that drive eco- workforce. AI tools will increasing- tion in a rapidly changing nomic development. She is also rely become commonplace and the sponsible for managing relationships with industry, actively assisting with existing workforce will need to be up- world. talent acquisition, development of re- skilled. The delivery mechanisms for It will be demanded that these search opportunities, establishment that education have a tremendous institutions rise above the current of executive education partnerships, and matching University assets with capacity to be profoundly disrupted need-driven, reactionary approach industry needs. by the very AI tools the workforce is we have today; it will fight tradition, seeking to learn. One can imagine AI prestige, and complacency. Howev- Kimberly is a member of NACRO driven, highly personalized learning er, technology is advancing aggres- and is currently serving as a member that will work with learners and tailor sively and the call for morality, ethics, of the Board, co-chairing the Bench- marking Committee. Prior to working their academic experiences based and equity of access must prevail on one’s unique characteristics and at the University of Florida, Kimberly over the ways of the past. The work worked at Pennsylvania State Univer- capabilities. we do to foster relationships and sity, Florida State University and St. partnerships between the academy Peter’s College. She holds a BS in Just as AI may alter online learning and industry will have a significant Biochemistry from Albright College, a MS in College Student Personnel approaches, many academic institu- and profound impact on humanity. tions, in response to industry de- Administration from Western Illinois If we can create synergies between University, and an MBA and PhD in mands, are reconsidering the notion our organizations that leverage Higher Education Administration from of teaching using the standard credit intellectualism coupled with an inclu- Florida State University. hour as the unit of measure. Short sive mindset as we embark on AI’s courses, industry driven certificates powerful disruption to our workforce, and alternate credentialing models we have the very real capability of are being considered by a variety of creating a more equitable future for academic institutions. Which model all. In fact, progress relies explicitly and approach will emerge as the upon it. 64 The Future-Centric To say that the workforce of 2040 problem and a trending desire. will look different than it does today, The trending problem is that colleg- University of the might be the understatement of the es and universities, in many cases, Future century. One need not look too far are merely making career readiness into the World Economic Forum help available, rather than making a Future of Jobs 2018¹ report to see commitment to actually reach and Jeremy Podany estimates about entire industries influence the career readiness of disappearing, robots and artificial every student. Simultaneously, the intelligence emerging quickly, large trending desire is that students cultural shifts, new job-type creation, everywhere are now making college and the need for career agility and admissions decisions related to how human-only competencies. Simul- well the university prepares them for taneously, there is a related change their future. happening in higher education at a more rapid pace than it has since the The following variables have all industrial revolution. contributed to this tidal wave to reimagine ‘career development’: There is an emerging movement • The rising cost of higher educa- of university faculty, upper-admin- tion istrators, and career services staff • Unemployment fear working together to put more inten- • Emergent opposing models of tionality behind how they educate education students about their future working • The societal shift away from a life. It looks different than it has in linear life pattern of: education, then past iterations. It is more thoughtful, work, then retirement. sophisticated, multi-dimensional, and mission-focused. This comes as a This begs for a new vision for how universities approach preparing stu- result of career preparation becom- dents for their future. It has prompted ing increasingly more important to a paradigm shift from simply offering students, parents, donors, and pol- career services through a small of- iticians. Because of this, universities fice, to an entire university infrastruc- are reimagining how such efforts can ture that educates all students about move from nicety to center stage, their future career potential. and they are realizing the incredi- Some universities are watching ble opportunity they have to shape enrollments hinge on this topic, while society, innovation, and the future savvy universities are elevating career workforce. leaders to the President’s cabinet, garnering multi-million-dollar dona- This interest in connecting the fu- tions toward the cause, and embed- ture of work to the university mission ding employability competencies into 65 is being stimulated by a trending the classroom experience, among Empowered Big Data on thoughtful learning activities that they many other initiatives. ‘Career Everything’ can insert inside their expertise and lesson plans. Thus, online reposito- Below are four key trends that are The future-centric university will be ries will emerge with white-labeled just starting to emerge as impor- quite savvy in their use of big data career reflection assignments and tant, but that will, arguably be more on ‘career everything’. Alumni will in-class activities to help faculty insert pervasive over the next two decades regularly receive recommendations career into the classroom. We will as universities choose to identify as from their alma mater for continuing future-centric: see virtual reality career treks to com- education courses based on educa- panies, virtual alumni panels in class- tional gaps in both their transcripts A Campus-Wide Vision for rooms, hologram teaching assistants and their career history to date. the Future of Work who actually work at companies, and Prospective students and parents will curricular requirements for career The future-centric university will not be able to see career pathway data, planning, reflection, experience, artic- only have a clear vision in regard to career success data, and career ulation, and launching a career. preparing students for their future, satisfaction data sorted by academic but they will showcase all the ways in departments, majors, income status, A Formalized Network which they actually prepare students. geography, and more. Academic of Future Champions on This will happen inside the class- departments will rise and fall on Campus room, through field experience, using this data in some cases. University virtual reality and artificial intelligence, leaders can hardly wait any longer for and featuring not only individual a way to regularly access big data stories, but big data on alumni career on alumni ‘career everything’, and “ pathways, life success, and satisfac- The future-centric uni- they long to showcase a new annual versity will feature a tion. In many cases, universities, col- story. In the future, this big data on leges and departments will be social- ‘career everything’ will be in every- known online and in per- ly graded by prospective students on one’s pocket, accessible through son network of faculty, all of those practices. Today, universi- their smart device. staff, alumni, employers, ty leaders have rarely taken the time donors, and students who to consider how their campus might Faculty and Classroom help students prepare for formalize goals, beliefs, and strategy Solutions toward the Fu- their future—a communi- for preparing students for a thriving ture of Work future. Yet, those who have ventured ty of success. The future-centric university will to do so have realized the incredible have clear incentive structures, eval- benefits to recruitment, retention, ed- uation systems, and accreditation This community of champions will ucational quality, and revenue. There metrics for faculty to maximize the gather regularly online or in person is no doubt that effectively preparing way their courses prepare students for training, resource sharing, best all students for their future is a much for the future. Faculty want examples practices, and awards and recog- bigger task than any campus career of career reflection assignments, nition. It will also be expected that office can handle alone. It must and in-class activities, field trips, sylla- every university employee display will be at the center of the university bus learning outcomes, and other ‘future fluency’ in the following: vision in the future. 66 • how to have a career-reflection conversation, • a common career preparation milestone system through which all students traverse prior to graduating, • and awareness of resources, data, and trends. Jeremy Podany is the Founder This network will be one of the and CEO of The Career Leadership most often mentioned attributes Collective, an innovative solutions among alumni about why they had a group that helps universities around positive experience at the university, the globe build career capacity and weave sophisticated career learning and why they believe in the value of into the full university student life-cy- their degree. cle. Jeremy enjoyed nearly 20 years working inside higher education and Call to Action has helped build six unique start-ups inside and outside of universities. His Those universities who have already inventions and consulting solutions begun to reimagine a system that have systemically helped hundreds helps all students thrive in their future of thousands of college students career will be far ahead of those who with career education and mobility. rest on their brand name or faculty Jeremy lives in Fort Collins, Colora- do, in the USA, with his wife and four attributes. Their clear vision for a children. He loves college basketball future-centric campus, their use of and driving his jeep thru, hiking in, or big data on ‘career everything’, their gazing at the Rocky Mountains. classroom innovation on the future of work, and their community of champions will provide renewed hope for a very unique workforce in the future.

¹ World Economic Forum, The Future of Jobs Report 2018, 2018

67 Technology In thinking about how the university Today, universities have become will look in 2040 I can’t help wonder prolific at creating new ventures. In Commercialization about some of the earliest univer- the U.S., universities have helped – Connective Tissue sities. Beginning with University of create more than 11,000 new Bologna in 1088, the nine oldest, ventures in the past 25 years¹. In for a Modern Triple continually operating universities this regard universities are giving rise Helix were created over a 200-year period. to new industries and by extension Their histories reflect a glacial evolu- giving rise to the need for new policy. tion. Oxford University for example, By way of example, consider the un- Keith Marmer founded circa 1096, first appoint- manned aerial vehicle, or drone. Is it ment of a female full professor was ethical to conduct war with drones? 1948. If and how should unmanned vehicles operate on our roads? Who is These early universities were responsible for injuries attributed to founded during the Middle Ages unmanned vehicles? Who insures (500-1500). It was an era of shifting and pays for damages? geopolitical forces, sitting squarely between the Roman and Ottoman In 2007, Michael Porter, wrote “… Empires in the West and a period higher education plays an impor- of social, economic, and techno- tant and growing role in regional logical changes in the East. The economies—and the futures of our Middle Ages witnessed extraordinary nation’s colleges and universities are innovations that have stood the test inexorably tied to the health of their of time, including the adoption of communities and regions. To best gunpowder, watermills and windmills, manage their role and fully leverage blast furnaces, agricultural processes the surrounding economy to im- like crop rotation, the printing press, prove their own competitive position, mechanical clocks, astronomic and university leaders need to under- navigation tools, and eye glasses. stand the composition of the regional Commerce greatly expanded, with economy, and where the university merchants deploying fleets of ships can contribute…Higher education and caravans along major trade institutions also need to take a routes aided by banks and double leadership role in ensuring public and entry bookkeeping. Academics may private collaboration in developing not have contemplated the triple helix and executing a regional economic and yet they combined with govern- plan that addresses weaknesses in ment and industry to commercialize the general business environment...”² technologies in defense, energy, food supply, information distribution, measuring time and the universe, and medical devices. 6868 the early threads of this discussion and students with corporate, entre- as universities are forming venture preneurial and government experi- Today, faculty“ and stu- funds to invest in start-ups and have ence. Universities have begun inviting dents increasingly desire the returns be reinvested into future industry partners to co-locate and to innovate and to see academic endeavors. Somehow, conduct joint research and educa- those innovations impact a university raising a venture cap- tion. As universities accelerate their society for public good ital fund still generates angst. But, commercial pursuits, it is easy to through commercializa- imagine a day when a university see how these halls will soon house venture fund accelerates innovation venture capitalists and entrepreneurs tion and related social unencumbered by aspersions cast not as professors, but as staff direct- enterprises. from the ivory tower, and heralded by ly charged with executing the third a campus-wide dialogue about doing mission of universities – to engage in The creative freedoms enjoyed by well by doing good. innovative and enterprise activities. university faculty and students will continue to sustain universities as This vision suggests universities It would be overly convenient to central to innovation and knowledge must overcome the internal debate suggest that by 2040 universities will commercialization. Industry, govern- and bureaucracy around conflicts of somehow morph into quasi-corpo- ment and the citizens they serve look interest, resource allocation, and re- rate enterprises where commercial to universities as engines for eco- lated matters. Technology commer- profit-making takes precedence nomic development. A decade after cialization adds to challenges such over education and research. I don’t Michael Porter’s argument, the U.S. as conflict of interest, yet universities believe academic evolution will government recently doubled down increasingly see technology commer- accelerate that quickly; and hopefully on this idea with its Return on In- cialization as a revenue vehicle that not ever. That said, by 2040 I can vestment Initiative for Unleashing can address tightening budgets. In readily imagine a university campus 3 American Innovation , which calls many ways these debates have been where commercialization of scientific on U.S. universities to play a central moving toward an inevitable out- discovery forms the helix around role in technology commercialization come for years. That is, the 20th cen- which the rotating and evolving DNA and economic development. tury university model is increasingly strands of academia, industry, and unsustainable. Operational costs government increasingly revolve. A I suspect by 2040 the debate have become difficult to sustain and campus that houses these stake- over academia’s engagement with students struggle to afford an educa- holder groups jointly in order to foster industry and government will cease tion that has almost doubled in cost more creative and impactful solutions and we’ll more often question how in just a single generation.4 to health, ecological, and other soci- to better engage with the companies etal challenges. Rather than academ- we’ve given rise to. How to lever- Universities reflect the individuals ics independently pursuing research age these relationships not solely who inhabit their halls. While these with the hope it can be commercial- for financial gain but for how the halls have historically been walked by ized to meet public need, why not financial gain can be re-invested in many in pursuit of knowledge in its incorporate entrepreneurs, investors, pursuing the next innovation that purest form, the halls of universities industry partners and government can benefit society? We’re seeing are increasingly inhabited by faculty funders into the laboratory environ- 69 ment to imagine solutions together. By removing these upstream biases, we will remove the downstream debates over roles, regulations and ROI.

The founders of University of Bolo- gna set the course for universities to Keith Marmer serves as executive serve at the center of the triple helix. director and associate vice president Nearly 1000 years later, I am awed of the Center for Technology and by what has transpired and tremen- Venture Commercialization at the dously excited by what is to come. University of Utah. In this role, he oversees more than 50 professionals ¹ Highlights of AUTM’s U.S. Licensing responsible for all aspects of innova- Activity Survey FY2015, p2, 2016, AUTM tion management. Previously, Marm-

² Michael Porter, Colleges and Universi- er was co-founder of SG3 Ventures, ties and Regional Economic Develop- an early stage venture capital fund. ment: A Strategic Perspective, Harvard Prior to SG3 Ventures, Marmer was Business School. ©2007 Forum for the Future of Higher Education. Excerpted chief business officer at Penn Center from Forum Futures 2007, Forum for the for Innovation, University of Pennsyl- Future of Higher Education, Cambridge, Mass. https://net.educause.edu/ir/ vania. Before his university commer- library/pdf/ff0710s.pdf cialization roles, Marmer was an entrepreneur who founded and scaled ³ Copan WG et al., Return on Investment Initiative for Unleashing American two companies and co-founded a Innovation, National Institute of Standards consulting firm that advised ear- and Technology, U.S. Department of Commerce, December 2018 ly-stage growth companies. Across these roles, Marmer has helped more 4 U.S. Department of Education, Fast than 100 companies to raise over $1 Facts from the National Center for Education Statistics, National Center for billion in follow-on capital. Marmer Education Statistics (2018), Digest of serves on a number of boards and Education Statistics, 2016 (NCES 2017- 094), Table 330.10 https://nces.ed.gov/ is a past entrepreneur-in-residence fastfacts/display.asp?id=76 at Princeton University. Marmer received an MBA, Doctor of Physical Therapy and Bachelor of Science in Health Sciences from University of the Sciences.

70 The Ghost in the Each iteration and forecast of high- diminishments of the past, espe- er education’s relentless cost disease cially as regards the mis-measure Machine: has proposed technological fixes: of human potential and the crisis of Human Capital scaled open education in digital envi- meaning in the face of permanent ronments, predictive analytics, block- economic disruption. Our uncertain- and the chain verification, crowdsourced ties about the relationship between University assessment – an AI driven training learning and thriving in the age of machine, fine-tuned to student and AI means we must become expert of 2040 employer need, relentlessly driving at the uncomfortable intersection the expense ledger into the ground. between purpose and knowledge. James Hall Despite a distinct lack of success of digital leverage in improving invest- We already see students and their ment scenarios for governments, families betwixt and between human- universities, and students alike, there istic measures of return on invest- remain relentless positive framings of ment and a finer calculus of oppor- diverse affordable futures – if only we tunity cost and lifetime earnings. We would give in to the machine. see crises of cultural confusion in and around the university – depres- There remains good reason to be sion, anxiety, hostility to speech and optimistic about education technolo- inquiry, ambivalence and sometimes gy innovations as long as we center xenophobia towards outsiders – that ethical learning and improved out- speak to the extent and force of the comes at the heart of that story. They coming disruption. This emergent can and will generate transforma- crisis of confidence is not singularly tive economies of scale and reveal a matter of misplaced faith in new insights into learner behavior that will operators to deliver core post-indus- allow us to produce efficiencies and trial competencies, driven by profit, pleasures alike. and unbothered by the distractions of a progressive social agenda or The university winners – survivors? the political economy of reputation. – of 2040 will, however, be those Nor is it simple populist rejection of institutions that reveal, activate, and our core values of inquiry, openness, cultivate the highest quality human and faith in scientific progress. There interaction and insight possible. Job is a legible fraying of the historical market displacement, new modes of covenant between universities, their learning delivery, and, yes, respon- funders, and the whole continuum of sive learning systems will produce stake-holding. something that can legitimately be thought of as a deep alienation. It What does this reorganization of will resemble the disorientation and human capital look like? The invest- 71 ments we made in the 19th and Where does this mediation hap- gent grand library of opportunities 20th centuries in honoring content pen? First and foremost – between and a perpetual crisis of meaning. knowledge and that drove scientific learners and experts in learning sys- discovery and disciplinary maturity tems. Advising and supervision will Why is this reorientation towards must now be made in mediation for evolve away from its current auxiliary mediation and the human a question its own sake. While we will never status and urgently become more of survival? The university’s historical diminish or abandon sustained central to our enterprise. As such, monopoly on credentialing is coming cultivation of deep knowledge or this will also require a reconsideration to an end. inquiry-driven innovation and prob- of a system of rewards and security, lem solving, it is time to begin to even a complex re-evaluation of insti- invest, value, and reward differently. tutional hierarchies. Content exper- The very democratization“ The high functioning university of tise will continue to be democratized of knowledge that pre- 2040 will be populated by a class of while the interrelated questions of the experts – arguably as great in num- deployment of knowledge and the sents individual learners ber as the narrowly defined content iteration of passion and purpose will with such a remarkable specialists whom we previously knew continue to present themselves as universe of opportunities as faculty – who will facilitate and urgent, perplexing, and unruly. will diminish the need for negotiate the relationship between centralized systems of learner talents and aptitudes, avail- The emergence of learning en- verification embedded in able opportunities to contribute to a gineers on the design side of the arcane tradition. public or private enterprise, and the equation must be met with the role of leisure and contingency in the development of transformation spe- The university’s moment of disen- future world of work. cialists on the wisdom side. Learn- chantment is coming and our best ing engineers and transformation opportunity to preserve a re-ener- By 2040 we will have entered a new specialists will collaborate around a gized cultural authority is to embrace era of inter-institutional collaboration new systems thinking that will look the new enlightenment. Invest in fueled by the development and stew- to minimize incongruous waste of guides, mediators, coaches, way- ardship of vast digital archives of high human potential and a world of work finders, and touchpoints. Value quality and “verified” learning materi- distant from the old verities of loyalty, empathy, connection, liberation and als. The long-predicted diminishment place, and deep identification with shared prosperity. of coverage and comprehensiveness organizational desire. Negotiators, as markers of institutional maturity mediation specialists – not unlike the This is not the triumph or return of a will have occurred and physical cam- class of experts that emerged out of narrow therapeutic ethos – although puses will be less locations for in- early 20th century labor relations and illness, disorientation, and a healing place learning of all possible subjects the crisis between capital and work- purpose will need to be part of a and instead rich sites of sustained ers – will assist too in the framing new framing of expertise. In the early counsel and deliberation. Empathy of stakeholder stories and resource 1960s, Clark Kerr, in his paean to the displaces both history and mercurial need. This work is both technical late industrial knowledge industry, notions of research excellence as the and pastoral. It means working The Uses of the University¹ wrote: core marker of value. back and forth between the emer- 72 “The multiversity is a confus- ing place for the student. He has problems of establishing his identity and sense of security within it. But it offers him a vast range of choices, enough literally to stagger the mind. In this range of choices he encounters the opportunities and the James C. Hall is the Dean of Uni- dilemmas of freedom. The casualty versity Studies at Rochester Institute rate is high. The walking wounded of Technology and holds the Ph.D. in are many.” American Studies from the University of Iowa. He is previously the Direc- tor of New College at the University The wounded are still with us and of Alabama and the Convener and they are us – not only “students” but Executive Director of the Consorti- all who gaze upon, value or dismiss um for Innovative Environments in the learning enterprise. We would do Learning and is active in conversa- well to invest in a little first aid. tions about student autonomy and university transformation. ¹ C. Kerr, The uses of the university, Harvard University Press, 2001, p.31

