011 2

international presidential forum on Global Research Universities 2 011 international 2 011 presidential forum international on Global Research Universities: presidential forum on Global Research Universities: Borderless and Creative Education Borderless and Creative Education Edited by Nam Pyo Suh & Yong-Taek Im

KAIST PRESS 2 011 international presidential forum on Global Research Universities: Borderless and Creative Education Published by KAIST Press 291 Daehak-ro, Yuseong-gu, Daejeon 305-701 Republic of Korea 2 011 ©KAIST Press international

All rights reserved presidential forum

First Published in 2011 on Global Research Universities:

Nam Pyo Suh and Yong-Taek Im Borderless and Creative Education 2011 International Presidential Forum on Global Research Universities ISBN 978-89-89453-52-9 Edited by Nam Pyo Suh & Yong-Taek Im

KAIST PRESS Preface

The fourth International Presidential Forum on Global Research Universities in Seoul, Korea, brought together leaders of academia, government, and industry from around the world to consider responses to global problems in an era of pressing change. The forum concentrated on the challenges and opportunities presented by a rapidly evolving knowledge- based society as well as the role of research and teaching universities as the world adjusts to this fast-paced transformation. Launched in 2008, IPFGRU has provided university leaders from the Americas, Africa, Europe, Asia, and Australia an annual opportunity to meet face to face to discuss the future of higher education. Representatives of business and government have joined them. In 2008, the focus was on innovative efforts of universities to marshal shared resources by such means as roaming professorships, dual degree programs, facilities sharing, and consolidation of international networking. In 2009, forum participants discussed the impact of the global economic crisis on institutions of higher learning, and on their research activities in particular, and exchanged opinions and ideas on ways to increase cooperation with governments and industry. Last year’s forum considered how global research universities could meet societal expectations and fulfill their responsibilities to contribute to human betterment as the world’s problems grow more difficult and the role of the research university becomes increasingly important. This year, representatives focused on creating borderless and creative education to meet the need for change and chart the future direction of higher education. IPFGRU Declaration adopted by the representatives of the forum outlines the important principles and commitments that this forum’s participants agreed to support. The proceedings and transcriptions of each forum have subsequently been published and are available upon request or on the forum website at http://forum.kaist.ac.kr. Once again this year, IPFGRU drew on the strengths of a diverse pool of educators and influential representatives of business and government. The 140 participants came from 27 different countries, and among them were many presidents and chancellors of globally prominent institutions. This assembly of leaders agreed on the necessity of developing borderless and creative forms of education driven by collaboration between institutions and experimentation with new models. Advanced information technology and the new knowledge-based economy have brought about radical changes in the way people work, learn, communicate, and attack problems, and institutions worldwide can best adapt by challenging the status quo. Academic institutions, government, and industry must move ahead together to create a sustainable world for the future of mankind. Current trends in higher education include increased student and faculty mobility as well as a blossoming of international collaboration between institutions. Education is already becoming globalized, and a process of sharing resources innovatively is already under way. At the same time, the new problems that our graduates and researchers must address are international in scope and plague developed and developing countries alike: for example, the challenges in the related areas summarized as EEWS (energy, environment, water, and sustainability). Through the synergistic assembly of experts and leaders representing various sectors of society, the forum will serve as a hub for ideas that can lead to solutions and will provide direction to institutions around the world.

ⅲ This forum was launched with a plenary speech given by Chancellor Robert J. exponential rise in student power and discussed the importance of catering to their students’ Birgeneau of UC Berkeley. Chancellor Birgeneau, in his plenary speech “Addressing Global needs. Michiel Kolman of Elsevier shared statistics on collaboration among institutions on Challenges in the 21st Century,” stressed that finding solutions to the world's challenging scientific journals and papers, an aspect of the globalization of education and research. Dr. problems will depend on our ability to cross borders, national borders, borders between Kolman also demonstrated how universities can map their research strengths and those of different fields of research, and borders between academia, government and industry. The potential collaborators, identify patterns, and pursue new collaborative partners in their areas forum was divided into three sessions structured around presentations from representatives of strength. of academia, government, and industry, each followed by discussion sessions. This book The forum yielded productive discussion of many fertile ideas and showed broad reports the transcription, and discussion sessions. agreement on the need for change in the current education system. Despite the brief time, The first session identified some of the critical challenges that are threatening participants managed to get a glimpse of what all are trying to do. The forum came to the future generations and considered how teaching and research universities could contribute conclusion that global problems need global solutions and it is the responsibility of higher to solutions. Agreeing that the common denominator in all of these challenges is their education to be the bridge between the two. wide-ranging character, spanning traditional areas of study and defying narrow analysis, The 2011 forum was arranged by KAIST and made possible by the generous many of the presentations focused on promoting interdisciplinary research, embedding an support of the Korean Ministry of Education, Science and Technology, POSCO, Hyundai entrepreneurial curriculum, and nurturing the talents of students who will have the critical Motor Company, Samsung Heavy Industries, S-Oil, and Elsevier Korea. We are indebted skills necessary to innovate and lead in an interdependent world. Higher education in the 21st to the Office of Special Projects and Institutional Relations at KAIST for their work in century demands new approaches: teaching mere knowledge is insufficient as the framework successfully executing this forum and to those who contributed to the production of this of human endeavor rapidly evolves. One of the key shifts research universities must make is book. I am grateful to all of the participants who joined us and shared their insights on toward a curriculum with a mix of entrepreneurship and innovation. To tackle the needs of creating a Borderless and Creative Education for the next generation of global leaders. We at developing countries, stronger ties are needed between industry and academia and between KAIST hope that this forum will lead to many new beginnings in our journey in creating a the developed and developing nations. Developing countries lack educational facilities like sustainable world. labs and lecture halls, but there is great talent within their populations, and an efficiently designed system and program is needed to realize the potential of that talent. During the second set of presentations, participants discussed the changing Nam Pyo Suh dynamics of higher education in response to a competitive global environment. Institutions President are overwhelmingly expected to play a significant role in nurturing talent, wealth generation, KAIST and economic development. These expectations call for a redefinition of the role and goals of higher education, and for transformation to adapt to the changes in society. The representatives agreed that there must be a change in the way we teach our students, but a problem we face is that the rate and frequency of knowledge transfer at institutions and in society are not parallel. In order to compensate for the discrepancy in the rate and method of knowledge transfer, KAIST is evaluating the I-Four Education Program, based on the four Is of information technology, independent learning, integrated knowledge acquisition, and an international learning environment. Several of the presenters touched on defining what a borderless education would entail and emphasized that the rudimentary principle underlying the success of higher education was to attract the brightest students while keeping the strongest professors engaged in teaching. In order to capitalize on the advantages of a transnational education—international thinking, mobility, and diversity—higher education institutions need to modify their structure and resources to inculcate concepts of a borderless and creative education. In the third session, academic presenters described different means that institutions have been trying as they seek to shift the current educational paradigm. Representatives from industry called for the kind of dynamic collaboration in which institutions come up with creative and innovative solutions and work together with industry to turn those ideas into reality. The Korean Ministry of Education, Science, and Technology (represented by Seong-Geun Bae) described the Korean government’s efforts at the national level to induce borderless and creative education. Academic representatives also acknowledged the

ⅳ ⅴ Acknowledgement

Under the leadership of President Nam Pyo Suh and support of colleagues all over the world, the 2011 International Presidential Forum on Global Research Universities was successfully held in Seoul on Nov. 8, Korea. As a co-organizer of this event, I would like to express my heartfelt appreciation to all the participants who travelled from afar to share their valuable time and expertise to make this forum another success. I would like to specially thank Chancellor Robert J. Birgeneau of UC Berkeley for attending as the plenary speaker, Chairman of STX Heavy Industries, Construction Hee- Beom Lee and Vice Minister of Education, Science and Technology Dong-geun Seol for giving congratulatory remarks at the opening ceremony and dinner banquet, respectively. Additionally, the performance given at the dinner banquet by Professor Hyuck Jun Kwon and Ms. Eun Hee Koh was particularly breathtaking, to say the least. 2011 was a tumultuous year with political and economic instability, conjoined with natural disasters. Under the theme of this year’s forum, “Borderless and Creative Education,” representatives gathered to discuss sustainable solutions to problems pertaining to mankind. Participants engaged in discussions and shared ideas, to implement conceivable methods and systems, which will lead to innovations in academia and research, ultimately improving the quality of life. I hope that through the exchange of knowledge and ideas, universities and institutions will create and utilize global education in preventing chaos and devastation in the future. Together, we must address global challenges, particularly economic, political and environmental issues to discover effective approaches and solutions. Among those in attendance were the following: Jörg Steinbach, President of Technische Universität Berlin; Tod A. Laursen, President of Khalifa University of Science, Technology and Research; Marcelo Fernandes de Aquino, President of Universidade do Vale do Rio dos Sinos - UNISINOS; Christophe Guy, Rector of École Polytechnique de Montréal; Akhmaloka, Rector of Institut Teknologi Bandung; Jean-Luc Koning, Vice President of Grenoble Institute of Technology; Khin Yong Lam, Chief of Staff of Nanyang Technological University; Chan Kil Park, Vice President of Ewha Womans University; Robert A. Baffour, Vice President of Ghana Telecom University College; Nam Pyo Suh, President of KAIST; Lars Pallesen, President of Technical University of Denmark; Paul F. Greenfield, President of the University of Queensland; Isao Taniguchi, President of Kumamoto University; Zaini Ujang, President of Universiti Teknologi Malaysia; Kittichai Triratanasirichai, President of Khon Kaen University; Sakarindr Bhumiratana, President of King Mongkut’s University of Technology Thonburi; Muhammad Mushtaq, Pro-Rector of National University of Sciences and Technology; Kiyoshi Okada, Executive Vice President of Tokyo Institute of Technology; David Morrison, Senior Scientist of NASA Ames Research Center; Eden Woon, Vice President of the Hong Kong University of Science and Technology; Jane Grenville, Pro-Vice- Chancellor of the University of York; Xiaofei Xu, Assistant President of Harbin Institute of Technology; Rod Wissler, Executive Dean of Queensland University of Technology; Kotoku Kurachi, Executive Vice President of Kyushu University; Yoshihiro Taniguchi, Special Aide to Chancellor of Ritsumeikan University; Seong-Geun Bae, Director General of International Cooperation Bureau of Ministry of Education, Science and Technology; Jae Hoon Kim, Executive Vice President of Samsung Heavy Industries; Michiel Kolman, Senior Vice President of Elsevier.

ⅵ ⅶ I would not have been able to finish the publication of the proceedings of the forum without the editorial support from Barbara Ireland, Young Hye Cho, Sangmin Lee, Joe Oh and Mik Fanguy, to whom I can hardly put my gratitude into words. In addition, I would like to especially thank the International Relations Team at KAIST, Hyun Sook Min, Jungil Lee, Young Hye Cho, Yurina Song, Dabit Jung, Joe Oh, Jiyoon Im, Eun Kyong Cha and numerous other KAIST staff and students for assisting with the forum for arranging and orchestrating the prompt execution of this year’s forum. Last but definitely not least, I would like to thank Professor Hyunjeong Kim for designing the proceedings, Hyung Joon Jun and Guan Joo Kim who provided beautiful photographs, which transformed this publication into a wonderful memento. Lastly, the generous financial support from the Ministry of Education, Science and Technology, POSCO, Hyundai Motor Company, Samsung Heavy Industries, S-Oil, and Elsevier Korea was very much appreciated.

Yong-Taek Im Co-Chair of IPFGRU Associate Vice President Office of Special Projects and Institutional Relations KAIST

ⅷ ⅸ 2011 International Presidential Forum on Global Research Universities: Borderless and Creative Education

C/O/N/T/E/N/T/S

Preface ⅲ Nam Pyo Suh

Acknowledgement ⅶ Yong-Taek Im

Biographies of Presenters 1

Opening Remarks 15 Nam Pyo Suh

Congratulatory Speech 17 Hee-Beom Lee

Morning Session

Addressing Global Challenges in the 21st Century 21 Robert J.Birgeneau

How Can Institutes of Technology Participate in the Problem Solution Process to Societal Challenges? 33 Jörg Steinbach

Innovations in Education for a Start-Up Institution: Early Faculty Experiences with New Learning Environments and Strategies for International Education for Students 37 Tod A. Laursen

For the Dialogue Between Philosophy and Empirical-Formal Sciences Viewing the Reinvention of the University in the Information Era 41 Marcelo Fernandes de Aquino

Open Innovation: A Successful Example from Québec 44 Christophe Guy

Increasing the Capacity of Developing Countries in Research Through Innovation Model of Cooperation 48 Akhmaloka 2011 International Presidential Forum on Global Research Universities: Borderless and Creative Education

C/O/N/T/E/N/T/S

Teaching Entrepreneurship & Innovation Management: A Necessity for Leading The 21st Century University Model for Developing Countries: Inclusive and Research Universities 51 Creative Education 105 Jean-Luc Koning Sakarindr Bhumiratana

The Role of Interdisciplinary Research in Higher Education Institutions: Borderless and Creative Education: Identifying Challenges and Opportunities 109 the NTU’s Perspective 55 Muhammad Mushtaq Khin Yong Lam Programs on Borderless and Creative Education for Students in Building Science & Engineering Laboratory Capacity in Africa Tokyo Institute of Technology 113 Through Remote Laboratories 59 Kiyoshi Okada Robert A. Baffour Open Discussion 117 Innovation in a Borderless World: Ewha Womans University’s Experience 63 Chan Kil Park Afternoon Session-2

Open Discussion 66 Role of Virtual Research Institutes in Promoting Interdisciplinary Research & Collaboration Across International Boundaries 125 Afternoon Session-1 David Morrison

The I-Four Education at KAIST 77 Going Global & Creative the HKUST Way 129 Nam Pyo Suh Eden Woon

Crossing Borders in Education 85 World-Class University: The University of York as a Case Study 133 Lars Pallesen Jane Grenville

A Modern University’s Role in Global Capital Formation 89 The Education of Equipping Outstanding Students with International Competence 137 Paul F. Greenfield Xiaofei Xu

Roles and Strategies of KU in Borderless and Creative Education to Re-Arranging the Borders: Cultural & Creative Industries Research and Produce World Leaders 93 Design-Led Innovation 141 Isao Taniguchi Rod Wissler

New Academia: The Experience of UTM on Borderless & Creative Education 97 Learning Opportunities at Kyushu University in a Global Context 145 Zaini Ujang Kotoku Kurachi

From Local Wisdom to Globalization: Lesson from Khon Kaen University, Thailand 101 Creating a Future Beyond Borders: R2020 Vision of Ritsumeikan 149 Kittichai Triratanasirichai Yoshihiro Taniguchi

2011 International Presidential Forum on Global Research Universities: Borderless and Creative Education

C/O/N/T/E/N/T/S

Globalization of Higher Education 153 2011 Seong-Geun Bae International Presidential Forum on Global Research Universities: Automation in Shipbuilding Processes 157 Borderless and Creative Education Jae Hoon Kim

Scientific Collaboration: Supporting Researchers and Academic Decision Makers Through Innovation 161 Michiel Kolman

Open Discussion 167

Closing Remarks 173 BIOGRAPHIES OF PRESENTERS Nam Pyo Suh

Dinner Speech 175 Dong-geun Seol

Declaration of 2011 International Presidential Forum on Global Research Universities: Borderless and Creative Education 177

Other Participants 183

Memories of the Forum 193

Index of Authors 203 BIOGRAPHIES OF PRESENTERS

Nam Pyo Suh, president of KAIST, received his B.S. and M.S. degrees from Massachusetts Institute of Technology, Cambridge, MA, USA in 1959 and 1961, respectively and Ph.D. degree from Carnegie Mellon University, Pittsburgh, PA, USA in 1964. After finishing his Ph.D., he taught as an assistant and associate professor at the University of South Carolina in Columbia, South Carolina, USA from 1965 to 1969 and moved to MIT as a faculty member in 1970. At the department of mechanical engineering, he served as head of the department from 1991 to 2001 and as an assistant director for engineering at the National Science Foundation for four years since 1984. He founded the MIT-Industry Polymer Processing Program and Laboratory for Manufacturing and Productivity. From 1990 to 1999, President Suh also established the Manufacturing Institute at MIT to provide an educational mechanism for teaching engineering systems and to strengthen the interaction between MIT and industry, by conducting industrially funded research in the field of large systems and by creating more effective technology transfer mechanisms. He was appointed as the Ralph E. & Eloise F. Cross Professor of Manufacturing for 17 years starting in 1989 and as the director of Park Center for Complex Systems from 2005 to 2006 before joining KAIST as president in 2006. In 2008, he was named the Ralph E. & Eloise F. Cross Professor Emeritus. After taking up the presidency at KAIST, he went on to carry out services for the government of Korea as well, serving as a member of Korean National Science and Technology Council and the Director of Korean Presidential New Growth Engine Search Group. He has earned six honorary doctorate degrees from Carnegie Mellon University, Israel Institute of Technology, the University of Queensland, Royal Institute of Technology, University of Massachusetts at Lowell, and Worcester Polytechnic Institute. His research interests are related to the areas of axiomatic design principles and methodologies, complex theory, functional periodicity, delamination theory of wear, solution wear theory, friction space and friction theory, reaction injection molding, solid state forming, mix-alloy process, microcellular plastics, and engineering education. He has received many awards such as ASME (the American Society of Mechanical Engineers) Medal, Gustus L. Larson Memorial Award of ASME and Pi Tau Sigma for pioneering work in the field of tribology, Blackall Award of ASME for the solution wear theory, the SPE Award for his contribution in tribology of polymers, and the F. W. Taylor Research Award from the Society of Manufacturing Engineers among many others. He has published seven books and edited four books so far. He has more than 60 patents and authored more than 300 scholarly papers in internationally renowned journals.

2011 international presidential forum on Global Research Universities: 1 Borderless and Creative Education Robert J. Birgeneau became the ninth chancellor of the University of Tod A. Laursen has been the president of Khalifa University of Science, California, Berkeley in 2004. An internationally distinguished physicist, Technology and Research (KUSTAR) in Abu Dhabi, United Arab Emirates he is a leader in higher education and is well known for his commitment since 2010. Prior to becoming president of KUSTAR, Dr. Laursen to diversity and equity in the academic community. was professor and chair of the department of mechanical engineering Before coming to Berkeley, Birgeneau served four years as president and materials science at Duke University. While at Duke, he also held of the University of Toronto. He previously was dean of the School of academic appointments in civil engineering and biomedical engineering Science at the Massachusetts Institute of Technology, where he spent 25 and served as senior associate dean for education in engineering from years on the faculty. He is a foreign associate of the National Academy of 2003 to 2008. In the latter capacity, he had oversight responsibility for all Sciences, has received many awards for teaching and research, and is one of the most cited undergraduate and graduate engineering programs at Duke University. physicists in the world for his work on the fundamental properties of materials. Dr. Laursen gained his Ph.D. and M.S. degrees in mechanical engineering from Stanford On March 18, 2006, Birgeneau received a special Founders Award from the American University and B.S. in the same subject from Oregon State University. He specializes Academy of Arts and Sciences. President John Hennessy of Stanford University and in computational mechanics, a subfield of engineering mechanics concerned with the filmmaker George Lucas also received the Founders Award on the same date. Established in development of new computational algorithms and tools used by engineers to analyze the 225th anniversary year of the academy, this award honors men, women, and institutions mechanical and structural systems. He has published over 100 refereed journal articles, that have advanced the ideals and embody the spirit of the academy’s founders – a conference papers, book chapters, and abstracts in this field, as well as authoring and co– commitment to intellectual inquiry, leadership, and active engagement. editing two books. His particular focus is the development of methods to analyze contact, A Toronto native, Birgeneau received his B.S. in mathematics from the University of Toronto impact, and frictional phenomena in highly nonlinear and complex systems. in 1963 and his Ph.D. in physics from Yale University in 1966. He served on the faculty of He is a fellow of both the American Society of Mechanical Engineers and the International Yale for one year, spent one year at Oxford University, and was a member of the technical Association of Computational Mechanics and also belongs to the American Society of Civil staff at Bell Laboratories from 1968 to 1975. He joined the physics faculty at MIT in 1975 Engineers, the American Society for Engineering Education, the United States Association and was named chair of the physics department in 1988 and dean of science in 1991. He for Computational Mechanics, and Tau Beta Pi. He served as an at–large member of the became the 14th president of the University of Toronto in 2000. Executive Committee for the United States Association for Computational Mechanics At Berkeley, Birgeneau holds a faculty appointment in the department of physics in addition between 2007 and 2010 and has served on the scientific advisory committees of several to serving as chancellor. He and his wife, Mary Catherine, have four grown children. prominent national and international congresses in computational mechanics.

Jörg Steinbach, president of Technische Universität Berlin received his Marcelo Fernandes de Aquino has been the president of Universidade Ph.D. in chemistry in 1985 and his habilitation in 1994 at Technische do Vale do Rio dos Sinos in Brazil – UNISINOS since 2006. He majored Universität Berlin. Since 1996, he has been a professor of Plant Safety in philosophy at Faculdade de Filosofia Aloisianum and in theology at of Industrial Systems and Chemical Process Safety at TU Berlin. Before the Pontificia Universidade Gregoriana, both in Italy, and philosophy at becoming president in 2010, he served higher academic administration the Hochschule für Philosophie in Germany. He concluded his M.A. and positions such as dean and vice president from 1999. He has chaired Ph.D. in philosophy at the Pontifícia Universidade Gregoriana, where he Akkreditierungsverbund für Ingenieurstudiengänge e. V. since 2007. also obtained his M.A. in theology. He holds a Ph.D. degree from Boston From October 2007 to September 2009, he was president of the European College in the United States. He is a member of the Scientific Council of Society of Engineering Education (SEFI – Société Européenne pour la Formation des the Catholic University of Portugal Portuguese Magazine at UNISINOS. Besides serving Ingénieurs). Since 2009, he has also been deputy chairman of the executive board of as vice president from 2002 to 2004, he was executive coordinator of the post-graduation Accreditation Agency for Degree Programs in Engineering, Informatics/Computer Science, program in philosophy of the university. He was a visiting professor at Boston College in the the Natural Sciences and Mathematics (ASIIN), a member of the Technical Committee on United States, and of Federal University of the State of Minas Gerais, besides serving as dean Plant Safety at Federal Environmental Ministry (BMU), a board member of the section (from 1992 to 1998) of the Higher Studies Center Companhia de Jesus in Belo Horizonte and “Process Safety” at Dechema, a certified expert according to § 29a of the federal law on professor of philosophy at Faculty Cristo Rei. He is the first vice president of the Rio Grande protection (Bundesimmissionsschutzgesetz – BImSchG), and a member of the American do Sul State Community Universities Consortium, vice president of the Catholic Education Institute of Chemical Engineers and member of the New York Academy of Science. National Association of Brazil – ANEC, member of the Superior Council of the Rio Grande do Sul State Program of Quality and Productivity, member of the Board of Universia Brasil, and member of the Deliberative council of the Non-Governmental Organization Parceiros Voluntários (Volunteer Partners). He has more than 30 articles published in magazines and books.

2 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 3 Borderless and Creative Education Borderless and Creative Education Christophe Guy, rector of École Polytechnique de Montréal, holds a B.S. Khin Yong Lam is the chief of staff at Nanyang Technological University and Ph.D. in chemical engineering. As Polytechnique’s chief innovation in Singapore. In his role as associate provost for Graduate Education officer from 2001 to 2007, he intensified the partnership with industry, & Special Projects from 2008 to 2011, he spearheaded NTU’s graduate established an international-caliber research infrastructure. He also programs and launched joint Ph.D. programs with top universities positioned the university as a Canadian leader in engineering research overseas. He is responsible for the positioning of NTU in the Campus and innovation. An ardent proponent of technology transfer, Prof. Guy for Research Excellence And Technological Enterprise (CREATE), an has supported the start-up and development of Québec firms emerging initiative under the National Research Foundation that brings together from university research and is the author of eight invention patents. He world-class international research universities, corporations, Singapore- has been a member of the board of Odotech, Inc., and selected twice as a top ten clean tech based universities and research institutions to collaborate and work together. He is also the company in Canada, and Biosyntech, Inc., a public medical devices company, both spin- co-scientific advisory director for the Technical University of Munich (TUM) – CREATE offs of Polytechnique. Prof. Guy is currently vice-chair of the board of the Consortium for Center on Electromobility in Megacities. Research and Innovation in Aerospace in Québec (CRIAQ). He also sits on the boards of many other organizations, including the Conference of Québec Universities Presidents, the Chan Kil Park, vice president of Ewha Womans University in Korea, Montréal Science Centre Foundation, and Angus Techno-Park. As a professor, researcher, is a scholar of English poetry by training. He received his Ph.D. from and expert in environmental engineering, Prof. Guy has authored more than 110 scientific Glasgow University, Scotland with a thesis on William Wordsworth in publications. He has supervised 37 Ph.D. and master students. He is a fellow of the Canadian 1993. He has published many articles and reviews on Wordsworth and Academy of Engineering and an officer of the National Order of Québec. other English Romantic poets, some of which were recently collected and published as a monograph entitled “Poet and Revolution: Life and Poetry Akhmaloka is rector of Institut Teknologi Bandung (ITB) in Indonesia of William Wordsworth.” He is also a devoted computing humanist who and professor of biochemistry. He is currently a member of the national has done six major digital projects of literature in the last 10 years, which and international associations in microbiology, biochemistry a and made him one of the leading figures of digital humanities in Korea. He started his teaching molecular biology. As a scientist, he has been received domestic and career at Ewha as an assistant professor of English literature and became a tenured professor international funding to support his interests and research. The molecular in 2005. While working at Ewha, he has carried out quite a few administrative duties: the biology of yeast saccharomyces cerevisiae and the molecular biology of first associate dean of the Graduate School of Translation and Interpretation, director of thermophylic micro-organisms and thermostable enzymes have become General English Program, director of BK21 Project of English Literature, and chairperson of his research interests since 1987. As rector, he is actively promoting the Graduate Program of English Literature. idea that universities must put more effort into addressing domestic problems. He stresses every researcher must not only focus on how to create new knowledge, but also on how it Robert A. Baffour is vice president of Ghana Telecom University College can have a direct impact on society. (GTUC) in Ghana. He came to GTUC from Southern Polytechnic State University in Georgia, USA, where he served as an associate professor of Jean-Luc Koning is vice president for international affairs at the engineering and the coordinator of the transportation engineering program Grenoble Institute of Technology in France. He joined Grenoble Tech at the department of civil engineering technology from 2007 to 2008. in 1993 having composed his Ph.D. dissertation in computer science at Dr. Baffour received his M.S. and Ph.D. in civil engineering from Georgia the French National Research Center on Aerospace (Onera) in Toulouse, Tech in 1996 and 1997, respectively, as well as another M.S. in civil France, in 1990. He then held a post-doctoral position at Carnegie Mellon engineering from Iowa State University (1993) and a B.S. (Hons) in University in computer manufacturing decision systems. As a research geodetic engineering from the Kwame Nkrumah University of Science and Technology in scientist in computer science, Prof. Koning published over 60 scientific Ghana (1989). Dr. Baffour has received several grants and developed research programs papers in international journals and conferences, as well as book chapters, with such agencies as NASA, USEPA, USDOD, USDOE, USAIC, and the US Federal and contributed significantly to the field of engineering interaction protocols in distributed Highway Administration (FHWA). For over four years, Dr. Baffour was one of a handful multi-agent systems. In 2001, he became the founding director of a research team on of researchers involved in the US Army High Performance Computing Research Centers complex cooperative systems and served from 2003 to 2006 as the vice-head of the LCIS (AHPCRC). Here, he was actively involved in the development of complex network models research laboratory. In 2006, Prof. Koning was appointed deputy vice-president for academic used for Computational Fluid Dynamics (CFD) based contaminant dispersion simulation to affairs of the Grenoble Institute of Technology, and in 2007, he was named vice–president support tactical battlefield engagement using the world’s fastest computer at that time, the for international affairs. Cray X1. Dr. Baffour has written several proposals and has received several grants.

4 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 5 Borderless and Creative Education Borderless and Creative Education Lars Pallesen, former president of Technical University of Denmark, Isao Taniguchi has served as the 12th president of Kumamoto University received his M.S. degree in chemical engineering from the Technical since 2009. He obtained degrees from Tokyo Institute of Technology University of Denmark in 1971 and an M.S. degree in applied statistics (TokyoTech) in applied chemistry in 1970 (B.S. in Eng), 1972 (M.S. from the University of Wisconsin-Madison in 1974. He also obtained an in Eng), and 1975 (Ph.D.), respectively. After conducting post-doctoral M.B.A as well as Ph.D. in mathematical statistics from the University research with the department of electronic chemistry of TokyoTech, he of Wisconsin-Madison in 1975 and 1977, respectively. He served DTU was appointed as a research associate of the department of industrial as president for 10 years from 2001. Dr. Pallesen joined DTU as a chemistry, faculty of engineering of Kumamoto University in 1977. At faculty member in 1978 at the department of mathematical statistics and Kumamoto University, he was promoted to lecturer in 1979, associate operational research. He has broad private and public sector working experience including professor in 1981, and professor in 1990 in the department of applied chemistry. Prior to Carlsberg Breweries, Chevron Research Company in California, Nordisk Gentofte. He was his current position, he served as dean of the faculty of engineering of the university from executive director and CEO at the Statens Serum Insitut in 1989 for 10 years, managing 2002 to 2008. Since 1996, he has served as professor at the department of applied chemistry director in Danmarks Apotekerforening, DA Invest and Development A/S and Danish Rail. and biochemistry, and at the graduate school of science and technology of the university Dr. Pallesen has been honored with the Shewell Award by the American Society for Quality as well. He joined Texas A&M University as a post-doctoral research fellow in 1982-83 Control in 1976 and 1981. He was an honorary fellow at the University of Wisconsin- and was a visiting professor at the Institute for Protein Research of Osaka University in Madison in 1980 and was a visiting professor, the University of Wisconsin-Madison in 1983. 1997 and at Institute for Molecular Sciences in Okazaki, Aichi Prefecture, Japan, in 2000- He became a member of the Danish Academy of Technical Sciences in 1995; a member 2001. He received the Divisional Award of the Chemical Society of Japan (CSJ) in 1995 of the Governing Board of Trustees for the International Vaccine Institute (UNDP), Seoul for his research on protein electrochemistry using modified electrodes. He also received the from 1995-2001 and served as the treasurer from 1997-2001, and a member of KAIST PAC Outstanding Paper Award of the Electrochemical Society of Japan (ECSJ) in 2005 for his (President’s Advisory Council). He was awarded honorary doctorate degree from KAIST findings on the Electro-catalytic Oxidation of Glucose at a Single Crystal Gold Electrode. He in 2010 and he is a member of the Board of Trustees for TUM-IAS (Techniche Universität received the Japan Society of Coordination Chemistry (JSCC) Award in 2009 for the study München’s Institute for Advanced Study). on the electrochemistry of biologically related metal complexes and its applications. He has published approximately more than 210 papers, 25 books, 30 proceedings, and so forth. Paul F. Greenfield, vice chancellor of the University of Queensland in Australia, has extensive experience as a board director and is currently Zaini Ujang, president of Universiti Teknologi Malaysia, is a professional director of a number of company boards. He has also consulted and environmental engineer-cum-scientist who integrates studies on worked widely with industry on a range of biochemical engineering, water ecology with engineering systems toward pollution control and wastewater treatment, and waste and environmental management, as well sustainability, especially with regard to river rehabilitation in developing as economic evaluation of projects (particularly in the biotechnology and countries. His interest in the field leads him to collaborate with leading environmental fields). His interests lie in biotechnology, environmental scholars worldwide, particularly in membrane bioreactors, granulation management and R&D management and commercialization. He was chair process, and biofouling control. At present, he is leading the oldest of the Scientific Advisory Group of the SEQ Healthy Waterways Partnership until 2011, is technical university in Malaysia and Southeast Asia, Universiti Teknologi currently chair of the Science Integration Panel for the SEQ Natural Resource Management Malaysia. He also sits on various boards, such as the Chemical Companies of Malaysia CEO’s Committee, and was appointed chair of the Expert Panel on Purified Recycled Water. (CCM), Institute of Sultan Iskandar for Urban Habitat and High Rise Buildings, private He is also chair of the International Riverprize Committee and the International Water universities, Multimedia Technology Enhancement Operations Sdn Bhd (METEOR), and Center. In 2006, he was appointed to the board of ANSTO and served as chair in 2011. is the chair of the Proton Technology Advisory Council, a leading car manufacturer in In 2008, he was appointed to the Defense Science and Technology Organization (DSTO) Southeast Asia. For his remarkable contribution to the nation, he became the first recipient Advisory Board, representing the academic and research community. He is currently chair of of the prestigious Malaysia Merdeka Award 2009 for the category of Outstanding Scholastic the Group of Eight research intensive universities in Australia. Achievement. Dr. Ujang obtained his B.S. in chemical engineering from UTM, and M.S. and Ph.D. in environmental engineering from the University of Newcastle, UK. He is also an alumnus of the Harvard Business School (AMP 177). He was appointed as chairman of the Environmental Quality Council, Malaysia from 2009-2012, the national agency regulating environmental control and management, as well as policy initiatives. He is currently a fellow of the Academy of Science Malaysia, an honorary fellow of ASEAN Engineers, and a fellow of the Institute of Chemical Engineers (FIChemE, UK), as well as a senior advisor to the Prince Khalid bin Sultan Chair on Water Research, King Saud University, Saudi Arabia. He has registered more than 20 intellectual property rights, published more than 250 technical papers and 30 books.