73 Our Americana Universities in 2040 will be as In high cost states such as Califor- important to higher education in nia, this is especially problematic as View of College America as they are today, if not the cost of room and board exceeds Will Evolve to more so. The demand for bache- the cost of tuition. By pushing for lor’s degrees continues to grow and more and more students to live on Embrace All will keep growing: the number of campus, universities are structurally Learners students enrolled in post-second- doubling the cost of attendance at ary institutions exceeds 200 million their institutions, making going to globally and is expected to reach college a heavy financial burden at Maria Anguiano 660 million by 2040¹. To meet this best and inaccessible at worst. At incredible demand, universities will the University of California, tuition is need to focus their future investment $12,570 while the average room and and innovations into better serving board fee is $15,800². Once you add students whose economic or life cir- in the cost of books, transportation cumstances prohibit them from living and other personal costs, it brings or commuting to a central campus of the total cost of attendance to over their university. $30,000 on an annual basis. It’s not just a California issue, according to Many of the readers of this essay a survey released in 2018 by the may have an image of what college college affordability-focused Wiscon- should be – pack up the station sin HOPE Lab, more than a third of wagon, move into the dorm, a tearful students nationwide are struggling goodbye from the parents, and then with fulfilling their basic needs such off to enjoy the newfound freedom as food and housing.³ from living on a beautiful campus as a rite of passage into adulthood. As Universities believe that build- a result, many universities focus per- ing on-campus units is better for fecting this Americana experience, students because student housing by building more and more housing units are less expensive than living units so that a larger number of off-campus, and for the most part students can live on campus. Much those beliefs are accurate. However, of this frenzy is fueled by the private what most universities fail to ac- sector real estate market that has knowledge is that university curricula, raised billions of dollars to service teaching methods, and support this captive student audience. The fi- services are all geared towards the nancial arms race to create more and traditional on-campus learning and more exclusive experiences directly living experience, and thus make it leads to excluding thousands of stu- so that students must live relatively dents from lower and middle-income close to campus to have a quality households from opportunity. experience. This entrenched para- 74 74 digm amongst universities is creating residential experience. The hard work ments actually led to better student the fundamental structural issue that of determining which alternatives can outcomes than the traditional delivery limits accessibility and affordability for be successful in improving student of the course. Opportunities to rein- the fastest-growing student popu- outcomes is already being done by vent curriculum delivery will explode lations, many of whom are place- these early trailblazers. alongside advances in augmented bound. and virtual reality technologies. Rela- These trailblazers have already built tively simple changes like these can This paradigm exists because most the technology infrastructure needed make degrees far more accessible University academia and leadership to create this new future. The ability and affordable without sacrificing equate the idea of a quality educa- to access educational resources quality. tion with one that must happen on from anywhere in the world is already a residential campus setting. Most available to students. There are Innovations enabling access and af- do not believe that the key com- already over 3 million students in fordability will not be limited to purely ponents of a University education the US pursuing their higher educa- online or virtual experiences. can be modularized and delivered tion fully online, or 15% of all higher in a different form without sacrificing education enrollment4. Programs that quality. For example, it is almost a would have been deemed impossible “ universally-held belief that an online just a few years ago are now availa- In fact, programs that course is inferior to an in-person one, ble for students. build vibrant student despite the fact that today’s best communities leverag- practices incorporate both. Thus, For example, Arizona State Univer- ing local facilities where most universities today continue sity (ASU), which has over 30,000 students can gather to scale the same way they always students pursuing online degrees will become even more have – constructing more buildings in over 180 programs, recently and housing units on-campus, rather developed an online biochemistry pervasive, especially as than spending resources on innova- Bachelors of Science. In conven- they embed learn-work tive programs that meet the needs of tional academic thought, a science opportunities into their the off-campus student population. degree including courses that require programs. There will always be students that physical lab experiments could only want to live on campus and have the be offered on campus in tandem with Institutions like the Minerva Schools residential experience however, that lectures. However, in order to make at KGI, allow students a full 4 years shouldn’t be the only pathway to a the degree more accessible, ASU of studying around the world in quality education. decoupled labs and lectures from the a cohort model, not anchored to same timeline, allowing students to any one campus, but rather seven Luckily, there are universities that complete all the physical, in-person living-learning experiences all over are currently taking on the challenge labs in an intensive, full-time week the world. Minerva School’s model is of breaking the traditional paradigm as opposed to a few hours per week enabled by an active learning forum and innovating on ways to deliver spread over a semester. In fact, in platform that allows fully synchro- even better experiences than the this particular case ASU found that nous interactions between students current standard of the on-campus the intensive week of lab experi- 75 and faculty in intense small group seminars. Large universities like Northeastern, Arizona State, and Southern New Hampshire are also embracing expanding their reach through satellite locations to create hybrid programs and experiences for students. As a Latina first generation college graduate, Maria Anguiano has In the next 20 years, universities will dedicated her career to improving break free of the harmful addiction to access to education for all learners. the Americana view of the university Currently she serves as Arizona State University’s Senior Vice President for experience and will create the capa- Strategy. She previously worked at bilities necessary to offer new stu- the University California for 7 years dent experiences that blend the best in a variety of capacities, including of technology and in-person experi- as Vice Chancellor of Planning & ences. These enhanced capabilities Budget and CFO at UC Riverside. Ms. Anguiano has also served as a will create unprecedented access for senior advisor to the Bill and Melinda all learners, empowering students, Gates Foundation's, CFO of ed-tech regardless of their economic or life start-up Minerva Project and finance circumstance to access world-class roles at Barclays Capital and Deloitte. educational institutions and improve She currently serves on the board of University of California Board of both their lives and the communities Regents, the Campaign for Col- where they live. lege Opportunity, Foundry College, and the James Irvine Foundation. ¹ A. Calderon, (2015), What will higher education be like in 2040? Ms. Anguiano holds an MBA from the Stanford Graduate School of ² University of California Admissions, Business and a BA from Claremont (2019) McKenna College. ³ V. Romo, (2018),Hunger And Home- lessness Are Widespread Among College Students, Study Finds

4 S. Gallagher, (2018), The Beginning of a New Era in the Online Degree Market

76 Repurposing The most common question I’m and the implications are profound. asked when I do consulting sessions Consider what that means for an Universities for for university presidents globally education system preparing students Tomorrow is, “What is the future of learning?” to thrive in that new world. The rate Since traditional sit-and-get models of change we’ll experience will force of learning are no longer suitable new paradigms and different sys- Tammy Lakes and the value of a degree has been tems to support that change. I have brought into question, I believe the trouble imagining any sector that question these university presidents won’t change, due to impacts of new are intending to ask is, “How can my technologies. institution remain relevant as new technologies get adopted?” We don’t know exactly what our planet and society will look like in 2040, but I believe the most impor- “ tant skill we can train right now is The human experience adaptability. will evolve at a much faster pace between now Teach Adaptability and 2040 than it ever has Current university systems oper- before in human history. ate in a model that often requires programs. students to stop their lives, attend university, and then go out into the world to apply the learning. I see this The higher education system risks model as being insufficient by 2040. complete irrelevance, if its leaders refuse to acknowledge this change. Since the rate of change will continue to accelerate, it will not be The Human Experience Is sufficient to learn a competency in Changing college and then assume students “We currently have AI algorithms have achieved all the learning they’ll that can learn everything that need for the rest of your career and humans can do and it should take life. Adaptability will be required, in about ten years to master it all,” says order to cope with transformation inventor and eminent futurist Ray and provide students with the flexibil- Kurzweil. ity to reposition themselves for each new year of change. Many skills will The pace of social change is accel- become irrelevant quickly and only erating due to exponential technol- adaptable people will have the ability ogies. Humans are being disrupted and mindset to quickly get trained as 77 new skills become required.¹ New Focus Areas 2) Implementation centers for new 4) Test centers for smart cities models of senior living As new technologies destabilize the News about ‘smart cities’ is flood- status quo, it’s obvious that teaching The US higher education infrastruc- ing our daily lives, revealing the pos- humans to live in the new world of ture investment has created universi- sibilities for improved quality of life tech enabled experiences will be ty campuses that can be retooled as through the use of new technologies. critical. Preemptive training for new scalable experimentation centers for The four pillars of smart planning are technologies is key. The change senior living models. As the human connectivity, mobility, security and will occur so quickly that new skill lifespan and years of good health sustainability. Test centers combining training and businesses should work increase, there will be more need for technologies working to solve all four together much more closely and at new models that provide active en- pillars and their intertwined complex- scale.² gagement for people over 70 years ities will become critical. This is an Below are three areas in which uni- of age. Instead of discarding the opportunity for a partnership with versities could focus their attention. elderly population, university cam- key corporations to use the univer- Universities could become: puses could become testing grounds sity campus as a testbed for smart for new models of senior living or city technology. Imagine a university 1) Convening mechanisms for key provide matchmaking for seniors and campus where sensors monitor and stakeholders in society families that need childcare. adjust for public safety, air quality, traffic management and human When we wait for new technologies 3) Research and training for humans engagement. to appear before we start legislating to live in space for them and training the general 5) Coordination centers for disaster population on uses and implications, As humans become an interplane- recovery and resilience we’ve already lost. Universities can tary species, universities should host act as the convener of key stake- training programs to teach humans Natural and environmental disas- holder groups, with the goal of to live in space. Another opportunity ters will have an impact on most of increasing the articulation between for universities over the next dec- the world’s populations by 2040. policymakers, business leaders, ade would be to become centers of Planning for disaster recovery and technologists, non-profits, investors research for these five key risk areas, resiliency are areas of opportunity for and students. Increased coordination identified by NASA: gravity fields, universities to step in and create sig- between these groups could result in isolation/confinement, hostile/closed nificant impact. Advance planning for early and intentional design of solu- environments, space radiation, mass evacuation and displacement tions to solve problems plaguing the and distance from Earth. If higher of millions of people will be required most vulnerable populations of the education takes too long to establish to save as many lives as possible. world, while opening new business training and research programs for Universities should play a pivotal role opportunities for entrepreneurs and the space field, corporations will step in this space. businesses. Higher education could in and fill the void. I see this as one start taking the lead in bringing these of the biggest opportunities for the Opportunities to recast higher edu- stakeholder groups together earlier, higher education space in 2040.³ cation are endless. University lead- playing a role to actively design the ers should surround themselves with future of humanity. 78 people actively working on designing the future, in order to properly navigate the space. Proactive planning and stakeholder engagement will be required to transition the higher education system from yesterday to tomorrow.

¹ U.S. Department of Education.(2018) Rethinking Higher Education. Retrieved Tammy Lakes advises education from: https://www2.ed.gov/admins/ leaders on the future of work, tech- finaid/accred/rethinking-higher-education. pdf nology and new learning models, as Founder of Creating Collaborative ² Stephen McBride. (2019) These 3 Com- Change and an active board mem- puting Technologies Will Beat Moore's Law. Retrieved from: https://www.forbes. ber. She spent the past twenty years com/sites/stephenmcbride1/2019/04/23/ working at the intersection of educa- these-3-computing-technologies-will-beat-moores-law/#2f6d- tion, technology and business. Rea- fa3737b0 soning from first principles enables her to approach large systems with a ³ NASA. (2015) The Human Body in Space. Retrieved from: https://www. methodical process, breaking those nasa.gov/hrp/bodyinspace systems down and rebuilding to meet the needs of the market. The focus of her work for the past decade has been in rebuilding systems to be customer-centric, creating flexible new business models to support that shift and virtualizing experiences to increase user satisfaction. Tam- my has led Product Management, Product Innovation, Digital Develop- ment, Design, Marketing, Sales and Implementation groups for multiple organizations, including Singularity University, Pearson and Strada Edu- cation Network.

79 Think Digitally, As technology accelerates the main, AI is a long way from master- pace of change globally, universities ing even basic skills such as showing Act Locally: face unprecedented challenges and empathy, forming relationships and Universities will opportunities, not just to remain building trust. relevant, but to address requirements Thrive in a for new aptitudes and literacies. Yet As a consequence, governments, Technological Age universities’ best opportunities – to industries and civil society will nec- thrive institutionally and to play a essarily become more reliant upon by Serving and positive role socially and economi- educational institutions capable of Building Local cally – may well be through engaging cultivating these higher-level cogni- Communities vigorously and directly with their local tive competencies, and a range of communities. affective aptitudes, as will students preparing for a world in which AI Andrew Petter On the technology front, artificial will replace many jobs and compli- intelligence (AI) is more likely to cate others. The recent experience increase than to undermine the need with massive open online courses for university education. Managed (MOOCs) taught us that technolo- well, AI will augment universities’ ba- gy has its limits as an educational sic teaching functions while acceler- instrument. We should therefore not ating the demand for our graduates. be surprised to see more demands Northeastern University President Jo- upon universities to cultivate apti- seph Aoun has written convincingly tudes that exceed AI’s capacities, on this topic, noting that AI increases and that are required to harness and the need for what he describes as direct those capacities for societal technology literacy, data literacy benefit. and – critical for universities – human literacy.¹ There is, however, another array of university strengths and compe- Aoun’s thesis gains further strength tencies that cannot be replaced by when viewed against the backdrop virtual teaching technologies or AI. of Benjamin Bloom’s classic taxonomy of educational objectives.² AI can make significant contributions in relation to lower-level tasks in Bloom’s As physically“ situated cognitive domain: transferring basic learning institutions, knowledge and supplementing com- universities play a critical prehension, application and analysis. However, AI is far less capable of role in building and sus- replicating or displacing higher-level taining the economic and cognitive pursuits such as evaluation social health of the com- and creation. And in the affective do- munities they serve. 80 At the level of teaching and learn- Students who engage directly with to generate local employment and ing, we know that education is an communities through co-operative build capacity. As an investor, we interactive process, best effected in education and service learning re- have allocated a significant portion a learning community that provides ceive an enriched and more relevant of our endowment to sustainable diverse opportunities for human education. Researchers who engage investments. As a convener, we interaction and social engagement. with communities to address emer- have hosted and provided facilities But universities’ capacities are not gent issues gain greater purpose, for important and sometimes difficult limited to turning out well-educated knowledge and gratification. Even conversations on pressing commu- graduates or, for that matter, to un- our physical investments – the nity issues, through programs like dertaking important research. There building of transformative campus- SFU Public Square and our Morris J. is more we can do to harness our es in Vancouver’s inner city and in Wosk Centre for Dialogue. capabilities as community builders. the suburban community of Surrey – strengthen our overall ability to In addition to fulfilling our core Consider the current context: Our perform. educational and research mandates, communities were once bolstered by we have assumed responsibility dominant domestic industries, an- We have since worked to identify to exercise our full capacities as a chor institutions that sewed strength even more strategically the various community builder, especially at a into the fabric of society even as they instruments that post-secondary in- time when the needs are so great sustained local economies. But glo- stitutions can leverage to build social and the sources of social infrastruc- balization has displaced or disrupted infrastructure. We have found op- ture in such short supply. And by many such industries even as fiscal portunities in the ways we use land doing so, we have benefited along pressures have strained govern- and facilities; purchase goods and with our communities. Not only have ments’ capacities and depleted civic services; manage and invest funds; our students and faculty gained from infrastructure. Universities can play steward human resources; and nur- enhanced educational experiences important roles helping to mitigate ture and maintain relationships. and enriched research opportunities, these trends. but our institution has won increased For instance, on the once-isolated recognition and support for all its Simon Fraser University came to Burnaby Mountain site of the original activities – including our academic this realization organically and then SFU campus, we decided to develop and research mission – from individ- strategically. Ours has always been an integrated community, resolving uals, governments and community an institution inclined to community as well to make it a model of sustain- partners. betterment, with an activist faculty able planning and development. In a The lesson here is simple: While and a tendency to reach out with buildout period of less than 15 years, universities stand to reap rewards programming and resources. That this new community has resulted in from advances in AI and other tech- experience taught us that working thousands of units of housing, an nologies, the ones likely to make the with – and for – our community part- elementary school, childcare facilities greatest gains over the next twenty ners both makes us a better universi- and other social amenities. years are those that leverage these ty and helps to secure our future. In procurement, we sought out rewards for the mutual benefit of Indigenous and other communi- their communities, as well as of their 81 ty-based suppliers that are likely students and scholars. The SFU experience shows this can be done through programs and partnerships that draw institutions and communities closer together, physically as well as virtually, to increase the interplay of effort and ideas. The most savvy and successful students (and most capable graduates) will be those Andrew Petter is the President and whose education has provided them Vice Chancellor of Simon Fraser Uni- significant engagement with and versity and Professor in its School of understanding of their communities Public Policy. Prior to joining SFU in and future workplaces. The most 2010, he was Professor in the Facul- informed and effective researchers ty of Law of the University of Victoria where he served as Dean from 2001 (and most productive innovators) will to 2008. be those with the closest connections to the populations and enter- From 1991 to 2001, Professor prises that need their insight and Petter served as a Member of the benefit from their expertise. Legislative Assembly of the Province of British Columbia and held numerous cabinet portfolios, including Ad- All of this requires a concerted vanced Education, Intergovernmental effort to engage and a willingness to Relations and Attorney General. use university resources – including physical infrastructure – as a vector Since becoming President, Profes- sor Petter has overseen the develop- for that engagement. Universities ment and implementation of a Stra- that are prepared to make this effort tegic Vision that seeks to distinguish will not only improve the quality of the SFU as a “leading engaged university educational experiences they offer defined by its dynamic integration of their students and the value of the innovative education, cutting edge research, and far-reaching communi- research opportunities they provide ty engagement.” their scholars, but will also enhance their standing as community builders In 2018, he was appointed to the and be better able to secure support Order of Canada in recognition of for all of their endeavours. his commitment and leadership in advancing university-community

¹ Joseph E. Aoun, Robot-Proof: Higher engagement and higher education Education in the Age of Artificial Intelli- throughout the country. gence (The MIT Press, 2017).

² B.S. Bloom, Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. (New York: David McKay Co Inc., 1956); D.R. Krathwohl, B.S. Bloom, and B.B. Masia, Taxonomy of Educa- tional Objectives: Handbook II: Affective Domain. (New York: David McKay Co., 82 1964). ‘NECESSITY IS THE MOTHER OF INVENTION.’