6 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 7 Borderless and Creative Education Borderless and Creative Education Kittichai Triratanasirichai is the president of Khon Kaen University in of quality of life in the rural areas and is actively involved in several rural development Thailand. He received his B.S. degree from KKU in 1978, M.S. Eng. in projects. His research interests are in systems biology, industrial bio–gas development, and agricultural machinery from the Asian Institute of Technology, Thailand transport phenomena of food & biological materials. in 1984, and Ph.D. degree in machine design and manufacturing from Niigata University, Japan in 1991. He joined KKU in 1978 as a lecturer Muhammad Mushtaq is the pro-rector of research, innovation and staff of the department of mechanical engineering, faculty of engineering. commercialization at the National University of Sciences & Technology He is interested in research on agricultural machinery and renewable in Pakistan, where he has served for the last 14 years in various capacities energy, especially in biofuels such as bio-ethanol, bio-diesel, bio-gas, related mostly to the management of university research, planning, and the and bio-mass. He has developed many studies that can be utilized to develop the society development of educational facilities, research labs, as well as educational and industry such as a pineapple transplanter, peanut sheller, agricultural product dryer, programs. He has an M.S. in industrial engineering from the University etc. He has conducted research on bio-ethanol from sweet sorghum and its utilization with of Melbourne, Australia. He has broad working experience in the private automotive engines which was published in various compositions since 1994, when the and public sectors over 25 years. He has been honored with awards of price of gasoline was still very low. He has published over 50 refereed journal articles and excellent achievement from presidents of Pakistan, including but not limited to, Hilal-e- conference papers on interesting subjects. During 1994-1997 and 2001-2003, he served as Imtiaz, Sitara-e-Imtiaz, Tamgha-e-Imtiaz, and Sitara-e-Basalat. the head of the department of mechanical engineering and served as assistant to the president from 2003 to 2004. He was elected as the dean of the faculty of engineering from 2004 to Kiyoshi Okada is the executive vice president for planning and finance 2007, and he became the vice president for research and technology transfer affairs from of Tokyo Institute of Technology. He received his B.S. in inorganic 2007 to 2010. While Dr. Triratanasirichai was the vice president for research and technology materials, M.S. in chemical engineering and Ph.D. from Tokyo Institute transfer affairs, he took many research initiatives for national and international recognition of of Technology in 1971, 1973 and 1976, respectively. After one year of the university. Finally KKU was selected as one of nine research universities in the country. postdoctoral experience at Tokyo Institute of Technology in 1978, he Dr. Kittichai was appointed the president of KKU in 2011. He is a fellow of many academic became an assistant professor of the Laboratory for Engineering Materials societies such as the Japanese Society of Agricultural Machinery, the International Society of Tokyo Institute of Technology. Later, he moved to the department for Terrain-Vehicle Systems, Society of Automotive Engineers, and American Society of of inorganic materials of Tokyo Institute of Technology as the assistant Agricultural Engineering. Dr. Kittichai currently serves as the director of the Science Park of professor in 1979, associate professor in 1986 and professor in 1992. He served as assistant KKU since 2004. dean of the Graduate School of Engineering of Tokyo Institute of Technology from 2002 to 2007 and also as councillor of Tokyo Institute of Technology from 2007 to 2008. Sakarindr Bhumiratana is the president of King Mongkut University of Subsequently, he moved to the Materials and Structures Laboratory (MSL) of Tokyo Institute Technology Thonburi in Thailand. He received his B.S. (highest honor) of Technology in 2009, serving as director of the MSL from 2009 to 2011. He has been in chemistry and chemical engineering from the University of California, editorial board member of Applied Clay Science and Ceramic International. He received Davis, USA in 1971 and Ph.D. from the University of Wisconsin- the Tejima Memorial Award in 1995, CerSJ Award for academic achievements in ceramic Madison, USA in 1975. His postdoctoral project (chemical engineering) science and technology in 1996 and CSSJ Award in 1998. He has been vice president of at the University of Wisconsin was on the dynamics of polymeric AIPEA since 2009. fluid. In 1976-1979 he joined the department of chemical technology, Chulalongkorn University in Thailand, before joining the department of David Morrison is a senior scientist at NASA Ames Research Center, chemical engineering, KMUTT, where he served as chair of the department in 1979. He affiliated with both the NASA Astrobiology Institute and the NASA was the associate dean for academic affairs, school of energy and materials in 1982 and Lunar Science Institute. He also has a shared appointment with the SETI was the associate dean of academic affairs, faculty of engineering at KMUTT in 1987. Institute in Mountain View, California, where he is director of the Carl From 2000 to 2004, he was a senior vice president for administrative affairs at KMUTT. Sagan Center for the study of life in the universe. Dr. Morrison obtained He also served as the executive director of the National Center for Genetic Engineering his doctorate in astronomy from Harvard University, where he was one and Biotechnology (BIOTEC) from 1991 to 2000 and president of National Science and of the first graduate students to work with Carl Sagan. He is the author of Technology Development Agency (NSTDA), Thailand from 2004 to 2010. He received the more than 175 technical papers and has published a dozen books. ASEAN Science and Technology Meritorious Service Award in 2005 and was a fellow of the He has been a science investigator on NASA’s Mariner, Voyager, Galileo and Kepler International Academy of Food Science and Technology (IAFoST) in 2006. He is a member space missions. Morrison is recipient of the Dryden Medal for research of the American of the Thailand National, Economic and Social Development Board, the Science Technology Institute of Aeronautics and Astronautics, the Sagan Medal of the American Astronomical and Innovation Policy Agency, and the National Science and Technology Development Society for public communication, and the Klumpke-Roberts Award of the Astronomical Board. He has a keen interest in applying science and technology to the improvement Society of the Pacific for contributions to science education. Morrison was a founder of the

8 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 9 Borderless and Creative Education Borderless and Creative Education multidisciplinary field of astrobiology, and he is equally well known for his leadership over hold this position as deputy vice-chancellor. Jane is prominent nationally in the historic two decades in defining the hazard of asteroid impacts and seeking ways to mitigate this risk. environment sector. Between 2001 and 2008, she sat as a commissioner on the Board of Asteroid 2410 Morrison is named in his honor. English Heritage, the national heritage agency, and continues to provide advice to them. At NASA Ames Research Center, Morrison has been chief of the Space Science Division, She has advised the National Trust and the Council for British Archaeology and has been director of Astrobiology and Space Research, and most recently the founding director of a trustee of the York Museums Trust, a member of the Cultural Consortium for Yorkshire the NASA Lunar Science Institute. The Lunar Science Institute links competitively-selected and the Humber, and a member of two diocesan advisory panels (advising on alterations to science teams across the nation working together to help lead the agency’s research activities churches). She is currently the chair of the planning committee of the York Civic Trust. She related to NASA’s lunar science and exploration goals. Before coming to NASA, Morrison is a fellow of the Society of Antiquaries of London and a member of the Institute of Field was an academic research scientist working in planetary science and space missions. He was Archaeology and the Institute of Historic Buildings Conservation. a professor of Astronomy at the University of Hawaii, where he also directed the 3-meter NASA Infrared Telescope Facility of Mauna Kea Observatory and served for two years as Xiaofei Xu is the assistant president of the Harbin Institute of Technology university vice chancellor for research. (HIT) in China and a professor of the school of computer science and technology at HIT. He received his B.S., M.S., and Ph.D. degrees in the Eden Woon took office as vice president of the Hong Kong University department of computer science and engineering at HIT in 1982, 1985, of Science and Technology in 2010. Prior to joining HKUST, Dr. Woon and 1988, respectively. He has been a professor in the school/department was with the Li & Fung Group for three years in Shanghai. He was the of computer science and technology in HIT since 1993. He was dean managing director of Li & Fung Group’s China Corporate Office and of the school of computer science and technology in HIT from 2000 to managing director of Toys ”R” Us, China. From 2006-2007, Dr. Woon 2010. Prof. Xu is the vice-chair of the IFIP Working Group on Enterprise was a vice-president of Starbucks Coffee Company in China. Dr. Woon Interoperability (IFIP WG5.8), a member of the Expert Group of Computer Science and was the CEO of the Hong Kong General Chamber of Commerce, the Technology in the Academic Degree Committee of the State Council of China, a standing oldest and largest business organization in Hong Kong from 1997 to 2006. member of the council of China Computer Federation (CCF), and the vice chairman of the Dr. Woon served in the US Air Force until 1993 when he retired as a colonel. He taught CCF Technical Committee on Service Computing. His research interests include service mathematics for six years at the US Air Force Academy – becoming an associate professor. computing and service engineering, enterprise computing and enterprise interoperability, He acted as an advisor on China to the US Secretary of Defense from 1989 to 1994. He was ERP and supply chain management, software engineering, data bases and data mining, etc. the executive director of the Seattle-based Washington State China Relations Council from He has been in charge of more than 30 Chinese national research projects and international 1994 to 1997. Dr. Woon received his B.A. degree from the University of Iowa and his M.A., cooperation projects. He is the author or co-author of more than 300 academic papers in M.S., and Ph.D. degrees, all in mathematics, from the University of Washington in Seattle. journals or conferences, and four academic books. He is involved in the editorial boards He is a member of the Council on Foreign Relations in New York. of ten academic journals. He has been chairman or co-chair of conferences and program committees in more than ten international conferences. Jane Grenville is the pro-vice-chancellor for students at the University of York in the UK and will take up the role of deputy vice-chancellor Rod Wissler is executive dean of the creative industries faculty at in April 2012. She holds an M.A. in archaeology and anthropology Queens University of Technology in Australia. He was previously dean from the University of Cambridge and a Ph.D. from the University of Research and Research Training at QUT, a role that embraced wide- of York. After graduation, she worked for several years in heritage ranging responsibilities in the development of QUT’s research culture and management, particularly in the conservation of historic buildings. She research outputs. Rod has wide experience as a board member of QUT’s joined the archaeology department at the University of York in 1991, nationally-funded research consortia in diverse fields such as interaction where she developed master’s courses in the Archaeology of Buildings, design, construction management, sugar processing, and injury prevention. Archaeological Heritage Management, and Conservation Studies (Historic Buildings). She is He is a graduate of the Australian Institute of Company Directors. the author of Medieval Housing (1997), a standard text on the subject and numerous papers Following completion of his Ph.D. in German Drama (1979), Rod built a successful career on the subject of heritage management and the protection of historic buildings. In 2001, she as an award-winning actor, theater director, and producer, culminating in a seven-year became head of the department and had moved the department into a highly competitive engagement as CEO and artistic director of the Twelfth Night Theater Inc., following which position nationally by the time she completed her term of office in 2006. She joined the he was appointed to the theater board of the Australia Council in recognition of his national senior management team of the university in 2007 as a pro-vice-chancellor with particular profile in the industry. Rod founded QUT’s Ph.D. program in the visual and performing arts, responsibilities for the non-academic student experience. In that role, she champions and the Multidisciplinary Center for Innovation in the Arts in 1993 to focus on research at the collegiate system and ensures that student welfare and the development of skills for the interface of the arts, media, and design with new technologies. He established spin off employment take a high profile in the university’s strategic direction. She will continue to organizations from this work, including Catalyst Youth Arts Inc. in 1997, to undertake arts-

10 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 11 Borderless and Creative Education Borderless and Creative Education based youth development work in peri-urban communities and Another Country Intercultural at RU from 2009 to 2010. He was the president of the Society for the Advancement of Performance Group to develop hybrid Asian-Australian theater works aimed at international Science and Technology at RU from 2001 to 2004. For three years, he was the dean of the festival distribution. A particular focus of his scholarly activity over the past ten years has college of science and engineering and the graduate school of science and engineering at RU been doctoral education, with particular emphasis on the employability of Ph.D. graduates. from 1998 to 2001. During his term as dean, he has contributed to the establishment of the Rod received the Australian Learning and Teaching Council Award for Postgraduate Frontier Science and Engineering Course for Ph.D. degree and the International Technology Education in 2007 for project leadership in LEAP (Learning Employment Aptitudes and Management for the M.S. degree at the graduate school of science and engineering. He Program) and, in 2009, was invited by the US-based Council of Graduate Schools to present also served as the vice dean of the college of science and engineering from 1994 to 1996, this work to a global audience in Washington DC, USA. Rod has supervised more than and director of the Research Institute of Science and Engineering at RU from 1992 to 1994. 20 research degrees in the creative arts and media to completion and among his graduates During his term as vice dean, he greatly contributed to the planning and developing of the are internationally recognized artists, policy advisors, performers, university academics, new campus (Biwako–Kusatsu Campus, Shiga) of RU. He is a chairperson of the selection managers, and consultants. committee for the Ministry of Education and Science Scholarship and a member of the accreditation boards for selection committees for Asian human resources of the Ministry of Kotoku Kurachi, executive vice president of Kyushu University, earned Economics and Industry, Japan. He was a member of the accreditation boards for Japanese his B.S., M.S., and Ph.D. in biochemistry from Kyushu University and National Universities, Ministry of Education and Science, Japan. He was also a member of began his academic career as a research associate at Kyushu University the selection committees for the International Cooperation Program of JSPS (Japan Society in 1970. In the same year, he took up a postdoctoral fellow position in the for the Promotion of Science). USA, leading to over 30-year stay in the country. After spending his time at the University of Washington School of Medicine as a senior fellow Seong-Geun Bae is the director general of the international cooperation (1970-1986) and Harvard Medical School as a visiting faculty (1983- bureau at the Ministry of Education, Science and Technology (MEST) 1986), in 1986, he joined the University of Michigan as an associate of Korea. He is a key policymaker of international collaboration and professor. He was promoted to professor in 1990 and was appointed as professor emeritus globalization of higher education at the MEST. Dr. Bae, who obtained at the University of Michigan in 2002. In 2001, he moved back to Japan to serve as the first his Ph.D. in education policy from the Graduate School of Florida State director of the Gene Discovery Research Center, AIST (2001-2002), and in 2002, he led University after receiving B.A. and M.A. from Seoul National University, the Age Dimension Research Center, AIST as its director (2002-2010). Since April 2010, has built his career in education policy at the Ministry of Education, he has served as executive vice president at Kyushu University. His portfolio includes former body of MEST. He also worked at the World Bank as senior international affairs and gender equality. His research interests include molecular genetics/ education specialist. biology, gene therapy, gene regulation, and proteomics. His recent efforts have been focused on establishing molecular mechanisms of age-related homeostasis. He was awarded the Jae Hoon Kim, executive vice president of Samsung Heavy Industries, International Prize of the French Association for Hemophiliacs in 1983 and the Hemophilia received his B.S. degree in mechanical engineering from Seoul National Foundation Excellence in Research Award of the Hemophilia Foundation of Michigan in University in 1980, his M.S. degree in systems engineering from Wright 2000. State University, Dayton, Ohio in 1985, and his Ph.D. degree in aerospace engineering from Purdue University in 1991. From 1979 to 1987, he Yoshihiro Taniguchi is special advisor to the chancellor, Ritsumeikan was a researcher at the Agency for Defense Development, Korea, where Academy and professor of life sciences, Ritsumeikan University in he worked in the area of structural dynamics. From 1984 to 1985 he Japan. He graduated from RU with B.S., M.S. degrees in chemistry was an exchange engineer with the US Air Force Flight Dynamics (1965), and Ph.D. degree in applied chemistry (1971). He joined the Laboratory at Wright Patterson Air Force Base, Dayton, Ohio, where he concentrated on National Research Council in Ottawa in Canada where he studied Raman sub-structure analysis techniques for large structures. Since 1992, he has been with Samsung spectroscopy as a research scientist (1975-76) and the University of Heavy Industries, Co. Ltd., where he is currently the director of Institute of Industrial British Columbia (UBC) in Vancouver, as a visiting professor (1996-97) Technology. He received the IR-52 Jangyoungsil Award twice in 1997 and 2003. In 2008, of the faculty of medicine. He received the 1974 Matsunaga Award for he became a Samsung fellow for shipbuilding production technology. His research interests Young Scientists for his work with polymer catalysis under high pressure. His main research include structure/control interaction, sensor/actuator selection, autonomous mobile robots, interests lie in molecular chemistry, especially spectroscopes (FTIR, Raman, NMR, and dimensional accuracy control, and specialized industrial service robots for shipbuilding, for Computer Simulation) of proteins and aqueous solutions under extreme conditions. He had which he owns more than 40 patents and has published about 50 papers. contributed to the establishment of the college of life sciences and college of pharmaceutical sciences in 2008. He was the dean of life sciences from 2008 to 2010 and the dean of the Institute of Science and Engineering and the graduate school of science and engineering

12 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 13 Borderless and Creative Education Borderless and Creative Education Michiel Kolman is senior vice president at Elsevier in the Netherlands and heads up the global academic relations team who engages with key OPENING REMARKS stakeholders in the academic community: academies of science, research councils, and university leaders. He also reaches out to the media with Nam Pyo Suh, President, KAIST, Korea articles on innovation, in particular research performance metrics. He Good morning, distinguished colleagues, guests, ladies, and gentlemen. It is my joined Elsevier in 1995 and has been in various core publishing positions, distinct honor and pleasure to welcome all of you to the 2011 International Presidential including publishing director, during which he launched one of the first Forum on Global Research Universities. Many of you came from distant places: the on-line journals, New Astronomy. Michiel was managing director of Americas, Africa, Europe, Asia and Australia – all continents, as far as I know, of the earth. Elsevier’s Frankfurt office for four years, during which the much coveted Beilstein Database Thank you for your participation, and I’m looking forward to learning from you as to what was acquired. He holds an undergraduate degree from Leiden University in the Netherlands you consider to be important issues in higher education. and a Ph.D. in astrophysics from Columbia University in New York, where he studied with This forum is an important gathering of educators, distinguished industrial leaders, a Fulbright scholarship. He has been elected to the executive committee of the International government officials, and many other distinguished guests. This is the largest gathering Publishers Association (IPA) to serve for a 3-year term. of academic leaders from all continents we have ever had here in Korea. We represent 41 institutions from 27 nations with unique situations, but what unites us, however, is our common concern for the education of our young people and our aspiration for a better future. The purpose of this forum is to share our common issues and solutions that we face in higher education and learn from each other. Another purpose of this forum is to advocate common goals and programs to strengthen higher education everywhere. Finally, the purpose of this forum is to establish working relationships among many universities represented here, which will ultimately help improve the quality of higher education everywhere. Today, we have many challenges at many universities in many countries. First of all, the thing that all of you and, certainly, I am very concerned about is this matter of finance of higher education. The year of 2011 represented a very difficult period in terms of national budget, and all of us have taken steps to make sure that we continue our programs in spite of the financial difficulties we may have. One of the things that is becoming a real issue in Korea is the lack of jobs for young people. Many college graduates in Korea cannot find jobs. Therefore, it’s causing political instability. Fortunately, the students we generate, the graduates we generate at KAIST, because they are highly trained in special areas, don’t seem to have a problem. But a large number of college graduates in Korea are having a hard time finding jobs. I think that is the situation in many countries as well. The world around us is changing very rapidly, and sometimes universities are very difficult places where new ideas and changes can be introduced. We have certainly faced many challenges at KAIST in transforming some of our educational programs. At KAIST, we have been trying to work on problems that will help solve the problems of the 21st century. Last year we talked about EEWS – Energy, Environment, Water, and Sustainability. We continue to work in these areas, but in addition to this, we are very much concerned about other things that we need to deal with: health care, education, defense, and so on and so forth. These are areas where many countries spend most of their national budget, and clearly that indicates there are issues involved with education, health care, defense, and so forth. We are very mindful of the fact that we need to develop some research efforts and educational programs in some of these areas. In order to solve these problems, we feel that we have to be engaged in a series of research, and certainly, we have to teach our students through research, based on that knowledge we generate through research. In addition to these challenges, we have many opportunities. And indeed many

14 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 15 Borderless and Creative Education Borderless and Creative Education challenges are also giving us opportunities to make major contributions, and we are trying to identify our partners in other countries we can work with in solving some of the problems CONGRATULATORY SPEECH that we can together identify and work on. Many of you have seen this declaration. I’d like to say a few words about that. I Hee-Beom Lee, Chairman of STX Heavy Industries, Construction and the Korea thought, since we have so many distinguished leaders here from many countries, we should Employers Federation put together a declaration to indicate to the people, that indeed, all of us share common goals Thank you, Professor Im, for your very kind introduction. Today, I am here as and concerns. We should strive to find the kind of solutions that can help not only people a business man. As was introduced, currently I am chairman of the Korea Employers in Korea, but people everywhere through better higher education. That is the reason we put Federation and also STX Heavy Industries and Construction. As you all know, the together this declaration. The whole thing is hypothetical. If you wish to make any changes, Employers Federation is a counterpart of the Korean labor union. Not as a former Minister of you are welcome to make suggestions and we will make changes accordingly. We will Commerce, at this time, I represent the business society here in Korea. finalize it after we have received all of your input, and certainly, we are looking forward to It is my great pleasure to welcome you to the fourth International Presidential getting your thoughts as to what the declaration should contain. Forum on Global Research Universities. I am honored to be here before this group of Again let me finish my remarks by thanking you for being here. We are not only distinguished scholars representing prominence in academia, government, diplomacy, and grateful, but we feel that we owe you a great depth of gratitude for sharing your ideas and industry. I would also like to send my heartfelt appreciation to President Nam Pyo Suh and sharing your time with us here today. Thank you. all of you who have committed to share your expertise and experience in order to provide guidance and direction to research universities around the world. It is my sincere desire Yong-Taek Im that this forum identifies issues and explores solutions associated with the globalization Thank you President Suh. Next, please allow me to introduce you to Chairman Hee-Beom of education and research. Last but not least, I would like to thank Chancellor Robert J. Lee. He is the chairman of the Korea Employers Federation and also the chairman of Birgeneau for attending this year’s forum as the plenary speaker. STX Heavy Industries and Construction. He was known as the man for the trade industry Globalization manifests itself in increased interconnectedness across the spectrum of Korea. He graduated from the electronics engineering department of Seoul National of human endeavors. Universities around the world must pursue a shared purpose and University and became the Minister of Commerce, Industry and Energy which is a very rare ambition to solve the global problems that mankind faces. Only then, we will produce case in Korea. After this ministry position, he became the president of the Seoul National professionals willing to dedicate and commit their careers for common and essential long– University of Technology, so he has the experience of the presidency of the university. Now, term goals. This necessity coincides with the theme for this year’s forum. he is working as the Chairman of the Korea Employers Federation, which is very important Borderless and creative education is crucial in order to enhance cooperation and to control labor relations. So it is my great pleasure to introduce Chairman Hee-Beom Lee to collaboration among the world’s research universities and to examine our potential to give us the congratulatory speech. Dr. Lee, please! address issues with worldwide research. “Borderlessness” represents the duality of having no boundaries in the field of study or in geographical capacity; creativity is the bridge that turns ideas into reality. Together these two principles will lead to dynamic interaction and to implementation of interdisciplinary methods in acknowledging and tackling global needs. Academic institutions, government agencies, and industry must form a coalition and converge on this common goal. Funding and support from government agencies and industry are key to transforming the knowledge obtained at universities and research institutes into reality. Simon Sinek’s lecture, “How Great Leaders Inspire,” raises an issue vital to our success. In order to inspire institutions around the world, we must change our process of thinking. Typically, people tend to think in an outward-in direction. This is to say that we decide what we are doing, how we will accomplish it, then come up with a reason for doing so. But in reality, we must think in an inward-out direction. We must know why we are doing what we do before we can decide how to do what we do. Global research universities must challenge the status quo by thinking innovatively. We will do that by fashioning a borderless and creative education system that will allow us to lead the world toward a sustainable and promising future. Once again, I would like to thank the global leaders, eminent scholars, and administrators of research universities, industries, and governments for their diverse

16 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 17 Borderless and Creative Education Borderless and Creative Education perspectives from a broad variety of sectors. I hope that the presentations and discussions will provide ideas, solutions, and direction to help us fulfill our responsibility as research universities. Let this forum be an opportunity to enlighten ourselves as we chart the future course of an effective higher education system for the world. Thank you very much.

Yong-Taek Im Thank you Chairman Lee, and I think, because of an engagement of his company, he has to leave shortly. So I hope you will excuse his departure. Now, we will move to the morning 2011 session. We have three sessions, one in the morning and two sessions in the afternoon. This International Presidential Forum year, we have asked the moderators to run these sessions. The morning session will be run by on Global Research Universities: President Lars Pallesen of Technical University of Denmark and also President Nam Pyo Suh Borderless and Creative Education of KAIST. I will ask the two moderators to run the first session, and afterwards, we will have a free discussion. Will the moderators please introduce the plenary speaker of this forum? Before moving into the morning session we would like to conclude the signing of the Morning Session declaration, which was sent to all the delegates via e-mail. If there are any modifications needed please inform the organization committee and thank you for your confirmation. Are there any suggestions?

Robert J. Birgeneau I believe the word teaching should be included, since not all institutions present are only research universities.

Yong-Taek Im Are there any objections? Now that has been confirmed. The declaration will be passed around for your signature. President Pallesen please?

Lars Pallesen Well, it is a pleasure for me being here not as the president, but as the former president of DTU. Actually, my successor is sitting to my left, and I hope you will make him as welcome in this group as I felt over the many years. I actually visited the UC Berkeley just before summer vacation this year. It is an outstanding school, not only theoretically, but also in doing practical work for the good of the State of California, for the good of the United States, and the global community, including, of course, the scientific community. Therefore, to get it straight from the horse’s mouth, it is certainly a pleasure to welcome the Chancellor of UC Berkeley Robert Birgeneau.

18 2011 international presidential forum on Global Research Universities: Borderless and Creative Education ADDRESSING GLOBAL CHALLENGES IN THE 21ST CENTURY

Robert J. Birgeneau, Chancellor, University of California, Berkeley, USA Thank you so much for that kind introduction. I am greatly honored to have been invited to give this plenary address to such a distinguished group of university leaders who are truly global representatives. It’s also a special pleasure to celebrate the 40th anniversary of KAIST and to bring greetings to KAIST from the entire University of California. First and foremost, we are teachers. So we must educate the next generation of leaders for global leadership. We need to engage both our faculty and our students in helping address some of the great global challenges of the 21st century. Addressing these challenges will depend upon our ability to cross borders: national borders, borders between different fields of research, and borders between academia, government, and industry. Discovering new energy sources, avoiding global poverty, and mitigating life-threatening diseases all rely on the growth of basic research, which is best carried out in universities, and can lead to innovations, technologies, and projects, that improve health, social wellbeing, and the economic welfare of all populations. Increasingly, global teaching and research universities must be prepared to drive innovation and competitiveness, not only by advancing human knowledge of nature and culture, but also by educating a highly trained workforce that will have the skills necessary to solve problems to innovate and to lead the world in our new interdependent world. Almost three million students study outside their own countries, seeking to come to the best universities available abroad. Knowledge and technology intensive industries have become a major part of a global economy. Countries are increasingly competing for foreign students, and the benefit of strengthening academic and cultural business ties with key markets around the world is recognized. One of our professors Anna Lee Saxenian, who is dean of our School of Information, has studied extensively the success and evolving nature of Silicon Valley. According to her data, tens of thousands of talented immigrants, who initially came to the United States to earn a graduate degree, accepted jobs in Silicon Valley, so that by the end of the 1990’s, one-half of the 200,000 scientists and engineers in Silicon Valley were foreign born. So one-half were American born and one-half were foreign born. Coincidentally, this 50-50 split is also exactly the same situation for the chancellors of the University of California. There are ten campuses: five of the campuses are led by people who were born in the United States, and the other five are led by people who were born in other countries, one including, until recently, a person born in Korea. From 1995 to 2005, 52% of Silicon Valley start-up founders were born outside the US. So the global character of education and research is profoundly important to the economy of California and, indeed, to the entire United States. In this book that I recommend to everyone, The New Argonauts, Professor Saxenian documents how the situation for entrepreneurs is evolving and the entrepreneurs themselves have become global. So we have countless people who have established companies in Silicon Valley or in the East Bay around Berkeley, and simultaneously have established equivalent size enterprises in Shanghai, Taiwan, Seoul, etc. And so the new 21st century entrepreneurs, which she calls “the new

2011 international presidential forum on Global Research Universities: 21 Borderless and Creative Education Argonauts,” are no longer confined to a single country. Tom Freedman wrote his famous that you saw on the rankings. book, The World Is Flat. In Berkeley, we have a very different view. In Berkeley, the world Of course, every single university brags about the number of Nobel Prize winners is round. Let me tell you a little bit about Berkeley and about our student body and staff. among its faculty, and we were delighted when our faculty member Saul Perlmutter received the Nobel Prize in physics for his seminal work. It’s important that, for the three Nobel Prize winners, Saul was 37 years old, and the other two were 30 years old when they did the work that gained them the Nobel Prize. And this is actually not a trivial observation, but it’s a fundamentally important observation of the rule that particularly young and innovative faculty can play a role in achieving greatness in science, engineering, social sciences, etc. And so, for that reason, we at Berkeley, and when Nam and I were at MIT, MIT followed the exact same philosophy, focused not on hiring famous professors, but rather hiring exceptionally talented but otherwise unknown beginning assistant professors and nurturing their careers in creating the kind of environment where they could do research that would ultimately, later in their careers, earn them the Nobel Prize. A second thing is, and it’s one reason why I suggested inserting the word ‘teaching’ into research and teaching universities, first and foremost we teach. That’s what we actually get paid to do. We don’t get paid to do research; we get paid to teach. And so, at Berkeley, we actually keep closer track of how many of our students go on to win the Nobel Prize, because in a way, how many of our faculty members win the Nobel Prize provides a measure of the quality of our faculty. How many of our students go on to win the Nobel Prize provides a measure of the quality of our teaching. This number is actually wrong by one; they were too generous. So far, 27 of our students have gone on to win the Nobel Prize compared to 22 of our faculty. So whenever I’m at an event, a recruiting event, or yield event, where I’m talking This is Shanghai Jiao Tong’s most recent ranking of academic world universities. to a bunch of high school students who have been admitted to Berkeley and telling them why We like this ranking for two reasons: one is we always do very well in it and leaders of they should come, I give them this statistic. And I plead that any prospective Nobel Prize universities only quote rankings that they do well in; number two, I happen to like it winners among these high school students must come to Berkeley so that the students can because it’s not reputational but based on this year’s data for publications and citations stay ahead of the faculty in this competition. and Nobel Prizes, so it’s quantitative. It’s one of the few rankings that are quantitative. So So at the graduate level, where do our graduate students come from? This is both you see that, among the world’s great universities, we continue to have the United States master’s and Ph.D. students; slightly less than half of our students, at the graduate level, are playing a dominant role, in addition to the historic Oxford and Cambridge in England. For from California. California, remember, has a population of about 37 million and represents us in the United States at UC Berkeley, we have this very special challenge that we are the 8th largest economy in the world. So it is, in many ways, comparable to countries now the only public university remaining in the top ten in the world ranking, and this is like Korea, for example. Twenty-nine percent come from other US states, and 23% are continuously challenging because of the disinvestment by the States in education. In essence, international (they come from 69 different countries). unfortunately, in the United States, public opinion has evolved to the point where education was once viewed as a public good, to now being viewed as a private good, and therefore, the private citizen should pay for it – this is an important sociological evolution whose full impact has not yet been realized in the US. This is also the Times Higher Education ranking, and we repeatedly see the same institutions appear. How do you build a great university? Actually in many ways, the formula is very simple. You build a great university by building a great faculty. I would of course love to say you build a great university, and I’m sure Nam would agree, by first hiring a great president or a great chancellor, but it actually doesn’t work that way. You build a great university by hiring and nurturing great faculty, and so you cannot have a great university if you don’t have a great faculty. If you have a great faculty, great administrators will come and want to work with that faculty. Great students will want to be educated by them, and great staff will want to work with them. We keep careful track at Berkeley of how our faculty members are doing in terms of a variety of honors and you see that the honors also reflect the same standings

22 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 23 Borderless and Creative Education Borderless and Creative Education If we look at the trend with time, we can see there is a very dramatic rise in the number of applicants, and so very interestingly, you see that the number of applicants from mainland China to our Ph.D. programs at Berkeley in four years has gone up by two and a half. This is a dramatic evolution; more dramatic than I had realized. You see that Korea stayed flat, and India has been increasing gradually over these last four years. So for mainland China, there has been a huge effort in sending students out internationally. What about our undergraduates? When I came to Berkeley in 2004, only 2.5% of our undergraduate students were international, which really shocked me actually. So one of the policy changes that I introduced, that we’re still in the middle of, is dramatically increasing the number of out-of-state and international students, and we’re now seeing the fruits of that effort. So the number of international students has gone from 2.5% to 11% and will continue to grow among our undergraduate body. One thing that’s very interesting and is unique to Berkeley, not to Berkeley, but the University of California, is many of the international students come in, 590 of them this year, as freshmen. However, we also accept more than 2,000 transfer students beginning in their junior year. So these are students who were educated somewhere else, often community colleges, and get a second chance. These students, it turns out, have the same grade point averages and same graduation rate So what countries do our graduate students come from? The primary supplier (and as the superstar students who get into Berkeley out of high school. So these second chance the dark blue is doctoral students and yellow is master students), international students, with students, who are often more mature, often more interesting people, frankly, end up doing the exception of India, overwhelmingly come to Berkeley to pursue Ph.D.s That’s what extraordinarily well. The future of the University of California system, which is I think it’s we’re most famous for, and so you see the largest source of foreign students is China, second not unique, is close to unique and has produced an extraordinary range of very talented largest is India, third is Korea (that’s South Korea), fourth is Taiwan, and fifth is Japan. So people. Asia overwhelmingly dominates, and unfortunately, my own home country of Canada got lost in this list, which is particularly odd because the person who drew it up for me is a Canadian.

If we now look at our undergraduate students, you will find this data, without doubt, extremely interesting. So, two countries dominate our undergraduate student body, mainly China and South Korea, and all other countries are much, much lower. You see my native Canada finally appears. One thing that’s interesting, and I’ll have to look into the sociology

24 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 25 Borderless and Creative Education Borderless and Creative Education of this, is that the majority of Korean students actually come as transfer students, rather than out of high school. So it’d be interesting to try and understand how and why that is. The other area where we are seeing a dramatic change in the internationalization of our student body is in post-docs and visiting scholars, and again over the last eight years, we have seen the number of post-docs and visiting scholars internationally increase by 50%. So, what we’re seeing with Berkeley as an example is that our student body, undergraduate, graduate students, and post-docs, all within this past decade, have changed significantly in terms of their international character. Now, how does this connect to the economy? And I was just talking to Neil Pappalardo about entrepreneurship and where the entrepreneurs are. The correlation in the United States between successful universities and a successful economy is close to perfect. The level of it is virtually astounding. So I show at the top, according to the NRC rankings, the number of outstanding departments in all fields (this is not just science and engineering) by geography.

So if you look at where the biotech companies are, this shows a three-dimensional relief map and you can see the biotech companies, which run up and down the coast of California, are entirely concentrated around research universities, specifically the campuses of the University of California. So again, there’s a one-to-one correlation between this new economy, which is biotechnology, and great teaching and research universities. And again I emphasize teaching and research because, of course, we need the research to create the ideas that lead to these companies, but we also need to populate them. So we need to have the well-educated employees, who are entrepreneurial in character, going to work at and leading these corporations. These come from the very same universities. These are just a few of the companies that have emerged from the University of California, all of which are global. And you’ll recognize names like Intel, Qualcomm, Affymetrix, Broadcom, AMD, etc. This is in the electronics world, so again in the electronics world, a huge percentage of the great global corporations have their origins in the University of California. So let’s now talk about partnerships. One of the most well publicized and interesting partnerships is one that we formed recently with a global energy corporation, BP, Beyond And you can see that two areas lead the United States, the Bay Area (the Bay Area Petroleum. BP did a really interesting thing, and I actually admire this as a strategy. They actually means Stanford, University of California San Francisco, University of California decided that they needed to invest significantly in alternative energies. They decided further, Berkeley) and Boston (which by this measure means Harvard and MIT). LA refers to UCLA, led by their chief scientist Steve Koonin, that a component of the 21st century energy Caltech, and USC, and Austin Texas, includes just the University of Texas. Partly below economy would be biofuels. Steve tells me that he did a survey of the corporation and found the blue bars, the green bars correspond to the 30 fastest growing companies in the United out that BP employed four biologists, which hardly represented a basis for launching a major States, and you see that the largest numbers of the fastest growing companies are in the Bay research enterprise in the area of biofuels. He proposed to the board an alternative strategy, Area and Boston, where the great universities are. The yellow bars represent the distribution which is to take advantage of existing expertise at universities in the area of plant biology of venture capital investment in the different regions. So academic excellence, new industries and specifically wanted universities that were very strong in human biology in particular, that are growing rapidly, and venture capital are correlated at a 100% level. And they who could then transfer the burgeoning knowledge in human biology to plants, which were illustrate the responsibility and role that all we universities have in the 21st century economy. much further behind in terms of the applications of genetics, DNA analysis, etc. So they had This is particularly dramatic in the biotech industry, where California plays a leading role in an international competition, and it turned out that out of that international competition, and I the United States, with Massachusetts coming in second. won’t say who the others were, a consortium that was led by ourselves and involved a federal

26 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 27 Borderless and Creative Education Borderless and Creative Education research lab, the Lawrence Berkeley Lab, and importantly, the University of Illinois at Urbana-Champaign ended up winning on this. So this now involves the funding from BP for this research enterprise, which is, I think, a paradigm for the 21st century. They are funding Li Ka Shing Center for Biomedical this: the total funding is one-half billion dollars from BP, 50 million dollars a year over a ten- and Health Sciences Dedication year period. And 35 million of this goes to fund basic research by the university and national lab people, and 15 million is funding research by BP, by BP scientists who are juxtaposed with the university scientists. I think this is a very interesting model. I don’t have to tell you that I think it took us a full year from the time we shook hands to go forward to the time we had an intellectual property agreement that everyone could agree on. This was one of the things that I learned the hard way. Although it all came out ok, they had the kind of lawyers that we just didn’t employ. As we may have outgunned them in research, in legal matters they totally outgunned us. So I actually put the brakes on so we could hire the outside counsel that was of comparable talent to the talent of the people they employed to ensure that we would end up with an intellectual property agreement that was fair, which we did. This lab, by the way, is a tremendous success, and one of our human biologists already made a fundamental discovery that increases the efficiency of conversion from sugars to alcohol by a factor of ten, which once it’s scaled up, will already pay for the full one-half billion. So in the first five years, basic research done by somebody with a human biology background has already produced a discovery that will pay the entire cost for the first ten years. And this is of course what you This is at the dedication. Particularly for our Chinese students, Mr. Li was treated hope for, but this is what we university people can do. like a true rock star. It was an amazing bit of sociology to watch our Chinese students who Another enterprise that we have is, there are four of them altogether which are came and stood outside of our house. And I think even President Obama could not have interdisciplinary institutes that are spread across the entire University of California. One of gotten as enthusiastic crowd as Mr. Li got from our Chinese students. Besides focusing on the ones on our campus is called QB3 – Quantitative Biology 3, where we, first of all, partner entrepreneurial activities, of course, as you would expect with a university like Berkeley, with the medical school at the University of California San Francisco and with researchers which is very well-known for its focus and commitment to social justice, we also have a at UC Santa Cruz, and then we bring together people in computer science, bioengineering, large undergraduate program focused on alleviating poverty in third world countries. biology, physics, and chemistry and put them all together in one building where they do In fact, our minor in global poverty is now the most popular minor on our campus, interdisciplinary research on biomedical issues. And then they couple to the people of the so it’s very common for a student to major in civil engineering and then to minor in global University of California San Francisco to work from the basic research into the patient’s poverty, learning how to implement what they learn in the classrooms and laboratories about room. civil engineering in third world countries. This is always done in partnership with local Another enterprise we have is called CITRIS, which is funded by the Dai and universities and local college students. So the paradigm here is to identify areas that are Sutardja families, who are Chinese families. In fact, we are meeting with the Dais in facing particular challenges where modern technology could improve the human condition, Shanghai later this week, and we are also funded by the Dado Banatao family. They are a and in going there, to make sure in order for it to be sustainable that you partner with a local Filipino family who moved comfortably between California and the Philippines. This is a university and with local students. So our students work side by side with students, young truly global enterprise involving the Philippines and mainland China. CITRIS stands for undergraduate students, from these countries. Center for Information Technology Research in the Interest of Society. It has an extraordinary We also have a program at Berkeley focused on the environment, where people number of corporate partners, so this does applied research and it's global in character, with come from around the world, primarily South America and country like Brazil, from Africa, our founding members who are in Western Europe and also who are in Asia. So this is a truly country like Nigeria, which is represented here, to learn about environmental issues, and international enterprise, and information is shared with all of these partners globally. several our graduates have gone on to win Goldman or world prizes in environmental Finally, one of our newest, in terms of research enterprises, the newest research leadership. One even went on to win a Nobel Peace Prize, so we have been overjoyed by building, which we dedicated last week, funded by Mr. Li Ka Shing of Hong Kong, focuses that. on biomedical and health sciences, cancer biology, stem cell biology, infectious diseases, and Finally, a few more of our programs. One of the partnerships which we have been neuro-degenerative diseases. Mr. Li Ka Shing walked into the building when we were doing developing is assisting Saudi Arabia in developing the King Abdullah University of Science the dedication last week and started talking to a graduate student who was from Hong Kong and Technology, and so there, Berkeley has taken specific responsibility for helping them and who spoke perfect Cantonese. The student told him in great detail about the research create a mechanical engineering department that is competitive in the 21st century. A number he was doing, and they had a very vital conversation in Cantonese. This is the nature of our of our faculty goes back and forth. At the launching event, some of you will be interested to universities now, and I think it’s profoundly important that we adhere to this.

28 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 29 Borderless and Creative Education Borderless and Creative Education know, in the lecture room, there was a large number of men and women, mostly engineers. Lars Pallesen After the event, the women encountered that this was the first time they had ever been Well, this was certainly very interesting. Perhaps I should open the floor for a couple of allowed to be in the same lecture room as the men in Saudi Arabia. This is a breakthrough, questions. not just in terms of education, but also in terms of the sociology of countries like Saudi Arabia. It was a precondition of our participating by the way, that Western norms should Zaini Ujang apply. Otherwise, we would not have agreed to participate. I would like to know the financial structure of University of California, Berkeley. You Let me now come to online learning, and I’ll finish up with this. Online learning mentioned this is a public university. How much money do you earn from the State? is the area where we are, at Berkeley and I would say generally in the United States, least well developed. MIT played the leadership role here in terms of making its courses available Robert J. Birgeneau online at no cost. We have followed MIT’s example at Berkeley, so most of our courses are Well, I think probably everyone here knows this has been a singularly challenging period for available online. However, a typical pattern is that a student will watch the first three or four public education in California because of the underlying sociology that education is more lectures and then return to their busy lives, and not necessarily engage the way we would and more viewed in the United States as a private one rather than a public good. So we have like them to. Many people are looking to online learning as a source of new finances, and seen a progressive disinvestment. First of all, our overall funding at Berkeley has gone up that may well be important to all of us. I would say, however, at Berkeley and some of the every year since I have been chancellor. That’s not particularly because of me, but because universities which we are partnering with, which include MIT and Stanford, we are putting of our great faculty. The funding of the university now is $2.1 billion, of which about $750 more energy right now into trying to figure out protocols and methodologies that will enable million is research. When I started as chancellor, the largest source of funding for Berkeley us to make our education available at a very low cost, but meaningfully, globally to anybody was the state, which represented somewhat over 30% of our funding. The state now ranks in the world. fourth in its contributions to funding, and now, after the next cut which is coming, we know, In fact, I had a bunch of emails about governance agreements this morning in a month, retroactive to beginning the year because of the shortfall in revenues, the state connected to this. Our basic approach is for our general courses, let’s say we have an will represent ten and a half percent of our budget and could decline further. So now, private introductory astronomy course by one of our great lecturers, Alex Filippenko, which philanthropy from individuals, rich and middle class, from the middle class up to the rich, is typically draws 700 Berkeley freshmen. It’s one of the most popular courses at Berkeley. a significantly more important source of funding than the state, which is a disgrace of course. We have another course, Physics for Future Presidents (that’s, by the way, not presidents I mean, it’s very good that people are generous; it’s very bad that the state now ranks behind of universities; some of them even are physicists actually, not many but a few) but for the students and behind the federal government in support of the university. We have seen an presidents of the United States, and the course basically teaches the essential scientific inversion in the United States and in state like California, people keep saying to me when the knowledge that any responsible person who is going to play a leadership role in society economy gets better, you know, everything will be ok and the state’s funding will come back. should have. This is an extraordinarily popular course at Berkeley. Richard Muller has gotten If I advocated that as leader of Berkeley as our strategy, they should fire me a lot of attention recently for his work on evaluating data for global climate change. You instantly because that is so unlikely. Our strategy has completely and entirely been based could imagine making that course available, having tests, etc., and then offering a certificate on developing, euphemistically, a new financial model, which will enable us to maintain for completing the course by taking a final. Of course, if you have 150,000 people who are our public character. I left that out of here because it was not relevant, necessarily, to an participating in that exercise, all managed online, you can do that at an extremely low cost. international audience, but let me just comment on it, which is in part connected to why We are in the process of trying to think through a way of making our really great teachers we manage to produce so many Nobel Prize winners among our students. The reason we and great courses available. This is not just at Berkeley; it’s also true at Stanford and also at produce so many Nobel Prize winners is we have a focus on highly motivated students some other leading US institutions at very low cost, giving certificates, but not degrees. So from very poor backgrounds. These are people from unconventional backgrounds, who are this is a way of democratizing education to make it truly available to the world as a whole. more likely to think creatively. Thirty-seven percent of our students come from ultra low We are currently exploring this, and we hope that it will be successful. This is not meant income families. We have more students from low income families than all eight Ivy League to intrude on any of your territories in your countries. This is rather meant to enhance the universities. So if you just say how many students are there at Harvard, Yale, Princeton, education that you can offer in your countries as well. We can imagine that you would do Cornell, Colombia, Dartmouth, and Penn from poor families, it’s fewer than just at Berkeley exactly the same thing and make your courses available to people in the United States at very alone. That’s a key to our success; it’s also very expensive because we provide very robust low cost. financial aid to low income students to ensure that they graduate with very low debt. That So with that, then I want to thank you for your attention. I want to thank KAIST for is an essential part of our financial model which makes us quite different from most other putting together this symposium, and I very much look forward to hearing all the interesting universities in the United States. It’s totally different from universities globally and a key talks that are going to follow mine. And I am of course happy to answer any questions. part of the success at Berkeley. Thank you.

30 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 31 Borderless and Creative Education Borderless and Creative Education Abdul-Rasheed Na’Allah Thank you very much. I continue to be excited about the commitment of Berkeley to HOW CAN INSTITUTES OF TECHNOLOGY academic excellence and social justice, and I commend you for your efforts so far. PARTICIPATE IN THE PROBLEM SOLUTION Specifically now on your collaborations with BP alternative energy, my university currently knows the UNESCO chair in alternative energy. And this is an area that we are doing a lot of PROCESS TO SOCIETAL CHALLENGES? work now. I am wondering, do you have a role for foreign universities in these collaborations that you have and can KWASU participate in this? Jörg Steinbach, President, Technische Universität Berlin, Germany Robert J. Birgeneau Thank you very much for that kind introduction and the invitation to join this I think within the BP agreement itself, the answer is no. Within our broader energy distinguished community here. I think the biggest challenge I am facing here is to keep my framework, biofuels, the answer is yes. So we would be very much interested in collaborating presentation within ten minutes. So I will probably skip a couple of slides here. with countries like Nigeria. So the basic answer is yes, although within this narrow structure First of all, you will have to bear with at least 60 seconds of propaganda, where of BP, it’s very well structured by BP. I would like to introduce my institution. We are placed in the capital of Germany. We are currently the third largest institute of technology in Germany. As you all know that is all Xioafei Xu about the scale you are measuring. In that case, it’s measured by the number of students As I know, UC Berkeley is very successful in attracting more Chinese students to come, and enrolled, and we are proud to be a research institution focusing on fundamental as well as also, recently the Chinese government has encouraged more Chinese students to do transfer applied research. We also try to be an international networking university, and I invite you all study abroad. I would like to know what kinds of special policies UC Berkeley applies to to join us in this kind of activities. attract more transfer students to your university? While I leave the typical benchmarks to read for yourselves, I’ll start to come to the actual subject. My contribution will slightly differ from the previous one, as I really would Robert J. Birgeneau like to focus on the challenges in education. The first thing we have to acknowledge is that Berkeley is the first university I have been at. I have previously been at Yale, Oxford, MIT, there are certain challenges, as society changes, that we can only solve together. Well, the Toronto, and now Berkeley to have such a large elaborate transfer program, and I’m still headlines are very much familiar to you. Nonetheless I put them up again because, once learning about it. Its initial purpose was California oriented, and it was to serve the people of in a while, it’s still necessary to keep them up in one’s own mind. The biggest thing also California. Specifically, for students, who, for whatever reason, failed to develop their talents mentioned by my previous speaker, and a new English word I learned from my previous during high school, to give them a second chance. This has been extraordinarily successful. It speaker is ‘disinvestment’ I think this is something especially all colleges in Europe are turns out, that many international students, most specifically, especially from Korea, but also facing. The money which is actually public wise put into our institutions is, if we are from mainland China, who are very talented, have realized that it’s actually an inexpensive optimistic, at the same level, but it hardly compensates enough for inflation. We have to way to get a degree from the University of California: to spend two years in a community convince our funding people that they need to change their attitude toward us; otherwise, the college, which is basically free, and if they are very talented, to transfer to either Berkeley or necessary inventions and innovations to actually solve these problems here will not be met. UCLA. I think they chose Santa Monica College because one of their graduates was Arnold Schwarzenegger, so they probably figured that if they went to the same college as Arnold Schwarzenegger and Sean Penn, who, by the way, also went there, that maybe a good way of getting into Berkeley or UCLA, and it has worked very successfully for them. I think that many international students are very savvy. Somehow they have figured out, especially Koreans are most savvy, so they have figured out how to use the transfer system in California as a way of getting a University of California degree inexpensively. It’s quite interesting.

Lars Pallesen Thank you very much. And now, since it’s a neighboring university to my university in Denmark, perhaps Nam, you should introduce the next speaker.

Nam Pyo Suh Professor Jörg Steinbach is the rector of the Technical University of Berlin, and he assumed his position about a year ago, as I understand. I had the pleasure of meeting him several times, and I would like to welcome him to the podium. Thank you.

32 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 33 Borderless and Creative Education Borderless and Creative Education Now the basic things mentioned here, climate change, urbanization, and the others, Well, this is also very fascinating because on the upper right–hand side you see they all do have a common denominator, and they have the interdisciplinary character. And I a little plug there. The fascinating thing about that plug is that this plug is not normalized, would like to outline two examples. You all deal with the subject of global warming at your not standardized. Even if we come up with infrastructures, the different energy suppliers institutions. The interesting thing is, currently we are living in a decade of the renaissance are all providing their different plug and play systems, so you have to find an infrastructure of coal. When I was brought up and attended school, we were told that the fossil resources in our mega cities that copes with that situation. It’s unbelievable. It not only involves the are very limited, and that we were already going to face a problem there. Now they have question of storage technology, the infrastructure and logistics, it’s a question also of car changed all the predictions, especially with respect to coal. If we would just follow their old technology, the design process, and the new materials for these kinds of cars. It involves a lot predictions and burn as much coal as we can in order to get our energy supply covered, then of net technology. I don’t know how you feel about it, but to some extent, I get sort of goose we would probably face a problem because that stuff produces CO2 on combustion. bumps if I hear the word “smart.” Everything is smart today. Smart city, smart grids, smart Now an interesting fact is that many of us are faced with the situation that our something – fascinating. Nonetheless, almost every engineering discipline claims this area of governments are proposing a transition process toward renewable energies. The most smart technology for its own. If they don’t interact in a reasonable way, this kind of strategy fascinating thing about that is the predictions with respect to renewables are very concrete. to make our public transport a little more environmentally sustainable will actually fail as This is with an ironical undertone. well. We have to come up with a more strategic approach toward interdisciplinary research We had the great opportunity to host the IPCC of the United Nations when they than in the past, where it was more or less just a question of an evolutionary process. presented their report on the challenges on the renewables. Perhaps those of you who are What I also would like to point out is we must form a bridge; from invention to familiar with the report will agree with me that this is a very fascinating one because they innovation. I am always very critical when I get challenged with saying, “Your university did a lot of calculations based on models and simulated things, but in the end, they didn’t should be a source of innovation.” I say, “We can’t be.” What we can actually provide come up with concrete recommendations. The final saying was that the results of all our is inventions, and we need the partners to get that invention transferred into innovation. scenarios predict a possible contribution of the renewables from 35% to 80% – a very This means that we have to introduce a new kind of, mindset of entrepreneurship into our precise prediction. The most fascinating thing was that when this was presented, our German curricula. government representatives were very happy to learn that at least these 80% were mentioned So what are the prerequisites for building such bridges in education? We have to because this is one of the targets of our government. They were talking about how this focus on systems engineering and systems engineering in curricula. This is something that is figure could even be increased from 80% to 100% and that the figure of 35% that had been not established in our institutions on a broad basis yet. Up to now, we have been focusing on mentioned was forgotten within 30 seconds. If you look at that, it needs energy engineering. the individual disciplines, but what we have to teach our graduates for the future is system It needs environmental engineering, geosciences, and it really needs process sciences. If we engineering thinking. I think that we have to revamp our curricula to cover the challenges want to tackle that whole problem with all the variety of areas to be assessed, then this will that I mentioned before. To summarize that, we have to introduce ‘problem-based research’ only be solved by an interdisciplinary approach. based on systems engineering approach and this should be initiated into our systems Europe Another topic being covered by most of the institutions here is electro–mobility. wide and internationally.

34 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 35 Borderless and Creative Education Borderless and Creative Education We also have to cultivate more risky research for the competitiveness of young scientists. We have to change the educational pathway for their future career. We have to INNOVATIONS IN EDUCATION FOR A adopt our faculty structures, and we need more seed chairs for new challenges in engineering START–UP INSTITUTION: EARLY FACULTY and in sciences, and we need more time limited assignments in order to have a more flexible structure in our universities. And we have to develop methodological skills and better EXPERIENCES WITH NEW LEARNING curriculum. We also need to focus on that system approach. We also should try to figure out how to maintain balance of the education between specialization and generalization. We need ENVIRONMENTS AND STRATEGIES to respond to the specialization while raising up a good quality of doctorates which tends to FOR INTERNATIONAL EDUCATION FOR be on the decline. We should also focus on raising competent graduates workable in different disciplines in many industries. Thank you for your attention. STUDENTS

Lars Pallesen Thank you very much. I think we would have to halt the comments because I am afraid of Tod A. Laursen, President, Khalifa University of Science, Technology and Research, the time. So we will introduce the next speaker. That is Tod Laursen, a good Danish name; UAE he is American though. He is president of Khalifa University of Science Technology and It’s a pleasure to be here. I want to thank the organizers and President Suh for Research. He is going to give us a talk from his very perspective. organizing this conference and also congratulate KAIST on its 40th anniversary. It strikes me as something of a coincidence. The UAE National Day comes up in early December, and in fact, the UAE is celebrating its 40th birthday this year; kind of an interesting juxtaposition there, of timelines. What I wanted to do today is to talk about some of the things that we’re doing on the ground at Khalifa University and kind of picking up the keywords in the title of our conference, Borderless and Creative Education.