– first ascribed to Plato

83 84 SOCIALLY ENGAGED UNIVERSITY

85 86 Increasing The world is changing at an accel- by the National Indian Brotherhood erated rate and Canadian universities (NIB), which began the long fight to Indigenous of 2040 will need be different than gain control of their education by Peoples they are today on a number of fronts outlining a policy on ‘Indian control including for example, responding of Indian education’ remains relevant Participation in to disruptive changes in technology, today as Indigenous peoples contin- Higher Education growing attention to social account- ue to strive for self-determination in ability and social justice, the environ- education. ment, and major aging population Sheila Cote-Meek trends. One area that warrants Further to the understanding the attention in Canada is the growth in evolving context, the province of attention to Indigenous education. Ontario recently brought in legislation in 2017 that would build a more sus- Policy changes tainable Indigenous postsecondary Based on my own experience system and will eventually lead to the working in postsecondary educa- establishment of another Indigenous tion for the last three decades the university, adding to the Indige- proliferation of services and pro- nous postsecondary institutions grams designed to attract and meet that already exist (for example, First the needs of Indigenous peoples Nations University in Saskatchewan). has grown more in the last decade This will be a significant step towards than the previous two decades. In self-determination. fact many postsecondary institutions have recently made a number of Demographic change changes in response to the release as a driver of the Truth and Reconciliation Com- To add to the context that will missions (TRC) 94 Calls to Action propel change as we move into the in 2015, including but not limited to future, most, if not all, universities will developing formal responses to the have caught on to an important fact TRC, increasing Indigenous content – Indigenous populations are grow- in the curriculum and increasing ing at a much faster rate than the Indigenous scholars across the dis- rest of the Canadian population. Ac- ciplines. Some institutions have also cording to Statistics Canada, in the established Indigenous led research 2016 census, there were 1,673,785 institutes and have built additional Indigenous people in Canada repre- Indigenous based programs at the senting 4.9% of the national popula- graduate level. tion (up from 3.8% in 2006 and 2.8% in 1996). By 2036 the Indigenous Despite these changes, the seminal population is predicted to grow to be 6.1% of the Canadian population. 87 policy document released in 1972 Further, while the rest of the Cana- also lead to an increase in partner- dian population ages the Indigenous ships and collaborations across the population is and will continue to be sector. Indigenous postsecondary a younger population. For example, institutions will lead the way in ensur- the average age of the Indigenous ing survival of Indigenous languages population is 32.1 years, whereas and cultures. the general Canadian population’s average age is 40.9 years. These Finally, it is important to think about Sheila Cote-Meek, Ph.D., is An- statistics have important implications the broader global environment. ishinaabe from the Teme-Augama for postsecondary education institu- Indigenous peoples relationships Anishnabai. Author of Colonized tions as well as the labour market, in extend across the world. We, in fact, Classrooms - Racism, Trauma which there are predicted shortages have become much more global and Resistance in Post-Secondary Education Sheila is the incoming especially in the area of technology. than ever before. Vice-President, Equity People and Culture at York University in Cana- Looking forward to 2040 da. She has extensive experience As I look to 2040 I envision that in leading Indigenous initiatives in As the world“ confronts postsecondary education and has the movement of responding to the big issues such as climate played a lead role in mobilizing sys- needs of Indigenous peoples will temic change that impact Indigenous continue since many institutions change, environmental learners. In 2016 she was nominated have already made commitments impacts relating to in- as an Indigenous Role Model for the to change. This will be especially Council of Ontario Universities Future dustry, food security, our Further Campaign and in 2103 she true for institutions that have em- very survival will depend was the recipient of a YWCA Women bedded structural changes in their on utilizing all knowledge of Distinction Award. respective systems. For example, systems and resources. committed administrative and tenure Dr. Cote-Meek is an active re- track positions will continue to grow searcher and has extensive experi- In my opinion, this will mean that ence working with Indigenous com- in the next decade thereby leading munities regionally, nationally as well in 2040 we can imagine increased more systemic changes as Indige- as internationally on social justice, nous scholars take up positions in attention to understanding Indige- education and health related issues. a range of disciplines. This will no nous knowledges, which will contin- doubt impact continued changes ue to be important sources of critical in curriculum as well as an increase knowledge on the environment, Indigenous students on campuses sustainability and survival. across Canada. ¹ National Indian Brotherhood (NIB) Assembly of First Nations, (1972), Indian control of Indian education, Ottawa, The establishment of an Indigenous Ontario, Canada: N postsecondary institution in the prov- ² Statistics Canada, (2018), National In- ince of Ontario, which will provide an- digenous Peoples Day... by the numbers other avenue for Indigenous students 3 Statistics Canada, (2018), National In- digenous Peoples Day... by the numbers to pursue university education, will 88 The University and In 1944, Congress created the necessitate that higher education ad- Servicemen’s Readjustment Act, dress the following areas that directly Military- also known as the GI Bill, to ensure impact military-connected students. Connected those returning from serving in World War II were able to gain the skills Improve quality in online Students – and training necessary to success- learning a Glimpse 22 Years fully transition from military service Like many of “today’s students,” Down the Line into the civilian workforce. With the many military-connected students passage of this landmark legislation, are unable to attend school at brick not only were those who served our and mortar institutions. Some are Tanya Ang country afforded the opportunity to deployed overseas, some are getting further their education and training, ready to transfer to their next duty but the trajectory of higher education station, others are working full-time, was also forever changed. For the or have disabilities that prevent them first time in history, higher education from being able to sit in a classroom. was made accessible to the work- Many student veterans we serve who ing class. It proved a tremendous find themselves at a low-quality (and success¹, and is widely credited by sometimes predatory) school explain economists as a central factor in that the ease of access via online creating America’s large middle class programs was a key draw. that drove economic buying and growth for decades. Studies show that education in a brick-and-mortar classroom, results Over the last 75 years, higher in significantly better student out- education has continued to shift and comes. But online education could change as it has worked to meet be more effective than it is today. It the demands of the ever-evolving is of utmost importance that quality is student population, a large percent- not sacrificed in the name of innova- age made up of military-connected tion. students taking advantage of their hard-earned education benefits, It is equally “important many of whom, like the post-War generation, come to college from that institutions of higher low-income, first generation families. learning continue to find Over the next 22 years, higher edu- innovative ways to reach cation will continue to be challenged otherwise underserved by advances in technology, changes student populations while in the demands of the workforce, and a growing number of adults maintaining the level of returning to school. These challenges quality offered in a class- 89 room. Improve student outcomes Similarly, it is imperative that higher military career and instead see the education help finally put a clear and student as a unique and complex Ensuring student success is a key decisive stop to the deceptive and individual. goal for all of higher education, and aggressive recruiting and marketing especially so for military-connected that characterizes the colleges that Enhanced holistic support students. By analogy, a key finding currently take the most GI Bill and about the national assessment of the Today’s students face a number of other military education benefits.5 WWII GI Bill, was that it significantly challenges outside the academic en- Twenty-two years from now, Ameri- reduced the rates of veteran poverty vironment that can impede their abil- cans should be able to enjoy a higher and dependence on public assis- ity to be successful in the classroom, education landscape free of fraud tance². Improved student outcomes including food insecurities, home- and subpar education. are possible, as recent research lessness, caring for dependents, efforts have demonstrated, especially Remove the stigma of mili- health issues, and challenges with the intrusive mentoring and holistic tary-connected students transportation. Colleges and universi- support at the City University of New ties are doing much to address these York Accelerated Study in Associate Within the higher education com- issues through increasing access to Programs (ASAP)³ and the use of munity, those who support mili- food pantries, addressing college predictive analytics and intervention tary-connected students express affordability, creating rideshares and at Georgia State University4. Data challenges in helping their fellow transportation support, and improv- analytics are more robust and acces- faculty, staff, and administrators see ing access to mental healthcare on sible than ever before, and the future past the stereotypes associated with campus are all great steps. Yet, the of higher education necessitates a military-connected students. Those burden should not fall solely on the more widespread embrace of proven stereotypes include seeing veterans colleges and 22 years from now, we methods of improving student out- as, on the one hand, broken, angry, are likely to see more partnerships comes. or not college material, or, on the with outside entities that can help fill other hand, as superheroes capable the gaps. Improve standards and of no wrongdoing who should be stop fraud put on pedestals. These stereotypes Empowered students hurt, rather than help, military-con- In the coming years, higher edu- Finally, twenty-two years from now, nected students. cation must succeed in improving there will be more military-connected accreditation standards, such that Like all others, those who have students taking advantage of their Americans can know that a govern- served are complex humans, each hard-earned benefits. Instead of ment stamp of approval on a college with their challenges and each with avoiding higher education because does indeed mean that the college their strengths. That reality is likely they might not have done well in high will deliver a quality education and to become increasingly apparent in school and consequently do not see leave them better off. Higher edu- coming years as a new generation of themselves as “college material”, cation, collectively, must embrace Americans return from war to school. they will see the thousands of peers the mission of weeding out diploma 22 years from now, we anticipate who have gone before them and mills and low-quality schools that that higher education profession- will be empowered to follow in their offer worthless credits for high debt. footsteps. als will see beyond just a student’s 9090 1 The President’s Commission on Veterans’ Pensions, Veterans Benefits in the United States (April 1954), Omar Bradley, Chairman (known popularly as the “Bradley Commission”), available at http://www.cnas.org/sites/default/files/ Bradley_Commission_Report1956.pdf

2 Bradley Commission, page 251.

3 See, e.g., Inside Higher Ed, “Strong Gains from CUNY ASAP’s Model in Ohio” (Dec. 12, 2018), available at https://www.insidehighered.com/ Tanya Ang is the Vice President of quicktakes/2018/12/12/strong-gains- Veterans Education Success. Tanya cunys-asap-model-ohio; see generally came to Veterans Education Success MDRC, “Evaluation of Accelerated Study in Associate Programs (ASAP) for as the Policy and Outreach Director Developmental Education Students” avail- in the Fall of 2017, bringing more able at https://www.mdrc.org/project/ evaluation-accelerated-study-associ- than 17 years of experience in higher ate-programs-asap-developmental-edu- education, most recently as Project cation-students#overview Director at Service-members Op- 4 See, e.g., Inside Higher Ed, “Georgia portunity Colleges at the American State's Extensive Predictive Analytics Association of State Colleges and Efforts are Leading to Better Grades and Student Retention -- and More Minorities Universities and Director of Veterans Graduating from STEM Programs” (July Programs at the American Council 19, 2017), available at https://www. insidehighered.com/digital-learning/ on Education. She also has served article/2017/07/19/georgia-state-im- as a member of the U.S. Department proves-student-outcomes-data. of Veterans Affairs’ Veterans Advisory 5 See Veterans Education Success, Committee on Education. “Schools Receiving the Most Post-9/11 GI Bill Tuition and Fee Payments Since 2009” (2018), available at https://vetsed- Tanya has also served as a higher success.org/research-and-reports/ves/ education consultant to veteran ser- schools-receiving-the-most-post-9-11-gi- vice organizations, federal agencies, bill-tuition-and-fee-payments-since-2009/ and congressional representatives on issues related to the derecognition of ACICS, supporting military-connected students impacted by the closure of ITT, and the passage of the recent Forever GI Bill. Her experience in academia includes working as an Administrative Analyst for the Vice President of Student Affairs Office at California State University – Full- erton and as Associate Registrar at Vanguard University.

91 91 Towards a In the United States, we’ve sold As an undergraduate student in a university as access to the mid- private university and a public-school Liberatory dle class for generations. It hasn’t teacher in the 90s, I benefited from University worked. African Americans with all of these interventions. By 25, I had university degrees have less wealth repaid my student loan debt. Low Experience than white Americans with high university debt made saving money, school diplomas. The high cost of starting a family, and buying a house Rhonda Broussard college and the burden of student – cornerstones of the American loan debt is furthering the economic dream – possible for me. divide in our country. The university of the future needs to be free and When the Organization for Econom- designed to increase belonging for ic Co-operation and Development all students. When universities in the (OECD) studied public university United States are free – economi- costs and government interventions, cally, pedagogically, and culturally – the US came out on top with the they will unlock our true potential as highest public university costs in the learners and creators. world¹. The rising cost of college doesn’t just impact students from Free tuition low-income families. Even for elite programs, the cost of university has The cost of college has nearly become a barrier for most Ameri- doubled since I completed my un- cans. A handful of private universities dergraduate degree in 1997. Today, have started replacing student and private university tuition averages parent loans with private grants or about $35,000 and public university scholarships. When New York Uni- tuition is inching towards $10,000 versity’s medical school announced annually. Rising tuition costs coupled that they would waive tuition costs with unsubsidized loans means that for all students², they saw a 142% Americans now owe over a trillion increase in the number of African dollars in college debt. The most im- American, black and Afro Caribbean portant feature of university in 2040, applicants. Low-debt university will will be free tuition for all students. be a critical component for a diverse, How will this be possible? The fed- equitable post-secondary education eral government will need to protect in the United States. and increase federally subsidized programs like subsidized student Pedagogy of belonging loans (i.e. Stafford), means-tested grants for low-income students American universities must pro- (i.e. Pell), federal work study, and vide learning environments where Public Service Loan Forgiveness. all students feel like they belong on 92 campus. Increasing belonging on dent success rates. Black students In 2040, I see a more diverse campus will require institutional and and/or gender non-conforming university, one where students, programmatic interventions for fac- students are most likely to be profiled alumni, faculty, and staff represent ulty, staff, and students. Research³ and discriminated against, so uni- the growing diversity of our country. shows us that when first generation versities should start their anti-bias There is value in a positive, diverse college students have specific inter- training in support of those specific university experience to increase our ventions to support belonging, they student populations. By 2040, every social capital. For the college-going have higher grade point averages, university must invest in continual experience to be a positive one, we fewer visits to medical clinics, and professional development for all have to eliminate overt and implicit report more positive mental health. faculty and staff on identifying and messages that college is only for mitigating their own biases. privileged people. I agree with Paulo For American college students Freire that “education is freedom.” from marginalized experiences Pedagogy at the university level Our country has to figure out how (low-income communities, minor- must include culturally relevant peda- to make university free in both the itized racial, gender, and linguistic gogy. Unlike other institutions, univer- financial and liberatory sense. identities, LGBTQIA+, physical and sities already have the resources that mental disabilities, immigrant status, they need to advance belonging on When I let myself imagine the next students as parents, homelessness, campus. Most universities have ro- 20 years, I see college students, first generation college student, first bust student affairs programs tasked from all types of identities, who em- generation immigrant, etc.), simply with developing inclusive services brace their studies with confidence. being a college student creates and experiences for all students. Im- Without the debt burden of college, additional stress of being “othered.” agine the student affairs department they prioritize college decisions At the very least, these students are as the internal trainer for the universi- based on their learning styles. They preoccupied with thoughts that they ty’s anti-bias anti-racist professional show up as their whole selves to don’t deserve to be on campus. development needs. study with university faculty and staff In the most egregious cases, their who are equipped to support their privileged college mates report their needs. Students from marginalized presence on campus as threaten- experiences are more successful 4 “ ing , and they are accosted by police Instead of being siloed to than they’ve been in generations. All and campus security for accessing co-curricular activities, graduates develop more innovative university services5 and popular student affairs programs solutions for the world’s needs and off-campus establishments6. Ameri- anchor interdepartmental make clear transitions into the work- can universities need to invest in rad- interventions and profes- force with a chance at success. ical belonging for all of their students. sional training to extend 1 OECD, Education at a Glance 2018: OECD Indicators, OECD Publishing, Both the acute trauma of being culturally relevant ped- Paris, 2018 http://dx.doi.org/10.1787/ eag-2018-en stopped by police and the chronic agogy across the entire 2 Jaschik, Admissions Surge After NYU trauma of stereotype threat from campus. Med Goes Tuition Free, Inside Higher professors and university supervisors ED, 2018 have lasting effects on college stu- 3 Walton, G. M., & Cohen, G. L. (2011). 93 A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331, 1447-1451.

4 Wootson, C. Jr. (2018) “A black Yale student fell asleep in her dorm’s common room. A white student called police.” The Washington Post.

5 Jaschik, S. (2019) “Entering Campus Building While Black” Inside Higher ED

6 Moore, D. (2018) “10 black Washington U. students stopped by Clayton police, Rhonda Broussard is the Found- falsely accused of leaving IHOP without er & CEO of Beloved Community, paying a national nonprofit committed to sustainable economic equity in schools, workforce, and housing. Rhonda holds a BA from Washington University in St Louis and a MA from New York University. She is a Paha- ra-Aspen Fellow and an Eisenhower Fellow who studied in Finland and New Zealand. Rhonda has conducted research in Cameroon, metropolitan France, and Martinique. Rhonda lives in New Orleans, LA with her bilingual family. She and her children keep a running list of free universities across the globe for their undergraduate studies.

94 The Purpose of There are three major ways to think nology skills is a testimony to where about the traditional purpose of the structure of university pedagogy the University university education: (1) preparation may have trouble keeping up. for skilled employment; (2) prepa- Natalie Smolenski ration to contribute to fundamental On the other hand, those students research; and (3) formation of char- who train in subjects that are not acter and capacity for participation tailored toward specific professions in public life. In short, historically the upon graduation – frequently sub- university’s mission could be stated jects focusing upon preparation as follows: Prepare individuals for for social and civic life – often find fulfilling and sustaining employment themselves with lifelong, burden- while forming and informing their some debt only to discover that their capacity for ethical, contributing most likely professional options offer participation in society. Currently, the annual compensation that makes university as an institution is at the debt servicing their primary month- center of major cultural changes that ly expense. With few exceptions, affect its capacity to serve each of decades of financial struggle lie these functions. ahead, with some individuals never discharging their student debt. The university as a crucible for vocational preparation is being pulled Finally, those students who train at in opposite directions. On the one university to perform fundamental hand, certain skilled professions research find themselves competing demand highly specific, disciplinary for a small number of research posi- training. As technology advances tions either within universities them- at lightning speed, much of this selves or within public and private disciplinary training requires familiarity sectors. The scarcity of these posi- with the latest advances in technolo- tions means that they are reserved gies being developed mostly by the as top prizes for individuals who, in private sector. However, the univer- addition to being highly skilled, must sity’s tenure system rewards slow also be very lucky. research conducted over the course of decades of academic professional These realities indicate three life. This means that by the time an things about the direction of cultural individual is in an instructional role change: within the university, they may be years behind relevant developments 1) Market requirements for skilled in their field. The proliferation of inde- jobs are evolving at an ever-acceler- pendent “boot camps” designed to ating pace as technology becomes teach immediately employable tech- an integral part of most professions. 95 Pedagogies designed to prepare people: a forum for fundamental re- people for direct employment are hy- search; a prestigious club; a training per-specialized and quickly become boot camp for specific professions; We have a decision“ to obsolete. and the crucible of character forma- make as a civilization. 2) Preparing individuals for re- tion. There is ample historical prece- Will we underwrite basic sponsible citizenship has no direct dent for this. The university derives its connection with their future employa- name from the Latin “Universitas”, preparation for thinking bility or income, but is often priced as which meant both “the whole” and “a and ethical life – for all though it does. guild.” The purpose of the university classes – as a benefit of 3) As the number of individuals was to ensure that society’s leaders citizenship and social per- who achieve a college education has were thinkers with a basic grasp sonhood? grown dramatically in recent dec- of ethics, not merely warlords and ades, so has the amount of research prestige-mongers. But while some If we choose to engage in this and the competition for increasingly of these purposes can be clearly tied project of generational uplift, it will scarce research positions. to the exigencies of the job market, necessitate rethinking how higher others are more diffuse and have little education is funded in the Unit- At the same time, as college edu- to do with market outcomes. ed States. If we choose not to go cation has become a standard rite this route, however, we will end up of passage for the middle and upper Two trends are emerging in light of creating a society in which most are classes, employers increasingly this. On the one hand, some politi- funneled into vocational life without use the prestige of the university an cians are calling for universities to in the tools to think critically about their applicant has attended as an index effect become job factories, advo- circumstances and imagine social of skill. For this reason, universities in cating or announcing funding cuts to and political alternatives. It is this the top 100 of global rankings have disciplines like philosophy, sociology, purpose of the university – being a seen demand spike for Millennials and other humanities and social seedbed of new ideas and alterna- and Generation Z, while many univer- sciences. On the other hand, some tive futures – which is both the most sities that are not in the top 100 have contend that this would destroy the controversial and arguably the most been seeing enrollment declines university, whose essential purpose is important. Whether and how we since 1990. However, because the character formation and the produc- choose to keep this purpose alive will prestige index is vague and unre- tion of thinking citizens. In the com- determine the character of who we liable, employers also increasingly ing decades, we could see a splinter- become as a society. complain that universities aren’t ing in the function of universities, with graduating students who are pre- some taking the former route and pared to do the jobs for which they others the latter. If that happens, the are hired. character-formation mission of the university risks again becoming the What we are seeing is a market- privilege of the elite, who can afford place confused about what value the to pursue educational outcomes not university offers. In response, univer- tied to direct employment outcomes. sities often try to be all things to all 96 Natalie Smolenski is an anthropol- ogist who leads business development for Learning Machine, a blockchain technology firm. As an author and public speaker, she focuses on the intersections of identity, technology, and government. By bringing a scientific perspective to distributed digital technologies and social transformation, she helps audiences from all backgrounds understand how individuals connect to form communities and build the infrastructures of the future.

97 97 Education for a In 2040, a new group of global graduates in the US around the universities have risen to the top to world, particularly in Asia and Afri- Rapidly Changing offer data-driven, personalized, and ca, were all clamoring for high quality, Planet affordable learning opportunities market-relevant, and affordable that prepare learners for the realities degrees that lead to meaningful ca- of a changing planet. It was a long reers. The private sector desperately Elizabeth Dearborn-Hughes and difficult shift to make, and many needed educated human capital to traditional colleges and universities in drive sustained economic growth. the US and across the world that were slow to adapt were forced The institutions that have been able to close or cut programs due to to ideate and pivot, to design plat- declining enrollments, heavy com- forms and structures that prioritize petition, and higher costs. Inefficient access to millions of students who business models alongside educa- cannot afford an elite education, tion programs that failed to take into have been wildly successful, educat- account the realities of automation ing millions of students a year online and a dramatically different workforce in specializations such as virtual col- sped their demise. laboration, computational thinking & data analysis, innovation and design. The best higher educational insti- They have been able to unbundle tutions, however, understood that a their faculty and forge new staffing changing world meant that education structures, resulting in more efficient systems would have to change, too. and scalable business models. They Unprecedented population growth, have been able to leverage technolo- climate change, rapid urbanization, gy and big data to provide individual- artificial intelligence, and environ- ized pathways for students, allowing mental degradation presented learners to take ownership of their both unprecedented challenges and education and achieve their academ- opportunities. The need for creative, ic and career goals. They have been ethical, and analytical leaders and able to access talent and expertise innovators was urgent. from around the world, from virtual instructors, assessors, mentors, and Looking back, the crisis in high- coaches. They have designed aca- er education was in some ways demic programs that are driven by inevitable. It was certainly knowa- the needs of employers and local ble. In 2011, the number of people communities. enrolled in tertiary education across the world was 165 million. That In 2040, competency-based edu- number was projected to reach 263 cation (CBE), which explicitly empha- million in 2025. Secondary school sizes demonstration of knowledge 98 for degree progression, rather than created 60 million new jobs world- By 2040, we as a society have re- the accumulation of course credits wide. Employers in the US and cast the ways that we learn and through seat time, is the norm rather around the world demand gradu- live, having moved away from than the exception. CBE is used ates who grasp these complexities the unsustainable consumption to measure real learning instead of and can proactively lead and design of resources, the degradation of the time spent in a classroom with new solutions. ecosystems, and the exploitation of assessments that encourage “cram- people. Institutions in the US and ming” and then regurgitating content Education for Sustainable Devel- across the globe have reinvented that is quickly forgotten. This repre- opment (ESD) is widely considered a education models to give learn- sented a profound philosophical shift critical foundation for all education ers’ everywhere access to the global for students and educators accus- programs, nationally and internation- knowledge economy, and at the tomed to more traditional systems. ally. UNESCO defines ESD as the same time, enhanced the well-being transformative learning process that of all humans within the limits of our Credentials matter less. Employ- allows students to acquire the knowl- planet. In other words, they have ers expect to see demonstrated edge, skills, attitudes, and values created a future full of promise. competencies and examples of how necessary to shape a sustainable they have been proven. They are future. It empowers learners to take interested in a portfolio of work rather informed decisions and responsible than grades. actions that promote environmental integrity, economic viability, and a just society. Within the ESD frame- “ work, teaching and learning are Disruptive education in- interactive and learner-centered, ena- novators are work- bling exploratory, action-oriented and ing with employers to transformative learning to manifest. quickly identify workforce trends and offer stack- Women and girls’ equal access to able and modularized education is accepted as a non-ne- gotiable in 2040. It is well understood academic programs that that educated women have more meet their needs and give agency, marry later, have few chil- students early exposure dren, and more actively manage their to industry demands. reproductive health. They earn higher wages and contribute to positive and Young people are prepared for the more inclusive economic growth. realities of a changing planet, know- They are more effective stewards ing that climate change has trans- of the environment and have great- formed the global economy and the er resiliency in the face of extreme jobs that fuel it. Human adaptation weather events.

99 to climate change has already Elizabeth Dearborn Hughes is the CEO and co-founder of Davis Col- lege, a global network of universities that prepares young leaders to solve the world’s most pressing challenges.

Davis is a unique hybrid of a liberal arts education with applied and technical curricula. Davis combines competency-based academic programs with a customized, data-driven learning model to actualize practical experience and equip students with the tools needed to thrive in their chosen careers.

Elizabeth has spent more than a decade working in higher education in East Africa and co-founded the Akilah Institute, the only college for women in Rwanda.

Forbes Magazine named Elizabeth one of the world’s most influential female social entrepreneurs, and Newsweek recognized her as one of 125 Women of Impact. Elizabeth is a graduate of Vanderbilt University.

100 Universities As this century proceeds, universi- By 2040, I believe three strategies ties will need to work harder for the will become a global norm. 2040 cities where they are located. The resurgence of cities and metropolitan First, universities will use their real Bruce Katz areas as the central organizing unit of estate and research positions to the global economy has not generat- amplify the advanced economies of ed shared prosperity. The goal of the their cities. Universities often form Inclusive City — a city that expands the foundation of innovative econo- educational and employment oppor- mies, providing centers of academic tunities, creates broad based wealth excellence which reflect, reinforce and engages residents as co-cre- and enhance the distinctive compet- ators and problem solvers — is itive advantages of their cities and becoming more and more elusive. regions. The key is to leverage this position purposefully and intentional- Universities can play a substantial ly. Universities like Carnegie Mellon, role in promoting inclusive growth Georgia Tech and MIT are doing that and building skills, incomes and by using their strategic locations in wealth for low-income residents in downtowns and midtowns to provide their home cities. They are quintes- the platform for naturally occurring sential “anchor institutions”, rooted innovation districts, often spurring in and associated with their com- the co-location of corporations, munities. They often have assets — university assets, start-ups, scale- investment capital, spending power, ups and amenities. Universities like available land, employment opportu- Brown, Duke, Notre Dame and Wake nities, talented faculty, students and Forest, by contrast, are un-anchor- alumni, relevant research — that can ing, moving innovation hubs outside help catalyze inclusive growth and their traditional footprints into core development. parts of their respective cities. The result in both cases is stronger local Yet universities also have a political economies, with higher fiscal capac- if not moral imperative to enhance ity and greater economic strength their actions on behalf of cities. They and resilience. are often recipients of large public subsidies, for research, facility Second, cities will invest locally at expansion and, in some countries, scale in a sustained way. Universities student tuition. As nonprofit organi- often have large land holdings that, zations, they often do not pay local deployed well, can advance smart taxes, which proves highly controver- and strategic growth. In the United sial given their demand on and use States, they often have endow- of local services. ments, which routinely are invested 101 via wealth management and private It has bridged the gap between the- enabling cities to be the best ver- equity firms in communities outside ory and practice since its founding sions of themselves for the broadest their home base. There is a small in 1891, offering students real world number of people who live, work and movement to keep local wealth skills, training and entrée to the world experience their special gifts. local. Washington University in St. of work, while encouraging facul- Louis, for example, has deployed a ty to fully engage in solving major small portion of its vast endowment environmental, economic and health to create the CORTEX innovation challenges facing the United States district in concert with other anchor and beyond. In the past decade, institutions. The Cortex Innovation it has localized the notion of civic Community has been delegated commitment, endeavoring to provide special authority by the city gov- pathways for children and adults ernment to carry out real estate living in adjoining neighborhoods. and infrastructure activities and is harnessing private and civic capital for investments in companies and the innovation ecosystem. In a city The evolution“ of univer- Bruce Katz is the Founding Director beset by multiple economic social sities, in many respects, of the Nowak Metro Finance Lab challenges, it has become a thriving will mirror the evolution of at Drexel University in Philadelphia. hub for start-ups and scale-ups that cities. A few universities Previously he served as inaugural commercialize university research. Centennial Scholar at Brookings will be first movers, inno- Institution and as vice president and vating in ways that show director of Brooking’s Metropolitan Finally, and perhaps most signif- measurable outcomes Policy Program for 20 years. He is icantly, universities will realize their a member of the RSA City Growth full potential as civic institutions. A and burnish their position. Commission in the United Kingdom recent UK Civic University Commis- and a Visiting Professor in Practice at London School of Economics. Katz sion, headed by Lord Kerslake (the These innovations will be captured previously served as chief of staff to and codified and then adapted by former Chief Executive of Sheffield), the secretary of Housing and Urban recommended that universities exe- other universities, which will be fast Development and staff director of the cute and implement “civic university followers. Ultimately, exceptional Senate Subcommittee on Housing agreements”. These agreements innovations will become the norm, and Urban Affairs. Katz co-led the Obama administration’s housing and would compel universities not only to seamlessly adapted to dozens of urban transition team. He is coauthor cities across the country. maximize educational and employ- of The Metropolitan Revolution and ment opportunities for low-income The New Localism: How Cities Can residents but also to use the full intel- By 2040, universities will continue Thrive in the Age of Populism, editor lectual force of their faculty, students to be “anchor institutions”, providing or co-editor of several books on urban and metropolitan issues, and a and research to crack at hard social strength, solidity and stability to the frequent media commentator. challenges. Drexel University in Phila- communities they inhabit. They will delphia, Pennsylvania, where I work, also be true platforms for economic is a beta version of a civic university. performance and social inclusion, 102102 Talent the Key In 2014, Bruce Katz and Julie Wag- Talent continues to be the ner framed the growing emergence real currency of innova- Currency of the of innovation districts as “a geo- tion Future graphic area where institutions and companies cluster and connect with It is the availability of talent that intermediaries, small firms, start-ups, is most often cited in decisions on Thomas Osha and others. Physically compact, where to found start-ups as well as transit- and broadband-accessible, given as a key reason for site selec- they offer mixed-use housing, office tion by large companies too. and retail.”1

Their paper set off a movement of cities across the globe to establish Increasingly,“ universities and declare their own innovation are creating pathways to districts were open for business. In connect the intellectual the past five years, that movement capital of their faculty and has only accelerated as mayors, economic development profession- students with companies als, and other intermediaries have and organizations within set about defining their own regional their regions. innovation ecosystems. Industry engagement and faculty But simply declaring an area to be consulting programs at MIT, the Uni- an innovation district is not enough versity of Pennsylvania, the University to make it so. Regional innovation of Toronto, and Purdue come to ecosystems and the innovation mind. districts that they foster, are cata- lyzed by anchor institutions that act Moreover, demands by parents and as magnets for talent, ideas, and students for academic coursework connections. to be more relevant to the needs of the employment market will continue. In North America, the most suc- Therefore, experiential learning pro- cessful innovation ecosystems are grams will continue to expand and anchored by universities. Looking provide linkages between universities forward, I see three trends that will and the companies that comprise only further the importance of univer- their local ecosystems. Northeastern, sities to such efforts. the University of Cincinnati, and Old Dominion University have especially well-developed co-op and internship programs. Furthermore, universi- 103 ties that have programs for helping at least one major university – to While much is made of the Amazon companies solve technical problems emerge as viable alternatives to cities HQ2 search that played out over or explore new products, servic- where the cost of living and doing 2018, simultaneous to that, InfoS- es, and markets, such as Purdue, business are rapidly getting out of ys, AON, Microsoft, Google, and Rose-Hulman, and Ryerson will find hand. a host of other leading companies themselves well positioned. were quietly establishing innovation The most successful regions are centers in non-gateway cities across Finally, expanding talent markets is ones that can maximize their geo- North America, including Providence, essential for any regional innovation graphic, proximate, and intellectual RI, Phoenix, AZ, St Louis, MO, ecosystem. Programs to expand advantages to attract new busi- Pittsburgh, PA, Indianapolis, IN, and the number and diversity of students nesses, talent, capital, and ideas. In Halifax, NS. who can access a university educa- these instances, the university often tion, such as those at Arizona State acts as an ordering force, bringing Turning the campus in- University and Florida International together all of the region’s innovation side-out University are particularly noteworthy. stakeholders into a cohesive force. They can also leverage their space For much of their history, univer- Emergence of alternative requirements to catalyze economic sities have been inwardly focused; cities development activities that benefit more concerned about what hap- the entire region. pens within their campus walls than Much has been made of the what occurs outside of them, even affordability challenges being expe- Witness how Arizona State Univer- erecting walls to further segregate rienced in gateway cities like San sity strategically used its needs for the campus from the community. Francisco, Boston, Toronto, and space for its schools of journalism, New York, especially when it comes law, and health sciences to stimu- Twenty years ago, led by the efforts to housing and cost of living. In the late the revitalization of downtown of the University of Pennsylvania coming years, issues of affordability Phoenix. Similarly, Duke University, in West Philadelphia, that outlook will become even more pronounced Brown, and the University of Pitts- began to change. Today, progres- and, in a growing number of instanc- burgh have all been major players in sive university leaders have turned es, drive companies to find alter- the renewal of energy and growth of their attention to addressing com- native cities in which to scale their Durham, Providence, and Pittsburgh, munity and regional challenges as companies. We are beginning to see respectively. well. Those efforts have multiplied this play out as recent studies have at universities across North America shown that three quarters of mil- These efforts have gone hand-in- and the coming years will see them lennial workers and forty percent of hand with economic development expand beyond the major urban start up businesses in San Francisco activities that have attracted compa- centers to smaller cities and rural would happily relocate if they could nies looking for the talent, research, areas, blending academic, research, find a suitable substitute. and technology of a great university, work force, and economic develop- but in a location that features a more ment initiatives. This is creating an opportunity reasonable business climate and for secondary cities – that contain affordable housing environment. 104 Certainly the efforts of the University the International Center for Automo- of Pennsylvania, and their neighbor in tive Research at Clemson University. West Philadelphia, Drexel University, These efforts maximize the geo- have continued; especially through graphic, proximate, and intellectual the University City District organiza- advantages the area already enjoys tion which runs numerous impactful and extends them by attracting addi- programs, including the West Phila- tional resources that can differentiate delphia Skills Initiative. their regions. Tom Osha is employed by Wexford Science + Technology as Senior Vice 1 Rise of Innovation Districts; Bruce Katz & Similarly, in Baltimore, the University Julie Wagner; Brookings Institution, 2014 President, Innovation and Economic of Maryland, Baltimore is dedicated Development. In this role, he guides to not only improving the neighbor- Wexford’s implementation of its hoods of west Baltimore, through Knowledge Community strategy across its portfolio, working with housing, safety, and community Wexford’s partner universities and programming, but working with local research institutions, entrepreneurs schools, Baltimore City Communi- and innovators, growth companies, ty College, and others to provide and economic development stake- workforce opportunities that are in holders globally to position Wexford’s research park developments as alignment with the life sciences eco- critical hubs in the regional innovation system of greater Baltimore. ecosystem. Osha is an engaging speaker who has recently delivered Other institutions are focusing ad- keynotes on creating innovation dressing challenges within their com- ecosystems and helping universities, research institutions, cities, regions, munities. The Center for Community and federal governments, leverage Solutions at West Chester University their research and technologies into and the Watts College of Public knowledge-led economic develop- Service and Community Solutions at ment. Arizona State University are excellent models of how universities can apply their talent and ideas to improving their communities and regions.

Moreover, several institutions are turning their focus to anchoring cluster-centered innovation and economic development initiatives. Note- worthy examples are the activities of the Energy Innovation Center at the University of Pittsburgh, Launch Oceans at Dalhousie University, and 105 CREATING THE FUTURE UNIVERSITY FUTURE THE CREATING 106 ’EXPERIENCE WITHOUT THEORY IS BLIND, BUT THEORY WITHOUT EXPERIENCE IS MORE INTELLECTUAL PLAY.’

– Immanuel Kant

107 108 UNIVERSITY- BUSINESS COOPERATION

109 110 Universities as In 1963, Clark Kerr – then the president of the University of California – Partners: Some expressed the “idea of the multiversi- It is because“ the Ameri- Principles ty”1 (Kerr, 2001). Demonstrating how can university has grown the American university had been up as such a complex and cobbled together from British and diverse enterprise that I Jim Woodell German forms of undergraduate and believe in its capacity to graduate education, combined with shape itself for a future uniquely American approaches like the land grant colleges, Kerr noted of powerful partnerships that by the middle of the 20th cen- – with business and in- tury the university had become the dustry, with government, multiversity – more characterized by and with nonprofits – to diversity of purpose than by the origi- realize shared goals for nal construction of a “single commu- society and the economy. nity of masters and students.”

Kerr went on to describe the many Here I present three principles that challenges faced by American uni- university leaders might adopt as versities because of the reality that they work to ensure that the multiver- “The university is so many things sity results in economic and societal to so many different people that it value creation. must, of necessity, be at war with itself.” While the diversity of purpose Make the Most of Net- observed by Kerr has been at the works heart of much of the value created Networks may be the single most by American universities over the last powerful organizing principle for how 100 years, the kinds of economic we think about social and organ- and societal challenges our world izational systems in the early part faces today demand that universities of the 21st Century. As universities further transform. While maintaining have become engaged in regional and even expanding their diversity of economic development, transitioning purpose, they must settle their wars technology to market opportunity, to be the best possible partners to and other knowledge transfer efforts, the private, civic, and social sectors they have recognized that universities in addressing the great economic must become part of, and to some extent help to cultivate, networks. and societal issues of our time. Given the diverse range of assets of the multiversity, individual institutions have connected to and helped to spawn thousands of networks 111 that are helping to bring the value advancement in the future, it will be where curriculum, research agendas, of knowledge and discovery to real necessary to flip the mission and student services, and other activities world application. make engagement first. If univer- are proving flexible, or where the sities first listen to and connect possibility of flexibility exists. The key What universities have not done, with stakeholders, and allow those to universities being effective part- however, is figured out how to conversations to inform what the ners in economic and societal in the behave like networks themselves. teaching/learning and research/dis- future is in identifying these points of The many and varies assets of the covery missions, everyone benefits. flexibility, convening diverse internal institution are in most cases sim- Learning is more relevant. People and external players to come up with ply unaware of each other or not understand how science is connect- novel ideas about leveraging those connected, and in some cases, as ed to society. More stakeholders feel opportunities for agility, and simply suggested by Kerr, at war. The future that they have some ownership in trying something (and if it doesn’t of the university in economic and higher education. University faculty work, trying it again!). societal impact rests partly in univer- and administrators need to cultivate sities learning how to not only be part a practice of listening, find ways to The idea of the multiversity will con- of external networks, but also how to align the assets of both the university tinue to be reality, and the multiver- activate internal networks. University and external stakeholders, and focus sity identity will likely intensify as we leaders must inventory the many and on co-designing solutions through progress into the future. The future varied assets, draw linkages where partnerships. university, however, will not be able they can, and create opportunities to simply accept Kerr’s inevitable for heretofore disconnected factions Become More Agile manifestation of that identity – an to collaborate and engage in knowl- institution at war with itself. Instead, edge transfer together. If future universities are able to the universities that will be the most adopt the first two principles de- successful partners in creating pros- Start with Engagement scribed above, they have likely perity, equity, health, opportunity, and developed, to some extent, a culture other elements of a better world will In the U.S., one often hears about of responsiveness and agility. What be those that tap connect internal the “tripartite mission” of univer- is agility? It is, simply, the ability to networks, listen to stakeholders and sities as “teaching, research, and move quickly and easily. Programs let what they hear influence their service.” The Kellogg Commission² and initiatives designed to have a work, and work constantly toward (2000) encouraged us to think of it sustained impact on the economy, flexibility, nimbleness, and agility. as “learning, discovery, and engage- our communities, or society at large 1 Clark Kerr, The Uses of the University, ment.” No matter how the mission must be prepared for change. Cambridge: Harvard University Press, is discussed, the “engagement” part 2001 always comes last. It may not be that As universities work on developing 2 Kellogg Commission on the Future of people think engagement is least such programs, faculty and adminis- State and Land-Grant Universities, Re- newing the Covenant: Learning, Discov- important (though some certainly trators need to think about how the ery, and Engagement in a New Age and do). But most think that engagement underlying structures and implemen- Different World, National Association of State Universities and Land-Grant Colleg- is something the university does after tation can remain flexible and re- es (NASULGC) (now APLU—Association it’s taken care of the other missions sponsive to changing needs and de- of Public and Land-grant Universities), 2000, Available online: http://www.aplu. of the institution. mands. One way to start is to simply org/library/renewing-the-covenant-learn- look for places in the university where ing-discovery-and-engagement-in-a- new-age-and-different-world/file For universities to be effective flexibility exists. No matter how set in partners in economic and societal its ways, every institution has places 112112 James K. (Jim) Woodell, PhD helps realize the economic and societal impact through the provision of professional services to institutions of higher education and to their partners in the private, civic, and government sectors. Jim’s expertise includes: community development in regions through engagement, outreach, and public service; education, training, and workforce development; and R&D and innovation and technology-based economic development.