We are a very new institution. Just to give you a little bit of an idea of where we are on the map, we sit adjacent to the Arabian Gulf, obviously, and just across the Strait of Hormuz from Iran. The UAE, as I mentioned earlier, is a relatively new country. You will notice, and in fact, Khalifa University, you can think of as really being the university of the Emirate of Abu Dhabi. We are 100 percent funded by that Emirate. It is the largest

36 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 37 Borderless and Creative Education Borderless and Creative Education geographically and economically in the UAE, which consists of seven Emirates overall. we have already heard from today. We want to have a research active faculty. There is no We are a very new institution. We were established in 2007 by royal decree. As I question about that, but at the same time we are working very hard currently as we sort indicated, we are supported by the government of Abu Dhabi. of get started and develop some institutional habits of also fostering a faculty that is also entrepreneurial, creative and responsive with regard to the way they do their teaching. And so I wanted to highlight just a couple of things that have received particular emphasis in the early days. One of them has been to really look at interactive engagement methods in the classroom, particularly for the introductory courses in our curriculum. I think many will know that many of us who have taught engineering for many years were not necessarily originally educated as teachers. There is, in fact, quite a bit to be learned from educational specialists in terms of how people learn. One of the things we know is that a problem or project based learning or approach can be tremendously useful in establishing relevance of concepts to students and developing a context in which they can learn more effectively. We have moved forward fairly aggressively both in introductory design courses, as well as in some of our basic physics and math courses, with trying to facilitate this. You will recognize many challenges, of course, in established faculty often times. I think those of us who have worked in established institutions for a while will recognize some of the inertial factors that can be at play in resisting this change, many things that one needs to be responsive to and overcome, to create this culture. What we have tried to do at Khalifa is to establish a number of faculty workshops and some real templates where we can go into our curriculum and introduce such changes. We have had several folks, influential globally in early engineering and science education, come and talk to our faculty and present examples and interact. I The comment was made earlier about coeducational education at KAUST. In fact, would mention in particular, Kate Thompson of KAIST, who came and talked about the you will notice from the picture that we are truly coeducational as well, being one of the first year design experience at KAIST. We have, in fact, adopted many of her ideas into our first universities in the UAE to deliver education in that way. Really, the driving motivation thinking. behind the establishment of our university is to contribute to what’s called the Abu Dhabi One of the ways in which we did this, is to establish a cooperative workshop in 2030 Plan. Basically the idea there, as you will see often in many of the Gulf States, is physics. I can’t really go into too many details on this other than to say that we have really to diversify the economy away from a purely oil driven enterprise. The way this is often tried to shift the contact hours in this course away from the traditional lecture format and described, something like 70% of the GDP in the UAE currently is based on oil. The desire more toward a problem driven inquiry-based approach, reflecting an idea that came up a little is by 2030 to try and sort of invert that to make it more like 30% that is oil driven and 70% bit earlier about trying to use quantitative measures to assess effectiveness. It’s fairly early knowledge based, which means that those of us in higher education definitely have some days for us, but if we even look at some of the standardized skills exams in physics, what we work to do in building this capacity. have seen in introducing this set of changes and this learning framework has been a gain of The way we look today, as I indicated earlier, is that we’re relatively young. Most of something like 15-20 percentage points in student performance. This is something that we our existing programs are in engineering, and you will see that most of the usual suspects in see to be quite effective, and that’s where we are working on pretty hard. That is probably a terms of engineering disciplines represented among our programs I have just listed here, that little bit more detail than is needed for a ten-minute presentation. are in fact approved by the ministry. There are a couple of more on the way. Most notably a But there are a few things we need to recognize when we do these sorts of things. program in civil and environmental engineering is coming. Where we really see our growth Probably the one that I noticed most in the president’s office, and I am sure that the provost here in the future, you will notice my second bullet up above, medicine and health sciences can recognize this as well, is that student discomfort with this sort of learning, particularly are coming. We will plan to matriculate our first students in the fall of 2014, but we will at the beginning, is very high, and you do tend to hear about it. What we notice is that, announce and formally open that school in about a year’s time. Then, we have colleges particularly in our educational system, and I suspect in many others, the high school coming in science and management a little bit down the road. education an Emirati receives tends to be rather based on rote learning. It is very recipe I wanted to emphasize, as I said, just a little bit on the ground information about driven, even in subjects like physics, and when you take students away from this comfort how we are doing this. We really have a chance to create some initial conditions that are very zone and ask them to deal with a little more open-endedness, the notion that there may be important. The full name of our university is Khalifa University of Science Technology and multiple ways to solve a problem, that there may even be multiple solutions depending Research, so it goes without saying, we would aspire to try and build this sort of faculty that on what you are trying to optimize, puts them in a discomfort zone right away. This is has been referred to earlier by some of the more distinguished and established institutions something that you need to recognize and certainly support faculty throughout. We have tried

38 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 39 Borderless and Creative Education Borderless and Creative Education to reflect the commitment to this infrastructure and this teaching in the strategic plan that we are putting together. We found that student learning in resource centers is very important to FOR THE DIALOGUE BETWEEN establishing a learning culture among our students; we have actually already established that PHILOSOPHY AND EMPIRICAL–FORMAL at Khalifa. Also, an institution for educational research and innovation is something that we are looking to set up, really as a resource for faculty to facilitate this learning. SCIENCES VIEWING THE REINVENTION OF So to conclude, the learning experience outside the classroom is also key to all of this and particularly for us, as a start-up institution getting our students across borders, to THE UNIVERSITY IN THE INFORMATION pick up the second point, and experiencing more mature learning environments and having ERA access to facilities more critically important. We tend to do this around institutional emphases as far as our educational and research programs. We have made great efforts in semi- conductor research, and that drove Professor Mohammed Ismail to take a set of students to Marcelo Fernandes de Aquino, President, UNISINOS, Brazil Taipei this summer, having to do with fabrication. We had a group of biomedical engineers Good morning, President Pallesen, President Suh, and distinguished colleagues. this year in London, at Imperial College, basically shadowing graduate students and post Thank you so much for this unique opportunity to share our experience and ideas. I’m going docs working at the bench, and effectively coming back and developing their undergraduate very fast through the first two parts of my talk, in order to have more time for the third part research projects on this basis. Finally we have had a number of students, primarily in and the conclusion. nuclear engineering, interact extensively with KAIST, with whom we have a partnership I am deeply involved with the impact of the Newtonian mechanics on human agreement, as well as the other key research institutions in nuclear in Daejeon. This has been sciences in modern industrial societies. The lecture given in the KAIST Presidential tremendously profitable to the students and of course they have had the opportunity to work Forum 2010 by President Young-Gil Kim of Handong University was very suggestive to in research facilities that are still on the way for us at Khalifa. me personally. Coming from the humanities field, I have followed the fruitful dialogue These are the two things that I wanted to emphasize here. Project-based learning from humanities, which in Brazil we call an exact and empirical formal science. In order is something we are moving forward with very aggressively and we really do think that to deepen the debate about the process of reinventing the university in the 21st century students and faculty working together in meaningful exchanges and travel programs is very information society, I would like to present, from a philosophical point of view, ideas related important, not only to these goals overall but particularly to a start-up institution. Thank you to some concepts developed by Professor Kim. The next three slides present the impact very much. of the Newtonian mechanics in the structure of the human knowledge. In a way, the post Cartesian modernity, the methodic and systematic use of mathematical formalism applied to Lars Pallesen the physical world experience field, makes physics its fundamental paradigm. The absolute Well, these two talks actually supported, actually the same point. We will rush to the next Newtonian view is based on the non-reciprocity of the cause and effect principle. In any speaker, the president of UNISINOS. way, human sciences, equally, when defining their epistemological profile, at the end of 18th century and during the 19th century, follow the same trail opened by Newton. In the following presentation, I present the social, political, ethical spheres in the context of contemporary civilization of labor. The social sphere is understood as a system of needs or as an economical system. Modern empirical sciences of the society conceptualize the human sociability around the working relationship. The political sphere, and here I touch on the recent Brazilian problems with justice, the conciliation of justice with the administrative rationality and with the efficiency of the executive power, is the permanent challenge, in which it presents itself regarding the state of right. Finally, the ethical sphere, every democratic state is a state of right, but not every state of right is a democratic state. In Brazil, we are trying to learn that democracy announces itself when the free participation of the citizens in the discussion and the decisions around a common asset arise and the public sphere becomes effectively possible. In this context, the idea of the university is challenged to reinvent itself in the context of the working civilization that originates the demand of the equality policy before the law, and, later on, the ethical demand of self–determination of freedom in the political space. Epistemological transition: from the linear principle of cause and effect to the complex principle of system and synchrony. Both the relativistic mechanics formulated by Einstein and the quantum mechanics formulated by Plank re-dimension deeply our understanding of the physical world according to the classical Newtonian mechanics.

40 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 41 Borderless and Creative Education Borderless and Creative Education of techno science, the problem of the relationships between science and society, and science and humanism, reaches a radical level that the Greek-Christian classical science and the Newtonian science of the physical world did not know. These are emerging issues of present and future, from a much deeper plan than that in which events succeed vertiginously, the image of the world of tomorrow and of the humans that will live in it.

We have to, at least, in the humanistic field, rethink what we understand by space, time, and matter in order to understand these concepts. It’s important for us in the humanities to work with the complex explanation in the chaotic uncertainty model and the principle of complementarity so that we have a holistic explanation of reality. In fact, if we wish to know what is essential, we have to stop thinking about the world as made-up just by isolated pieces and begin to consider them as an interrelated whole. Finally, in order to change our understanding of binary logic; binary logic is at the heart of all digital forms of Must homo technicus renounce the essential prerogative of his human condition, communication, but it can also trick us. Nowadays, we have to alter the way that we think which is the understanding of this world and the reasons of his existence? Can the quality and how we try to solve problems of the real world. The holistic view helps us perform of life be defined just in terms of objects, use, needs, satisfaction, and consumption? This is linkages and build relationships to find significances through larger contexts. a decisive issue in the process of university reinvention, in the context of the first figuration Through the technological know-how and technological products, the contemporary of humanity under the regency of techno science. Nobody is really free if he is not capable empirical formal sciences rule the production, distribution, and assimilation processes of of giving a meaning to his freedom. And the society that structures itself around the most knowledge as well as the production, circulation, and distribution processes of assets and audacious universal form, and efficiency of the reasons, the scientific reason, cannot offer satisfaction of the needs. understandable and convincing reasons to human beings, to their free being and their free As a president, myself, I am deeply committed to microelectronics and acting yet. We, presidents of the 21st century universities, have a deep target to listen to the bioengineering in Brazilian universities. This slide helps me talk with Brazilian students young people who are running to our place in order to give them a possibility to build up a and Brazilian presidents of universities to change our mind. What is the need in Brazilian better world. Thank you so much. universities in this century? How can we rule the problem of the humanistic significance of the university? Lars Pallesen The great scientific revolutions of the last three centuries, at the same time that they push Well, thank you very much. This was an intellectual challenge certainly to me. Now we vertiginously the technical progress, they become more enigmatic to the eyes of the common should talk about open innovation. Rector Christophe Guy, will be the next presenter. He is man, the understanding of the deep theoretical articulations between the scientific thinking from École Polytechnique Montréal. and the technical doing, use of the objects that the technique offers to his consumption and satisfaction. We see that the mathematical reason rules totally the deep structure of the object that passes to occupy the familiar space of humans. It is inevitable that the question relative to the conditions of the possibility of a fully human life should be made: the interrogation about the sense of this mathematization of the objects’ world, of this mathematically programmed dimension of its usage value. With the spectacular development

42 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 43 Borderless and Creative Education Borderless and Creative Education development. Polytechnique is quite active in technology transfer. We have about 35 OPEN INNOVATION: declarations of invention every year. For the last ten years, we have had 185 technologies A SUCCESSFUL EXAMPLE FROM QUÉBEC and their commercialization.

Christophe Guy, Rector, École Polytechnique de Montréal, Canada Thank you very much dear colleagues. Thank you, President Suh, for your invitation to your Forum. I want to salute my Canadian compatriot Chancellor Birgeneau. Before I start with the main topic of the presentation, I want to give some information on Polytechnique Montréal. It is a small university, only engineering, with close to 7,000 students. Among them, we have 1,800 graduate students, with 24% international students that are coming from 100 countries around the world. It was founded in 1873. It’s among the top three universities in Canada in engineering training, followed by the University of Toronto and Waterloo University. It has an annual budget of 200 million dollars. It presents 15 different engineering programs. The smallest one is mining engineering, the largest one being civil engineering and mechanical engineering. We do have nuclear engineering, and we even have a nuclear reactor on the campus. Polytechnique is quite active in research, with 72 million dollars in research funding. We were quite successful over the last ten years with the Canadian Foundation for Innovation, where we managed to get close to a quarter of a billion dollars in new infrastructure. We have 41 chairs, 17 of them are industrial chairs with very large, multinational corporations from around the world. So that brings me to the main topic of my talk, which is to present you with CRIAQ, the Consortium for Research and Innovation in Aerospace in Québec, which is a unique model for collaborative industry-led research involving, of course, industry, universities and research centers. It happens that I am also the VP of the board of CRIAQ. The mission of CRIAQ is to increase the competitiveness of the Canadian aerospace industry and to enhance collective knowledge and know-how through the better training of students. It has 44 industrial members for the large international OEMs like Bombardier, Pratt & Whitney, Bell Helicopter Textron, CAE, Rolls-Royce, Safran, Thales, to very small SMEs. It also has, as members, 18 universities or governmental research centers, almost all universities in Québec, which are active in aerospace engineering and among them is École Polytechnique of Montréal. I said open innovation. Why? First, because of the way we choose the projects that are going to be funded. Every two years, there is a research forum where people from industry and faculty members from the participating universities join together for one day meeting. At the end of the day, they have to produce ideas for new projects. Last year for the fifth forum, almost 400 people including 142 from industry participated in the meeting. At the end of the day, they proposed 48 potential projects. What happens then? They have two months to write down an executive summary, which will be evaluated, and there will be a decision by the CRIAQ research committee to There are six areas of development of our research. The three on the left represent decide to go further or to stop it. They then have one year, which is long, but to prepare a the three main clusters, the industrial clusters of Montréal and the Québec province: formal, detailed, and complete proposal, to submit to the industry and government agencies aerospace and transportation, IT, life sciences, and engineering. The three other ones are for funding the projects. After the formal applications, it takes about three months to sign all the enabling technologies that you need to develop in order to address the three first ones: the agreements. It takes a long time to respond to all the questions and problems to get the advanced materials, nanotechnology and complex-systems engineering, and sustainable projects accepted. It is our hope that we want to cut the period by half. It’s open innovation

44 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 45 Borderless and Creative Education Borderless and Creative Education because each project needs at least two industrial partners to work with and they need at least Five years ago, we decided to go international, and we looked at a similar scheme two university partners or research entities to work together. So it needs a minimum four to have international R&D collaboration for those projects, which I remind you, are industry partners that are going to work closely and exchange confidential information and a lot of driven. The way to do it was to take advantage of the partnerships that the 44 Québec data. The research is pre-competitive research; nevertheless, it puts industry and universities companies, that you saw, already have around the world. So let’s say that a Canadian together. company is working with another company, for example, in Korea. Because the Canadian company already has agreements with the universities in Québec through CRIAQ, they can work on university industrial projects. The similar partner company in the other country also usually has some connection with universities. Because the confidentiality and the IP issues are usually set at the company-to-company level, because we already have pre– existing agreements through CRIAQ, it’s easy for us to have strong university collaboration on industrially proposed projects between ourselves. Up to now we have 17 international projects going on. Most of them with India, and the universities involved are usually IITs or the Indian Institute of Science in Bangalore, but there are also two projects with Italy, two with France, one with Germany, and one with China. So in conclusion, CRIAQ is a unique open innovation model, which is tailored for aerospace. I mentioned that because for different industries it may be a bit different. It uses a network structure. It’s fostering innovation through a number of networking mechanisms. It gets strong financial support from the government in our case, whether Quebec or the federal government. It is financially supported by the industry and is strategic for both the industry and the universities. Hundreds of researchers, specialists, and students are involved, and it’s active in the national but, now also, in the international scene. So thanks a lot.

Lars Pallesen Thank you and we will continue in the innovation vein. Rector Akhmaloka from Bandung, That is the flow of the money. Industry puts money into the projects, we get Indonesia, will talk about increasing capacity of developing countries in research through the money from the provincial government, the Québec government, and also from the federal innovation model of cooperation. government, and the university spends the money to do the research. It’s open innovation because intellectual property is pre-set, it’s pre-determined, all the partners know what’s going to happen if there is some invention that goes out of the project. The main principle, background IP, remains the property of its original owner. Foreground IP is owned by the project partners, provided that they have had the substantive, creative, inventive, or intellectual contribution to its generation. Industrial project partners obtain an exclusive, worldwide, royalty free license for aerospace applications in their respective defined field of interest. Universities can use the IP for teaching and academic research, but universities keep the IP and the license that they can sell to other companies, outside the pre-defined field of interest of the industrial partners. Of course, for the university it’s important that publication is permitted, so there is a maximum delay period of six months, and of course, no confidential information can be published. What are the impacts? After ten years of existence, 80 projects have been funded or are currently underway. They are usually pre-competitive research projects between two to three years. Already 130 million dollars have been invested and more than 400 students are involved in that research; and a lot of them are graduate students, Ph.D. students. Let me tell you, you can present a thesis in the type of work that is carried out in those projects. There is a direct technological transfer to active industrial programs in those industries that are partners. There is great financial leverage – a minimum of one to four for the big OEMs and up to one to seven for the small SMEs.

46 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 47 Borderless and Creative Education Borderless and Creative Education the five research centers, ITB also has 32 research areas in various fields of expertise. We are increasing THE CAPACITY OF working on climate change, health, food, energy security, and disaster mitigation. Indonesia DEVELOPING COUNTRIES IN research probably has the most frequencies of earthquakes in the world. Almost every week, we have earthquakes, and almost every month we have volcanic eruptions. THROUGH INNOVATION MODEL OF We would like to propose collaboration models, usually through the mobility of professors and students and joint degrees. Our university does have double degree programs COOPERATION with many overseas countries such as Australia, Japan, Korea, and everywhere, I guess, in Western Europe as well. However, all of the existing models are not fully featuring validity, having limited access to important resources. It failed to invite full involvement of various Akhmaloka, Rector, Institut Teknologi Bandung, Indonesia stakeholders such as industries, government and private institutions. Good morning, distinguished guests. First of all, I would like to thank President Suh for inviting me here to share information about Indonesia. Also, thanks to President Pallesen. Well, let me introduce Indonesia first. I think I am the only person representing an Indonesian institute here. Indonesia actually is a big country. We are the fourth largest in population; right now it’s 230 million. If you fly from Banda Aceh to Papua, you would probably need six to seven hours. It’s similar to a flight from Jakarta to Seoul; probably half of the flight from Washington to Tokyo. In the last three years, our economy has been getting better. Right now the economic growth of Indonesia is around 6.5% – 7%. Last year, our government launched the master plan for accelerating the expansion of Indonesian economic development. In the master plan, we have three strategies. The first one is to make economic corridors. Indonesia has six economic corridors: the Sumatera Corridor, Jawa Corridor, Kalimantan, Sulawesi, Bali- Nusa Tenggara, and Papua-Maluku corridors. Each corridor concentrates on the development of natural resources there. For example, the Jawa Corridor is support for national industries and services. We live in Jawa; Bandung Institute of Technology is in the west of Jawa. Bali and Nusa Tenggara, most of you probably know Bali, is a gateway to national tourism and support for the national food supply. However, in Indonesia, probably, the price of a kilogram of rice in Papua could be around five to ten times higher compared to Jawa. We still need connectivity among the Indonesian regions. Strategies for development expansion, as I told you before, are to develop economic We would like to propose better solutions to global problems. Universities in potentials through economic corridors, strengthen national connectivity, and to increase the developing as well as developed countries will try the innovative model collaboration for capability of national human resources and national science and technology. This is probably enriching capability and competence in education, research, development, and innovation. very close to our talk. The policies to develop higher education, especially in science and Well, a complementary role of universities in developed and developing countries is technology, to conduct activities on teaching and learning, research, and community services important. Universities in developed countries usually have generous R&D funding. They to support in line with economic development programs and the government’s target for 2014 also have modern research infrastructure and could be collaborating with different industries. is doubling our graduates from the science and technology discipline. The role of higher Universities in developing countries have abundant human resources, access to natural education in economic development is trying to develop the industry, which is a source of resources and geographical advantages. I think it is a good idea to try to collaborate and knowledge and technology intensive industry. complement each other. Bandung Institute of Technology was established in 1920, still under Dutch How do we sustain innovation and new values to solve global issues? The model administration. ITB is the oldest and probably the biggest technical university in Indonesia. of cooperation and establishing laboratories centers close to the problem. Students from Our student body is around 14,000 and about 6,000 of them are post graduates. We have both collaborating universities can stay at these labs. Supervision will be from both sides, around 1,200 faculty members. We only focus on science and technology. However, we thus could lead to double degrees or joint degrees. Universities could open their offshore do have a school of business administration and faculty of art and design, but all of them offices at partner universities. Universities in developing countries can offer their research are a science and technology faculty. We have five research centers: sustainable energy; infrastructure to be utilized as R&D or innovation centers for industries belonging to environmental management, infrastructure, and regional development; information developed countries operating in developing countries. technology and communication; biotechnology; and fine art and design. However, apart from

48 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 49 Borderless and Creative Education Borderless and Creative Education TEACHING ENTREPRENEURSHIP & INNOVATION MANAGEMENT: A NECESSITY FOR LEADING RESEARCH UNIVERSITIES

Jean-Luc Koning, Vice President, Grenoble Institute of Technology, France Thank you very much for the invitation. Just a few words to tell you a little bit about the Grenoble Institute of Technology. For the past few years, this institution has regularly been ranked second in engineering in France. This is a rather small institution. It probably concentrates the largest number of students in the field of engineering with more than 5,000 students at the master and Ph.D. level. The issue I would like to address this morning is about future research universities having to integrate in any curriculum regarding entrepreneurship and innovation. The aim is already to provide students with the ability to create start-up companies, or at least, to empower them with capacities to innovate. It’s thus our duty to prepare them for working on innovation management, in both plain and high tech companies, to be competent in focusing research and research centers to the market, that is, to turn scientific knowledge into real This is an example of collaboration between Tohoku University and ITB, financed assets and innovation, and ultimately, to have an innovative mindset in order to be able to by JAPEX, for the energy security satellite office at ITB. We do research and also education turn all this type of knowledge into products. for a double degree for the master’s and Ph.D. programs. A few Tohoku professors stay at This presentation surveys from three different perspectives of how the Grenoble ITB, and a group of professors come to ITB and teach regularly. Our graduates become Institute of Technology tackles this issue. Firstly, I’m going to focus on how the institution students in the program and also some of our professors teach in this program. offers specific teaching and training in its own curriculum. Our main teaching objectives are The second example is POSCO Steel Company in Korea’s collaboration with to instill an entrepreneurial spirit, provide an understanding of the business world, conduct Krakatau Steel Company in Indonesia, established as Krakatau-POSCO in Indonesia. projects under real conditions, experiment team work with a pedagogical approach, and POSCO Steel Company together with Pohang University (POSTECH) and also Krakatau going from idea inception and implementation to a full business plan report defended in front Company with Institut Teknologi Bandung have a collaboration as the POSCO and ITB of business professionals. This approach that is experimented, both at the master and Ph.D. research agreement. The place is in Krakatau-POSCO in Indonesia. level, relies on interdisciplinary projects. Actors get to choose leads to actual start-ups. All the students have this opportunity at the master level to take this class, if they want. About Lars Pallesen 20% of them do choose this class on entrepreneurship. Thank you very much and now for the next speaker. It’s Jean-Luc Koning; he is vice Here are a few key words related to the pedagogical approach area. This class leads president of international affairs from Grenoble Institute of Technology. to dozens of business plans, and for the past years, about 1% of our graduates choose to create their own company in five years after obtaining their master degree. Sometimes there is a slight confusion or misunderstanding between entrepreneurship and innovation. Both can lead to different professional careers. We’ve recently developed a new curriculum in order to enable our master’s students to major in the management of technological innovation besides their first major in engineering, whatever the major. The aim of this curriculum is to accompany those students till the actual creation of the business. Since the success of such a project very much relies on the capacities and characteristics of the entrepreneur, we heavily focus on trans-disciplinary research within the teams of students working on actual projects. Secondly, I want to look at how the Grenoble Institute of Technology deals with teaching innovation in European master’s programs within, what we call, the EIT – The European Institute of Technology – initiative. More particularly within the knowledge and innovation community on energy that Grenoble is part of. It turns out that our Grenoble is the collocation center for this, what we call, KIC – Knowledge and Innovation Community

50 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 51 Borderless and Creative Education Borderless and Creative Education – in charge of the innovation aspect. Technology and science universities in Europe are increasingly expected to contribute to the vitality and growth of the European economy. This is also evident in the KICs recently awarded by the EIT board. This knowledge and innovation community on energy is a world-class alliance of top European players with a proven track record, with 13 companies, 10 research institutes, 13 universities, about 50% of industry partners, and more than 50% of key research players in Europe – covering the whole energy mix with strong connection with venture capitalists and local governments. Among the six collocation centers within this knowledge and innovation community on energy, Grenoble has been identified as the hot house for innovative education programs.

I’m going to skip this slide and go directly to this slide about a European network called CLUSTER. CLUSTER stands for the Consortium of Leading Universities of Science and Technology that Grenoble is part of. There are also a number of associated universities. There are 12 universities in Europe that are part of this network that has been founded in 1990. There is a mutual recognition of each of the master’s degrees in this consortium so that this could be considered as a multi-location European university with 3,000 professors, 14,000 Ph.D. students, 11,000 teaching staff, and 140,000 students. There are also a number of universities associated with this network in the rest of the world, like Montréal in Canada and I know that Technion is somewhere in this room. They are part of this network as well. CLUSTER is a leading university network in technology for research, education, Our master program encompasses four weeks that specifically deal with innovation and innovation in Europe. It is indeed a central player in the development of knowledge in in mature industries, emerging market management, project design, IP, and property rights. the innovation communities in Europe. As CLUSTER is part of all European KICs so far, Here you can see a few of the issues tackled. This is also a joint program with the Grenoble knowledge and innovation communities, it’s also the prime partner for industry cooperation Graduate School of Business. at the European level. CLUSTER’s working group on technology and entrepreneurship is a special group that we set up a few years ago, quite recently actually. It’s a platform for exchanging experiences and collaborating in a more systematic matter in entrepreneurship, new business creation, and related issues. A question raised is how one can facilitate and reinforce the momentum toward more entrepreneurial universities. The objectives are twofold. First, exchange experiences in setting up infrastructures for new business creation at technology universities in Europe. And also, explore the ways CLUSTER can facilitate new business creation by its members, by developing a European incubation network. CLUSTER members share an interest in further developing their capability to create new business activities from the patented technologies developed in their research facilities and groups. Besides or beyond engaging CLUSTER members in connecting and sharing investment opportunities, investors, entrepreneurs, and patented technologies, this platform will enable CLUSTER members to possibly learn and benefit from each other along the following lines. I want to conclude on this. The lines could be course designs for technology

52 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 53 Borderless and Creative Education Borderless and Creative Education entrepreneurship courses. This is actually already a reality, online education with written and video tape cases for entrepreneurship, teaching, and measures of performance and success in THE ROLE OF INTERDISCIPLINARY entrepreneurship education, and new business creation. And finally, groups of students are RESEARCH IN HIGHER EDUCATION sent to entrepreneurial hotspots by Cambridge in the UK, Boston, and Silicon Valley, and maybe Berkeley would be a good place to be as well, in order to expose these students to INSTITUTIONS: the NTU’S PERSPECTIVE entrepreneurial role models and immerse them in an entrepreneurial culture. Thank you.

Lars Pallesen Khin Yong Lam, Chief of Staff, Nanyang Technological University, Singapore Thank you. Thank you very much. Now we will rush to the next speaker. It will be Khin Good morning. My topic this morning is on the role of interdisciplinary research in Yong Lam. He is chief of staff of Nanyang Technological University. higher education institutions. Before I start the presentation, just a brief overview on NTU. We are one of Singapore’s largest universities with 33,000 students, 23,000 undergraduates, and 10,000 graduates, of which 3,000 are Ph.D. students. Our faculty members come from all over the world similar to our students. In fact, we have students in our Ph.D. program from countries like China, India, and Southeast Asia. We also have Ph.D. students from Israel, France, Germany, and Russia. The world today is full of significant global influences and multi-challenges. What happens in one country affects not only that country but also other countries worldwide. For example, the recent financial crisis in Greece is not only a Greek problem, but a European problem and an international problem. This is not just in the financial sector; the impact of globalization is very significant in higher education. Our world today, with regard to higher education institutions, is merging traditional research into new fields. Interdisciplinary research is very important, and especially in new scientific and technological breakthroughs involving companies as well. Research now spans across the traditional areas, across departments, colleges, schools, and also across countries. At NTU, we collaborate with many universities, universities like Technion, Imperial College, TU Munich, and recently, even with UC Berkeley. As part of this focus on interdisciplinary research, NTU recently started a so- called strategy planning for the future. We have five peaks of excellence. This is because education, now, is borderless. As I said, research and education excellence moves beyond just the traditional subject matters, beyond departments, colleges, universities, and national boundaries. Under this strategic plan, the NTU bill builds on its current strengths and heritage to make its mark globally. The development of five peaks of excellence involves a discussion not only with the faculty and students, but with our board of trustees. NTU President Bertil Andersson basically indicated that new knowledge is found in the interfaces between different disciplines. Our new President Bertil Andersson took over in July this year. He was formally the chief executive of the European Science Foundation, as well as the former chairman of the Nobel Prize Committee for Chemistry. It’s an indication of NTU that our faculty comes from all over the world. Even our senior management comes from countries in Europe such like Sweden and the UK. The five peaks of excellence are centered on sustainable earth, future healthcare, new media, the new Silk Road, and innovation Asia. Sustainable earth is the most established peak. Research funding over the last three years was about 830 million Singapore dollars. One US dollar is worth about 1.29 Singapore dollars. Some of the major initiatives are taken by research institutes. What we find is that, for interdisciplinary research, if it is just focusing on the department, the department faculty tends to think in terms of the department. If you are talking in the area of energy, which is interdisciplinary, department heads of mechanical

54 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 55 Borderless and Creative Education Borderless and Creative Education engineering adjust in terms of mechanical engineering issues. When talking about electrical for energy and water management, again, an interdisciplinary research program involving engineering, he will think in terms of electrical engineering issues. For such research, we NTU, Hebrew University, and Ben Gurion University. As you can see, we have 12 PIs, decided that it should not only be based out in the department, but also at the university level. roughly three from each institution. Again, there will be a joint Ph.D. component between So we have set up university research institutes to bring faculty from across departments, NTU and Hebrew University of Jerusalem. These are some of the major programs in the across the colleges and also across national boundaries because many of these research sustainable earth interdisciplinary research, as I have mentioned, with TU Munich, Hebrew institutes collaborated with overseas institutions. University and also Ben Gurion University in Israel. I am also pleased to announce that just recently we have added two partnerships with UC Berkeley in the area of buildings for tropics, as well as one involving solar research. The announcement has already been made. Hopefully next year I can say more about that particular program with Berkeley. This is a very important interdisciplinary area.