He served as vice president at the Association of Public and Land- grant Universities (APLU), creating the Office of Economic Development and Community Engagement. At APLU, Jim established the Innova- tion and Economic Prosperity (IEP) Universities designation and awards program, and led the development and publication of the Economic Engagement Framework—including the series’ flagship publication Higher Education Engagement in Economic Development: Foundations for Strat- egy and Practice. Woodell earned his PhD in Higher Education at Penn State University, a Master’s in Edu- cation from Harvard University, and a Bachelor’s degree from Syracuse University.

113 Thinking beyond I have long bemoaned the iron rule “water, water everywhere/nor any of alphabetical order. The first three drop to drink,” but in our case we will A-B-C letters of the English alphabet are have “data, data everywhere/nor any A-B-C and by virtue of being first, thought to think”! We need to take Gordon Gee these letters have become both the time to think about data, how it shorthand and a cliché for what peo- is collected, and how it is used. The ple need to know and to do. After private sector, from social media all, everyone needs to learn their companies to health care providers, “ABCs” and we are always seeking is sprinting forward in their collection to go from “point A to point B.” For and usage of data at a speed that the purpose of this essay, I am going is far outpacing consideration of the to throw off this alphabet tyranny ethical, political, and social implica- and focus instead on those unsung tions. letters D-E-F to show how universities and the private sector should collaborate during the next 20 years. This is where“ universities (Hint: it involves an epic poem, Sir can be a partner with Isaac Newton, and tomatoes.) industry, bringing the Data breadth and depth of our intellectual resources in We do not need predictions or anthropology, ethics, his- forecasts to tell us that we are in the tory, philosophy, psychol- midst of a technological revolution. ogy, and sociology to bear The evidence is all around us, every on the big questions that moment. At the core of this revo- “big data” generates. lution is data – our personal data, algorithms designed to analyze and manage data, and the abuse of data Some of this work is already under- ranging from violations of individ- way but we need much more of it, ual privacy to hacking of national and it needs to be coordinated and elections. Humanity faces a future synthesized so the private sector – that will be shaped in many ways by and its regulators and watchdogs – scarcity but data poses the opposite can make sense of it. challenge: how do we handle a su- perabundance? The data revolution Energy is moving so rapidly that it threatens to overwhelm us. By 2040, if not Based on current goals, by 2040 much sooner, I fear we will be like Japan will be closing its last nuclear Coleridge’s thirsty mariner, who had power plant and the United King- 114 dom will be banning the use of new sumably decrease. As with data and of the land-grant mission can help to gasoline and diesel vehicles. These energy, these forecasted changes weather the coming storm of climate seismic shifts in global energy pro- provide another area in which uni- change and its impact on our food duction and consumption signal an- versities and the private sector must supply. other area in which universities and collaborate. Universities, especially the private sector must collaborate. my beloved land-grant universities Conclusion Since Newton at Cambridge in the through their Cooperative Extension 1600s, universities have played an Services, have been essential to The private sector and universities integral role in the basic and applied transforming agriculture in the United need to collaborate ASAP to dot sciences of energy. This research, States. One of my favorite land-grant their “i”s, cross their “t”s, and mind which has featured close collabora- stories is Mannon Gallegly and “the their “P”s and “Q”s to address these tion between academe and industry people’s tomato.” Gallegly, a plant D-E-F challenges. You may be LOL over the last century, must continue. pathologist, came to West or saying OMG, but this is not a Between now and 2040, academe Virginia University (WVU) in 1949 recipe for alphabet soup or a and industry should work more as an assistant professor. His first strategy for winning a game of closely together on the social scienc- research project was to find a way Scrabble©. This is an urgent call to es of energy—economics, law, and to prevent the dreaded tomato blight action. After all, MMXL (2040) will be public policy. Thanks to the physical that was wiping out so many tomato here before we know it. sciences, we have a good sense of crops across the country. He worked what we can do in terms of energy. long and hard and by 1963, Gallegly In the next 20 years, we need to had developed a tomato that was ramp up our efforts to determine resistant to blight. Today, Gallegly’s what we should do in terms of ener- tomato seeds are used by farmers gy. I think an expanded partnership around the globe. For more than 50 between universities and industry is years, Mannon Gallegly conduct- an ideal way to accomplish this. ed research, taught students, and shared with farmers – and that is why Food I consider him to be the personifica- tion of the land-grant spirit. By 2040, If current predictions prove to I hope that a collaboration between be accurate, we will live in a very academe and industry will spread the different world by 2040 as a result benefits of the Cooperative Extension of climate change. In addition to sea model to every corner of the plan- level rise and the reshaping of coast- et. Many land-grant universities do lines, the impact on food production not have the financial resources to and consumption will be dramatic. A extend their reach around the world, significant portion of the land we cur- and yet these universities have so rently use to grow food will no longer much to offer. With help from the be arable, so both the quantity and private sector, both industry and phi- variety of the food available will pre- lanthropy, the fruits (and vegetables) 115 Currently serving for a second time as president of West Virginia Univer- sity, Dr. E. Gordon Gee has been a leader in higher education for more than three decades. In 2009 Time magazine named him one of the top 10 university presidents in the United States. Recently, the website Great Value Colleges named him the nation’s top university president. In addition to his service at West Virginia University, Gee served as president of The Ohio State Uni- versity (twice), Vanderbilt University, Brown University, and the University of Colorado.

He is the co-author of over a dozen books, including his two most recent, “Leading Colleges and Universities” and “Land-Grant Universities for the Future.” He has also authored many papers and articles on law and education. He currently serves on the Board of Trustees of the National 4-H Council, the National Executive Board of the Boy Scouts of Amer- ica and Board of Directors of the American Council on Education – the nation’s largest higher education organization.

116 Catalyzing In 2009, as “The Great Recession” risk of failure. The current innovation ravaged the American and Global pipeline of cutting edge science and Economic economies, capitalism as we knew technology has been championed by Innovation it had failed magnificently forcing the likes of entrepreneurially driven layoffs and underemployment in research universities and high tech Ecosystems for ways no one could have imagined. focused small business firms that the 21st Century Industries that were robust and sup- generally utilize public dollars thus posedly recession proof were facing allowing for private corporations to dire situations and resting on laurels swoop in when the timing is right to G. Nagesh Rao dating back 30+ years rather than license or acquire the technology for driving creativity and innovation for- integration and deployment. ward. As world governments sought to remedy the situation via short-term University: Bridging the economic stimulus policies, a longer- Valley of Death term solution was required. In the US, government leaders (local, state, The real inquiry is how do we look and federal) along with private and at the “Valley of Death” for technol- not for profit sector leaders asked ogy development and commercial- themselves if there was a better way. ization and enable the right pieces How could we harness our internal of the puzzle to interlock at the right talent and drive an innovation agen- time to help mitigate a technolo- da forward for the 21st century? gy’s development through the right enterprise. In my former work for the In the last decade we have seen US Small Business Administration, I a resurgence around the facilitation had an infographic commissioned to of public-private partnerships and show flow of phases that a technol- encouraging the GUIDP (Govern- ogy company would undergo when ment-University-Industry Develop- tackling a high risk and capital inten- ment Partnership) model. Universities sive technology problem. Traversing have sought to play a bigger role in the Valley requires commitment, helping offset the costly ventures capital and community. When you around research and development look at the phases of development, by offering their “risk mitigated” universities fit perfectly as an ideal atmosphere to the major corpora- environment to help drive innovation tions of the world. Over the last 25 forward, due to their nature of being years we have seen the likes of Bell a hotbed for a multi-disciplinary Labs or Xerox PARC scale down interaction. their aggressive high risk focused R&D efforts and offset the work to From initial research discovery to entities that can better handle the preliminary manufacturing capabili- 117 ties, the university innovation ecosys- ally merging as one major company that an environment for collabora- tem can help drive next generation redefining the way biotechnology tion was important, but it required a innovation forward. This can only firms would emerge. The rise of Bio- need for coordination and breaking be possible though, if universities gen-Idec also spurred the life science down of silos amongst the differ- are willing to accept the mantle of innovation scene surrounding MIT’s ent disciplines and divisions at the Kendall Square and UC San Diego university. Scientists, artists, business being entrepreneurial and risk-taking Region, becoming an epicenter for students, and more all needed to talk by nature. As in, the university will cutting edge solutions.1 2 to each other, break bread together, need to setup the support structure, and build visionary ideas in order to physically and culturally speaking to The Road Ahead: 2040 move solutions forward. The push for endorse and promote an entrepre- cross-disciplinary engagement has to neurial mindset. It will also require In the early days of my career I come as an edict from the university universities to embrace a collabo- worked at my alma mater’s RPI president’s office and implemented rative and co-sharing environment, (Rensselaer Polytechnic Institute) by the Provost, Deans, and Aca- where stakeholders from across mul- Office of Technology Commercializa- demic Department Chairs. At the tiple disciplines engage and break- tion. It is home to one of the first uni- same time, faculty have to represent a more realistic diverse array of pro- down down the silos of formulaic versity incubators in the USA, dating back to the early 1980’s under the fessionals that truly understand the academic engagement. vision of George Low whom believed real world of applied engagement; for example, a freshly minted PhD As- sistant Professor would not compare “knowledge-base wise” to that of a practitioner of the art (BS/MS) with 5/10+ years’ experience. Rethink- ing the way we teach at universities and whom we recruit to profess to the next generation of students is necessary to help move the needle of innovation forward.

Since there are over 400+ Univer- sity incubators currently in play, the fever to help cultivate an entrepreneurial ecosystem utilizing the robust (Courtesy of U.S. Small Business (Courtesy of U.S. Small Business Administration 2 July 2019) offerings of intellectual capital and Administration 2 July 2019) physical assets clearly show how universities are evolving beyond a setting to learn and into “meccas” Case in point, look at the rise of for experimentation, application, iconic biotech company Biogen-Idec universities could be a driving force and risk mitigated development4. which started from the work of a uni- for applied engineering and technol- Over the years ahead, as more versity lab at MIT (Biogen side) and a ogy solutions that could be spun out entrepreneurial ecosystems university lab at UC San Diego (Idec to help drive the economic engine evolve and grow, universities will side) before spinning out into the pri- of a surrounding area and beyond³. I learned over my time at RPI’s OTC, play a crucial role as anchors vate market respectively and eventu- 118118 for next generation technology 1 Bendta Schroeder, How to build a biotech renaissance: MIT in Kendall development and private sector Square, 2014 realizations, and thus the need 2 for more robust and engaging Kelly Rae Chi, The Birth of Biotech, 2007 public-private partnerships will 3 Lester Gerhardt & Michael Wacholder, have to occur in order to cultivate RPI's Low left quite a legacy, 2016 the future forward. Looking to the 4 Laura Pappano, Got the Next Great Idea?, 2012 year 2040, universities will need to evolve from their mission of the pure G. Nagesh Rao has worked in the dissemination of knowledge and Public, Private, and NGO sectors expand to become effective stew- over the last 20+ years. He is well ards in spurring technologies and known for co-developing program- innovations within an entrepreneur- matic endeavors such as i6 Green, ial community. The outsourcing of Patents for Humanity, VT-Arc Additive high-end experimental projects from Manufacturing Prize Challenge, SBA major R&D corporations to smaller Growth Accelerator Fund Competi- tion, and USAID’s-SBAR Program. and nimbler institutions has brought Furthermore, he co-led the revamp about an opportunity to allow for a and modernization of the SBIR.gov next wave of partnering that will carry and SBA.gov digital platforms. As us forward for several decades. An well he has curated IP-Portfolios and opportunity exists for universities to strategies for a number of startups help mitigate risk for smaller com- and major corporations over the panies to grow out of a collaborative years. and multi-disciplinary environment that provides the student and fac- Nagesh is a 2004 Mirzayan Fel- ulty with the ability to take on risk low of the National Academies and without “losing the proverbial shirt a 2016 USA Eisenhower Fellow. His credentials include a BSc from off of one’s back.” Universities need Rensselaer Polytechnic Institute, a to accept the fact that they are not MSc from Albany Law School-Union only hotbeds of innovation, but will University, and a MBA from Univer- now need to be a premiere source sity of Maryland-College Park, as of entrepreneurial talent as they train well a license to practice Patent Law the workforce of the future to be agile from the US Patent and Trademark with their skills and aspirations. In a Office. Among many accolades that globalized economy it will be impera- Nagesh has received over the years, tive more than ever for universities to prominent ones include the Mahat- accept the mantle of being the new ma Gandhi Pravasi Samman & Hind platform for enabling innovation and Rattan awards from the NRI Welfare Society, BT 150, ACT-IAC Collabora- entrepreneurship for the 21st centu- tion Award, DC Inno 50 on Fire, and ry. Whom among them will answer the RPI Alumni Key Award. the call to advance their mission and our nation?

119 University- Universities are a crown jewel in Speed of innovation and the US innovation ecosystem. They the need for longer term Industry are an engine for entrepreneurial horizons Partnerships activity, the glue that brings together government and industry to tackle In technology-driven industries, in the United the most challenging problems, and companies need to bring innova- States: A Proven the source of talent needed to drive tion to market at an increasingly Formula in Need the economy. Universities also face a fast pace, particularly in the digital changing environment and numerous realm. This drive for speed, which is of Change challenges associated with it includ- reflected in many university-industry ing: cost increases that for a long collaborations, has the detrimental time have exceeded changes in the Arturo Pizano effect of shortening the term horizon cost of living; reduction in funding, of the research being conducted on especially from states to publicly campus. funded universities; demographic changes that will reduce the number of domestic students attending; and, “ global competition in the develop- Bringing real-world prob- ment of cutting edge technology and lems to faculty and stu- their ability to attract top international dents has benefits such talent. as grounding of the technology developed at the The future of US universities has university and exposing been addressed in national fora such as the Government-Universi- students to the type of ty-Industry Research Roundtable challenges they will face (GUIRR)¹ and in other studies². This in the workforce. thought piece provides an industry view, primarily focused on R&D and However, moving forward, it will talent development, although the be in society’s interest to ensure connection to government is also universities still work on science considered in as much as it is a and technology without immediate catalyst in the way universities and applications. Care should be tak- industry work together. We focus on en to secure funding sources for the speed with which innovation is the development of knowledge for taking place, and the development knowledge’s sake, and the ability to of a flexible workforce ready to tackle conduct basic science needs to be real world problems. preserved.

120 One way in which research with ity. However, the new models still the temporary role of a company long term implications may be maintain barriers between university employee then return to their primary accomplished is through Grand and industry. One of such barriers is role as students. The blurring of Challenges, such as the ones started the assumption that the work being these roles, perhaps in the context in 2004 by the US Defense Ad- done at the university is connected of a colocation model, can simplify vanced Research Projects Agency but not directly integrated into related the process and give companies and on fully autonomous vehicles. These work done at the company. There is students the ability to focus on long- challenges motivated significant no reason why this should still be the term problems in a seamless fashion. technology developments that are case. Colocation models, namely the In this respect the future of the US now reaching the market³. However, free movement of people between university is one in which both univer- there are only a few such challenges campus and company labs, which sity and industry, not just the latter, being conducted, and their scope remove these barriers are gaining assume responsibility for educating requires government participation. traction. “A Guide for Navigating the workforce. An effort should be made to identify the Complexities of Co-Location”, areas where universities and industry published by UIDP4, defines the key A good example of how this can can jointly define and drive these attributes of collocation and the ben- be implemented are the recently challenges, say Quantum Comput- efits derived by industry and univer- announced New Jersey Innovation ing, where fragmented, short-term sities. A key tenet in the colocation and Research Fellowships [5] which collaborations yield limited results. model may also prove critical for the provide funds to encourage local second topic of interest in this article, companies to hire PhD students Breaking down location namely workforce development. from New Jersey universities during barriers the last year of the program. In this A flexible workforce ready model students retain their affiliation Interaction between universities on day one to the university as PhD students and industry is driven by somewhat while becoming full time employees competing interests that are reflected The current education model, es- of the company. The program’s in standard master research agree- pecially the PhD degree, needs to be impact cannot yet be assessed, but ments (MRAs). The most significant adapted to reflect the needs of the it is already forcing companies and of these competing interests is intel- future workforce. Most PhD holders universities to address questions lectual property (IP), often the source will find positions outside academia. such as “how will the IP generated of tension with both universities and Yet, it still common for these stu- during the fellowship be managed?” industry claiming the need to protect dents to spend most of their time on or “how do we ensure that students IP, sometimes to the detriment of the campus, perhaps working on indus- remain connected to the faculty relationship and even the self-interest try-sponsored projects, but still within and students in the lab where they of the parties. the confines of academia. Intern- initiated their research?” Because ships and capstone projects partially of our background and position in In the US, the well-known and address the challenge, but these Siemens, the views expressed in this accepted NERF (non-exclusive models are still framed by conditions article are guided primarily by a future royalty-free) licensing model is being that guide existing agreements. For driven by science and technology. A changed to provide more flexibil- example, student interns assume broader analysis should be conduct- 121 ed into the future of the US university as generator and curator of general knowledge in areas that do not have a direct impact in the generation of economic activity or the development of a workforce that serves current societal needs.

1 GUIRR Meeting Summary, “Reimagining Dr. Arturo Pizano is Program the University”, October 9-10, 2012, Manager, University Relations for http://sites.nationalacademies.org/cs/ Siemens Corporate Technology in groups/pgasite/documents/webpage/ pga_080215.pdf Princeton,NJ. In this capacity he is responsible for establishing and 2 V. Yeravdekar, R. Ghosh, S. M. Ghosh, “University of the Future Bringing maintaining relationships with US Education 4.0 to life”, https://www. universities of strategic importance to ey.com/Publication/vwLUAssets/ey-uni- Siemens’s R&D organization across versity-of-the-future/$File/ey-university-of-the-future.pdf the globe. Prior to his current position, Arturo was a part of the internal 3 Davis, A, “Inside the races that jump-started the self-driving car” https:// audit organization of Siemens as a www.wired.com/story/darpa-grand-ur- member of the Operational Audit ban-challenge-self-driving-car/ team. Arturo joined Siemens Corpo- 4 UIDP Publications, Co-Locating Industry rate Research in 1993 as a Member Personnel on University Campuses of the Technical Staff in the Imaging and Visualization Department. He became Program Manager in Multime- dia Communications and Collabora- tion and later Head of the Multimedia and Video Technology Department. Prior to joining Siemens, he worked as a Staff Scientist in the Software Research Center of Ricoh Corpora- tion in Santa Clara, California. Arturo holds a B.Sc. in Actuarial Science from the National Autonomous Uni- versity of Mexico and a M.Sc. and Ph.D. in Computer Science from the University of California Los Angeles.