One of the big areas that happened two years ago was this Earth Observatory of Singapore. It’s our first research center of excellence. Some key faculty leading this initiative: the director came from Caltech, and he is now based full time at NTU. We have senior faculty at this center from the US, France, and also from other European countries. Singapore Center on Environmental Life Sciences and Engineering – the two PIs Another area, which we believe holds potential to bring faculty from medical – one from New South Wales in Australia and the other from Hebrew University. And now schools from biological science as well as from engineering, is this focus on future health they are all based full time at NTU. care. Of course, when we started this three years ago, there was no medical school at NTU. One of our biggest programs is with the Technical University of Munich. It is a truly Since then, we already started a medical school with Imperial College, which is a five-year interdisciplinary program involving not only the engineering department, but the science joint medical degree and MBBS with Imperial College. The first students will start in August department and even some components of the humanities when we are dealing with issues 2013. This is very important for this medical school because many of the healthcare research of human behavior with regard to mobility in the city. About 40 professors from TU Munich issues involve not only the doctors, but also engineers. Setting up this medical school will and NTU are involved in this program. We also have a joint Ph.D. program. This is one of do us a lot of good in terms of undertaking this interdisciplinary research. In spite of this, we the key initiatives of NTU. When we undertake research with overseas universities because will be setting up an institute of technology in health and medicine. we have to train Ph.D. students, we feel that it is good for the Ph.D. student to get a Ph.D. New media and other interdisciplinary areas. This particular area involves not not only from NTU, but jointly with overseas universities. For this, the students will have just the computer scientists, but at NTU we have a school of art design and media. We a joint Ph.D. issued by Technical University of Munich, as well as NTU. The students are have professors in the area of art and design working with the computer scientists. This is jointly selected by both universities, jointly supervised, and at the end, there is a single Ph.D. very important when you are talking about one of the research areas which they are doing examination, jointly conducted by both universities. The degree certificate will bear the seals – Japanese cartoon animation. The computer scientists and engineers are very good at of both universities. This is an example of interdisciplinary research bringing faculty and developing the algorithms and hardware, but when it comes to the creative content, they students from across departments and across national boundaries. work very closely with the faculty in the school of art, design, and media. One other area in Another key project, just approved earlier this year, is a program on nanomaterials this super center in this new media of research is with Fraunhofer, also set up recently, again,

56 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 57 Borderless and Creative Education Borderless and Creative Education a joint Ph.D. program in Austria and Technical University of Darmstadt involving computer graphics. BUILDING SCIENCE & ENGINEERING The other peaks of excellence, I will just focus on the last one, the New Silk Road, LABORATORY CAPACITY IN AFRICA which we are trying to use to Singapore’s advantage, or NTU’s advantage, in the sense that we work very closely with Chinese institutions and universities, as well as with Middle THROUGH REMOTE LABORATORIES Eastern and Indian universities and institutions. We hope to make use of these to bring the universities and institutions in this so-called New Silk Road together to undertake not only research but also one of the big programs in this center for public administration. We train Robert A. Baffour, Vice President, Ghana Telecom University College, Ghana Chinese government officials in the area of public administration, following very much the Good morning. I know I have ten minutes, so I will do the best I can to make sure Harvard Kennedy School model. I fit within ten minutes before the signal comes. My objective actually is one: I want to be I think interdisciplinary programs are very important, and we set them up at the able to help build capacity in Africa. I think historically, one word you think of when Africa university level because we want it to be beyond just the department. As I mentioned, in the comes to mind, it means one thing; a “challenged” continent, or the continent where there area of water energy, if you look at it from the department point of view, the department head is nothing. I think things are changing. Currently, we have a lot of companies from all over will always think in terms of mechanical engineering, computer science, physics, and so on. the world moving to Africa to help with development, but the bottom line is sustainability. But having it at the university level, the research institute director has the opportunity and Like the last presentation, I am very impressed with the effort to sustain the earth through also the money to bring faculty from across departments and across schools. With this I think education. That is what I want; that is what I want for Africa, and that is what I want for I will end my presentation. Thanks. Ghana. So my little plea here is, I don’t want money to be flown into Ghana as a handout. I really want to build capacity in Africa, so that we can sustain Africa and the world as well. Lars Pallesen My presentation will focus on building capacity of science and engineering Thank you very much. Now, there has been a little bit of change in the order compared to education using remote labs. Generally we have science and engineering education playing a what is printed in the proceedings. So we will go to Robert A. Baffour, vice president of vital role. That is a common fact; the technical nature of engineering also makes it a unique Ghana Telecom University College. way of delivering courses. In Africa, there are several issues. Science education is provided by technical institutions like many parts of the world. In Ghana, because the initial concept of providing engineering was done by the universities, they realized it wasn’t working very well. So they introduced the Polytechnic system. Unfortunately, that didn’t work either because the Polytechnic was actually designed to provide, hands-on, to technologies for the engineers and the class. Lack of lab activities does not make this initiative work. One of the problems with engineering education in Africa is that it is based solely on legacy curriculum. We took that from the British, and I personally don’t believe that our engineering education should be the same as that in Cambridge because Africa is a whole different place from Cambridge, or that of Berkeley. Currently, Africa is using legacy curricula which are not supporting the continent very well. Of course, we know most engineering education, because of the research value, is purely theoretical, instead of practical. I understand, as an engineer myself, the need to be very theoretical in order to advance research. But when you live in Africa, I think the theory should be cut down to some limit while practical work is done. These are some of the basic challenges: curriculum issues, which I just talked about; inadequate funding, which is always a plague in Africa; and obsolete and inadequate infrastructure, if you have ever visited Africa that is a common thing. You will see that “brain drain,” I think most of us here are aware of. While I didn’t see a lot of African students in most of the presentation, there are quite a lot of African presentations in many other schools also, like Berkeley. Personally, I look forward to Georgia Tech in Georgia; I spent about 20 years in the US teaching and going to school there. “Brain drain” is that most of my colleagues are still outside of Africa. Quite a few of us have decided to go back to see if we can change the equation. Inadequate training of staff – that is my plea today. We don’t have a lot of staff who are trained properly because of several reasons. Of course, the challenges

58 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 59 Borderless and Creative Education Borderless and Creative Education of ICT come into play. Bandwidth is becoming a problem in Africa as well. While it is easy There are several types of remote labs. I’m not going to bore you; we have virtual to go to the web and surf site to site here, it is not that common in Africa because of the labs, remote labs, and of course, hybrid labs, which is a combination of the two. There bandwidth issue. So we are also confronted with that. We don’t have a lot of institutional are several examples of companies using remote labs now. Of course, MIT, which is the collaborations. If you look at some of the percentages from Montréal and other parts of the institution we are working with now. University of Virginia in the US, OAU is also one of world, you see a lot of collaborations with partners in industry. We don’t have that luxury. the partners we are working with in Nigeria, and University of Malawi. Of course, there Of course, the trick is most of the industries that come to Africa come in for the money and are several other universities out there, but we are not going to list them. Ghana Telecom they don’t stay there. We want to change that; we want them to stay there to partner with the University College, which is where I come from, is currently pioneering these remote labs. universities so that we can put capacity and sustain the planet. That is one of the challenges GTUC was established in 2005. Currently we have 2,500 students, of which 25% we have when it comes to engineering education. This is just a little summary of the statistics of them are graduate students. We run programs with other schools outside Ghana because and numbers of the industry. we are so young and Ghana’s education system is so bureaucratic.We are now partnered My focus this morning is to talk about remote labs. The need here is, since we don’t with four universities. For instance, we have a Ph.D. program with Aalborg University in have the physical labs because of funding, we want to be able to use leverage or a source Denmark and several master’s degree programs in the UK. With that, we are able to provide of that from the outside, in our physical environment, so we can do the labs, hopefully to Ph.D. opportunities for our students and also graduate education for our students. While actually move the theoretical concept forward. This is very practical. In more developed most of the schools in Ghana are doing undergraduate programs, we want to move forward countries, ICTs are playing a significant role in the world. with our program in telecomm engineering, IT, and also business administration, currently Now, with all the associated problems of establishing and sustaining physical one of the leading decisions of ICT. Actually just about two weeks ago, Ghana Telecom was laboratories in developing countries, ICTs are providing alternative methods of conducting awarded by a South African institution as the best telecommunication institution in Africa. practical work at affordable costs. This is what we are currently doing now. We want to be We will pick up the award later this year. Of course, I encourage you to, whenever you are able to use the ICT infrastructure to do labs with even though we are sitting in Ghana. I passing through Ghana, stop by and see the facilities we have. want to be able to do labs with ten pieces of equipment in KAIST, ten pieces of equipment in Berkeley, ten pieces of equipment in MIT, ten pieces of equipment from anywhere in the world, so that my students can possibly have the same experience as a student in Berkeley, MIT, or KAIST. Remote labs enable students to conduct lab experiments without moving. Your physical location doesn’t actually change, but the location in your mind changes because of the use of ICT.

The challenge of remote labs is that we have less students than the conventional class. For instance, a class in Telecom Engineering 101 can have 150 students. Now, I have a lab that can take maybe 10 or 20 students at a time. How do I do this? We are challenged by student-lab ratios. For instance, you see we have 49 to 1. How do you conduct good labs with a 49 to 1 student ratio? That is why we think remote labs are necessary. With MIT, several years ago, we actually got a 50,000 dollar grant from the higher education institution in the US to develop this iLab concept. MIT currently has the iLab, and we want to actually move this from the US to different parts of Africa to support engineering education. We

60 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 61 Borderless and Creative Education Borderless and Creative Education started with that one and current GTUC students conduct some of their labs using iLab. Technically, what they do is, they sit in Ghana, they take the equipment in the US, and they INNOVATION IN A BORDERLESS WORLD: get their results. EWHA WOMANS UNIVERSITY’S I’m quickly going to take you through a particular experiment I did. This is a configuration of FGEN, but don’t ask me any questions on this because I am not a EXPERIENCE telecommunication engineer, I happen to be a civil engineer, but this is some of the labs my students did. This work is being done in Ghana, but the equipment they are using is sitting in Boston, Massachusetts, done through basic ICT infrastructure. All this information here, this Chan Kil Park, Vice President, Ewha Womans University, Korea is something done through remote access in Ghana, you can key in your information, do the It’s very nice to see you, and let me start by thanking KAIST for organizing configuration, run the experiment, and get your results. this enlightening forum. It’s an honor and pleasure to be here to think about borderless We know that remote labs are a good way for us, especially in Africa. We know that and creative education in research universities. As the vice president for global affairs of building capacity in Africa is tough because the funding is not there. If you have ever visited my university, Ewha Womans University, I hope to share a bit of insight regarding the Africa, you know the continent is fully challenged. We are not going to sit down there and university’s long-standing mission of forming tomorrow’s female leaders through creativity wait for money to come to us all the time. We get all these issues about Africa developing. and innovation in higher education. Actually, two weeks ago, the IMF said Ghana is the fastest growing economy in the whole My university is in a good position to share its insights. In the 125 years since it was world. I am not sure how the Ghanaians themselves see it because their roads are not founded, it has grown from just one female student to the world’s largest women’s institute working. Nothing is working in Ghana, so whether we are growing 10% or 20%, that doesn’t and one of Korea’s most prestigious private universities. The university has been a pioneer really matter so much to the people. We believe the best way to move the continent forward in many things, as it established the first medical, law, and engineering schools for women in is to find a way to sustain it, not to get money from people and spend it. That has been the Korea, as well as the first international summer school in Korea for international students. traditional mindset of our leaders in Ghana and Africa. Let’s get the money from the foreign Today, there are over 24,000 enrolled at Ewha's 11 colleges and 15 graduate schools world and spend it, and that’s it. That model has not worked. We need the investment model. spanning a variety of fields. The school has alumni around the world. We have more than The model where you and I come together, we put it on the table, and we develop and train 900 faculty members, 62 research institutes, and over 400 partner institutions in 45 countries. our people so that we can sustain the two economies. Ewha has done much to stand at the forefront of educating tomorrow’s great thinkers. Our So that is what I came to present to you. We think, from the Ghana Telecom school motto is nurturing creative talent equipped with multi-cultural and multi-lingual University College, if you have any facility like this, let’s partner. I am currently looking for capacities. To this end Ewha has undertaken many initiatives to ensure that the university institutions that can support a Ph.D. program, masters program, especially in science and remains at the center of creativity and innovation in this borderless world. A decade ago engineering so that we can create a collaborative program to develop. When I look at the when online learning was still a new and untested method of study, Ewha established the presentation from Singapore, I saw Israel, 22 Ph.D.s. That is what I want. That is really what international cyber university, which provides internet-based distance courses in Korean I want. So I am pleading again, if you have any programs that can support the training of studies and women’s studies in English. Four years ago, we opened the doors at Scranton faculty and students, please, let me know. Thank you so much. College, named after Marie F. Scranton, the missionary who founded Ewha 125 years ago. As a unique program, Scranton College educates students to enable them to become effective Lars Pallesen leaders in a globalized world. And finally, we go to Vice President for Global Affairs at Ewha Womans University Chan Kil Park.

62 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 63 Borderless and Creative Education Borderless and Creative Education Ewha also has made great efforts over the past years to educate and foster excellence in young women who are beginning or in the middle of their professional careers. One example of that kind initiatives is the Ewha-KOICA master’s program for female government officials and other professionals from developing countries. This program, started in 2007, offers a master’s program in international studies focusing on the theme of women and development, to female government workers and corporate professionals. Its objectives are to cultivate and empower women who play key roles in establishing and implementing policies and strategies related to women and development.

This is a very famous picture about the famous chemical company called Solvay. Ewha has placed much emphasis on the formation of top researchers in the sciences and continues to do so today. Since the early 1990s, Ewha has employed a selective concentration strategy that offers intensive support for a selected few, with world–class competitiveness, including biotechnology, nanotechnology, and biomedical information technology. It is the university’s goal to be at the forefront of these fields within the next ten years. One such example is our collaboration with Solvay, a chemistry research group headquartered in Brussels. Their main R&D center will be located at our Seoul campus, and this partnership will allow Solvay to enhance their research collaboration with the academic world and creates a collaborative research fellowship with Ewha. They are going to invest This is a picture of another initiative we have just launched this year, which is called 21.5 million dollars in the next five years. They also want to bring into the spotlight for the Ewha Global Empowerment Program. This is a two-week residential program, designed Ewha’s competitive edge in international research. for talented females who work in the public sector, non-governmental organizations, or non- Since the innovation of the current leadership of Ewha, we selected a very nice new profit organizations in developing countries, especially in Asia and Africa. By educating school motto called Non Nobis Solum, in English, Not for Ourselves Alone. With Non Nobis these women, we can contribute to promoting women’s rights and sustainable development. Solum as our motto, the global initiatives of Ewha reflect our endeavor to fulfill the social Ewha is striving to become the center of the education network for the humanization and responsibility as a university based on the spirit of sharing and serving. In 2006, Ewha has success of women. We are now in discussions with UN Women to jointly promote this settled with its 120-year history of women's education and its spirit of sharing and service program. to carry out the essential role of women's education through educating future female leaders In its education, Ewha Womans University will continue to contribute to improving around the world. society, not just through academics and research, but through public service. To conclude, We launched a very special program called the Ewha Global Partnership Program, I would like to emphasize the importance of global network in achieving the maximum which we call in abbreviation EGPP. EGPP is a global initiative that selects and educates potential of universities. Through collaboration with one another at events like today, promising females from developing countries with an aim to nurture them into top universities can achieve more than when operating singularly. Just as students now need to professionals and global leaders. EGPP commemorates the founding spirit of Marie F. have a global mindset in order to succeed in life, so too must universities think outside of Scranton, our founder. This program gives students the opportunity to pursue a B.A, M.A., or their local, regional, and national context and pursue exchange in cooperative agreements Ph.D. degree at Ewha on full scholarship – we cover everything. Since its establishment, 117 with like-minded universities, governments, and public and private institutions around the students from 28 countries including Afghanistan, Turkey, Kenya, and Mozambique have world. Truly, we are a world without borders. Thank you and I wish you an enlightening received the scholarship. experience at today’s forum. Thank you very much.

64 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 65 Borderless and Creative Education Borderless and Creative Education Arden L. Bement Jr. open discussion If I could ask the question which I overlooked, and this I would pose to you as a starter. Is TUB doing anything with its faculty to prepare to address issues with the media and also with policy makers with regard to being an honest broker in terms of coupling the three Lars Pallesen factors that I mentioned? Thank you. I apologize to all of the speakers that I sort of reminded them of the time. I am also sure that I am the most unpopular person in this room because all the listeners would Jörge Steinbach have wanted to hear a lot more, and I ruined the opportunity for everyone to speak for at least As I said, we are placed right within the middle of the capital of the country, so we are very 20 minutes, but those are the rules, I am told, so I apologize to everybody. After having put close to the government premises. And yes, we try to establish a very thorough exchange of myself in this situation, I don't think it’s possible for me to moderate the next half an hour. opinion, especially with the Ministry of Education, Science and Technology. The problem we So, my good colleague President Suh has promised that he will do it. are facing is that we are not professionals in that field. I heard a contribution from someone else just a couple of days ago about all the problems related to giving advice and guidance Nam Pyo Suh to politicians. That’s why I said I think it is worthwhile to investigate this a little bit more Well, thank you. I think we need a round of applause for President Pallesen for having thoroughly. But yes, we try to be a stakeholder in that respect and we don’t do that just chaired this. I think we heard a number of good and varied presentations. Starting out individually as TU Berlin, but we do that also on behalf of the TU9 Consortium, which is with a description of what’s going on at UC Berkeley by Chancellor Birgeneau, we had combining the largest nine technical universities in Germany. presentations from many different countries at different stages of development and different issues they are confronted with. So I think this is a time we can spend to discuss some of Robert J. Birgeneau the things you heard. The last time I saw, Dr. Arden Bement, former Director of NSF, raised Just to add a little bit to Arden, you brought up a model example of one of the ways in which his hand and he was not given the opportunity to ask a question, so I will start out with you we do address public policy issues, which is that distinguished professors and academic Arden. leaders go out to Washington DC in the US and play a leadership role in the administrations. I would say actually in the Obama administration, in particular, Obama has called on the Arden L. Bement Jr. academic community, whether it’s the Secretary of Energy, Council of Economic Advisors, Well, thank you very much, Nam. I wanted to call attention to what I thought was a missing or in the State Department. An important role that we do play is that we go back, we make it element in our deliberations and perhaps even in our declaration. I go back to the point that possible, readily, for our faculty to get leaves of absences to go and to serve in Washington Jörg Steinbach from TUB made concerning smart technology. Now the declaration certainly DC. Once they are there, of course, we try to exploit that fact because they provide an avenue makes the case for international collaboration and research and teaching on global issues, but in. smart technology is not enough if it is not coupled with smart public policy. The question is A very recent example is your successor Subra Suresh as the head of the National Science what is the role of international research and teaching universities in forming public policy? Foundation. Several of us in universities at MIT and Berkeley in particular, have been Especially when looking at the interrelationships among technical factors, which can answer working on ways to improve careers for women in science and technology by family friendly the question, is it scientifically feasible? Here I am talking about policy. Second, economic policies. Subra took work done at MIT and work that he knew we had done at Berkeley factors that address the question, is it economically affordable? And also human factors that and has actually changed, in the National Science Foundation, the way in which grants are would answer the question, is it socially acceptable? administered in order to make them quote on quote “family friendly.” I think we have a Understanding the interrelationship among these three factors is what is often missing wide variety of examples. Of course, all of us wish that the governments, people in power, in public policy, which can lead to unintended consequences and also failed policy over especially our state governments would listen to us more, but it is not for want of trying on time. This is an issue that can be addressed by universities around the world and should our part. be addressed. So I raise the question, what is being done and why isn't it in our thinking? Perhaps this is a topic for our future international conference of this type. Nam Pyo Suh Thank you. Nam Pyo Suh President Steinbach, would you like to respond to his question? Jörg Steinbach

May I add just one single remark to that? I think it would be worthwhile that what you are Jörg Steinbach doing there and what we should do is going to be a two-way street. Not only do we send I didn’t think it was a question; it was a statement. I only can’t agree more to it, and I think people to politics to get some insight to what they are doing, but also the other way around that the idea to have an exchange on this special facet of interaction would be worthwhile. that some of them spend some time in academia and observe what we are doing. I think it’s a question of developing a common language, which has been lost.

66 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 67 Borderless and Creative Education Borderless and Creative Education Nam Pyo Suh companies in the US, that they eventually did business outside the US, they probably Ok, any other comments? Yes, would you identify yourself first, before you ask the question? didn’t go back. I think trying to keep entrepreneurs in your own country is fundamentally important. They are the ones that create jobs. They are the ones that give back to society, and Abdul-Rasheed Na’Allah you must establish a culture of entrepreneurship at your universities to teach them, not only My name is Abdul-Rasheed Na’Allah, vice–chancellor of Kwara State University. I would to found companies, but to found companies in your own country. say that this is perhaps even more relevant to Africa in the sense that often universities are not at the table when governments make their policies. Recently, at Kwara State, I was lucky, Nam Pyo Suh the university was lucky, being the only government university to be invited to the strategic I think that is a very good comment, Neil. I have been studying this for a little bit because I planning for the next five years by the new government of the state. They were able to put wanted to make the region around KAIST to be more like Silicon Valley or Boston. When on the table the need for the university to be part of every plan and every movement in the you study all the elements needed to make that happen, it turns out that very few regions of development of tourism, policies on technology, and so on and so forth. the country or very few countries have all the elements needed to create that kind of culture. Recently, looking at working with the government to develop policy in the area of childhood For example, even in the United States, I will use it just to make the point. The United States programs, policies on childhood education, policies on special education, which if we look at is a big country with a large number of people in very many different regions. One has to today was not what has been developed in our states. Perhaps there must be a way in which wonder why it’s so difficult to create another Silicon Valley or Boston in Kansas City. When universities probably claim positions with government. One example might be inviting you look at all the requirements of having an entrepreneurial culture, I think many regions government to campus just like the last speaker said, letting them understand what is going lack that culture. Sometimes I come to the conclusion that someone in India, or maybe India on on-campus. We also seek to be at the table when government is discussing policy making. is the wrong choice here, but there is no one from India, so I can choose India. It may be a This is what KWASU hopes to be doing in the next years ahead. lot easier for that person to buy an airplane ticket and go to California and start the company with his idea, raising money within California, rather than try to start that somewhere in Nam Pyo Suh Mumbai, India. So I think there is that element. I think that many countries do not have that, Thank you. Shall we change the topic a little bit? See if you have a new topic you want to what I call, innovation continuum, going from new idea, new research results, all the way to discuss? Are there any new topics you want to raise? Adnan. innovation. When you lack certain elements within what I call innovation continuum, then it’s very hard to start that. That might be the reason. So even in Japan, we have colleagues Adnan Akay here from Japan, if you are in Tokyo, it may be easier just to buy an airplane ticket and go to Thank you. Adnan Akay from Bilkent University in Turkey. Recently, interesting statistics Boston and start a company there, instead of in Tokyo. emerged regarding foreign students coming to the US. It is said that in top universities in India and in Taiwan, for instance, 30 years ago, approximately 90% of the students would go Lars Pallesen to the US to get a higher degree, such as a Ph.D. Now that number has decreased to less than Yes, and of course, in the Bay Area, which is populated by about five million people, the sum 10%. This has a lot of implications, as Chancellor Birgeneau earlier alluded to, in terms of of the venture capital is more than Europe together. So it’s not only the spirit, it’s also the innovation and new varying needs in the States. I wonder if there is a need for a new model results, the green stuff, so to speak. for graduate education and upcoming technology developments in countries such as the US? Robert J. Birgeneau Robert J. Birgeneau It is chicken and egg, right? You are absolutely right. Just this past week, I was up in Ottawa, I simply agree. It’s of course a very healthy thing that less of this education is occurring where there was a US-Canada Innovation Summit. I discovered there that almost all of the in the United States and that we have really outstanding universities worldwide. I think new Canadian companies are being started in Silicon Valley. It was 100% because of venture it’s a healthy thing. We don't have a shortage of applicants for our 3,000 Ph.D. positions capital, and governments have not been very successful in acting as surrogates for venture at Berkeley this year. We had 53,000 applications, almost all of them very well qualified. I capital either. So it’s interesting. think there is plenty of opportunity for everyone. Nam Pyo Suh A. Neil Pappalardo The only country that I know that has been quite successful outside the United States First, I am Neil Pappalardo. I am a chairman and founder of a company called Medical is Israel. Shefi, would you like to say a few words about that? Why Israel has been so Information Technology, perhaps the first software company founded 43 years ago. successful? The comment I would like to make is, even though there is a lot of talk about international globalization, I was struck by Bob Birgeneau’s comment that, of the companies formed Moshe Shpitalni in Silicon Valley, essentially half of them were formed by people who were born outside I guess all of our high tech is based on computer science. If you look at the Shanghai ranking, the US. You could probably take that a step further: even though they may have founded you find within the first 30 universities in computer science, four of them are from Israel, out

68 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 69 Borderless and Creative Education Borderless and Creative Education of the seven we have. So this has most of it. I also think that people, after the army, get some University and it was a very interesting discussion. Can I get your comments on that first? more motivation to come up with start-ups. I think that these are the main reasons for this. Robert J. Birgeneau Nam Pyo Suh First of all, remember that we are established as a land-grant institution, and even with But you do also get a lot of venture capital coming in from the US, right? the state disinvestment, our primary responsibility is to educate undergraduates. Secondly, interestingly one might ask, since all of our best faculty these days have offers from Stanford, Moshe Shpitalni from Harvard, etc. very few are leaving, even though the salaries are much lower at Berkeley. Yes, I would say so. Easy to get money. When I ask people, “Why did you decide to stay?” They almost always say it’s because our undergraduates are so much more interesting than those at the private universities. They look Yong-Taek Im something like real people, a real cross section of America, as opposed to being selected President Suh, there is another person raising his hand in the corner. from a very narrow group.

Nam Pyo Suh Kotoku Kurachi Yes, please. Undergraduate students from your place never go to graduate school at your place. Most people go to other institutions. So you’re providing highly educated and talented undergrad Eden Woon students to other institutions. I’d like to pose a question to the UC Berkeley Chancellor, if I may. I would like to hear your comment about the elephant in the room, which is branch campuses, specifically offshore Robert J. Birgeneau undergraduate campuses. What is the University of California at Berkeley’s view on this? That’s true. When I was a regular physics professor at MIT, those wonderful days of my past, There are many universities trying to do this, whether in the Middle East or in China. What my favorite place to get Ph.D. students from was Berkeley because the undergraduates were is your sense on how successful it has been, and what are your views and assessment? very educated. They were also very worldly and very self sufficient. So Berkeley people probably don’t know this: besides other things, more of our undergraduates go on to get Robert J. Birgeneau Ph.D.s, almost always at other institutions, than any other university in the country. Also, Because we are a public university and because still our primary responsibilities are to the more join the Peace Corps and Teach for America, than any other university in the country. people of California, we have not been interested in establishing branch campuses, other We educate students to be very public service oriented and to be very academic. It’s one of than possibly for very specialized programs. If we get invited in, and say get asked to partner the features that makes Berkeley an attractive place for our faculty to want to teach. in some business degree. I don't know if, I hope I don’t insult anybody here, I don’t think I will. I don’t know of any case where a major US university has established a branch campus Nam Pyo Suh somewhere else, where the branch campus is of the same quality as the sponsoring university. I would like Mr. Torossian to say a few words. What happens is that people start with a lot of enthusiasm, but then to get the faculty who made that university famous, actually to move and to ensure that the branch campus is of the Papken Der Torossian same quality as the sponsoring, primary campus, I think that hasn't happened. I haven't seen My name is Papken Der Torossian. My claim to fame is that I was President Nam Pyo Suh’s it as a very successful model. classmate at MIT. I wanted to comment specifically on this issue of, why the Bay Area? I My own view is that I think it’s better to partner with the local people, which whenever was going to comment specifically as to why the San Francisco Bay Area is the center for we’re involved in international activities at Berkeley we try to do and enable and help the innovation. Why does an Indian or a foreign student from China or somebody elsewhere local people build their own enterprises like KAUST, where we are helping for example- come to the Bay Area to form a company? I testified on this in Congress about ten years supported by flagship universities. ago, the US Congress. The issue is simple. I graduated and came to the Bay Area about 50 years ago. I serve on the board of several start-up companies, and am chairman of a couple Nam Pyo Suh of them. I was the CEO of a major company in the Bay Area, so I know something about the We have another 10 minutes of discussion. Yes. start-ups mentality. There are a couple of issues. If you go back 100 years ago, 200 years ago to England, we Kotoku Kurachi can see that many art pieces, plays, and musicals in the United States in New York still May I have a comment? My name is Kotoku Kurachi from Kyushu University. I have two come from England, where Shakespeare, Stratford, and Oxford came in. There’s a whole quick questions, particularly to Dr. Birgeneau from UC Berkeley. bunch of coffee shops and actors, musicians, and writers. People still hang out together, One is, as a highly established research university as yours, what is the role of keeping and many of the American musicals come from England. Hollywood is still the center of undergraduate education? Once I asked this question to the vice president of Stanford movies. There are a lot of coffee shops and infrastructures. It’s not just money. It’s not just

70 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 71 Borderless and Creative Education Borderless and Creative Education venture capitalists. If you want to start a company in the Bay Area, I can see you by several Moshe Shpitalni foreign students who come in the Bay Area to start a company. If you want to buy a switch, I think if we are talking on the same topic, we have to keep the Ph.D. as a Ph.D. as it has or a display, or a computer, or anything that you want to do, you have a lot of salesmen and been for a long time. At the same time, maybe create something which would fit more for suppliers. All sorts of things that you can get for free as a start-up because these salesmen and industry, perhaps more courses. But, we should leave research as it is for a Ph.D. This is my industries are counting on you to grow and become their suppliers. You can hire engineers opinion, but I am not sure about it. and scientists, the best universities or companies to consult with you at night to work on your innovation because you don’t have the money to pay them at the beginning. Anders Bjarklev Another important issue is that there is a tremendous culture of accepting failure. There are Anders Bjarklev from DTU. I’d like to comment on this question concerning how we many, many institutions, and if you fail, you can’t get a job. In the Bay Area, if you don’t educate our Ph.D.s. At DTU, you could say the majority of our Ph.D.s actually end up taking fail, you don’t have a job. The point is that there are a lot of cultural issues; it’s not just jobs in industry. We have that in focus from the moment when they come in. MIT and Boston. It’s not just money. You have to have the infrastructure. That’s why a lot I’d like to point out a program that we have in Denmark, where we have industrial Ph.D. of foreigners come in there. They see a receptive climate for supporting their ideas. There educations, where we teach the Ph.D.s together with supervisors from industry. This not are a lot of angel groups, individuals like me, who support and give a few thousand dollars only provides the aspect of how to sustain work outside the university from day one on the to people to start companies, family and friends. One out of twenty of them succeed. The Ph.D. program, but actually, it also ties together very good connections between supervisors rest are failures. Most of them, I have lost a lot of money in these things; I have made some and professors at the university and the supervisors in industry, which later on can give the money in some of them. growth of new projects, not only Ph.D. projects, but also research projects together. I think, There are a lot of issues in the Bay Area. It’s not just the universities can’t play a game. Let we have at least a step in that direction here. them teach people how to fail. Jörg Steinbach Nam Pyo Suh Just a brief remark, I think, why don't we go for diversity? Actually, I don’t like the I think the time is almost up. And I think we will entertain two more comments or questions. discussion of whether we should have a doctorate in, let’s say, the traditional sense of Then we will move on to a very important event called luncheon. Yes, Shefi? engineering or the Ph.D. I think both kinds of qualifications do have their merits and we have to live with diversity in other fields, so why not also in that field? Moshe Shpitalni Sorry, I will go back to the basics. Universities in the Western world educate more Ph.D.s Nam Pyo Suh than we can absorb by academia. We expect more and more Ph.D.s to go to industry. How do In view of the fact that, we have overrun on time, I guess I’ll turn the meeting over to my we change their education from being very narrow and where are we? In fact, I’m not sure colleague, Professor Im, who is standing there asking me to stop this discussion. whether it’s like in Europe or we stay with the Ph.D., as it has been in the US. Any answer or ideas to this question?

Nam Pyo Suh It’s a question of breadth versus depth at the Ph.D. level and has been one of the topics we discussed a number of times. We started a program called the Renaissance Ph.D. program to deal with this issue. During the first two years of their Ph.D. work, they design something, they design complex systems. Jörg Steinbach emphasized the need to deal with systems, and, exactly, that is what we are starting out. Systems issues show students how to design these things, and then they have to analyze and optimize what they design. That is one of the reasons why we started the online electro–vehicle project and mobile harbor project, so the students can see the big picture of how you deal with the real need and come up with the systems solution to rather complex issues. Anyway, I think this has been an item of ongoing discussion. I hear all kinds of different views. Some people say at the Ph.D. level, one should simply do more scientific work. Forget about systems and vice–versa. It’s still a topic of a lot of interest with diverse views on it.

72 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 73 Borderless and Creative Education Borderless and Creative Education 2011 International Presidential Forum on Global Research Universities: Borderless and Creative Education

Afternoon Session–1

74 2011 international presidential forum on Global Research Universities: Borderless and Creative Education Jörge Steinbach I was already introduced when I was giving my lecture about sharing responsibility with my colleague from Montréal, whom you also had the pleasure to hear this morning. This is going to be a very interesting session because I looked through all the CVs of the presenters this session, and believe it or not, we have one, two, three, four, five, six, seven chemical engineers presenting this afternoon. Just by real coincidence, those two, who are sharing this session, are chemical engineers whom I trained myself, so there may be a little bias in the contributions. I have the pleasure to introduce our host of the forum. What shall I say about him? He is an MIT graduate. He got his Ph.D. from Carnegie Mellon. His scientific career is outstanding, and he is now serving KAIST as president since 2006. But I think the biggest thing is that he is our host. Nam, you have the floor.