122 The University Universities are society’s oldest In order to meet the challenges of continuously operating institutions. 2040, institutions of higher learn- in 2040 They have enjoyed such persistence ing will need to reconsider what because they provide value – to their partnerships need to be renewed Marcia McNutt students and to society as a whole. or to replace the university-indus- Yet overall, they have been slow to try-government partnerships that change. Despite much talk about were launched with the Morrill Act of massively open online courses, 1862, which created our land grant distance learning, and other innova- institutions. The economic, social, tions, for the most part pedagogy at and cultural challenges we face are major universities has changed little enormous and complex, and they over the decades. The most prom- demand sophisticated and cost-effi- inent innovation was the rise of the cient responses by all of the part- modern research university, where ners. The challenges include: discoveries have spawned entire new eras and industries, and yet even this • An economy in transition, where model is under threat. With the high artificial intelligence can create new cost of investment in research facili- opportunities but also threaten mil- ties, reimbursement rates from public lions of jobs; and private research funders fall • A planet threatened by anthropo- short of covering expenses. Notable genic climate change; scandals involving university admin- • Health care challenges for an ag- istrators ignoring whistleblowers who ing, more obese, less active citizenry; complained of scientific misconduct • National security concerns that leave the public with the impres- threaten us at every turn – domesti- sion that a faculty member’s ability cally in our buildings and recreational to raise large amounts of research spaces, globally in many venues, and funding trumps integrity. even within the digital world.

Higher education, including its re- With these challenges in mind, search enterprise, needs to adapt to there are at least three opportunities the changing nature of our 21st cen- that universities should seize: tury society—and economy. Rather than passively adapt, or allow others First, the nation’s economic and to set the agenda, higher education social advancement will depend on needs to step up and lead. Leader- the extent to which higher educa- ship is what we so desperately need tion aligns its programs, curricula, right now. labs, and other offerings with the needs of our 21st century workforce. Our universities need to educate 123 the workforce with the knowledge, search. Federal or state governments use the power of their classrooms, skills, and creative problem-solving should consider new models for laboratories, public service offerings, capabilities they need to meet the financing fundamental and applied and community networks to reduce global demands of business and research that address the world’s those divisions. Higher education industry in the fields of technology, most urgent global challenges so institutions should be more pur- medicine, finance, sustainability, and that we can expand the research poseful in tying their education and public service—and do so in a way enterprise, encourage risk-taking and research programs to the needs of that meets the needs of workers and new ideas, and still be efficient with citizens and workers who struggle to learners throughout their careers. An taxpayer dollars. navigate the complex paths toward important part of this is updating the productive careers, engaged citizen- concept of higher education such Third, universities need to enhance ship, and connectedness with their that it focuses on lifelong learning the kind of collaborative partnerships fellow human beings. This is an area rather than only a degree-driven set with business and industry that have where universities, which themselves of experiences that occur in stages been responsible for the creation and on their own campus grounds largely under the age of thirty. Today, of hundreds of millions of jobs and can be bastions of diversity, toler- higher education must provide many product and service innova- ance, justice, and equity, need to learning experiences for workers and tions over the last century. Such part- play a more active role in their local, citizens of any age and any profes- nerships can support new curricula, national, and global communities. sion; it also must include a central labs, internships, and apprentice- Universities cannot afford to become role in contributing to economic and ships in ways that more effectively insular at a time when we need them cultural development, job creation, prepare graduates for work and life. to engage and connect with the citi- and social stability in local commu- zens and organizations around them. nities, across nations, and indeed Finally, universities need to contrib- Public universities, I believe, have across the globe. ute to the public discourse and our an especially important obligation to public policy debates in a construc- serve the people around them, and Second, while there is a benefit to tive way in communities. Universities not just the students who work and all ethical, high quality research, I can use their power, influence, and live on their campuses. would argue that basic and applied resources to educate students and research that addresses our world’s all citizens, and conduct research Although I may not live to see 2040, most pressing problems—income and service, in ways that can help one of my granddaughters should inequality, climate change, disease, unite us, not divide us. We know be receiving her college degree in sustainable resources, and the need about the economic disparities that that year. I hope that the universities for more abundant and efficient en- seem to be widening in the U.S. and of 2040 will serve her as well as the ergy sources, to name a few—must worldwide (even while overall wealth institutions of the 1970s served me. be a high priority of universities and increases), and we are increasingly colleges. We must be intentional seeing the negative cultural conse- in advocating for more deliberate quences of class divisions across investments in higher education the globe—to say nothing of divi- research and we must encourage sions by race, gender, and religion. I faculty to pursue problem-solving re- would argue that universities need to 124124 Marcia McNutt (B.A. in physics, Colorado College; Ph.D. in Earth sciences, Scripps Institution of Oceanography) is a geophysicist and the 22nd president of the National Academy of Sciences. From 2013 to 2016, she was editor-in-chief of Sci- ence journals. McNutt was director of the U.S. Geological Survey from 2009 to 2013, during which time USGS responded to a number of major disasters, including the Deep- water Horizon oil spill. For her work to help contain that spill, McNutt was awarded the U.S. Coast Guard’s Meritorious Service Medal. She is a fellow of the American Geophysical Union (AGU), Geological Society of America, the American Association for the Advancement of Science, and the International Association of Geodesy. McNutt is a member of the American Philosophical Society and the American Academy of Arts and Sciences, and a Foreign Member of the Royal Society, UK, and the Rus- sian Academy of Sciences. In 1998, McNutt was awarded the AGU’s Macelwane Medal for research ac- complishments by a young scientist, and she received the Maurice Ewing Medal in 2007 for her contributions to deep-sea exploration.

125 University- Many observers have dubbed the to train talent that they hire, as well significant growth of Asia as the as investing significantly into research Industry coming of the “Asian Century”. The collaborations that have enabled Collaboration expansion of Asian economies has them to deliver cutting edge innova- resulted in the generation of many tion to their global customer base. in the “Asian large conglomerates and companies, The search for new markets and Century” and it is expected that Asian corpo- to harness the best talent has also rations will continue to dramatically pushed many of these companies to increase their representation in the set up R&D operations in Europe and Rajiv Dhawan Global Fortune 500 for the foresee- North America, and consequently able future. With high capitalization, they have sought to forge stronger many of these companies realize relationships with leading academics that significant investments in R&D in these regions. (internal and external) will be essential for long term growth and viability. Samsung invests upwards of $100 For example, Samsung Electronics million dollars per year into univer- invested nearly $13 billion dollars in sities, globally. While a significant R&D in 2016, ranking it just behind portion is in Korea, there are a large Volkswagen AG in the global ranking number of interactions with universi- for industrial research and develop- ties in the United States and Europe. ment. The signature Samsung collaboration program is the Global Research Asian companies increas- Outreach (GRO) Program. This call ingly invest in universities for proposals program, administered by Samsung Advanced Institute of This internal spending has been Technology (SAIT), awards sever- complemented with large external al million dollars in funding to the investments as well: Companies world’s leading research universities such as Samsung, LG, Huawei, that propose innovative research Tencent, Alibaba have extensively ideas aligned with Samsung’s var- engaged universities in their home ious research goals. In 2013, over countries for both short and long 70 awards were made globally on term research. As an example, topics ranging from next generation Samsung’s deep engagement with computing to data storage to aging. Sungkyunkwan University is well The majority of these went to North known and according to a recent American and European universities. study, nearly 9% of publications from Huawei, also has a call for proposals this school were co-authored by program (Huawei Innovation Re- Samsung researchers. These univer- search Program) and has also made sities have provided strong support significant investments into universi- 126 ties outside of China. Recently, the els. With excellent research produc- to work on relevant problems, they company invested $1 million dollars tivity (i.e. publications in top journals) will need to provide fresh knowledge into an Artificial Intelligence partner- and focus on cutting edge areas (i.e. and perspective to their employ- ship with the University of California, Artificial intelligence, personalized ees. One way to accomplish this is Berkeley. medicine, etc.), these institutions are through upgrading skills and gaining well positioned, and North American fresh perspective by spending time So, what will the coming of the and European universities continue at universities. Many Asian conglom- “Asian Century” mean for the ac- to increase the level of cooperation erates already have employees take ademic landscape 20 years from with Asian Universities. A large part “sabbaticals” as visiting scholars at now? How relevant will universities of these collaborations is aimed at top universities to work with faculty in North America and Europe be? solving grand challenges, such as members on critical projects. These What will the talent on these vari- climate change, pollution, feeding a visits, which typically last for one year ous campuses look like? How will growing world, job losses from AI, enable the scientists and engineers Asian companies work with Western healthcare, etc. to further develop their skills, while universities and what will they look working on projects that ultimately for in terms of finding partners? What Governments will engage benefit the corporation. In the future will the Western government’s role in the global war for talent this practice will take new forms and be in ensuring that universities can become even more common also at compete effectively? In the following, While recent political changes in the Western universities. I reflect on these questions. US have decreased foreign enrollment, Asian students will also in the Western universities will Asian universities will future go to North America and Eu- market their strengths and become a strong compe- rope to pursue their undergraduate uniqueness tition to western universi- and graduate education. They will ties thus make up a greater proportion of US and European universities, the student body of these universi- sensing this competition, will focus The global competition and collab- ties, especially in STEM related fields. on providing a uniqueness to com- oration between academics around Governments will ultimately realize panies that is not otherwise available the world, will be a trend to follow in the importance of this talent and in their home countries. They will the coming decades. Over the past pave the way to provide them with invest even more time and effort into two decades, Asian countries (China, citizenship, while the home countries marketing their strengths. Univer- South Korea, Taiwan, India and oth- will attempt to repatriate the best and sities will explore ways to work with ers) have invested significantly into brightest. Especially faculty members companies by providing IP terms that their higher educational institutions, will have a lot of options and will allow companies to have exclusive which has increased the relevance chose universities in countries that access to IP generated from a col- of these universities. Asian govern- provide them with a stream of talent laboration. ments provide faculty members with and stable funding. stable funding and a large number of talented graduate students at both Technology is changing with in- the undergraduate and graduate lev- creasing speed and for companies 127 future, universities will see increased levels of government funding. This As the innovation“ cycle change will come about as citizens speeds up, universities and governments realize the impor- and companies will also tance of science & technology in need to take shorter times the creation of new jobs and finding to setting up collabo- opportunities for those displaced rations, and support of due to new technologies (i.e. Artificial Rajiv Dhawan received his Bachelor Intelligence). pre-competitive consor- of Science degree from Simon Fraser University in suburban Vancouver. tia. Overall, I believe that the growth of He then moved on to get his Ph.D. Asian economies will be beneficial from McGill University in Montreal, While in the past, large amounts of Quebec followed by a postdoctoral venture capital were a primary driver to North American and European appointment at Stanford University. for the strong entrepreneurial envi- university systems. They will provide Rajiv started his career at DuPont ronment in North American (espe- talent and additional funding sourc- Central Research & Development as cially Silicon Valley), the availability of es that will increase the innovation a Research Chemist and t moved to capabilities that already exist today. the University Relations function and capital is becoming more democra- managed several programs, includ- tized globally. As a result, universities ing the ~100 year old DuPont Young in North America and Europe, in or- Professor program. der to compete, will need to collaborate extensively with those they never Rajiv joined Samsung Semiconduc- tor in 2016 and is currently Director would have collaborated with before of Strategic Planning and Business to define new white spaces. This will Development. In this role, he man- require fundamental restructuring ages University Relations for Device of how universities go from more Solutions America and key activities discipline-based to problem based include collaboration management, technology scouting and Ph.D. research. University departments will recruiting. also move away from traditional silo structures to more “challenge-based” structures, as the problems that need to be addressed will no longer fit into discreet subjects, like they have in the past. The end results will be of significant value to both foreign and domestic corporations.

While the recent trend has been Western governments providing either flat or decreased funding for science and engineering, in the 128 University The North American university will Research parks have evolved from undoubtedly operate differently in separate, sterile, real estate focused Research Parks, 2040 than it does today, but what will developments to integrated, vibrant Incubators and its economic outreach centers – its communities of innovation. With the research parks and incubators – look passage of the Bayh-Dole Act in the Innovation like 20 years from now? United States, allowing universities Districts in 2040: to own intellectual property from In 1951, the world’s first research federal research funds, universities What Will They park was launched at Stanford Uni- embraced the incubator model Look Like? versity as a partnership with the city for university startup companies. of Palo Alto, creating a real estate But universities also added entre- entity that provided a landing pad preneurship training, lean start up Brian Darmody for corporations wanting to partner models and other services, creating with the Stanford University. Silicon accelerators and maker spaces for Valley was still a series of orchard student entrepreneurs. Co-working farms and the Stanford campus was spaces – the progeny of incubators just beginning its rise to prominence – disrupted real estate holdings in through strategic corporate alliances. many downtowns, and the first We This was one of the first university Work space on a university campus public-private-partnerships (P3) with just opened in the UMD Discovery a twist: a public city partnership with District in College Park, Maryland. a private university. Globally, the Chinese national gov- In 1957, the world’s first formal ernment and provincial governments business incubator started in Bata- embraced research parks, creating via, New York out of an abandoned entire science cities, but largely farm equipment manufacturing facil- disconnected from universities. The ity, offering short term flexible leases country of Israel, known as Start Up to companies with modest balance nation, became a giant country wide sheets. A poultry incubator was an incubator, spinning out technologies early tenant. Literally and figuratively, ranging from Waze to Wix. Batavia was a business incubator. With the turn of the century, ‘inno- In the ensuring 70 or so years, both vation districts’ became the preferred research parks and incubator models appellation by city and county plan- that were birthed in the US, have un- ners for research parks, incubators dergone tremendous global growth and accelerators, especially in the and tremendous transformation. United States.

129 2) The university will come to the companies in OZ. Some states, such corporation and the research park as Maryland, have incorporated their These mixed“ user com- will come to the university. The own set of incentives. Municipali- munities offer great ad- Amazon HQ2 that is being built in ties are layering on their own set of vantage to universities the Washington DC area will be incentives, often will local contracting and anchor institutions in surrounded by a half billion dollars requirements. The federal program in new higher education investment, is expected to last through 2046, attracting young talent including new academic research meaning the impact will be long and providing work plac- centers being constructed by Va lasting and far reaching. Universities es near homes, reducing Tech and George Mason Univer- too will play their role, likely using carbon emissions and sity and others. For all intents and their own resources, incorporating creating a sense of place purposes, the new Amazon HQ2 will workforce and affordable housing and community. evolve into a research park. Similar elements, childcare, charter schools mixed corporate/university hybrid and other amenities into mature centers, with embedded co-working research park districts. With the transformation of research space, can be expected to be built parks and incubators since the across the US, and in some urban Howard Stevenson of the Harvard 1950s, what will they look like 20 districts, such as Austin and Boston, Business School defines entrepre- years from now? Three predictions: entire downtown areas will be trans- neurship as ‘the pursuit of opportu- formed into urban research ‘parks’. nity beyond resources controlled.’ 1) Research parks increasingly will And nearly all new university research Over the next 20 years, research be on the frontlines of the war for facilities being designed now will universities and municipalities will talent as places for corporations to include space for companies, maker continue to pursue entrepreneur- establish satellite research labs and space for students, accelerator labs ial possibilities to invest and build brand themselves with undergradu- and other collaboration space, mak- research parks and accelerators, ates and graduate students through ing mini ‘research parks’ out of new evolving the model established in convenient lab and work spaces. research facilities on the campus. the 1950s into true ‘communities of The biggest tech transfer event hap- innovation’ in the United States and pens in a university community once 3) Public policies at federal, state, around the globe. a year and has nothing to do with local and university levels will contin- patents. We call that tech transfer ue to increase the role and impor- event: graduation. Corporations tance of research parks and accel- understand they can’t just attend erators/incubators. Many universities a yearly career fair to recruit top and other anchor institutions are students. Setting up corporate space in or near designated Opportunity in an incubator or research park is Zones (OZ). The new federal OZ a strategic investment and great legislation may entice up to $100B recruiting tool and will be a common in new investment from capital gains corporate strategy in 2040. currently sitting on the side-lines in real estate and equity investments in 130130 Brian Darmody is Chief Executive Officer for AURP, which represents research parks, innovation district and communities of innovation in the US, Canada and around the world. AURP has offices at the University of Arizona Research Park and a Wash- ington DC office at U of Maryland Discovery District.

Before assuming AURP role, he was Associate Vice President for Corporate and Foundation Relations at UMD, Special Vice Chancellor for Economic Development at Univer- sity System of Maryland, director of UMD Center for Applied Policy Studies, head of federal and state Government Relations in the UMD President’s office and member of the University’s legal staff. Before coming to UMD, he worked for a member of US House of Representatives and member of the Maryland House of Delegates and in the Office of Attor- ney Advisor for the U.S. Health Care Financing Agency.

131131 CREATING THE FUTURE UNIVERSITY FUTURE THE CREATING 132 ‘ROADS? WHERE WE'RE GOING, WE DON'T NEED ROADS.’

– Dr. Emmett Brown, Back to the Future

133 134 INSTITUTIONAL CHANGE

135 136 Past as Prologue In his 1963 Godkin Lecture at they will retain core elements of what Harvard, Clark Kerr, then President of we think of when we think of colleg- the University of California, famously es and universities: the production Ted Mitchell noted that of the “About eighty-five of new knowledge through research institutions founded in the Western and creative activity, the transmis- world by 1520 institutions (that) still sion of knowledge and skills through exist in recognizable forms, with teaching and engagement with com- similar functions and unbroken histo- plex problems, and the development ries” seventy were universities.¹ This of civic virtue through the contest of was meant, at the time and since, to ideas in the arena of free inquiry, fact, reassure those inside the academy and evidence. Let me be clearer. as well as the academy’s critics that These are essential functions in a whatever the external circumstances diverse, pluralistic democratic society and internal dynamics, universities and universities and colleges must were resilient and built for the long remain committed to carrying them haul. From their architecture to their out. At the same time, our higher degrees, regalia, and unique aca- education institutions must be able demic culture, Kerr’s message was to respond to changing circumstanc- clear. Universities and the idea of es by working to continually improve a university were built to last. To- the way they perform these essential day, we are not quite so sure. Will services. universities endure and if so, will they endure in anything resembling their The history of American higher current form? education is replete with examples of this kind of resilient innovation. The These, as Kerr argued in his talk invention of the land grant colleges and in his subsequent book, The during the Civil War expanded the Uses of the University², are two dis- concept of “useful knowledge” and tinct questions. In fact, the history of the curriculum of these institutions colleges and universities, particularly reflected an epistemology that en- in the US, is a story of adaptation compassed the latest in agriculture and change. Universities have per- as well as Aristotle. The invention sisted not because they have stayed of the community college created a the same but because they have whole new higher education sector, changed in response to changing designed to both create a bridge circumstances. My bet is that this between high school and college and dynamic not only informs the past, provide education in the trades and but it describes, if not a blueprint, a lifelong learning. The second Morrill design paradigm for the future. Yes, Act, in 1891, provided for state sup- we will have universities and while ported higher education for African 137 Americans, responding to the legiti- year old college student who puts mate demands of blacks for access life on hold for four years to achieve to colleges and universities. The list a bachelors’ degree. In its place, our Colleges and“ universities goes on: extension services to pro- institutions are substituting a set of may be more important vide “non-degree” programs to rural pathways with multiple on ramps and in American life than Americans, the GI Bill which spurred off ramps, pathways that students they have ever been, as the growth of new programs, includ- can navigate while they “do life” as ing part time degree programs, for parents and workers with competing engines of social mobili- veterans, branch campuses to serve priorities, attaining markers like cer- ty, as builders of human students in new markets including tificates and credentials that attest to capital, as generators of those abroad, and, of course, the the mastery of certain skills, compe- new knowledge, and as use of technology to provide a grow- tencies, and bodies of knowledge. bulwarks of our diverse ing catalog of “anytime, anywhere” democracy. educational opportunities. To be fair to President Kerr, he well understood that adaptability Counter to the dominant narrative was essential to the long life of To remain so, higher education that has America’s colleges and American colleges and universities. must adapt and change without universities in a Rip Van Winkle For him, and many of us, the key sacrificing basic values. Will colleges slumber, slow to awaken to a new to a successful future for colleges and universities persist? Absolutely. era with new opportunities and new and universities is adaptation that Will they be the same in fifty years, challenges, our institutions of higher fearlessly responds to present needs twenty, or even ten? Absolutely not! education are more innovative, more and hopefully anticipates future And that’s the fun part. dynamic, and more relevant than at needs and opportunities. But it is 1 Clark Kerr, The Uses of the University. any time in the last half century. They also adaptation that just as fiercely Harvard University Press, 2001. P115. The list also includes “the Catholic are using data analytics to predict preserves and promotes the values church, the Parliaments of the Isle of and promote student success. They and purposes that separate univer- Man, of Ireland, and of Great Britain…” are developing offerings tailored to sities and colleges from other kinds 2 Ibid. the needs of particular industries or of enterprise: that commitment even businesses. They are reaching to producing new knowledge, to out to low income, first generation, transmitting knowledge and skills to and minority students in ways that an ever more diverse population, and promote on campus diversity and building the sinews of civil society. social mobility. They are naming and To do both is not an easy task and assessing competencies from data requires committed leadership and analytics to critical thinking. They are clearheaded advocacy. developing technology platforms that allow them to achieve scale while maintaining or extending quality. And most importantly, they are rethinking the old paradigm of the eighteen 138 Ted Mitchell is the President of the American Council on Education, the major coordinating body for America’s colleges and universities. Prior to coming to ACE, Ted was the Under Secretary of the United States Department of Education, responsible for all post-secondary and adult education policy and programs as well as the $1.5 trillion Federal Stu- dent Aid Portfolio. Prior to his federal service, Mitchell was the CEO of the NewSchools Venture Fund, a national investor in education innovation. He has served, as well, as President of the California State Board of Education, President of Occidental College, and in a variety of leadership roles at UCLA, including Vice Chan- cellor. Mitchell was deputy to the President and to the Provost at Stan- ford University and began his career as a professor at Dartmouth College where he also served as Chair of the Department of Education.