THE I–FOUR EDUCATION AT KAIST

Nam Pyo Suh, President, KAIST, Korea Thank you Mr. Chairman. Again I would like to extend my welcome to all of you. I also would like to thank my colleague Professor Yong-Taek Im for organizing this event and our International Relations Team staff who have done a splendid job of executing this Forum. Today I would like to introduce the “I-Four” Education Program, one of our new initiatives at KAIST. We are still in the early phases of planning an experiment on the I-Four before we implement it on a larger scale. The goal is to devise a more effective, student- centric learning environment that utilizes modern IT technologies. Key features of the I-Four Program are: English instruction, collaborative learning by a small group of students, extensive use of the lectures and information available on the Internet, “mass-customization” of the learning process to match the learning pace of each student, and no formal traditional lectures. To make clear the educational issues involved in Korea, I would like to provide you with some background information. As many of you know, Korea used to be very poor and was devastated during the Korean War. Its industrialization started about 40 years ago. In a mere four decades, Korea has developed its industry, and today its economy ranks somewhere around 12th or so in the world. The reason Korea has been able to develop its industry so fast is because of its traditional emphasis on education. It has done a very good job in providing strong primary and secondary education, i.e., K to 12. In 1971, when Korea began its industrialization, the Korean government established KAIST in order to generate scientists and engineers with advanced degrees. In subsequent years, it also created special “science high schools” and the Korea Science Academy (KSA). Today, some 85 percent of Korean high school graduates go to colleges and universities. The investment in education has paid off handsomely. Now one of the issues in Korea is the excessive investment in private tutoring of high school students to prepare them for entrance to better colleges. The challenge for Korea is whether or not the investment in private

2011 international presidential forum on Global Research Universities: 77 Borderless and Creative Education education will yield corresponding benefits to society. The educational process in Korea is very competitive. It’s very hard to get into good schools. To be admitted to KAIST, the student has to be exceptionally talented. KAIST has rigorous programs that have produced outstanding graduates, many of whom have become industrial and academic leaders. Today some 25 percent of Samsung Electronics Ph.D.s are KAIST graduates and about 10 percent of all professors in science and engineering in Korea are KAIST graduates. Our graduates also teach in many universities outside of Korea, including DTU, MIT, and others. Notwithstanding these major achievements of KAIST, I believe that it is time for us to reexamine the way we teach and learn at KAIST. We need to explore if there is a better way of educating our students and make the learning process more efficient. What is an ideal graduate of a university? Every one of us will come up with diverse attributes of an ideal graduate, but most of us would agree on an important set of attributes. The question is whether or not universities are indeed producing graduates with these attributes in a most effective way. For instance, are we producing people who can become leaders of society, advance the knowledge base, promote economic growth, create new enterprises, etc.? We must constantly search for ways of fulfilling the educational mission of research universities. There are two major factors that force me to think about improving education. It seems to me that for knowledge transfer to occur, we must satisfy two basic First, today young people seem to learn differently than we learned when we were young. conditions. One of these conditions may be defined as the impedance of message. There Second, we have new information and communication technology (ICT). We have new ways is “impedance” when the knowledge is transferred between the professor and the student. of storing information, retrieving it, interacting with people remotely, and managing the vast When the impedance is not matched, transfer of knowledge may not be effective, similar database. to the case of energy transfer in electric circuits and mechanical systems. Knowledge, in It’s pure speculation on my part, but I think young people learn more intuitively than this sense, is equivalent to energy transfer between two systems, where the impedance must we did 20 years ago. For example, young people learn to figure things out without reading match for maximum efficiency. The second thing we need to match is the frequency. The manuals. They instinctively and intuitively learn what to do with software, computers, and rate of knowledge delivered by the professor must match the rate at which the students can gadgets. Although I cannot prove it, today students may be more synthetic in their thinking absorb the knowledge. That is, the natural frequencies must match and resonate. Therefore, than we were. Analysis and analytic thinking are important, but for many things we do in life, to maximize the efficiency of the knowledge transfer, we must match the impedance and the synthetic thinking may be equally important. We have to use a different part of our brain, or frequency of the knowledge transfer process between the professor and the student. These different reasoning processes, to develop synthetic solutions. Simply analyzing something in two conditions may not be satisfied in the current lecture format of teaching and learning. depth does produce synthetic or systems solutions to a problem. Therefore, students struggle to learn more than they should under an ideal condition. In traditional teaching, the professor comes into the lecture hall and gives a lecture For knowledge transfer to occur, we may use the V-model shown below. for 50 minutes. This is really a teacher-centric system. Many professors assume that the way they deliver the knowledge is effective, expecting students to learn. That’s the way engineering education started more than 150 years ago in the United States, and this practice still persists. Typically professors teach three hours a week, and they feel they have done their job for the week. But in this kind of teaching process, students learn through recitation, homework, laboratory experiments, and so forth. In this traditional mode of learning, the professor determines the pace of learning, which may be too fast for some and too slow for others. In this mode of education, the professor throws the knowledge to a mass of students, hoping that some will catch it. The professor’s role is just like being a quarterback in American football. I am not sure if everyone is aware of how American football is played, but the quarterback throws a ball and hopes that somebody will catch it. The student’s role is to catch the ball, and depending on how well the ball is thrown, it may be caught or it may not be caught. This method of knowledge transfer is archaic. It may not be the most effective way of conveying knowledge to the student.

78 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 79 Borderless and Creative Education Borderless and Creative Education There are no formal lectures in this I-Four format. However, the professor assigns topics to be learned each week and homework to be done. The professor also advises students what to learn during a given period—during the week, month, or semester. Then the group of four or five students works together. This model is influenced in part by what is going on at the Technion. Apparently the suicide rate there is very low, because most students have served in the armed services for three years or so before they enroll at the Technion. When they come to school, they continue the tradition they learned in the army, i.e., groups of people work together, live together, and collaborate. No student is left alone. When I found out about this, I thought, that’s a very good way for our students to learn. If they learn in groups of four or five, they can go on the Internet, listen to the lecture together, do the homework together, and submit homework together. Rather than individual students having to show what they learned, the group has to show what they learned. But they can take the final examination individually, and they can be assessed for what they learned. So if a KAIST professor wants to deliver a lecture and store it on the Internet, then our students will listen to that stored lecture, given by a KAIST professor. One of the reasons for proposing the I-Four education at KAIST is that we are teaching in English. At KAIST, all major subjects are taught in English. Our students, since they are not proficient in English, complained a lot about the fact that it is a lot harder for This V-model has been used in design and a number of other areas. The left leg them to learn physics or chemistry from listening to English lectures than from lectures of the V-model represents the teaching part of the knowledge transfer process, and the delivered in Korean. When I looked into the complaint, it turned out that one of the reasons right leg of the V-model depicts the learning process. The knowledge the professor wants the students have difficulty is the accents of some professors. One of the central ideas of to convey is at the top end of the left leg of this V-model. This is what the student must I-Four is to let students have access to excellent lectures that are stored on the Internet. learn. For knowledge transfer to occur, the first thing the teacher must do is to decompose The lectures by KAIST professors can be stored on the Internet, along with others from the knowledge (equivalent to coming down the left leg of the V-model) to lower-level elsewhere. Students can choose which lectures to listen to. In I-Four, it’s up to the students components of knowledge the student knows. For example, if we are trying to teach to decide how they acquire the necessary knowledge, but they will be supervised and guided Newton’s Law, we have to first explain “force,” which we cannot measure directly. In other by our professors. They will do homework together, even lab work together. Professors words, we have to introduce the concept of force. Then we explain the concept of mass and will act like tutors. They will answer questions, and they will have more time to develop acceleration. We then reconstruct the concept of Newton’s law by following the learning text materials. They will do more research, and so on. Students will take final examinations curve, i.e. the right leg of the V-model. Complex knowledge cannot be simply thrown to individually. students in the hopes that they will catch it. We have to decompose it and reconstruct it, The other thing we are hoping to promote through I-Four is bimodal thinking. following the V-model. Bimodal thinking is a combination of analytic thinking and synthetic thinking—that is, The “I-Four” education emphasizes four elements that start with I. The first “i” synthesis and analysis. We hope that our students will be able to switch their brains from stands for international. The second stands for IT-based. The third stands for independent, analysis mode to synthesis mode. Most of the academic training that professors, including and the fourth stands for integrated. myself, have gone through emphasis of analytic thinking. From when we are young, that “Integrated” simply means that certain concepts of knowledge can best be is what we are taught. Somehow people think that synthetic thinking, or synthesis, can be understood if it is viewed from many different points of view. For example, it is a lot easier acquired after you learn all the analytical techniques. I happen to believe that this is not the to comprehend the conservation laws if they are examined using many different examples case. It is a lot easier for people to become bimodal thinkers when they are young than when from many disciplines. That is why sometimes a multidisciplinary approach is useful in they are grown. It is sort of like becoming a bilingual person. It’s a lot easier to become understanding a very complex concept. “Independent” means students learn on their own. bilingual, to learn two different languages, when we are young rather than when we are old. In the I-Four format, there are no lectures and students in groups of five learn on their own, The idea is to take freshmen and make them into bimodal thinkers, rather than monolithic using the lectures available on the Internet. They may learn from the lecture material stored thinkers. This way, I believe, they will learn how to develop complex systems. Complex by our own professor, or from the best lecture available on the Internet. They may actually systems are really made up of really simple systems. It looks complicated to people because listen to the lectures given by someone in Australia, America, or wherever. Therefore, the they don’t think logically. If we make students bimodal, they can begin undertaking research I-Four education is “international.” When they have a question, the students may send it to projects for their theses very early, maybe their sophomore year, or a little bit later. The idea the lecturer residing in another country. We obviously have to make some arrangements for is to take on a project and work on it for a very long time. Not one semester, but two years, this to happen. three years, whatever the case might be, so they have time to think and time to try different ideas.

80 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 81 Borderless and Creative Education Borderless and Creative Education What are the advantages of this I-Four education? One is that it is student-initiated transfer. We call this new educational paradigm EDDKA—Education through Digitized “mass-customized” education. If they don’t want to listen to the lecture that is stored on the Discrete Knowledge Acquisition. One of the goals of EDDKA is to deliver individualized Internet, they don’t have to listen. If they want to do it at midnight, then so be it. In other education that satisfies individual learning requirements at low cost. It may be called the words, they have to learn how to schedule their own time, and they will have to learn that mass-customization of education. they have to be responsible for allocating time for certain activities. Within the groups of five Initially, we will simply try the I-Four, and if it is successful, we will try these other students, they have to make the decisions. Decision-making is up to the students. It may be things. We have very ambitious plans to try this out to improve delivery of our educational very difficult to do, but eventually they will end up learning it. process and improve the efficacy of the learning process. One of my colleagues, Vice Learning pace is adjusted because students can listen to the Internet lectures as President Cho Dong Ho, who was in charge of the On-Line Electric Vehicle (OLEV) project, many times as they like. They can go at their own pace. Sometimes one group of students will oversee the development of the KAIST education process. KAIST will have a chance may learn a topic within a few hours; another group may take two days to learn it, but so to see how people should learn and how university education should be reconfigured for the be it. It has nothing to do with their brain power; it may have more to do with their past future in the 21st century. Thank you very much. experience. When I was a sophomore at MIT, there was a subject called descriptive geometry. Jörg Steinbach Essentially, it was a graphic representation of three-dimensional objects in two dimensions Thank you very much for the stimulating presentation. We have to postpone questions to the and an imaginary object to be drawn in such a way that it could be 3-D modeled. My discussion period in order to keep our schedule. The next speaker I would like to introduce classmates could do our assignment in 30 minutes. Sometimes, it took me hours because is Lars Pallesen, a long-time European colleague. He has applied his chemical engineering I just didn’t have this ability to visualize three-dimensional objects. To do the assignment, education especially to the Carlsberg Breweries, something we should be very grateful for. I spent a lot more than six hours a week, which was the number of hours assigned for this He rejoined DTU in 1978 and served as president for ten years. When we met last time, course, but eventually I learned. Cooperation and collaboration is an important element in he gave us a motto to all our doings as presidents, and that was "Convince your colleagues education. Many of our students at KAIST are exceptionally intelligent and smart. They that they work for the recognition and reputation of the institution, and not entirely for could gain admission to KAIST because they can compete intellectually. However, some of themselves." You have the floor. our students are accused of lacking the human touch, i.e., the ability to interact with other people. Therefore, one of the goals of the I-Four program is to develop human interactive skills by having them study and work with other students cooperatively and collaboratively. There are many challenges in implementing this new educational I-Four paradigm. Many people may reject it, because it is different from the traditional paradigm. They may come up with hundreds of reasons why it cannot succeed. The I-Four education will be much more liberal, in the sense that students will be able to learn from many different points of view because they will have access to all sorts of information available on the Internet. They will be able to acquire knowledge about a topic from many different points of view. The physical infrastructure needed for the I-Four education will be different, since we will not need large lecture halls. We have to install ICT systems in dorms or small classrooms. We may have to reconstruct our classrooms. The I-Four education requires self-imposed discipline on the part of the students, since they control their own schedule—they learn when they want to learn. To help learning, we may have to develop some special software to execute this new learning and teaching paradigm. One of the objections that I heard is that professors think that they will simply become teaching assistants, like graduate students acting as teaching assistants. However, I believe that professors will end up conveying much more profound knowledge to students in this format than in the traditional lecture format, because students may ask much more diverse set of questions. In lectures, many professors can skip things without explaining in detail because students will not dare to ask questions even when they do not understand the topics covered in lectures. The proposed I-Four educational format is the first step in modernizing education at research universities. If the I-Four is successful, we may expand this concept of teaching/ learning to the entire knowledge transfer process described in the V-model of knowledge

82 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 83 Borderless and Creative Education Borderless and Creative Education CROSSING BORDERS IN EDUCATION

Lars Pallesen, Former President of Technical University of Denmark Thank you very much. I am always happy to come back here to be among good colleagues, getting inspiration with some of the messages that fill my day. The title of my talk is “Crossing Borders in Education.” I will get to three borders, but actually, there is a fourth one: the most important one. That is the border made up by the skull of this young man or possibly a female, you don’t know about what’s fashionable in terms of hair dress nowadays. It’s really unimportant what we know in the world if it doesn’t cross the border into the brain of the next generation of scientists and engineers. Crossing that border is really not an easy task to ascertain how to do best.

I will, before I get into my talk, say a little bit about our university. DTU is a technical university situated in Denmark with a population of five million people. I thought it was interesting when we saw the list of the most highly ranked universities in the world, presented by our good colleague from UC Berkeley. All these universities are from Great Britain and the United States. Great Britain has their Commonwealth, so they would have a talent base of many hundred million people. And certainly, the United States is not only a couple of hundred million people in inhabitants, but also has had 40, perhaps 50 years – possibly more – talent base of many hundred millions, perhaps more than a billion people. So with a talent base of five million people, the chances of my university doing anything great are dismal unless we do something special for that. We have only 5,000 students, but employed 5,000 people, which is a fantastic ratio. Of those 5,000, just over 1,000 are Ph.D. students. At this time, 50% of these 1,000 Ph.D. students are non-Danish. Among our post docs, 60% are non-Danish. And that is a way of expanding the talent base for our university,

84 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 85 Borderless and Creative Education Borderless and Creative Education and we think that will go on. We are a Danish university in the sense that we are located brain functions the best. Apparently, I think that’s a main point that we have discovered at in Denmark, and we are, to a large extent, also funded by the state. But we do have an DTU over the past few years. That is, not only are students learning in different ways than international school, I hope, standing. we did, but they are also learning in different ways among themselves. There are actually students who like to go to a lecture and learn from the professor. I know it’s old-fashioned, but we have quite a number of students who think it’s very efficient. We have students that do not want to go to lectures; actually, they would like to study by themselves all the time. There are people who want to be guided by the hand through the book, actually to be brought into the text and having somebody whispering in their ear, explaining what the pages are saying – there are so many ways. We have set that up in a new e-learning system. To us, e-learning is not to make our lectures available around the globe. Actually, we will make a lot of what we are doing available, but that’s not the point. The point is through various learning situations we cannot tailor, the student can tailor his learning experience to the learning style which he or she finds most successful. Students can actually go in and take a book, and rather than reading it himself or herself, they can have a virtual tutor go through it. That tutor will highlight, with yellow, the formula and explain what that formula says. That virtual tutor will explain how that relates to an example later or earlier on in the book and so on. But there will also be ways of having TAs and professors. We are opening a world for the students to actually tailor the learning style to meet their needs from the perspectives of students based on the most efficient ways they think to pick up the knowledge and catch up the class. It appears that surprisingly, in doing so could put more materials and more difficult materials into our courses without extending the time students need to spend and without lowering grades. Now, you have this country on the globe. There is a small little spot, a red one, up Actually, we are having better students in the long run, less manpower from the university, to the left. That’s Denmark. And in the map of Europe, you can also see Denmark. There is and then tailoring of the system. a little bit of a spot to the right in the Baltic Sea. That is an island, Bornholm, actually about That’s what is explained here. Maybe I will pass it because I know I have only got the size of Singapore, which also has around five million people. So in a sense, it’s a big ten minutes, and maybe the moderator is as tough as I was. So, I will go to the next one. country for only having five million people. This is the border between theory and practice. Anyway, we are in a ranking and as our good colleague from Berkeley said, we like the rankings that put us high because we find them most objective. Actually, this Leiden ranking is paid by the European Union, and I think its 18 researchers are doing it. It found that we were number one among the Nordic countries, number seven in Europe, and 55th in the world. If we take among technical universities in Europe, we are not number seven; we are number three. I think it’s interesting that the two ahead of us are both Swiss – EPFL, not a household name, like DTU is probably not a household name, and ETH. Again, what is interesting about those two universities is that they have an international make-up of faculty and students, to an extent that only exist, I think, at DTU as well. In Europe, we have national universities to a larger extent than we should have. We are also doing reasonably well in the Times Higher Education ranking when we are ranked on engineering. I will skip that. Now the borderless education I’m going to talk about briefly. You can say that there are several borders. One is in time and space. The other one is the border between theory and practice. Then there are, of course, the borders between nations. The one in time and space, I think, is interesting in connection to what Professor Suh said because the student should study when they are most inclined to study and not when the professor is most inclined to teach. If you want to be efficient, you should be there ready for the students to learn, when the students are ready to learn. But also you should address the student in a way that their

86 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 87 Borderless and Creative Education Borderless and Creative Education The young guys you see here are DTU students. They are not sitting in the lecture hall listening to the professor. Actually they are building what is called an urban concept car. A MODERN UNIVERSITY’S ROLE IN GLOBAL There is a competition in Europe; actually, it is the Shell that is conducting it. These students CAPITAL FORMATION are competing with other students from other universities. There are between 25 and 50 students. Every year someone will leave the project, and others will fill in; but it’s entirely student run. Last year, they decided they wanted to change the fuel in this car. That meant Paul F. Greenfield, President, the University of Queensland, Australia that they had to rebuild the engine, they had to rebuild the clutch – there were lots of things. OK, thank you. I basically have three conclusions. We are just at the start of Now this is an urban concept car – it will carry one person and some groceries. It’s actually the globalization of higher education. It’s just the start. Secondly, the combination of intended to be used in a city. globalization and digital technologies is going to change both the learning process and the They did it with dimethyl ether, and after the first year, they won the European research process in ways that we do not yet understand. And the third one is we know less competition – it ran 306 km per liter, gasoline equivalent. But they were not satisfied, and about how it will change the learning process than we do the research process. So let me two years later, after they had modified this thing, with no instruction from professors, by quickly debate that. themselves finding out what should be done, they were up to 589 km per liter. They have But before doing that, University of Queensland is a university on the east coast of also changed the fuel to hydrogen, and now they get 810 km per liter. This is a kind of Australia, approximately 1,000 km north of Sydney. It has 44,000 students; 11,000 of those learning, where they are forced to read up on their theory, voluntarily in order to change students come from 130 countries other than Australia, and 4,000 are Ph.D. students. It’s the practice. This is not a mechanics course, this is a course for some of our top students very similar to a land-grant university in the US. It’s comprehensive and research intensive. in mechanical engineering, chemical engineering, electrical engineering, and actually, also It’s a member of the Group of Eight universities together with the University of New South design engineering. This is what I have here. I will also say national borders. Again, some of Wales, which is represented here by Richard Henry and, indeed, Ian McMahon is here from our students, I guess in most countries, like to stay at home, too much to a large extent. We the Group of Eight. have to push them a little bit, by making it more attractive to study across borders. This is My model of a university, forget the economic entity, is that research universities just an example. generate intellectual capital, social capital, and economic capital. Intellectual capital is We have, along with our colleagues in Scandinavian countries, instituted a Nordic the discovery process, but by translating that intellectual capital, not just of the capital master in maritime engineering. It’s coordinated among four universities. The basic part of they have discovered, but which others have done, that, of course, is the learning process. that master’s program can actually be given by all four universities. But the specialties can We convert that into social capital where you educate. In turn, that social capital can be only be conducted in one of them. So the students will have, in order to complete that master, converted into economic capital because of the graduates. Universities’ main impact on the surely to go to another Nordic universities. Depending on whether it is ocean structures, economy is through its graduates and post graduates, but, of course, intellectual capital can passenger ships, ship design, ships operation, or small crafts, they need to go to one of these be commercialized in various ways. universities. That is another way of breaking down boundaries. This is what comes of it. If we are successful in breaking down boundaries, maybe we can break down the most important boundary – the boundary between the inside and the outside of the head of the student. Apparently we succeeded with the program because students opened their eyes and saw the world for all the new problems he or she has to solve in the future. Thank you for your attention.

Jörg Steinbach Thank you, Lars. We quickly jump to the other side of the world. We may introduce Paul Greenfield, vice chancellor of Queensland University. He is serving in this position since 2002, and in parallel he is a board member in different companies; so I guess we will also have some industry perspectives. Thank you, you have the floor.

88 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 89 Borderless and Creative Education Borderless and Creative Education What I’m suggesting to you is that model is not going to change a lot. Each of us as university presidents has a mission that we decide how we play in that space. You don’t have to play in all of it; you can play to different extents in different parts of it. I would suggest to you that a combination of globalization and technology will not change the model, but it will impact like a multiplier on how you actually do these things. The sorts of things that will change in the next decade, you are aware as well as I am, are national aspirations, globalization, community and economic expectations, and then technologies. I won’t spend too much time on this. The fact that it is a major global industry, there is strong evidence, but I would suggest to you we are still just at the tip of it. There are huge national targets. Korea is an exception – Korea really achieves unbelievable numbers. But many other parts of the world have very ambitious targets. We have international staff and student mobility at an all time high. There is international capital mobility, and we have the rise of the private for-profits internationally. These are all signs of a burgeoning international business. What are the implications? The relative economic value of a first degree will decrease. Why? Because a lot more people will have it. Therefore, it will be the quality of that degree, the quality of the program, which counts. One of the key reputational factors that I will suggest to you will be the ability to obtain gainful employment. That will be a measure in a global society as the value of a lot of programs. There is a major issue which all We heard this morning from the University of California Berkeley president about countries have to face; whether higher education is a public good or a private good. There are how quality correlates with other economic outcomes in particular regions. Quality at the end all sorts of issues there, and we are not here to talk about that today. But that is an issue that of the day in a global market, I believe, is something that I’m sure we all worry about and we every country is going to have to address – student indebtedness on the one hand, quality on all have to keep our mind on as we do these other things. the other. I have already talked about international reputation. I guess then, the bottom point: So let’s go to the technologies. My second point was that the combination of competition for the best academics. The best students will become increasingly fierce. globalization and technologies will change the way we do both research and teaching One of the issues we have to address is the fact that if this is a global industry, at the significantly. The third was that it’s going to change learning in more ways that we don’t moment, the reputation in the Jiao Tong index is based very much around this assessment. understand. That’s why the experiments like Nam’s description of what KAIST is doing are The Times Higher Education tries to add some of the other two, but unfortunately, it uses so important. We are not going to reach an answer by basically having a bunch of educational opinions for a large part of that, and there are issues with that. International industries cannot theorists tell us how the digital age is going to improve learning. It’s going to be done by trial be ignored. Our view at Queensland is, we’re interested in them, but we don’t obsess about and error. You have to try it. You have to try different things. That is why experiments, such them. We don’t think we can obsess but if you’re really serious about playing in a global as what KAIST is doing, are so fascinating. I’d just love to have your student-staff ratio, space, you do need to be cognizant of them. The Jiao Tong, we have heard already, is the Nam. That would allow us to go in a similar direction. cleanest. It’s about data, but it’s also the narrowest. I will end this point by saying that with The first is obvious: the range of digital technologies. Just one example, you know. this issue of globalization and technology, the truth is quality, at the end of the day, will stand I formed a view a number of years ago that you cannot handle 200 people in a class. That out. is just not a very good way. It’s efficient, but it’s not very effective. I have now seen where a staff member has changed that class to be a problem-based learning class and the use of electronic clickers and a set of challenges being posed all the way through the class to turn that in such a way that the whole class is occupied for the full hour – how much they learn I didn’t measure, but they are at least occupied. I’m being told to wind up. Open source learning material, I think, will have a very big impact. I don’t think we understand how to use it. Again, I agree with the chancellor from UC Berkeley this morning. We do not yet know how to use these things effectively, but having open source learning from the best people in the world will allow universities in any part of the globe to access a resource which they currently can’t. I think what we need to do is experiment, to work out how you can do this. Finally, global research, I think we know more about collaboration at a global level in research. I think there will be changes, I think the fact of larger data bases, a whole set of other advances in digital systems, will change that, but I think we are further

90 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 91 Borderless and Creative Education Borderless and Creative Education along the line of globalizing research collaboration than we are at globalizing learning collaboration. Thank you. ROLES AND STRATEGIES OF KU IN BORDERLESS AND CREATIVE EDUCATION Jörg Steinbach Thank you very much, Paul. We are heading on and now, may I introduce Isao Taniguchi TO PRODUCE WORLD LEADERS from Japan. He is serving as president of Kumamoto University since 2009. He is also a chemical engineer and has an outstanding scientific record with numerous awards. You have the floor. Isao Taniguchi, President, Kumamoto University, Japan Good afternoon, ladies and gentlemen. First of all, I would like to introduce where Kumamoto is. Kumamoto is located on the southern island of Kyushu at the center of the west side of Kyushu Island. We had the big disaster in the northeastern part of Japan. We are lucky to have a very long distance from the earthquake-ridden region. Fortunately, we were not affected by the disaster. However, I would like to express my sincere appreciation to all of you. Right after the disaster, all your countries sent us rescue teams to save a lot of people. Thank you very much on behalf of the Japanese people. I am the first speaker from the Japanese delegates, so I need to say thank you for your hospitality and all your help. Kumamoto is so-called the RGB city. Why RGB? Red, green, blue are the primary colors of light. We have active volcanoes, so people say Kumamoto is a land of fire. We have lots of green trees and rich environment, so people say our city is a green city. We also have blue. We have very beautiful blue skies, of course, and the west side has a very beautiful sea shore; we also have very nice underground water. It is very tasty, high quality underground water. Therefore, we say our city is an RGB city; it is very easy to understand and easy to remember. Just outside our city, we have very developed industries such as Sony and Fuji Film. The northern part, just outside the city, is very historically developed. I would like to mention the role of Kumamoto University as a research university in Japan. Of course, research universities are required to produce very advanced research products. We are also required to produce new world leaders. Kumamoto University has been encouraging research activities related to environmentally friendly science and technology because our university is a mid-sized institution. We focus on environmentally friendly science and technology, especially at the engineering school or the school of engineering, science, and technology. Our education is really innovative to develop world leaders. We are doing very high-level research and this is one of the ways we produce high quality graduates. Environmentally friendly research fields include energy conversion, application of pulsed power technology which I will explain a little bit later, water management as I mentioned that we have high quality underground water and energy-saving materials. Here, I will introduce the Kumadai magnesium alloy and other green science and technology.

92 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 93 Borderless and Creative Education Borderless and Creative Education we have this level of biofuel cells. This is a dream for the future. Some biofuel batteries are embedded in our body to control pacemakers. Or even robots may be controlled using the biofuel cells.

This is the solar cell produced in the Kumamoto area. This is the film-type solar cell. This is not a silicon-based CIGS type solar cell. We applied this type of film solar cell to wall mounts in the shape of windows for blinds or sun-shade. We have developed special applications for this kind of film-type solar cell. This is the so-called pulsed power. Pulsed power is the third power. AC, DC, and the third power is pulsed power. As you know energy is power times time. If we save this amount of energy, 100 watt times 100 seconds, which is just 10 kilojoules, we save this amount of energy. Within this very short period of time, nanosecond time, we have huge power. This kind of power is called pulsed power and can be used in many fields. We applied this power to assist in cleaning up the environment or some biological applications. This opened a new field of research. We have also developed the so-called magnesium alloy. Magnesium is lighter than aluminum, but magnesium is very strong and safe at high temperatures, so we are trying to use this magnesium alloy for the bodies of cars, vehicles or airplanes. We are educating some people who can manage water, water management people. We have a lot of technology related to water control, the quality of water control. This course has a 2:1 ratio of international students and Japanese students. Actually, there are ten international students and five Japanese students mixed to take this very international course.