139 A Strategy for The next two decades will usher in share one common practice. They a new era of college accountability, listen to students. More than that, Survival: Student fueled by powerful new data systems they empower students as institu- Voice intersecting with urgent calls for tional stakeholders. greater public responsiveness. Stu- dent voice will hold more power to Shared leadership Andy MacCracken make or break institutional success. A strong student voice will ena- As colleges and companies deploy ble innovation and adaptation in data-driven technologies to learn an instable regulatory and financial – and predict – more about their environment. This shift will require students, the public will inevitably perseverant culture change paired gain significantly greater insight into with intentional policy change over how institutions serve their students. time. Institutions that want to thrive in The currency in university prestige 2040 will need to take action today. will ultimately shift from subjec- Rhetorical calls for student-centric tive reputation to objective results. policy will need to turn into tangibly That transition will trigger a race for student-centric institutions. It is a relevance, as universities work to matter of institutional survival. demonstrate their value to students, who will remain the primary stake- High profile leadership failures have holder and financier of U.S. higher revealed the fault lines within univer- education. sities and demonstrate the urgent need for greater student voice. Many The push toward greater trans- in higher education are still reeling parency will help shift the incentives from the 2015 system and campus that drive institutional decision-mak- resignations at Mizzou while more ing from chasing opaque rankings recent leadership crises at Michi- systems to improving student-level gan State University, University of success rates. Amid that change, Southern California, and University of universities will need to adapt to Maryland have prompted structural myriad other disruptive political, reforms. While the media narrative economic, social, and environmental in those cases highlighted the role events. That evolution will require a of student protest in presidential level of institutional agility uncommon turnover, the scandals in each case in traditional U.S. higher education. reflected a failure to value student Some institutions will fail, leading to voice in the first place. more shutdowns and consolidation. But the institutions that will survive, Protest and activism have been and especially those that will thrive, tools used by students over time 140140 to advance change, predominantly Of course, there is room for growth, around social issues, when formal even at some of the country’s most means for change are unresponsive By fostering“ a strong, student-centric institutions. Strong or unwelcoming to student voice. independent, and repre- student voice is not an absolute It is hard to imagine a future with- antidote to campus unrest. Success- out a healthy amount of activism to sentative student voice, ful universities in 2040 will consider push issues along. However, it is not university leaders will be student voice to be more than an the only means for student voice. sure that they are hear- infrequent flashpoint of tensions be- Institutions will need to increasingly ing about real issues and tween students and administrators; support and rely on elected student concerns before they turn student voice will be an institutional leadership and other formal channels into crises and grab head- value that drives ongoing expression to be as representative and informed lines. of student needs and concerns. as possible. It is the only stream- lined way to infuse student input Over the course of five decades, Evolving with education throughout a rapidly changing higher the Ohio State University (OSU) delivery systems education landscape. community has cultivated what we The need to understand and miti- have researched to be one of the gate barriers to student success will A student-centric future healthiest student-centric cultures be universal in a diverse ecosystem in the country. It is not a mistake. In of education providers. The continual Research at National Campus the heat of the violent Vietnam era proliferation of competency-based Leadership Council¹ suggests campus protests, OSU leadership credentials (i.e., certificates, badges, stronger student voice is linked to made a decision to start bringing etc.) and online education will pose a better student outcomes. It makes students to the table rather than shut challenge to operationalizing effective intuitive sense: institutions that them out, as many of their counter- student voice. Two big name online engage student input throughout parts did at the time. That intentional colleges are integrating traditional decision-making processes are more engagement now permeates across student leadership into govern- likely to develop policies that accu- OSU’s vast, decentralized institu- ance. Pennsylvania State University rately identify and effectively eliminate tion. They have the policy to match World Campus, which launched in barriers to student success. the culture. Today, students hold 1998, recently established a student voting seats on OSU’s governing government, and the Colorado State board and wield significant authority University Global campus has a and influence in the university-wide student representative to its Board of senate. In fact, student input has Governors. been so valuable that the University Senate recently added two more Traditional student governments voting student seats to their powerful may not be practical in every aca- fiscal committee. OSU’s emergence demic setting, particularly among as a student-centric institution has short-term degree programs and paralleled its growing preeminence in online education. Nonetheless, American higher education. existing and emerging players in this 141 space will need to ride the new wave of transparency. To survive and thrive through inevitably seismic shifts in the industry, they will need to have ongoing, honest discussions with students about the challenges and opportunities facing their institution. In 2040, “student-centered” will be Andy is executive director of Na- more than a marketing slogan; it will tional Campus Leadership Council be a governing principle that perme- (NCLC), which he co-founded to cul- ates the culture at the world’s most tivate, strengthen, and advance stu- successful postsecondary institu- dent leadership in higher education. Since its 2012 launch, NCLC has tions. conducted training, policy education, and research to empower more than 1 Upcoming research published by NCLC 2,500 student body presidents at https://www.campusleaders.org more than 500 campuses nationwide. Andy is a leading advocate for student voice in public policy, helping major stakeholders in the public and private sectors engage campuses on key issues. He helped the Obama White House launch several policy initiatives, including introducing President Obama when the Presi- dent took action to support student loan borrowers and speaking at the It’s On Us campaign launch. He has previously led the DC Student Alli- ance and served as president of the American University Student Govern- ment. Andy grew up in Colorado and earned his B.A. in political science and Masters in public administration at American University.

142 A New Two decades is a time long enough These roles are: for radical transformations to take - The university as a beacon of Generation place. Take any 20 years in the last wisdom - In a world that is over-in- century; it is surprising to see how of Universities formed and where truth is threat- much the world evolved during that ened, and trust is lost, academia Transforming period. Most likely, significant ele- should persist in being the key gen- ments in the world of the future were the World erators of knowledge, the defenders hardly imagined at the outset. of truth, freedom, and tolerance, thought leaders in society and role Francisco Velez-Torres Universities have been around for models for those around them. centuries, but they are not exempt - The university as a great from reinvention and adaptation, par- equalizer - When people from many ticularly in this remarkably dynamic different walks of life, and a variety era. Their reason for existence is as of socioeconomic conditions, have valid today as it has always been. the opportunity to get a degree, the However, remaining relevant and true outcome is a more mobile society to their mission requires adjustments where there is always an opportunity per today's challenges and condi- for those persistent enough in their tions. pursuits. - The university as a shaper of As the 21st century will soon start individual character - The integral its third decade, it becomes clear formation of the person, the primacy that knowledge intensity will only of the being versus having, a strong increase while crucial challenges moral compass, and the capacity as at the societal and environmental an individual to continuously learn level deepen. In such a context, and reinvent. All these are only more what role will universities have in our important as the world evolves. society? How will universities impact our knowledge society and societal The roles just described may development? What changes do be achieved by as many different universities have to make to ensure ways as universities that exist. All they remain relevant? When looking institutions have their unique his- into the future, three roles set uni- torical trajectory. What they cannot versities apart from organizations of afford, is to make decisions that are any other nature. These roles enable against sustainability, be it financial, higher education institutions to have environmental, or even moral. Two a leadership role as change agents in underlying variables may describe an our society, shaping the world we live institution's trajectory over time: in, and developing individuals capable of creating more prosperity. 143 Degree of interaction - Innovation - At all levels of the organization, innovation is essential Universities may be Low Touch or Institutions “oriented for long term success. From crafting High Touch. Institutions leveraging towards knowledge ap- new strategies and models to being economies of scale and seeking cost plication will prioritize at the forefront of program design, or containment will generally have a deploying technology throughout the teaching and serving low touch approach; more focus on learning experience. system automation and standard- companies through liai- ized procedures with less personal son interventions lever- - Access - Facilitating access to interaction. In contrast, high touch aging proven techniques, students from diverse backgrounds, approaches will be those where tools, and knowledge allowing for flexibility and customized personal attention and interaction is sets. pathways for degree completion. a fundamental element of the operational model. High-quality education need not be - Success - Focusing on student the realm of one particular combina- success, to the point that measuring Knowledge Focus tion of the variables just described. it becomes embedded across the An institution should have high institution. Extending the concept of Universities may focus on Knowl- quality, regardless of the combi- success requires seeing the com- edge Creation or Knowledge Appli- nation of variables around which it plete lifecycle of the person as it cation. Those institutions oriented decides to build its trajectory into engages with the university — the towards knowledge creation will the future. Indeed, higher education whole experience outside the class- prioritize research and technologi- increasingly faces more checks and room and the physical space, and cal development, often seeking to balances, which will make it harder beyond graduation. capitalize on intellectual property and to offer academic programs that do transfer technology, thus becom- not meet a minimum standard of - Sustainability - In a world that ing drivers of economic progress, quality education. There is a pressure changes fast, many times in unpre- particularly in areas where there is a to improve, and external referents dictable ways, leadership farsight- high concentration of scientific and like the rankings play an important edness and systems approach to knowledge-based activities. role. While experience shows that decision making, is fundamental to rankings tend to offer one-size-fits- guide the institutions sustainably. all formulas in assessing institutions, increasingly ranking initiatives are The university of the next gener- recognizing the depth and breadth of ation, a generation characterized types of institutions that populate the by unique demographics, societal university landscape across nations. changes, individualism and nev- Regardless of the chosen trajectory, er-ending stimuli from external or particular conditions, in the future, sources, will focus on student suc- all universities will need to address cess and adaptability to a changing the following elements: environment in the knowledge era, but not forgetting the utmost impor- 144 tance of humanistic, value-driven and integral education. An education that will render future generations better able to transform the world, for the better.

Francisco Vélez-Torres is the Dean of the College of Business and Administration at CETYS University, in Baja California, Mexico. For- merly, Dean of Graduate Business Programs at the same Institution. Beyond CETYS, his teaching experience includes Universidad Estatal de Sonora, San Diego State University, and Northwestern Polytechnic Uni- versity in China. Professor Vélez-Tor- res is an ACE Fellow 2018-2019, and a member of the Microeconomics of Competitiveness Network of the Institute for Strategy and Competi- tiveness of Harvard University.

Professor Vélez holds a Doctorate in Business Administration from CE- TYS (ACBSP & WASC accredited); an MBA from John Molson School of Business, Concordia Universi- ty (AACSB Accredited), Montreal, Quebec; and a B.S. in Industrial Engineering from CETYS, Mexicali, Mexico.

145 Universities in The future is bright for students. They will have more options at the Future a wider variety of prices and far Surviving universities“ will greater transparency into the value be either very large, or Burck Smith of the educational services for which they are paying. However, the core will have leveraged their post-secondary instructional model – brand across a variety of a professor and a group of students business models, or both. learning a single subject over 8-12 weeks - will comprise far less of a As the science fiction writer William student’s educational mix. To adapt, Gibson famously said, “the future university brands will be stretched is already here, it’s just not evenly across a wide variety of educational distributed.” The Internet has already offerings, many of which they will not transformed much of society, and its offer directly. likely impact on higher education is already apparent among early adop- The core university business model ters. Online coursework: will always be whatever is required to access taxpayer subsidies. Since the • Is far cheaper to deliver because mid 20th century, subsidy-organized there are fewer fixed costs and unit universities have been the dominant costs decline over time and scale; providers of structured post-second- • Consolidates markets because ary education. However, the number geography is not a barrier; of possible business models has • Aggregates providers to take ad- grown dramatically driven by the vantage of economies of scale when economics of online delivery. These serving aggregated markets; and new models may be separate from, • Creates new providers who are or integrate into, universities’ face- not burdened by legacy, subsi- to-face and online programs, but all dy-seeking business models. drive per-student revenue down or consume revenue and profit mar- Competitors from within and out- gin that had previously flowed to side of universities are already driving universities. To remain competitive, down price and risk (price’s less universities must attach new models obvious cousin). Though colleges to their core. are loath to reduce list price, the total cost of a degree is dropping. Reve- nue per student is flat or declining. Higher priced online programs are losing market share to lower priced programs from public colleges. 146146 The least subsidized and endowed rable college credit. Unsuccessful non-traditional students. However, colleges are going out of business. students spend dramatically less out the recent growth of employer-spon- Competency based and lower priced of pocket, use no financial aid and sored tuition programs will change models have grabbed enormous don’t harm their academic stand- that. Whether from tuition reimburse- market share. Credit transfer among ing. Generally branded by a college, ment management companies, sole colleges and between colleges and these programs fall outside of core source providers, or those that exact alternative providers is rapidly grow- university business model due to the a revenue share from its college, all ing. As anecdotal evidence, many incompatibility of low-risk business will offer far lower priced coursework colleges have initiated programs to models with financial aid eligibility. to an aggregated set of students and develop prior learning assessment pre-negotiate credit transfer relation- (PLA) policies, are exploring com- Online delivery collapses geograph- ships with a preferred set of colleges. petency-based programs and are ic boundaries creating national and Employers and employees get a far dabbling with Open Educational global markets and players. Further, cheaper pathway to a degree and Resources (OER). The enrollment benefits to scale are far greater online participating colleges get a new growth of non-college providers than in a face-to-face environment. stream of students. Today, these stu- like StraighterLine prompted the Fixed costs and capital expenses dents may attend one of many local Department of Education to create like servers and content creation can colleges who deliver up to 100% of an experimental EQUIP program to be amortized over a much larger a program. Going forward, these try to bring new providers under the set of students. Per-student digital students will go to a concentrated umbrella of Title IV financial aid. So, marketing expenses decline at scale. group of national providers who will while list prices are not dropping Further, scaled colleges and Online deliver 25%-50% of the degree. for most universities, revenue per Program Manager’s (OPMs) have a student is. much higher volume of prospects Today, “Credentials” show up on and students with whom to test almost every contemporary higher Risk is the likelihood that the different marketing messages and education conference’s agenda. student’s out-of-pocket and oppor- tactics. At scale, iteration is dramat- While deeming something a creden- tunity cost will result in the desired ically faster. The result is the growth tial is easy, creating recognized value outcome. For today’s students, high of “mega-universities” or smaller col- for a credential is hard. Credential prices, extended time to degree leges using scaled OPMs to achieve value can only be established by completion, low completion rates the same effect. government fiat (like degrees) or by and declining premiums to the derecognition at scale. As employers gree make enrolling in college a high- A college will award credit for use alternative providers to deliver risk proposition. Some colleges are coursework from other providers college credit, they will create their using online delivery to create lower when it believes that the credit own “stackable credentials” that cost, low-risk pathways that include recognition will help with enrollment, transfer into a degree program. How- coaching, tutoring and group work, yield, persistence or retention. To ever, rather than being a buzzword, to prove college readiness before date, the volume of students taking these credentials will necessarily enrolling in a higher price experi- coursework from alternative provid- have value within the employer’s ence. Successful students receive ers has grown rapidly but is still rela- employment hierarchy. Over time, automatic admission and transfer- tively small and concentrated among market recognition will replace gov- 147147 ernment fiat as the backing for the 1 American Enterprise Institute, (2012), currency of credentials. Postsecondary Post-“Access”.

To summarize, online delivery creates new competition among universities and viable business models for new providers with whom universities both partner and compete. To succeed, most colleges will Burck Smith is the CEO and founder of StraighterLine.com. Founded need to achieve scale by themselves in 2009 and based in Baltimore, or with partners. On the whole, this StraighterLine helps colleges offer drives down the total revenue per pathway programs that improve student and funnels margins back enrollment and retention and helps to students in the form of lower students reduce the price and risk of pursuing a degree. Ten years prices or to new partners like OPMs. before launching StraighterLine, he Concurrently, the currency of two co-founded SMARTHINKING (now a and four-year degrees is weakening, Pearson company), the largest online as new providers are able to ag- tutoring provider for schools and gregate students through employer colleges. or consumer channels. Over time, Burck has written chapters for student enrollment in a wide range of three books on education policy for structured educational programs is the American Enterprise Institute likely to increase dramatically due to (AEI), and is a former independent lower prices and risk, but per-student consultant and journalist. Burck also served on the Board of Heliocampus, revenue, profit margins and demand an early stage company providing for degrees from universities will institutional analytics solutions for decline resulting in fewer colleges but colleges, and serves on the Boards some at tremendous scale. Almost Baltimore Collegiate School for Boys a decade ago, I claimed that higher and Friends School of Baltimore. He is a Pahara/Aspen Institute Fellow, education would eventually resemble and holds a Master's Degree in Pub- the US Postal Service¹. These are lic Policy from Harvard University's two quasi-public enterprises given John F. Kennedy School of Gov- monopoly power at birth because of ernment and a B.A. from Williams market limitations. This power dimin- College. ished due to changing technology and demographics. Continued access to taxpayer subsidies ensures that the core model survives, but it is less relevant in a vastly expanded marketplace. All of which is terrific for consumers (and taxpayers). 148 The University in The future is notoriously difficult (UBC) student enrolment in distance to predict, but I feel it is safe to say education and blended courses the Year 2040: A that despite the rapid growth of has increased nearly fourfold since Vital Part of the online learning, physical university the year 2000, currently standing at campuses will not lose their value in about 16,000 students. I expect this Community the next few decades. The university number to grow, just as our student experience is not simply defined by population on campus grows. Santa J. Ono academic learning. There is a real appreciation for the social formation The students will look different in that occurs when students are living the year 2040. They will be increas- on campus, having an opportunity ingly diverse, not only in background to rub shoulders with professors and culture, but also in age. The and other students, join clubs and university experience will no longer develop social and other soft skills. be seen as a one-time four-year rite The fact that so many post-second- of passage between high school and ary institutes have been investing in adulthood. As technological change student housing, recreational and so- accelerates, adults will need to return cial infrastructure shows that univer- to campus to upgrade their skills. sities are confident of continued and And older adults will willingly come increased demand for on-campus back to campus to take courses for experiences. pleasure or interest as they enter their retirement years. That being said, the next 20 years will see technology becoming in- This change in demographics will creasingly adopted by universities in necessitate further changes in cam- all facets of the academic experience pus infrastructure and the services – from student housing to teaching we offer our students. For example, and learning to research. Canadian facilities will need to be open for universities have lagged somewhat longer hours to accommodate work- in this area, but research has shown ing adults, we will need to expand that blended learning – a combina- child care services, and we will need tion of digital structures and in-per- to offer services and amenities that son lectures – works best in retaining appeal to students of all ages, rather student attention, and providing than just young adults. ease of access to information. Solely digital platforms have proven to be One of the biggest changes in somewhat less effective, albeit more academia over the next 20 years will convenient for those who are unable be an increase in interdisciplinary to be on campus. At the time of learning. In many institutions, faculty writing, University of British Columbia members and students work in silos 149 within their own departments and Business leaders are looking for faculty. I think the current trend to- employees who are educated and wards collaborative, problem-based adaptable; political leaders are research will continue. Multiple UBC looking for help in addressing social successes have been made possible issues; parents are looking for a due to interfaculty collaboration; for good education for their children; example, the School of Biomedical students themselves are looking for Engineering, a strategic partnership an education that prepares them for Santa J. Ono is the President and between the Faculties of Applied an increasingly uncertain world. It will Vice-Chancellor of the University of Science and Medicine, which is be up to us to balance these some- British Columbia. Prior to his appoint- based on the philosophy that future times conflicting demands. ment in 2016, he served as president leaders in biomedical engineering will of the University of Cincinnati and in 2015, Inside Higher Education benefit from a rigorous grounding in Despite the naysayers, universi- named him America’s most notable fundamental biology combined with ties will continue to be needed and university president in 2015. In 2016, in-depth engineering design and relevant to the needs of the future. the American Council on Education computational foundations. The university will still be here in the awarded him the Reginald Wilson year 2040. It will differ in many ways, Diversity Leadership Award. As a professor of medicine and biolo- Interdisciplinary research will also but it will still be recognizable as an gy, Professor Ono has worked at increase in the future. Researchers important part of the community. Harvard, Johns Hopkins, University will need to collaborate across de- College London, and Emory universi- partments and across faculties and ties. He was also inducted by Johns increasingly with colleagues in other Hopkins into its Society of Scholars, and as a Fellow of the Royal Society institutions as society looks to aca- of Chemistry, the Canadian Academy demia to help find solutions to global of Health Sciences, the American issues such as climate change. Association for the Advancement of Science and the National Academy of Inventors, USA. Professor Ono’s research encompasses the im- mune system, eye inflammation and Universities“ have never age-related macular degeneration. been the so-called ivory tower institutions of popular myth, but in the future, they will be called upon to be even more ac- countable and respond- ent to the needs of the community.