Also, we have developed very new biomass energy conversion to electricity – direct energy conversion of biomass to electricity. As you know, for example, one gram of glucose has 4.4 Wh – h is missing here. Usually, a 17 gram of U-3 alkaline dry battery only has 3 Wh, so one gram of glucose has more power. The conversion of this kind of biomass directly to electricity is very important for the future, not now, but for the future. At the moment,

94 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 95 Borderless and Creative Education Borderless and Creative Education NEW ACADEMIA: THE EXPERIENCE OF UTM ON BORDERLESS & CREATIVE EDUCATION

Zaini Ujang, President, Universiti Teknologi Malaysia Thank you chairman. I will complete the cycle of three chemical engineers to speak today. Yeo ruh boon, ahn nyeong ha shim ni ka? Ladies and gentlemen, good afternoon. The topic I am going to talk about is almost similar to what President Suh has mentioned about the new way of educating people. Let me start with a question. What does it mean by higher education? This is a very important question because we are in this business, and this business is going to change due to various environmental settings that we have now. Also, what is academia at large? Many people will say this to us that higher education is going to be big in terms of economic contribution, as well as economic disasters. See, for example, the latest Economist magazine says that higher education loans are higher than credit card loans in the USA; it’s close to 1 trillion USD. In the UK, it will be triple because these are the results from this year and last year. If they increase tuition fees, this will easily be £150 billion. Our university is one of the oldest universities in Japan. This is the third president People also always mention you are too academic. What does it mean? Too of our university, and he studied judo wrestling, as you may know. We produced two prime academic means we are very much into knowledge – less experienced. They are saying ministers, the longest served prime minister in Japan. We now roughly have 10,000 students: you are too theoretical, in other words you are less practical. Scenario building, actually, 8,000 undergraduate students and 2,000 graduate students, which is not such a big university. you are irrelevant. You are only concentrating on one focused area. Case studies, because We do have many international overseas offices, including here in KAIST, Shanghai, and we are afraid to make generalizations, and too specialized because we lack synergy. We now we recently opened a Dalian office. Every year we host some kind of forum to present cannot do research with people outside our field. No dollar sign – $ – symbol because of our activities in the East Asian area. We now have more than 120 partner universities. We lack of entrepreneurship. And the last one, too idealistic – you are not realistic at all. This have roughly 400 international students; half of them are from China, second from Korea, is what people call us. We have to do something about it. We are creating a lot of anxiety in then Indonesia. We are trying to increase the number of international students. economic terms. In the United States, $1 trillion is no joke. This is my conclusion. Kumamoto University provides a world-class education and My university started a long time ago, but we are not as progressive as other research experience and will increase the number of international students, hopefully, in the universities. We are not as big as KAIST in terms of ambitions and contributions, but we near future to 500. We only have 400 right now, and in another ten years we will try to have are progressing. We started in 1904 and now we are, at the moment, one of the universities 1,000 international students. We are also trying to become the core university in Kyushu to with offices in many places in the world. We have offices in Palo Alto, Boston, Medina, and promote globalization. We want to produce as many world leaders as possible. This is what I Tokyo as well. We are one of the five research universities in Malaysia at the moment. From want to say. Thank you very much for your time and attention. a location point of view, we are very central. If you go to Kuala Lumpur, we are the closest public university to the Twin Towers, which is within a 2km radius. If you go to Singapore, Jörg Steinbach don’t forget, you are only one–hour drive from my campus. Just go across, you can go to Thank you very much. The next speaker comes from Malaysia. Zaini Ujang is president of NUS or NTU, but please spend time with us. the University of Technology Malaysia, which is the oldest university in that region. We would like to explore, which is very difficult to explain it here, a tropical component of academic excellence. There are a lot of things if you are staying in a tropical environment. In our campus we have 500 acres of tropical forest. This is good for jungle trekking, mountain biking, and camping. This is good for R&D because a lot of biotechnology resources are there, as well as hydrology & hydraulics and sustainability issues. Retreats, we have eco–tourism destinations. The only eco–tourism campus in the world, at the moment, is located in our university, if you are interested to do that. If you want to do research, this is 24 hours a day, 365 days a year. There is no closure, regardless of weather, we are open 24 hours, 365 days. Ninety percent of our campus has Wi-fi using our own technology done by our students. It’s not done by other companies. This is what we

96 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 97 Borderless and Creative Education Borderless and Creative Education are trying to do; to experiment and do it ourselves. We are very diverse with more than 4,000 This is the critical success factor I have mentioned many times; some of you have international students, at the moment. We are considered very safe and probably beautiful listened to this many times. Number one, we need Ph.D. staff and number five, if you want to from many perspectives. do this, you have new academia. This is the topic I am going to talk about. I have given you Let’s talk about the subject today. We started our post graduate program in 1984. papers, so please go to the papers. Last year, when I was here, I mentioned that we had 6,432 postgraduate students. This is our target: to get to 50-50 by next year. There are about 3,000 Ph.D. students at UTM now. This is what we received recently, despite our targets and annual planning. We have more than 10,000 students this year, with about 3,000 master’s and Ph.D. students. Our strategy is to go high in terms of quality of undergraduates. I think it’s very difficult to enter UTM since we are expanding our postgraduates. Finally, we will be a postgraduate school. We are going to be 50% of 15,000 postgraduates, which is about 7,000 Ph.D.s, and the rest will be undergraduates. This is the planning in place, and we have about 4,000 international students. Doing that, because we are getting smaller and smaller, we can plan for the future. What are we going to be? This is our experiment. We think that future universities should be high-impact. Future universities should be differentiated from the present universities. It must have entrepreneurial spirit; that is very important. We try to understand, what does it mean by academia? From our understanding, academia must start with undergraduate and postgraduate establishments and then focus on advanced research at the post graduate level. Then, you will become focused on research. This is what we are doing at the moment. I think what we are trying to do now, in this occasion, is mainly try to focus on what we are trying to do with global research universities. Of course, we have academia here, and we have industry players here that try to help us with what we should do in the future. New academia is very simple. This is conventional academia and this is new academia. In terms of faculty members, the professors are not sufficient. Professors are very dull; they don’t know how to make money. They just know how to apply, how to get money, to get grants. Make money? I don’t know. Most professors are very poor, so we need inventors and entrepreneurs to teach in class. In UTM, we aspire that 10% of our staff are entrepreneurs – they are coming from industry. What is the outcome? Not only degrees and expertise, but also business models. At the end of their studies, graduates must know what they are going to do in life, at least for the next five years. This is what we try to do. These are the partners we would like to have. Please go to my presentation I have a lot of them in place. What I would like to show you, the difference between UTM and many other universities is that we are giving students 1,000 USD upon arrival at UTM. We must make sure that they use that money wisely to progress and to make more money. We have upgraded our systems. We have sent 5,000 students abroad every year. We use Harvard Business School case studies for all students. All of them must take recent Harvard Business School case studies at least once a semester. If they are in IT, they must go through the Apple case, Microsoft case, HTC, so they at least know the industry structure, not just purely on the technicalities. I’m going to finish by saying that an industrial Ph.D. is also available at UTM. What we try to do is to make life in university a successful one. In order to be This is a trajectory, but from our studies, our observations, and input that we a success, someone said, “Success is not the key to happiness. Happiness is the key to receive, we should become more entrepreneurial in nature. University must change; we success!” We make our students happy, we make our staff happy, and we make everybody cannot purely supply employable graduates. We must supply people who can employ others. happy in the campus so that we will get success in the future. Thank you very much for your This is something that we can do in the future. attention.

98 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 99 Borderless and Creative Education Borderless and Creative Education Jörg Steinbach Thank you very much. Our next two contributions are coming from Thailand. The first one FROM LOCAL WISDOM TO GLOBALIZATION: is from Kittichai Triratanasirichai. I hope that I pronounced that correctly. He is the president LESSON FROM KHON KAEN UNIVERSITY, of KKU. He has been educated in Thailand and Japan and is an expert in bioethanol and biomass. You have the floor. THAILAND

Kittichai Triratanasirichai, President, Khon Kaen University, Thailand Thank you. Good afternoon, ladies and gentlemen. It is my great pleasure to be here to exchange our experiences on how to operate universities and how to develop our universities to the world class and world populations. I would like to introduce a little bit about my university. We are about six hours by plane from Thailand to Seoul. Khon Kaen University is in the northeastern region of Thailand, which is not flat like Bangkok or central Thailand. Khon Kaen University is the first and largest university set up in the northeastern region. Already 48 years old, we can say that we are a comprehensive university. Khon Kaen University is located in the most poverty stricken area of the country. Now, we have about 43,000 students. Among those, about 30,000 students are undergraduates and about 12,000 are graduate students. We have close to 2,000 actual staff and almost 8,000 supporting staff.

The university is comprehensive, so we classify our university into three groups. The largest group is health science, including medicine and dentistry. In the photo, you can see the largest hospitals in the region with more than 1 million patients coming to use the service in the hospital area. There are four hospitals in this health science group, including a dental hospital, heart hospital, general hospital, and also an animal hospital. The second group is science and technology, including the first two faculties that were set up in our university, which is the faculty of agriculture and engineering, in order to solve the major problems in the region at the moment.

100 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 101 Borderless and Creative Education Borderless and Creative Education The third group is humanities and social science, which is quite interdisciplinary of This shows the basic mission of the university, which is similar to every public the faculty from education to local administration. You can see in the photos on the slide that university in Thailand. As I informed you, Khon Kaen University is located in the most our university is quite a green university. There are 900 hectares in the main campus and also poverty-stricken regions of Thailand, with many problems. For example there are many our other remote campus. We have one remote campus in Nong Khai that is located next to health problems. The health problems in our region are very specific to the region and also the Mekong River. This photo also shows the presidential office, which is located next to the the Greater Mekong sub-regions. For example, melioidosis, important infectious diseases, agricultural farms. We can say that Khon Kaen University is like a university in the forest, a thalassemia, and also two of the most important are liver flukes and cholangiocarsinoma. campus rich with biodiversity. We can also say that we have a lot of natural laboratories with Other problems include agricultural problems. Soil quality was poor. Water management more than five million trees in our campus, so we can do a lot of research related to that. was poor at the time of setting up our university. Also, the food crops were very poor. After we set up the first two faculties, engineering and agriculture, we did a lot of research and improved the conditions of the soil quality, water management, and crop varieties. Now, our region is the major region to produce major crops of Thailand. For example, jasmine rice, cassava, more than 50% of the production is from our regions; sugarcane, more than 50% is from our regions; and natural rubber, in the past ten years we have studied and developed good production from our region and also in Khon Kaen, the northeastern region. Another problem is nutrition. Similar to many countries, especially younger generations are eating a lot of fatty food eventually leading to obesity. We also have many problems with aging societies. Now, we are setting up research centers related to functional foods. According to the three major problems that I have presented, we have set up strategic research in our university into three categories. The first one is a basic problem of the northeast region related to the population, health, education, food production, environmental policies, and energy. We have allocated more than 70% of our budget for these areas and the people doing research in these fields. The other two basic research areas are given about 20% of our budget and the last 10% go to miscellaneous research. We have also set up 25 centers of excellence, 30 research groups especially for young researchers who just graduated abroad with Ph.D. degrees, a research and development institute, the Royal Development Projects Office, and also KKU Science Park and E-SAAN Software Park linked to the industries of the region. The northeast region is the largest industrial area, with more than 800 SMEs. In the past ten years that we set up

102 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 103 Borderless and Creative Education Borderless and Creative Education our research centers and research groups, we have been working in very close collaboration with the communities. Finally, we tried to make some multidisciplinary research centers, so The 21ST CENTURY UNIVERSITY MODEL we set up six research clusters. The largest clusters are for specific health problems in the FOR DEVELOPING COUNTRIES: Greater Mekong Subregion and food and functional foods. The other clusters include holistic watershed management, human resources development for basic education, biofuels from INCLUSIVE AND CREATIVE EDUCATION agricultural products, and advanced functional materials. The key success factor of our university is that we have very close collaboration with the communities, not only with communities, but also with philosophers in the regions Sakarindr Bhumiratana, President, King Mongkut’s University of Technology and with the local/regional government office, and also including the private sector. These Thonburi, Thailand people are invited to be members of committees, where we have discussions related to the Thank you very much for the opportunity to be here. I have learned a lot listening direction of the research of our university. to the lectures this morning and earlier this afternoon. It has been a wonderful chance to After working over the past ten years, we are very proud to inform that Khon listen to the distinguished speakers. Please allow me to spend a few minutes introducing my Kaen University is the leading Asian organization published in Parasitology and Tropical university. Medicine. We are one of the world’s top five organizations published in Cholangiocarcinoma, Firstly, King Mongkut’s University of Technology Thonburi is a very small a world leader in the plant biodiversity research group. Also, in the fields of the humanities university compared to the other two universities of my colleagues here – we are about and social sciences, we are an APEC leader in mathematics education research in finding a quarter of their size. We were set up about 50 years ago. Located in Bangkok on the new teaching technology. Thank you very much, gam sa ham ni da. southwestern side, just across the river. We have been named one of the nine research universities in Thailand. Our main campus is in the southwestern side of Bangkok as I Jörg Steinbach mentioned. We have a very small space, quite crowded now, so we moved about 15 years Thank you very much. The second contribution from Thailand comes from Professor ago to an extended campus, 15km further southwest. That has been our technology park. Bhumiratana. He is president of King Mongkut’s University, another chemical engineer with We have used this as a collaborative research center with private sectors. We have several training at the University of California Davis and the University of Wisconsin-Madison. He research facilities with the public and private sectors. For example, we have laboratories has served in several positions in academic governance. You have the floor. with national science and technology development agencies. We have facilities in biotech engineering mainly bioengineering centers, working with the Department of Health – the Vaccines Institute for example. It’s still growing and we are still building more and more. This is where the flood will come, but it’s not there yet. Neither of our campuses are wet yet, but we expect, when I go back, to see more water coming our way. We set up, as I mentioned, a biotech engineering center 25 years ago. One of the initiators is sitting here with us. Professor Paul Greenfield came to initiate some of the pilot development plan of the institute with us. This has grown into national facilities of biotech engineering related centers, which service both public and private sectors. We have moved a little bit further west because the new industry set up over on the Myanmar side. They will become a big conglomerate of heavy industry on the Andaman Sea on the Myanmar side. We set up another extended campus, number two, Ratchaburi Center, where we began building this past year. We hope this place will grow and become our learning park in the next decade or so. We also set up what we call a city learning center. We hope this building, which is designed as a high-tech building, will become a knowledge business base for the western side of Bangkok. As I mentioned, we are about a third or quarter of the size of our friends here. We have about 12,000 undergrads, 6,000 graduate students. We take on 150 Ph.D.s a year and 1,700 master degree students. We are a research university, science and technology and mainly engineering, so we consider ourselves as science, technology, and design centers. Our strength is definitely in energy engineering. We are the heart of the center for most of the alternative energy in Thailand. We have environmentally related technology, design, and biotech engineering. Additionally, we also have computation and ICT clusters. We have about seven big clusters within our university.

104 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 105 Borderless and Creative Education Borderless and Creative Education As for the points of discussion here, I would like to draw your attention toward With the new STI policy in plan, you can see that most of this is involved in the requirement of being a research university in a developing country such as Thailand. strengthening the STI infrastructure, particularly going toward the empowerment of local There are people who feel Thailand is no longer a developing country, but believe me, all the grassroots, bottom of the pyramid activities. indicators say we are not strong enough to be called developed even though, as mentioned by President Kittichai, we lead the world in the exports of many agricultural products: seafood, rice, and tapioca wrappers. We also lead the world in the automotive industry. Honda and Toyota are now having difficulties because of our flood. We lead the world in small truck production. We are a big industry as well as being a developing country. Why are we a developing country? I will go to that in a little bit. My point is higher education is being requested to get Thailand out of the status of a developing country into a more developed country. We have very weak infrastructure, particularly in the STI. We have a very underdeveloped national innovation system. We have very low productivity level in agriculture. We have a large gap in income because more than half of the population still live in rural areas. We have some 7,000 sub-districts and 70,000 villages with most of the population still being very rural.

We have good skilled laborers, but as you can see, out of 37 million people in the labor force, only about 4 million can be considered knowledge workers. We need to upgrade the workers to knowledge workers. Again, the research universities would have to find a way of reaching these people, which is why I call this inclusivity. We have to link both from global science and scholarships to our knowledge system, but at the same time, down to the grassroots, bottom of the pyramid, to serve the needs of the mass as well. We have to make

106 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 107 Borderless and Creative Education Borderless and Creative Education sure to improve the quality while the industry is booming around Bangkok. The key is to produce change agents. The key is to go to villages and make sure they have access to good BORDERLESS AND CREATIVE EDUCATION: science and make sure that the children learn science. IDENTIFYING CHALLENGES AND Those are the things that KMUTT is trying to do. We have many centers around the country. We do school science learning projects, trying to get teachers to understand OPPORTUNITIES what research is. We don’t feel we can improve student learning unless teachers understand scientific ways of doing things. We need to integrate technology and community. We need to adapt technology toward the rural communities. We do our best at 3Es for A. The 3Es are the Muhammad Mushtaq, Pro-Rector, National University of Sciences and Technology, things that we do well, engineering, environment, and energy, to serve the agriculture sector. Pakistan We see the role of STI for sustainable development. We serve the biotech industry Thank you, Mr. Chairman, and good morning ladies and gentlemen. During the next in Thailand through our bioengineering expertise and our automation engineering expertise. ten minutes, I shall be sharing my thoughts on borderless and creative education. We need to see the need for working with the private and public sectors to make sure that the Before I go onto the topic, let me introduce to you my country and Pakistan’s two whole nation receives fair shares of access to the benefit of science and technology. major revolutions. Then, I will talk about my university and then of course, the topic. An example of our innovative approach is we have set up what we call an Pakistan, the Islamic Republic of Pakistan, is located in South Asia. Islamabad is the innovative learning institute. Within our campus, we have primary-secondary science capital and we cover an area of about 800,000 square kilometers. Our neighbors to the east schools, for which we involve school teachers with our research professors in the learning is India, west is Iran, northwest is Afghanistan, northeast is China, and south is the Arabian process of children. We have Junior Science Talent Programs as part of these activities Sea. We have a population of 180 million people. Our currency is the Pakistan rupees. and a Science and Engineering High School, where we teach special students with interest The two major revolutions that I mentioned in my intro happened within the last in engineering and science with what we call story-based learning. We have promoted eight to nine years. First was the ICT Revolution, and the other is the Higher Education Undergraduate Work Integrated Learning. We hope that all of our graduates, in a few years, Revolution. In the ICT Revolution, total teledensity has increased from 4.3% in 2002-03 to will be 50% with work integrated learning. We have implemented, over the past one and half 69% in June 2011. Mobile teledensity is 65.4%. The mobile market has grown 22 times in decades, engineering practice schools. This has spread across all the engineering, science and the last seven years. Internet users have grown 138 times in the last seven years. The growth technology disciplines, where students spend one or two semesters using production facilities of electronic media channels has been unprecedented. as a learning ground and doing research under the supervision of facilitators and professors from industry. We started an industry–linked Ph.D. theses a few years back. We go into the industry, upgrading the people through the program that we call “work place learning.” Those are the things that we do. In conclusion, which is already in my abstract, we feel that research institutes and research universities should do in developing countries such as ours. Thank you very much.

Jörg Steinbach So thank you very much. The next to come is from Muhammad Mushtaq from Pakistan. He is pro-rector of the National University of Sciences and Technology. He was educated in Australia and served 25 years in industry.

The Higher Education Revolution is similar. Our Higher Education Commission was established in 2002. At the time our mission of the Higher Education Commission was initiated, the total budget of all the universities was about half a billion rupees, that is, about $8 million, in 2002, which reached to $800 million in 2007. The growth in the

108 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 109 Borderless and Creative Education Borderless and Creative Education number of universities has been over 100%. The enrollment of students in universities and instruction delivery, evaluation, and feedback on students’ performance. degree awarding institutions has more than tripled in about eight years. Similarly, access to Creative education needs to be driven by focus on innovation and entrepreneurship. university–age group students has doubled in eight years. The distance learning enrollment Students have to feel the passion and internalize belief in the importance of solving has increased by two and a half times, but this is not enough. Female versus male enrollment socio-economic problems around them. But what are the challenges? Is it fair to expect ratios have improved by 31% at the undergraduate level, 12.5% at the master’s level, and undergraduates to know enough about the market needs, state-of-the-art technical solutions, 36% at the Ph.D. level. Ph.D. output registered an increase of 168%. The total number of and key bottlenecks? Especially when our course work pays close to zero attention to these Ph.D.s produced in the first 55 years of Pakistan were 3,308. In the last seven years alone, issues – the oldest paradigm of education focused on memorization of knowledge and all Pakistani universities have produced 3,127 Ph.D.s together, which is close to the number reproducing it on exams. of Ph.D.s produced in the last 55 years. Research publications of Pakistani universities have Today, we are using a problem solving approach for teaching and evaluation. In the increased by almost six times. HEC had sent 5,500 scholars abroad for Ph.D.s, and many age of the internet, we have to move toward imparting problem identification skills. If you of them have already returned after completing their studies; and the rest are expected back know the problem you want to solve, the internet really helps in efforts to find your solutions. in another three to five years. Likewise, HEC has provided scholarships to more than 5,000 But then, why are we facing such a challenge of plagiarism? Was plagiarism a problem in students for their higher studies within Pakistan. agrarian societies? In such societies, education was rooted in the practice of knowledge. About my university, it was established in 1991; we received the charter in 1993. Problems relevant to real life were solved instantly. I am told that my time is up. This was a The prime minister is our chancellor, the chief executive is the rector, and we take pride concept of a “roaming professor” that I learned in this forum when I attended this in 2008. in being the only university in the country, like KAIST of Korea, placed under our own What can Pakistan offer? Our strengths are a large young population, English is pervasively Ministry of Science and Technology. spoken, two major revolutions, ICT and Higher Education Revolutions that I briefly touched Our mission is to develop NUST as a comprehensive, research–led university with upon, overseas education is encouraged, extrovert nature, and respect for other cultures. A a focus on technology, innovation, and entrepreneurship. We have outlined five prioritized few recommendations. Our whole methodology of education has to change from lectures strategic thrusts: excellence in teaching and learning, focus on research, spirit of enterprise, followed by skill evaluation to problem identification followed by resource identification internationalization and global perspective, and finally discernible social impact. We have a to implement solutions and commercialization of solutions. Mutual research collaboration student population close to 12,000, which is expected to grow to 15,600 by 2015. focused on solving industrial problems of partnering countries. Establish an innovation cycle We have a well-established ORIC infrastructure. ORIC stands for Offices of through collaboration. Research Innovation and Commercialization. In this ORIC eco–system, we have a center for innovation and entrepreneurship, a corporate advisory council, spanning over 11 key sectors starting from energy, automotive, ICT, intellectual property, and banking & finance, etc. There is also a science and technology park in the planning stage. In the Center for Innovation and Entrepreneurship, we have directorates of research, directorates of innovation and commercialization, a technology incubation center, a professional development center, and Science and Technology Ventures Ltd., a commercial arm of the university. Within this directorate of innovation and commercialization, we have an intellectual property management office, technology transfer office, industrial liaison office, and a marketing and communication office. Let me now come to this borderless and creative education. We are living in a global village. The term “Global Village” is mostly used as a metaphor to describe the Internet and World Wide Web. This makes us forced “global citizens” to my mind. Global citizenship gives everyone of us the right to knowledge anywhere in the world. Borderless and creative education is the means to access this knowledge. Educational institutions can either proactively leverage globalization or be swept away. The traditional role of education, as has been highlighted today, is teaching and HR development. But the recent emergence of a new role of higher education in the 21st century, I would say not truly a new role, but an additional role is socio-economic transformation. Performance of institutions of higher education in the 21st century will be measured by their This is the NUST Innopedia that we have developed in our university. A snapshot, impact on local socio–economic conditions through innovation centric R&D, technology and one can go to our website: http://innopedia.nust.edu.pk. This is where the industry commercialization and adaptation in local and by extension in a global environment, the rich defines a problem, and then you cross-match this with the faculty who can come up with the and multicultural social experience they provide to their students, cost effective and scalable solution; and then the whole cycle goes on.

110 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 111 Borderless and Creative Education Borderless and Creative Education I’ll just finish with a conclusion: borderless and creative education is the way for education and the future. However, some major challenges do exist, but we should leverage PROGRAMS ON BORDERLESS AND our strengths to identify the areas of opportunities. I thank you all, ladies and gentlemen. CREATIVE EDUCATION FOR STUDENTS IN

Jörg Steinbach TOKYO INSTITUTE OF TECHNOLOGY Thank you very much. Now our last speaker of this first afternoon session is Professor Okada from the Tokyo Institute of Technology, again a chemical engineer. He has an outstanding career scientifically, followed by numerous awards given to him. Kiyoshi Okada, Executive Vice President, Tokyo Institute of Technology, Japan Thank you, Mr. Chairman, and thank you to KAIST for the well-organized presidential forum. Today, I will talk to you about some of the programs now going on, on the borderless and creative education for students. I will start just briefly about the overview of our university. Our university was founded in 1881, a very beautiful and symmetrical year. This year is 130 years from the foundation. The size of our university is rather small compared with the other universities from today. The number of students enrolled is about 10,000, with just a little bit more graduate students than undergraduates. We have three schools for undergraduate students: science, engineering, and bioscience and biotechnology. For the graduate students, we have six schools: the Graduate School of Science and Engineering, Bioscience and Biotechnology, the Interdisciplinary Graduate School of Science and Engineering, Information Science and Engineering, Decision Science and Technology, and Innovation Management. We have over 1,200 international students from the various countries. Of course, many international students come from Asian countries – from China, Korea, Thailand, Vietnam, Indonesia, and Malaysia. This number of international students corresponds to 12-13% of total students.

For the higher education of our students, starting from the undergraduates to graduates and young researchers, and in order to educate global leaders, we have many programs open to the world. I will just briefly introduce some of the characteristic programs. The first I will introduce is the education of techno-scientific leaders through the

112 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 113 Borderless and Creative Education Borderless and Creative Education world-class university alliance. With Asian universities we have the ASPIRE League, which research projects under the guidance of the faculty supervisor. Japanese language and society consists of the five top level universities in Asia including KAIST, Tsinghua University, culture courses and opportunities for a scholarship are provided by Japan Student Services Hong Kong University of Science and Technology, Nanyang Technological University, and Organization (JASSO). We also have a variety of events, such as factory study tours. our university, TokyoTech. We have another type of borderless education called the Interdepartmental For Europe, we have another league called the IDEA League. The concept is Organization for Special Topics. At the moment, we have three topics, for example, very similar, the same number of universities including Imperial College, Technological environment and energy. We have many small centers that come together to one platform for University of Delft Netherlands, ETH Switzerland, Aachen Germany, and ParisTech France. interdisciplinary cooperation to educate through the research-based programs. Of course we have many collaboration programs with top level leading universities in the field of science and technology in the United States, as I mentioned here, Caltech, MIT, Georgia Tech, UC Berkeley, and so on. Fortunately, we can get the funds this year from the Japanese government to further strengthen the exchange programs. One of them is the three universities program with KAIST and Tsinghua University. We already have the double degree education system with Tsinghua University, so we hope to extend the education system to KAIST and also other ASPIRE League member universities in the future. Other programs concern the US universities and European universities. We can strengthen the alliance or network with world-class universities.

I have no time so this is probably my last slide. We have the university’s vision from 2009. The mission is a responsibility toward the future of creation. The vision is very important because we focused on the science and engineering field to educate our students into the techno-scientists by the integration of the four important factors. Unfortunately, our four important factors are not starting with I-Four of KAIST, but we have a similar concept. We consider the important factors to be intelligence, technology, ambition, and harmony. We initiate the global leadership in research and education of the next generation starting from this year, after the 130th anniversary of our foundation. Thank you for your kind attention.

To accept exchange students and international students, we will start a new program that is more flexible for the students. We call this the TokyoTech International Research Opportunity Program, shortly TiROP. We accept third-year undergraduates and master level students in, basically, a summer program. This program concerns research–based projects with language and culture courses of Japan and intensive classes of some special topics. The student will return to their home university after this summer program. International students can move to the regular education system after this summer program. We also have another program for young scientists. We call this, in short, YSEP. This is a program for research-oriented education for undergraduate students. We accept almost 30 students from various countries each year. The program includes individual

114 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 115 Borderless and Creative Education Borderless and Creative Education OPEN DISCUSSION

Jörg Steinbach: Thank you very much. We have stolen ten minutes from the discussion; I think this is still within limits. I hand over the second part to my colleague from Montreal.

Christophe Guy: Thank you. Yes, we did have a very interesting and intense session, so thanks a lot to all the speakers this afternoon. I may start with the first question to President Suh. Maybe I missed it in your presentation, but at what stage of the implementation of your I-Four education program are you now at KAIST? Have you started it? How many students, for how long? Do you plan to document the outcome and to make that available to the university community?

Nam Pyo Suh: We are preparing to start with a small class of 50 students this coming February, when our new semester begins. We have recruited some professors who are willing to teach this way, and we will have to wait and see how this develops. I think it will take some serious effort, and the most important thing at this point is the commitment of the professor to teaching in this way. We are talking to about seven professors willing to volunteer. As you know, trying something new at a university is never that easy. There are people who come up with 100 reasons why it should not be tried. But I think we have a good set of volunteers willing to do their best. We have a dedicated staff preparing the details. Our vice president in charge of this program wants to start developing special software. The whole process can be facilitated with software designed specifically to promote this kind of education.

Christophe Guy: Thank you. We wish you the best of success, and we hope that within a few years you will be able to share the actual results of this new way to teach and to train.

Nam Pyo Suh: Sure. In fact, I was hoping that after today’s forum some other universities present here would be willing to try this out with us. That would make it a much better program than if we do it alone. If we have three or four universities at this forum willing to co-venture and then see how we can put our heads together and make progress, I think that would strengthen this whole concept of I-Four education. So if, around this table and around this room, any of you think you want to give it a try, let us know and we will provide you with whatever we have done. Then, perhaps, we can join forces and forge ahead.

Christophe Guy: Thank you. Everybody received the invitation. Make sure you follow it. Who has some questions? Yes, please. And please introduce yourself.

Xiaofei Xu: My name is Xu Xiaofei from Harbin Institute of Technology, China. I am very interested in the presentation given by Professor Suh about the I-Four education model. I think this is a very great and successful model to cultivate talent in students. There are some challenges. The first thing is what is the ratio between student and faculty members? If you have enough teacher resources, I think you can perform the I-Four model. But if you have, like in China, a large number of students, sometimes it’s difficult. We only pay attention to the excellent students. We set up honor schools, where we could have an

116 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 117 Borderless and Creative Education Borderless and Creative Education education model similar to I-Four. But for the average students, it is difficult for us. I would Nam Pyo Suh: Yes, I think perhaps we should get together and talk. We are still at the like to ask, what is the situation at KAIST about the ratio of students and faculty members? formative stage, but I think this is very different from online education. The simplest form The second thing is that we would like to attract more famous and big professors to pay more of I-Four is to replace lectures given by professors in front of hundreds of students with a attention to this I-Four education. Normally, these famous professors are very busy, so if you lecture stored on the Internet where a small group of students— four or five—share access arrange them to give a lecture or traditional courses, it’s no problem. But if you ask them to to the lecture. They will submit homework to our professor who is in charge of the class. supervise many undergraduate students, if the students are of very high quality, no problem; I-Four is not just about interacting with the Internet, but the Internet is a way of getting the but again if they are average students, sometimes the professors will not be so excited to do information. The information will be in the form of lectures and in some cases reference these things. So do you have solutions to some of these problems? Thank you. materials, but this is not replacing more traditional education. We are simply making use of what’s available. Nam Pyo Suh: We expect that at KAIST, we will ask for volunteers among our students, We have to ask the question, “How many professors of, say calculus, do we need in the starting first with the freshman class. We will ask the students in the new class coming in world?” Right now, at KAIST, we have ten professors of mathematics teaching freshman next February whether they would like to volunteer for these courses. We will only take calculus. They are all teaching the same thing to 100 students in each group, and there are about 50 students for this first trial. We are not going to be selecting a special set of students ten groups. One thousand students are learning freshman calculus taught by ten professors. for enrollment. I’d say that’s not very productive. We could have one professor who is a really good, gifted As far as faculty goes, I think almost anybody can do this. At KAIST, the teaching load is lecturer deliver and store the lecture on the Internet, and the students could listen to it at very light. Our professors teach three hours a week because the rest of the time they have the time when they wish to listen. Other professors could help answer specific questions. to do research, supervise graduate students, and bring in research contracts. If we have Very few students, it turns out, ask questions in classrooms. I don’t know how it is in other professors who would rather devote their time to teaching, rather than research, for whatever countries, but in Korea, students in general do not ask too many questions because they don’t reason (some people are tired of doing research after 30 years of doing it), perhaps they can want to ask in front of 100 other students. But in this format, they will listen to a lecture, and concentrate on this new way of teaching. they can ask their professor, who is physically present at KAIST, their questions. Or if they I have a feeling, and I am obviously biased, that this will be much easier than traditional wish, they can send an email, or using Skype they can ask the lecturer specific questions teaching because our students will have access to good professors everywhere in the world related to the lecture. The students in a study group can answer each other’s questions in a whose lectures are stored on the Internet. The idea is to hire some of these professors at discussion format. other universities as our consulting professors. We will compensate them for their time if I think this is very different from online education. Online education is a form of teaching our students contact them to ask questions, and they will agree in advance to answer these where the people are not important. Here, the people become more important than before requests. Our students will have access to KAIST professors as well as professors overseas, because there is a professor in the classroom who can answer questions. and this is one way of globalizing our education environment. Christoph Guy: Dr. Baffour. Abdul-Rasheed Na’Allah: I would love to hear from a president, for example, of an open online university. You have so many of them in the United States. It seems to me, one of the Robert A. Baffour: I think the online issue is important, especially for a place like Ghana, I’s is IT-based, and I would love to know what is the research saying about several years where our people are so entrenched in bureaucracy and also in the status quo, they don’t want of experience in offering degrees online. It would seem to me that some of the ideas that to take the whole concept of online education as good education. I think there are several have been developed in I-Four have probably been put into practice in some of these online research projects out there where some say online is better, some say face-to-face is better. universities, for example, recording lectures, allowing students to have independent-based Generally, we can tell, online education, even though not replacing face-to-face, is equally study and research and have access to one-on-one professor time. I think these are some as good as the face-to-face. I have a faculty member on one of my lectures. Whenever we things that have been practiced by some of these online universities. I don’t know if anybody interview, he doesn’t want to see people with online education because he doesn’t think it’s has this experience. good enough, but I think it’s equally good. That is the future of the world, whether we like I have personally taught many years online for some courses in Illinois. I do know that there it or not. What Professor Suh and his group are doing here, I personally think, is going to are people who cannot just accept it, or not even accept a degree that is obtained from an replace the academic infrastructure of the world. online-based experience, because some traditionalists feel there is something unique about In Rwanda and Ghana, one of the programs we are trying to do makes a very good example. a classroom, about the one-on-one classroom experience and lecture delivery. I think it will The Polytechnics have the same curriculum. We have ten of them in the country, but you can help to know what is out there, what research is out there, what literature is out there, as have a Polytechnic in the northern part of the country with no electronics lecturer. You can this moves forward. But I wish I would have the technology to be a part of this experience have two electronics lecturers in the south, and they are very good. You have this situation because this is quite important. I want to talk to you a little bit more about this. where Polytechnic in the north has no lecturer but only someone in the south. We are trying to develop a system like that, where one good lecturer in electronics, just the best of all the lecturers in electronics, would teach for the entire Polytechnics in the country. We are

118 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 119 Borderless and Creative Education Borderless and Creative Education currently working on that, so maybe we will look into some of the projects you are doing so other universities did, yes. But I do not, unfortunately, have the total data at the national we can team up. level, as to what, really, was the nature of success. But we did benefit from that program.