150 The Fall of the By 2040, the ivory tower will be around transformative, collaborative, rubble. No longer a secluded, exclu- creative, active learning experienc- Ivory Tower sive outpost disconnected from the es—many of them outside students’ world around it, the research uni- campuses and comfort zones—and Ángel Cabrera versity will have become a bustling supported by sophisticated, person- town square, a gathering place for alized, AI-driven learning and adviso- teachers and learners, scientists and ry tools. It will offer better connectivity innovators, talent holders and seek- with employers while still emphasiz- ers, accessible to people of all backing the core critical thinking, analyt- grounds through multiple physical ical and communications standards and virtual gateways, and hyper-con- of the old liberal education model. nected with other such spaces in key knowledge hubs around the world. More graduates, fewer institutions The idea of a standard point of entry—today’s narrow undergraduate There will be multiple pathways to admissions process—and an all- pursue a baccalaureate degree. Flex- or-nothing exit—either the coveted ible options for adult learners with four-year degree or the dishonorable family and work obligations, corpo- dropout—will be history. Yet the rate-sponsored tracks in partnership baccalaureate degree will not have with employers, and collaborative disappeared. Its demise turned out pathways for the globally mobile will to have been greatly exaggerated be the norm. Students will be able to back in the 2010s. Criticized then hop on and off while building portfo- as a costly, inefficient, classist signal lios of creative activities and collec- to employers, the old BA and BS tions of digitally available credentials proved surprisingly resilient—even if on their way to a degree. they had morphed into a variety of forms. The baccalaureate degree will not have vanished, and, through the A more traditional variety of bac- new, flexible pathways to achieve it, it calaureate program, with some will have expanded access to record resemblance to today’s residential, levels—more than 75% of the adult credit-based variety, will still endure population will have an undergradu- and play an important role as rite ate diploma nicely framed. What will of passage for about one-third to have declined is the number of insti- half of young people. But even this tutions providing the degrees. We will variety will have evolved significantly. have learned that a hyper-fragment- It will be far more experiential and ed collection of 4,140 institutions to global than today’s. It will be built serve an overall population of 327 151 million was too inefficient. To put it in munity colleges, will remain mostly experience a drop in population, perspective, the U.S. today has one focused on education—as well as economic activity and prosperity. institution for each 79,000 inhab- domain expertise, as schools devel- Knowledge flows. These hubs, itants, while Spain, with 76 univer- op symbiotic relationships with the connected physically by major sities, has one for every 612,000 economic fabric of the regions they airports and defined by cultures that people. If the U.S. had the level of support. are increasingly open, inclusive and concentration of Spain, it would have collaborative, will continue to attract just 534 institutions (87% fewer than Which brings me to the question talent from around the world and it does today). of location. Today’s knowledge hubs they will continue to export ideas and – Silicon Valley, Cambridge-Boston, knowledge and products on a global Put differently, the average insti- New York, Atlanta, Austin, the great- scale. tution today serves about 5,000 er Washington, D.C. area, to name a students, for a total enrollment of 21 few – will become even bigger. This million. If, as I predict, enrollments outcome was not necessarily the were to grow to 30 million by 2040, plan. Technology was supposed to The major research“ uni- students could be more efficiently make physical location irrelevant. We versity will be the hub of served by the equivalent of 1,000 thought you could live anywhere in the hubs. Knowledge will George Masons, 500 Ohio States the country, anywhere in the world, permeate its walls, not be or NYUs, or 300 Miami Dades. and be connected. hoarded in an ivory tower With a few exceptions of niche long overdue for a repur- players backed by determined and We were wrong, mostly. Tech- posing. deep-pocketed patrons, my progno- nology has made knowledge and sis for small schools that don’t find talent a competitive resource. Talent a path to grow or consolidate is not attracts talent, talent breeds talent, Universities will have found new great. and talent chases talent. Amazon forms of collaboration with the building a new headquarters in our businesses around them. Not just The smart gets smarter Northern Virginia neighborhood is as service contractors or suppliers one of the latest examples of going of smart talent, but as full-fledged Some institutional diversity will where the talent is. In the next couple partners in workforce training and remain. Pure for-profits will likely be of decades, Amazon will also help education, research, and innovation. a thing of the past, but publics and attract hundreds of thousands of Companies will run innovation labs private non-profits will have blurrier well-educated folks who will trigger a not across the street from State U lines among themselves and with new wave of technological innovation but inside it, nestled within a new the business sector, which will have in our region. host of co-working spaces and found plenty of opportunity to part- incubators rivaling anything available ner and supply a host of services. Open for business downtown today. Research will also be a dimension of major variance, both in terms of So the regions that boast this talent One thing that will not have intensity—some schools, perhaps will have even more of it by 2040, changed is the idea of higher educa- those originating in today’s com- and the regions that don’t could tion as a pillar of our democracy. The 152 reason the baccalaureate degree will have survived is that the employment premium it affords proved to deliver a crucial economic and social incentive for educational achievement which happens to be necessary for a pros- perous, free, and just society. Ángel Cabrera serves as president of The Georgia Institute of Technol- ogy (Georgia Tech), a leading US research university committed to improving the human condition through advanced science and technology. Georgia Tech is a top ranked public college providing technologically focused education to more than 25,000 undergraduate and graduate students in fields ranging from engineering, computing, and sciences, to business, design, and liberal arts. With its main campus in Atlanta, Georgia, the Institute has international campuses located in Metz, France and Shenzhen, China.

Cabrera previously served as president of George Mason University (GMU), a top-tier research institution and the largest public university in Virginia. Before becoming Mason’s sixth president in 2012, Cabre- ra served as dean of IE Business School in Madrid and as president of Thunderbird School of Global Man- agement (now part of Arizona State University). Cabrera is the first native of Spain to have served as president of an American university.

153153 A Tale of Two The situation Values The future for higher education will This formidable“ combina- be the best of times and the worst tion poses an unrelenting Melora Sundt of times, to borrow from Charles dilemma: how does an Dickens. Whether individual colleg- institution prioritize gen- es experience the “best” or “worst” erating enough revenue to will depend on their ability to stay sustain and thrive, with- true to their values – and the greater values of higher education as a out selling its soul to the whole – in the face of neoliberalism¹, whims of a fickle market? commoditization, and isomorphism². Commoditization, in this case, refers The challenge to some degree programs becoming so much alike (isomorphism) in the Academic freedom is the soul of minds of prospective students, that every higher education institution, price is seen as the only differentiator, and what distinguishes academic as in “how cheaply can I get this de- institutions from any other type of gree?” Neoliberalism privileges mar- organization. Yet tenure and faculty ket principles over all else, including governance, structures meant to traditional ethics; market principles safeguard academic freedom, are become the ethics, or the criteria increasingly expensive to maintain. for decision making. What maximiz- Temptations to sacrifice some of es wealth and efficiency is “good” this “soul” lurk everywhere – from (Fish, 2008). An academic neolib- over-controlling yet lucrative pub- eral perspective situates students lic-private partnerships, to a decision as consumers, degree programs to increase faculty-student ratios as revenue generators, and faculty or hire more adjunct faculty, to the as disposable costs. These are the reallocation of resources from the three most contentious and perhaps classroom to digital marketing. complex issues challenging campus leaders today. Some campuses, too fearful or stubborn to adapt, will see all of these opportunities as threaten- ing. The inconvenient truth is that these strategies are, in many cases, necessary to resuscitate institutions trapped in a fading 17th century model. Without a way to openly address these circumstances, institutional 154 paralysis will result with demise close Similarly, barriers that obstruct restructured curricula, partnerships, behind. But it’s not just the circum- access to learning, such as time, collaboration across the higher edu- stances that can threaten the soul of space, and outdated pedagogy, will cation system, advocacy on behalf of institutions; it is also how decisions be removed. In particular, the agile students, and effective stewardship are made, often quickly, valuing campus will offer learning both on- of resources, create ways for any expedience over consultation. More ground and online, fostering a single admitted student to attend, regard- and more often, faculty are being ecosystem in which students and less of need. left out of strategic decision making. faculty work and move fluidly be- Faculty and administrators need to tween modalities depending on their Successful institutions will not sell work together to navigate financially needs at the time. And, it will reduce their souls, but they will, through cre- sound pathways that reconcile an the traditional rigidity of both under- ative and perhaps even challenging unforgiving pressure to provide value graduate and graduate degree tra- collaboration, emerge as a com- with the preservation of fundamental jectories. Faculty will replace the two munity and with a stronger sense educational values. year curricular block (the GE curricu- of identity. This will be hard work. lum, the major, the master’s degree, Creating agile, sustainable campuses The future etc.) – and I mean the structure, not will take some give everywhere. But necessarily the content – with more the alternative is a certain decline The future will go to the agile curricularly coherent learning mod- in access, quality and affordability, campus. An agile campus shifts ules. Students will be able to place if not also in the sheer numbers of these challenges from an “either/ in to these revised degree programs institutions. And to anyone pontificat- or” issue to a “both/and” dialogue. with advanced standing, based on ing what that “give” may look like in It will include all faculty (tenure/ demonstrated knowledge and skills, their own department or classroom, contract-based; full/part time) in reducing the cost and time required I turn again to Dickens: “It’s a far, far meaningful decision-making in to degree completion. The faculty better thing that I do than I have ever some capacity. Its faculty in turn and students will create a sense of done.” will recognize the very real financial community in this learning ecosys- pressures facing their campuses, 1 S. Fish, Neoliberalism and Higher Edu- tem, producing life changing connec- and thoughtfully engage with these cation. The New York Times: Opiniator, tions and experiences. 2009 https://opinionator.blogs.nytimes. pressures – that may not directly com/2009/03/08/neoliberalism-and-higher-education/ impact the classroom – in mind. But The survivors 2 P.J. DiMaggio & W.W. Powell, The iron no one institution can do all of this cage revisited: Institutional isomorphism on its own. An agile institution will and collective rationality in organizational Surviving institutions will have neu- fields. American sociological review, choose, discerningly, to partner with 147-160, 1983 tralized the threat of commodification governments, foundations, and the by enacting their values, demonstrat- private sector, in creative ways that ing value, and eliminating cost as a align with and enhance its existing barrier to participation. They will have core values. Perhaps most significant inverted the commoditization game in shaping its future, an agile campus – by neutralizing cost, their unique will eradicate any and all disincen- identities, not price, will be what tives to cross-disciplinary collabora- attracts students. They will, through 155 tion within a school or institution. Melora Sundt is the Chief Academic Officer for Noodle Partners, a service provider supporting universities as they develop great online programs. Prior to joining Noodle Partners, Dr. Sundt was a professor of practice at the USC Rossier School of Edu- cation, and a Senior Advisor to the Center for Drug Evaluation and Re- search (CDER) at the US Food and Drug Administration (FDA). Before partnering with the FDA, Sundt was the Executive Vice Dean for USC’s Rossier School of Education, and chaired the design teams that created USC Rossier’s blended MAT@ USC, Global Executive EdD and EdD in Organizational Change and Lead- ership programs. Sundt taught for more than 20 years in USC Rossier’s Doctoral programs and chaired more than 100 dissertations. She blogs regularly about teaching online, organizational change, and preventing sexual assault. She can be reached at [email protected].

156 EDITORS

Arno Meerman Balzhan Orazbayeva Todd Davey is the co-founder and CEO of is affiliated with the Sci- is an Associate Professor of Entre- the University Industry Innovation ence-to-Business Marketing preneurship at the Institut Mines- Network, a leading European net- Research Centre (S2BMRC) at Mün- Télécom Business School in Paris work that facilitates interaction and ster University of Applied Sciences and a visiting researcher at Imperial creates cooperation between higher (MUAS) in Germany and conducts College (UK) and Adelaide University educational institutions and industry. research on university-business co- (AUST) in the topics of entrepre- In this role he has initiated and leads operation and social innovation. She neurship and innovation. Formerly the largest conference on Universi- has been leading creative research a Senior Manager with Deloitte ty-Industry Interaction, manages a process as part of two Erasmus+ Australia’s Technology Commer- variety of its initiatives, including its projects in the field of social innova- cialisation Group and responsible workshops towards professionalisa- tion. In her role of educator, Balzhan part of the executive team for one of tion of university-business coopera- is a lecturer in social innovation Australia’s fastest growing start-ups tion and has led a number of UIINs and social entrepreneurship. She in the 2000s, Todd has ‘switched research and development projects also coordinates industry projects sides’ to work within academia, for the European Commission. Arno executed by students in Münster completing his PhD at the VU is also the Director for Business De- School of Business. She was an an- Amsterdam. He was the Project Di- velopment at the Science-to-Busi- alyst in the consulting project for the rector of the largest study yet com- ness Marketing Research Centre European Commission (DG Educa- pleted into cooperation between at Münster University of Applied tion and Culture), implementing the European universities and business, Sciences in Germany. Besides largest European study in the area a study completed for the European project acquisition and strategic of university-business collaboration. Commission in 2010 and again in development, he conducts research Balzhan is a doctoral candidate at 2017. Todd is author of the book on entrepreneurship, innovation and VU Amsterdam and focuses in her ‘Entrepreneurship at Universities’, university-business collaboration. PhD on academic and business a Director at the University-Industry engagement in education-driven Innovation Network (UIIN) and the university-business cooperation creator of TechAdvance™, a tool for evaluating technologies.

157157 EDITORS

Cameron McCoy Carolin Plewa Victoria Galán-Muros is AVP for Economic Engage- is Deputy Dean Research – Faculty is an expert with global knowledge ment and Emerging Initiatives at of Professions, Professor in Market- of higher education management, Lehigh University where he leads ing and Stakeholder Engagement, university-business cooperation, enterprise-wide external engage- as well as a research member collaborative innovation and innova- ments, aligns careers and economic of the Institute of Photonics and tive regions. Currently the Research development, and facilitates insti- Advanced Sensing at The University Director at the Global Institute tutional innovation. Prior to Lehigh of Adelaide. She specialises in the on Innovation Districts (GIID) and he worked in the private sector, at interaction and value co-creation founder of the Innovative Futures the University of Oklahoma, and as across a myriad of organisations Institute, Victoria has established an officer in the US Army. McCoy and individuals, with a particular herself as a leading consultant, completed undergraduate degrees emphasis on university-business researcher and policy advisor. at Washington State University (B.A. collaboration, as well as service Previously a higher education policy History, B.A. Social Studies, and and social contexts. Her research analyst at the OECD, Victoria has B.S. Architectural Studies), cum in the context of university-business also worked with the European laude with Honors and Global cer- engagement, in particular, has led Commission along with universities tificates and his graduate degrees to her appointment to the South and governments in 30+ countries at the University of Oklahoma (M.A. Australian Science Council (2015- during her time as senior consultant Organization Leadership, Interdis- 2018) and to her appointment as an associated at Technopolis Group ciplinary Doctorate). His research inaugural co-chair of the Univer- UK and Director for Policy Affairs at combines economics and edu- sity-Industry Innovation Network the University-Industry Innovation cational administration to explore (UIIN) Australia Chapter. Professor Network (UIIN). With a PhD in Uni- allocative inefficiency in boundary Plewa has published her research versity-Business Cooperation from spanning functions of US higher in international marketing, manage- VU Amsterdam and a MSc in Social education. McCoy is a graduate of ment and education journals, such Research Methods from the London the Academy for Innovative Higher as Journal of Service Research, School of Economics, Victoria has Education Leadership and an Amer- European Journal of Marketing, worked within 11 universities in eight ican Council on Education Fellow. Psychology & Marketing, Journal countries, delivered 30+ profession- He has been named to Norman, of Services Marketing, Marketing al workshops internationally, given Oklahoma’s 15 under 40, DCI’s 40 Theory, R&D Management, the 50+ speeches as keynote/invited under forty in Economic Develop- Journal of Engineering and Technol- speaker whilst co-authored 40+ ment, and Oklahoma Magazine’s 40 ogy Management, Education and publications and 50+ consulting under 40 lists. training and others. reports. 158158 EDITORS

Mason Ailstock Courtney Brown

is a nationally recognized leader in is the Vice President of Strategic innovation districts, research parks Impact at Lumina Foundation, the and anchor-driven developments. nation’s largest private foundation With nearly 20 years’ experience focused specifically on increasing working with higher-education Americans’ postsecondary success. institutions, governments and In this role she oversees the Foun- industry, Mason has a proven track dation’s efforts in the areas of stra- record of converging real estate, tegic planning, research, evaluation, academia and business to advance data, and learning. She also leads communities of innovation. Through Lumina’s international engagement his service at HR&A Advisors, an efforts. Brown works to ensure international real estate and inno- Lumina uses data and research to vation management firm, Mason inform and continuously apply les- has the privilege of engaging with sons to work across the Foundation partners to advance their mission. and stays focused on the impact of Prior to joining HR&A, Mason its work on increasing educational served as an executive with The opportunities beyond high school University Financing Foundation, a for all. Dr. Brown received her B.A private foundation serving educa- from James Madison University and tional organizations. As a university M.A. and Ph.D. from the University practitioner, Mason served as the of Virginia. Chief Operating Officer of Research Triangle Park the largest research park in North America. Mason is the Past President of the Associa- tion of University Research Parks, Co-Chairman of the Urban Land In- stitute (ULI) University Development & Innovation Council, a member of the ULI Center for Leadership, and the Global Eisenhower Fellowships. 159159 EDITORS

160160 ‘IT ALWAYS SEEMS IMPOSSIBLE UNTIL IT IS DONE.’

– Nelson Mandela

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