Christoph Guy: Go ahead, yes. Christoph Guy: Okay, Dr. Akay.

Paul F. Greenfield: Paul Greenfield, University of Queensland. I think Nam’s example Adnan Akay: I would like to bring two notions to your attention on topics which I have of the teaching of calculus to this group of 1,000 students with ten professors is important absolutely no expertise. The first one is related to the neuroscience of learning, how short- because those of us who run large state universities, with a significant cohort coming from term memory becomes long-term memory, etc. I think, it would be interesting for us, perhaps school, or from the school system, are typically faced with the question of how do you for next year, to explore some of the possibilities of physiology or neurosciences of learning improve the learning experience where you have large cohorts? That is the reality of the because some of the findings are very much in support of the types of initiatives that I-Four, system we work in, at least in Australia. We have student staff ratios, on average, at state for instance, are bringing up. universities of the Group of Eight, of about 18 to 1. We have big classes. One of the issues The second notion is that borderless education requires borderless language, a common that the Group of Eight Universities is proposing next year is to run a workshop. We are shared language. English has become the lingua franca of education, no pun intended. There convinced that modern technology will allow us to handle large cohorts. I’m not necessarily is also research about how language shapes thought and shapes minds. English has 12 tenses, saying large classes, although that may be the case. But you can handle large cohorts and still there is another one that has 18, and there are other ones that have much fewer. What is the deliver quality learning experiences in the way that Nam described, where you can capture impact of the language itself on innovation? We are all interested in education, and English people from elsewhere in the world. As I said in my talk, I think open source material is is really helpful; and I think there is a role for it. But those that do not have, say, as effective going to revolutionize this. I’d be interested in people’s experience with what they are a language as English, with a vast vocabulary, might fall behind. So these are two topics that doing to handle large cohort sizes, and I separate cohort from class, using some of the new you might want to consider at some point in discussions. Thank you. technologies because this is a question that the Group of Eight Universities in Australia is wrestling with very hard. As I said, we propose a workshop in 2012 that will actually look to Christoph Guy: That is a very good question. I myself come from a French-speaking try to bring some of the world’s best practices to Australia, to actually explore that question. province in North America, if somebody wants to respond to that. President Suh, you intend I’d be interested in what other people might be doing to tackle those sorts of issues. to have this program mainly in English, and I suppose your students are Korean-speaking. Have you had any reflection on the necessity of the home language and foreign languages? Christoph Guy: Ok. One answer, Dr. Baffour. Then Dr. Bement after that. Nam Pyo Suh: At KAIST, we decided to teach all professional subjects in English; it’s Robert A. Baffour: I don’t have the exact answer, but if you look at the Indira Gandhi Open an English-only campus. Obviously, Korean students (we have international students, National University, they have a student-faculty ratio of 5,000 to 1. They have 3 million but a rather small number) normally speak Korean among themselves, but lectures and students, and they have about 325 faculty. So you might want to check that one. I think they presentations are given in English. This business of adopting another tongue to teach a large definitely have a way of getting to their students. They have 3 million students and 325 number of Korean students is a very big challenge. It’s easy to underestimate the effort it faculty members. takes to make someone bilingual. My own personal feeling has been that it’s easier for people to become bilingual when they Christoph Guy: Dr. Bement, please. are young. Our students come into KAIST at about age 17 because many of them skip one year of high school. I thought it would be relatively easy for them to become bilingual. And Arden L. Bement Jr.: Yes, thank you. I have a related question for Muhammad Mushtaq in fact, many of our undergraduate students find that when they make presentations to me at from Pakistan, NUST. I was involved with Pakistan, with Atta-ur-Rehman when he was some of the events I attend, I am duly impressed by their facility in language and their ability Minister of Education, during the part of the revolution from 2004 to 2008. I also had to communicate in English as well as in Korean. the pleasure of visiting NUST during the expansion of your engineering campus, which I The question of whether or not people become more creative if they have facility in more thought was very impressive. It was his plan, at the time, to broadly use open courseware than one language is a very good one. I don’t know the answer to that. The Korean language from MIT and throughout the universities in Pakistan, especially in the areas of engineering has a very different grammatical structure than the English language, and maybe that kind of and science. I am wondering whether that program actually materialized and what successes difference somehow shows up somewhere in a part of our brain to make us neurologically you have had. more creative. But I don’t know. I don’t have any evidence of that, but I have a feeling that our undergraduate students will be fairly good at English by the time they graduate from Muhammad Mushtaq: It was during Dr. Atta-ur-Rehman’s chairmanship, when he was KAIST. It may take two or three years, but at that age, I think they acquire the language appointed as the chairman of the Higher Education Commission, that he started collaboration without too many problems. It would be a very interesting experiment to conduct whether with MIT for their open courseware material. We also benefited as a university and some or not becoming bilingual or trilingual makes someone more creative. Does anyone have an answer to that?

120 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 121 Borderless and Creative Education Borderless and Creative Education Christoph Guy: Yes, go ahead. My colleague from York University.

Jane Grenville: Thank you. Jane Grenville from the University of York. I was going to address some of those issues in my ten minutes, so if I can do it now, that will help, won’t it? The issue of language, I think, is quite an important and interesting one. One of the things we have noticed, as York has internationalized more, is that when we get large groups of students from a single country, particularly large groups from China and, to some extent, 2011 also from Korea, an issue arises over language, which is that it’s easier for them to socialize International Presidential Forum with one another. I hear them going across campus. I hear Mandarin spoken across campus on Global Research Universities: all the time. They’ll then go into class and be speaking English, but come out of class and Borderless and Creative Education be speaking in Mandarin again. That was an interesting issue for me, so I took a year of Mandarin as a way of trying to understand what was going on there. I think the answer to the question of what you do about the lack of tenses in some languages is a very interesting one Afternoon Session–2 because I am an archaeologist. I wanted to understand how you study the past in a language that has no past tense in it. That was a very interesting question. One of the big problems about English as an international language of instruction is that it is becoming increasingly difficult for mobile students across the world to slot into that. As they get into large groups, they stay in their comfort zone. They are not using English as their leisure language. They are not using English outside the classroom. I do think that’s a big issue. I do think the difference in language structure, now that I have learned a bit about it firsthand, between European and Asian languages is an important and interesting one. There is a possibility that it increases one’s powers of innovation to be able to get across both language structures. There is another argument that it decreases that power because your brain is working so hard trying to deal with two completely different language structures that some of the more intellectual and analytical aspects of what you are trying to do are reduced. So I just throw that out as a possibility. I think I would argue, as a native English speaker, that the adoption of English as the lingua franca of education has not necessarily been helpful. It might have been more helpful if we had two or three languages that we used. Thank you.

Christoph Guy: So Dr. Akay will answer that. We only have two minutes before the coffee break, and I think everybody wants to have that break soon. So, Dr. Akay, for the last comment.

Adnan Akay: I’m not sure I will provide an answer, but research shows that language learned until the age of roughly six or seven is learned in a different part of the brain than when it is learned as an adult. In a way, the learning as an adult becomes almost a software issue as opposed to a hardware issue. So, the answer is forthcoming.

Christoph Guy: Thanks a lot everybody. It’s four o’clock. Time for coffee. We reconvene in 20 minutes.

122 2011 international presidential forum on Global Research Universities: Borderless and Creative Education Paul F. Greenfield I’ll introduce the first five, and Tod will do the second five and then handle the question and answer; and I’m handling the guillotine, the one minute guillotine. Our first speaker is Dr. David Morrison. David is a senior scientist with NASA at the Ames Research Center in California, so David.

ROLE OF VIRTUAL RESEARCH INSTITUTES IN PROMOTING INTERDISCIPLINARY RESEARCH & COLLABORATION ACROSS INTERNATIONAL BOUNDARIES

David Morrison, Senior Scientist, NASA Ames Research Center, USA It’s a pleasure and an honor to be here. I am going to be telling you something a little different because I stopped being an academic scientist 20 years ago, when I left as vice-chancellor of the University of Hawaii and went to work for NASA, the US space agency. I look at encouraging research and teaching from the perspective of the government sponsor and how we try to accomplish what we want to do through partnerships with the academic community. My subject is NASA’s virtual research institutes, which is something we invented about ten years ago as a way to link academic scientists and their students with the government to achieve particular purposes that were perhaps not traditionally part of the academic environment. In particular, I’m going to talk about the NASA Astrobiology Institute and the NASA Lunar Science Institute. In both cases, we, in NASA, had a particular need to pursue and enhance a particular area of research, and the question is, “What is the best way to do it?” At one extreme, perhaps the most traditional way would be to create a government laboratory, hire people, and build something out of bricks and mortar. This is a very bad idea because that would take the best scientists, if they accepted our offer at all, away from the universities and their students and their labs. So we attempted to develop a management model that would link scientists and their students in many different geographic organizations and help them work together and do the things we particularly needed done. The NASA Lunar Science Institute where I was the founding director is located at NASA Ames Research Center, and its particular interest was in serving both the science and the human exploration offices at NASA. To recreate lunar science in the days of Apollo, that was the most important thing that NASA did in the last 40 years. Obviously, it has declined, and there have been relatively few missions; university departments have not spent much time with it. So when we felt, with the potential return of humans to the moon, that we should emphasize lunar science, we created a system whereby teams formed themselves in academia, competed for grants, rather large five-year duration, and then we tried to bring those different organizations scattered geographically all over the US, plus international partners, together for a renaissance of lunar science.

2011 international presidential forum on Global Research Universities: 125 Borderless and Creative Education A virtual institute of course can be created quickly because you don’t have to international effort involving Europe, Japan, China, India, and the US. Just to mention one hire people or build buildings or establish laboratories, and it can respond more flexibly to US mission, the lunar reconnaissance orbiter. It is returning more data on the moon than all what, in this case, NASA as a science agency felt it needed. So the NASA Lunar Science other previous planetary missions combined. Institute, and this could be true of any of these virtual institutes, exists to conduct research, There really is excitement in dealing with the moon and no more exciting prospect especially collaborative or cross-disciplinary research to help out the agency, NASA. To be than understanding water on the moon. If we think of the moon, not just as a scientific able to be called upon to answer questions that we are particularly interested in. To learn object, but as a potential for exploration, if it is dry it is a dead end. If there is water, which how to be a virtual institute by using modern information technology, to link people that are can be used for oxygen and hydrogen and fuel and all sorts of other needs, then it becomes geographically widely spread. To train the next generation of scientists and their students, of the gateway to the rest of the solar system. So the most important discoveries we have made course, in this field, and also to carry out a program of public education and outreach, which in the last two or three years is the presence of frozen water of ice in deep, dark, never is a part of the NASA goals. illuminated craters near the lunar poles. That could make going back to the moon not just So we, for this purpose, redefined lunar science. Traditionally, lunar science had just flags and footprints like Apollo, but truly the gateway to expanding into the rest of the solar been geosciences, but we wanted to talk, not only of the science of the moon, but the science system. on the moon that could be carried out by landers and ultimately by humans, science from the moon in which we could use the moon as an observing platform for studying the earth or the sun or other areas. Now that NASA is shifting its direction, we want to be responsive and soon we will be expanding the lunar science institute to include other potential human destinations: small airless bodies. We selected seven US teams, each one itself multi-institutional and seven international partners starting with Canada, Korea, Israel, United Kingdom, Saudi Arabia, the Netherlands, and Germany. That is potentially a very rich way to deal with this, but I will admit to you that it has certain challenges. Perhaps the most important being the spread in time zones because we try to have discussion groups, virtual seminars, activities of this sort, and it’s a little hard to have the people in Europe and the people in Asia, for instance, doing the same thing at the same time. Modern science is wonderful, but it has not yet figured out how to erase time zone differences. It’s too bad the world isn’t flat from that point of view.

We have this emphasis, as I have mentioned, on education and outreach. All our teams do it, and the teams being geographically distributed give us a big footprint in being able to reach lots of people in a lot of places. We have websites that serve not just our own members, but attempt, again, to bring together a very broad community of researchers and students. Let me conclude by briefly mentioning the NASA Astrobiology Institute, which was the first NASA research institute. It addresses a scientific field that did not exist before. It’s not just looking for little green men. It’s trying to scientifically address the big questions: how does life begin, does life exist elsewhere in the universe, and what is its future? So here we had to bring together teams that simply didn’t exist. How to get, within any one university, let alone in many universities, the geologists and astronomers and the physicists and the geo-scientists to talk together; most places we went to, they didn’t even know each other by name in those different departments. So we are studying the diversity of life on Maybe you haven’t realized, as most people don’t, there has been a tremendous earth, the diversity of other solar system environments, and planets around other stars. renaissance in lunar science, and here is a list of missions from just the last few years, a truly Now, just let me conclude by saying that this enterprise has been wonderfully

126 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 127 Borderless and Creative Education Borderless and Creative Education successful endorsed by the US National Academy of Sciences as cost-effective, and we think that we have a model here, an organizational model that might be of use elsewhere. Going Global & Creative The virtual institute, an organization that can bring together scientists and students, from the hkust way all over the world to work together to share seminars, to share information to occasionally get together in person, but to do as much as possible, taking advantage of modern communication technology. Thank you. Eden Woon, Vice President, the Hong Kong University of Science & Technology Good afternoon ladies and gentlemen. I want to thank KAIST for inviting the Hong Paul F. Greenfield Kong University of Science and Technology here, and I have to apologize that I had been Thank you David. Astroscience is always fascinating. Our next speaker is Eden Woon. He under the impression that this was a 20 minute talk, and so when I found out last night it was was trained as a mathematician and is currently vice-president of the Hong Kong University only ten minutes, I took out the creative part of the talk and only left the borderless part. So I’m of Science and Technology, located at the very delightful Clear Water Bay in Kowloon, Hong just going to talk about the global part, but I think that after 21 speakers, you are probably Kong. wondering how creative I can be. And so it doesn’t really matter if I do skip that part. Let me talk about the HKUST. I thank the moderator for telling us about the university. This is indeed not a digitized photo, but a real photo of the campus on the Clear Water Bay in Hong Kong. Just two words about the university before I go forward. The university was founded only 20 years ago. This year is the 20th anniversary and we are a research university. In fact, we pride ourselves as being the first research university in Hong Kong because at that time, in the early 90s, there were two other universities that had been in existence, but both of them were emphasizing teaching rather than research. Now of course, 20 years later, things have changed in Hong Kong. There are several excellent research universities, and we still think we’re in the lead; but on the other hand, everybody does pretty good research. But at that time, we were the first research university to be established in Hong Kong. We now have a transition coming up in a few months from a three-year system of undergraduate education to four years, making us synchronized with mainland China and also with the United States. So high school becomes six years only, and university will become four years, and as a result, the numbers will change so that next year we will have 8,000 undergraduates and 4,000 or 5,000 graduate students, so a university of about 12,000~13,000 people. We only have five schools. We have a school of arts and humanities, humanities and social sciences, which is a supporting school with only one undergraduate major. We have a school of science and a school of engineering. We have a graduate school up in China, which I will talk a little about, and we have a very strong school of business and management. No law school and no medical school. So, how are we going to do the global, what does ‘global’ mean to HKUST? I’m just going to mention a few things. One is that we really emphasize global living and learning. Somebody remarked to me a little earlier, who had listened to our President Tony Chan once before, who said that, “You know, you really are a truly international university.” While we try to be that, we’re situated in Hong Kong. Hong Kong, as you know of course, is living under the one country, two systems. It is a part of China, but we run our own education system, our own judicial system, tax system, etc. So in some sense, we’re not part of the Chinese system of education, but we are international in the sense that we really encourage international recruitment of both faculty and students, and then we try to make the learning environment as international as possible. Then, of course, we have global connectivity. The president and I just returned late last week from a ten-day trip to visit ten universities in Europe and the UK, and we found great interest in that part of the world in forging

128 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 129 Borderless and Creative Education Borderless and Creative Education relationships with HKUST. Finally, you cannot talk about Hong Kong and that part of the How about the undergraduates? We are a public university, so the government world without saying something about what we’re doing with respect to mainland China, mandates that we can only have 20% of the undergraduates being from outside Hong Kong. which we are sitting right there at. So 80% are Hong Kong students, and 20% from overseas or mainland China. Mainland China is defined as outside Hong Kong. We insist that half of those are from overseas and half of those are from mainland China; so for example, the incoming class is around 2,000, so we will expect to probably, each year, bring in about 200 mainland Chinese students and about 200 overseas students. Now where do these students come from? Well, you can see they come from many places. Actually we have quite a number of students from Korea. Korea is a country where we have some excellent students, and also we have some excellent students from Malaysia. And I was told that the top two students in Malaysia, in high school exams, just came to HKUST this year.

First of all, we were at Oxford, and the Oxford University vice-chancellor remarked that he didn’t understand how come there were so many people from American universities and not too many from elsewhere, which is true. Most of the faculty are from the United States. The founding of the university was back in 1991. The first president was from the United States, and so, as a result, he brought back many of his colleagues or acquaintances or people he could talk to and who really saw it as an adventure to come back to this part of the world back in 1991. This was before China was really on the map as an economic powerhouse, and they came back to help establish this university, and many of them are from there. In fact, we have very few professors whose doctorate degrees are from Hong Kong. Then, we also have exchange students, many of the students walking around on Any of the universities in Hong Kong, including our own, where gradually we have a couple campus that you see with different language actually are exchange students that come from right now, I think there are three or four professors, faculty members who actually have elsewhere, and we do reciprocal exchange, exchange–in and exchange–out. Thirty percent Ph.D.s from HKUST, you know, some years ago. But of course, as with international or with going up to 50% of our undergraduates have an exchange program. Four years, I already the Western practice, we send our Ph.D. students or Ph.D. recipients away, and they go away mentioned. The language of instruction is English, and in Hong Kong it’s a little easier for a few years; and when they do have some accomplishments, then they may be able to because, after all, it was a British colony. So admittedly some of the local Hong Kong come back as a professor. It’s very rare. In fact, we never, never, never retain our own Ph.D. Chinese English level could be better, but we do use English in all our instructions, 100%. recipients. Non-local faculty is almost 80%, as you can see. ‘Local’ in this case means Hong This goes for undergraduate as well as graduate. Kong. So non-local, I have to admit, includes many mainland Chinese professors. Those are A lot of interdisciplinary programs, and we really try to combine our strength in ones, and in fact, I don’t think we have too many mainland professors who got their Ph.D.s technology and business. So many people, especially for the four-year program, will be able inside China. Almost all the mainland professors had undergraduate education probably to major and minor in technology and business, and since 80% of our graduates do not go on inside China, maybe Tsinghua, Beida, Fudan, etc. Then, they went out West to receive their to graduate school and go into a company, this combination of a technology background in graduate training. Then, after graduate training and perhaps after some years of teaching, the business background really is quite useful for them when they go look for a job. they came back. They constitute maybe, I would say of the non-local faculty, maybe half. A And then there are these undergraduate research opportunities, corporate co– little more than half would be from the mainland, but that’s the breakdown of the faculty. It ops, internships. We have lots of relationships with Pearl River Delta Chinese Technology is an international faculty; it is not a very localized faculty. Manufacturing, that is right across the border. And these are the things that we offer the

130 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 131 Borderless and Creative Education Borderless and Creative Education international students, and when we were in Europe talking to those presidents and vice chancellors, they were very interested in a combination of the academic environment and WORLD–CLASS UNIVERSITY: research environment at HKUST along with the possibility of working in PRD. So here the THE UNIVERSITY OF YORK exchange partner I talked about. We do have an IAS, Institute of Advanced Study, and then finally one word about China. AS A CASE STUDY We have a footprint in Guangzhou, Shenzhen, Foshan is a part of Guangzhou, and mainly we have a state key lab in molecular neuroscience that was set up and recognized Jane Grenville, Pro-Vice-Chancellor, the University of York, UK by China. We are aligned with a five-year plan. What that means is that we’re trying to be Thank you very much. I’ve completely rewritten this partly because I want to be able to access mainland research money. That is not as easy as you think because being able to comment a bit on what I’ve heard and partly because I, too, thought 20 minutes, one country under two systems, we can only apply for Chinese money when we use the not 10. So, I’m only going to show you about three of my slides. York is quite a young platforms inside China. We cannot do so from Hong Kong. Finally, there are some joint university. I’ll just give you the key facts. In the QS rankings, we’re in the world top 100; laboratories and projects. And one final word: the reason I asked the chancellor of University we’re in the top ten for research in the UK. We were pretty pleased to be the Times Higher of California at Berkeley the question about branch campuses is because HKUST is besieged Education’s University of the Year last November. We keep on winning Queen’s Anniversary by mainland cities and mainland universities to come in and set up branch campuses, so that prizes so we’re fairly happy with the progress that we’ve made in less than 50 years. But we is actually occupying a lot of our thinking these days. But we are going to be very careful on have been thinking a very great deal about internationalization and the effects of that. that even though we are just a door step away. Thank you very much. We have developed an international strategy in three parts. The first is academic endeavor, trying to develop a very international curriculum, research collaborations across Paul F. Greenfield the world. Staff and student mobility is an important issue. We work hard on reputation Thank you, Eden. Now we have Professor Jane Grenville. Jane was trained in archeology building. And I’ve been with alumni in Korea while I’ve been here, and we’re working and anthropology and is a pro-vice-chancellor at the University of York. very hard on embedding internationalization in the university community. And I think I’m probably going to leave my slides there and then just talk through some of the issues that have floated up through my mind, listening to all of you today. So the first thing is that York has no plans for an offshore campus, and we’ve thought about it quite carefully and made a very conscious decision that’s not what we want to do. We want to progress our internationalization program through research collaboration, which we do a very great deal of, through entrepreneurial activity, which we have developed enormously over the last ten years. I’ll come back to what Birgeneau was saying earlier about how our fundamental purpose, of course, is teaching. So what I want to think about now is just some thoughts around our current position, more with regard to the student body than to research and faculty. So, thinking about pedagogy and the way in which we teach and those sorts of issues. I would certainly agree with Professor Suh about the necessity for change. It’s not just about new teaching modes, although I agree and I think they’re hugely important. We have found, for instance, in our new school of law, which we set up four years ago now, that a totally problem-based approached teaching has transformed the way in which the students there work and think. They get into law firms on the day that they arrive, and they answer problem after problem after problem. They get into a law firm, and just as soon as they’ve gotten comfortable with one another and feel that they know what they’re doing, we mix up the law firms again and make them go off and work with someone else, so that kind of problem-based teaching. But I think also that the sorts of things that you were suggesting, we’re also looking at. But my particular role in the University of York is the pro vice-chancellor for students, and in that role, I’m not responsible for quality assurance in teaching and learning. I’m responsible for all the non-academic aspects of student life. So welfare issues, accommodation issues, graduation, all those sorts of things. York is a collegiate university. It was set up in 1963 with undergraduate colleges

132 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 133 Borderless and Creative Education Borderless and Creative Education to which people belong for the whole of their three years, so sort of modeled on Oxford and Cambridge. It’s a rather more inclusive model than that the colleges based actually within the teaching area of the university. It’s the departments that do the selection of students, not the colleges. But what we do expect from the colleges is that the students there will have a very large degree of self-determination. They run the life of the college themselves in organizations called junior common room committees. There’s a kind of light touch guidance from the college provost and his welfare team, but generally speaking we leave the social life of the college to the students. This is another way of making sure that they achieve all sorts of skills that they need outside the academic curriculum. They have to think about their time management skills, they have to think about teamwork, they have to think about leadership, they have to think about practical skills, such as finance, and arranging conferences, arranging events. So all of those skills fit them for their future life in employment and in entrepreneurship. We see that as a very central part of the education that York provides for them. And with a very international student base, we have about 35% of our student body which is international. Within the undergraduate community itself, it’s about 18%-20%. That means that we have a lot of international undergraduates who are very much engaged in that social element, which we see as desperately important. There’s an interesting question when they get to master’s level. As you probably know, the English system has a one-year master’s, unlike European and American partners. This of course gives us a little bit of a market advantage because they think they can do it faster and cheaper, but on the other hand, we have an issue that they very much have their nose in their books in the year. We find it quite difficult to engage them in some of these extracurricular activities that we think are so important. Finally in terms of Ph.D.s, I think we all have to understand that a Ph.D. is no longer simply training for academia. Now, the majority of our Ph.D.s go out into business, into R&D, in the outside world. And they need entrepreneurial skills, and they need personal skills. Frankly doing a Ph.D. just doesn’t give you those skills, though we now have a graduate training unit which really helps them have those skills. The last thing I want to talk about is a good thing. I spoke about language earlier, since I’ve just had the guillotine. The last thing I want to talk about, of course, is the changing fee regime in the UK, which I’m sure you all saw pictures of London burning down last November. I was away on a university trip and had to text the president of our student union to find out how many of ours had been arrested, and the answer was two. But I think one of the things that I’m really noticing already is that with the change in the fee regime there is an enormous change in student power and student-focused spending.

I was a sort of a nice-to-have post when I was appointed in 2007. I am now totally essential, I find, to every single decision that’s made. That is really heartening to me actually that, whatever they want to do, they say to me, “What do the students think about this? What is really going to help us get the competitive edge and make sure the students understand that York is a university that is really looking after them?” That is an advantage. I’m not sure whether it’s a sufficient advantage to outweigh the loss of that argument that I was making earlier about public and private good, but it is certainly an advantage. Within that, the widening participation issues loom very large. How do we persuade students from poorer backgrounds that this is really going to work for them? We are, all of us in the UK,

134 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 135 Borderless and Creative Education Borderless and Creative Education creating terrific packages of support by redistributing the monies, the additional monies, that come from the fee income to make sure that those students from poorer families are very THE EDUCATION OF EQUIPPING well supported through the system with scholarships, with bursaries, with in-house work OUTSTANDING STUDENTS WITH opportunities. But it’s not very easy really to persuade them. One last point. Can I just ask? We all talk about borderless education and mobility INTERNATIONAL COMPETENCE as if it was completely unproblematic. Does this suggest that Britain is the only country with an over anxious immigration policy? Are we the only people who have difficulties with our border agency or is it all of you? Thank you. Xiaofei Xu, Assistant President, Harbin Institute of Technology, China Ladies and gentlemen, good afternoon. It is my pleasure to be invited here to share Paul F. Greenfield our idea and to show you our university. I come from Harbin Institute of Technology, but if Thank you, Jane. I think the answer is all. Our next speaker is Xiaofei Xu. Professor Xu is you ask me where is our university, HIT, I would like to tell you that our university is mainly the assistant president at Harbin Institute of Technology at Harbin. He is also a professor of located in Harbin, but not limited. We have two other branches in Weihai and Shenzen, close computer science and technology. to Hong Kong. If our president would like to have an observation of his campus, he has to fly for five hours. So it’s as far from Harbin to Seoul.

So this is the size of our university, three branches, but mainly our headquarters is located in Harbin. We have about 16,000 students, 7,000 master students, more than 3,000 Ph.D. students, and right now currently we have 1,400 international students. Our university was founded in 1920 by Russians, not by Chinese. Since 1954, HIT has been a key university of China, especially in 1999, when we became the first batch of nine top universities in the 985 program. So we are a member of the C9 university league. And last year, we came into the list of the top 100 in the engineering and computer science domain in Academic Ranking of World University by Shanghai Jiao Tong University, and we came into the top 1% in engineering and material science and computer science in Reuters ESI ranking. And this year we came into the 351-400 ranking in the Times Higher Education. This is our position, but I would like to emphasize that our highlight is astronavigation and astronautics. So we have sent already two satellites into the sky, and as you know, a few days ago, China made an interaction and connection between a spacecraft

136 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 137 Borderless and Creative Education Borderless and Creative Education and space work station. So our university made two kinds of contributions. One is that we international people. The more a country has students with international competence, the made nine kinds of technical support for this project, and another thing is that we educated more powerful the country would be in the global world. two CEOs of the only space industrial company in China. We also consider how to strengthen the students’ international competence. We should educate people to equip with international perspectives in order to communicate across different cultures and languages. They need to process knowledge of rules and methods in international environments through exchange of information and resources comfortably and competently, employing high-tech IT tools. We are developing international education ethos models, curriculum teaching and learning approach, exchange faculties, students. Last year, our university launched a new strategic and development mission to be a world-class university. One of our objectives is to educate more students with international competence. Our short term objective is to invite more than 100 foreign teachers each year to HIT to teach our undergraduates. Each year we send out more than 1,000 undergraduates to overseas universities for transfer study. We are also trying to set up our international network for enriching our cross-culture communication competence and education systems. We already set up a joint education program with first-class universities in the world and improved the environment of the campus more internationally. Finally, we think that the talents with international competence are more and more important. A country needs such talents definitely in this global world. As one of the top universities in China, we have our responsibility to educate more and more outstanding students with international competence for a future global world. Thank you.

Paul F. Greenfield I would like to emphasize that we have nine key primary disciplines; especially Thank you, Professor Xu. Our next speaker is Professor Rod Wissler. Rod is the executive eight belonging to the engineering domain. So we are a more engineering-oriented university. dean of the industry faculty at Queensland University of Technology, which is in Brisbane, We are ranked fifth in China to own key primary disciplines and we got ranked second, just Australia, where I live also. I think Rod wins the award for the most interesting background. after Tsinghua University, to own the most key primary discipline in the engineering domain. He’s not a chemical engineer. He has been an actor, a producer of several plays and an For research funding, last year we got 1.89 billion RMB, third in China. artistic director of a significant theater in Brisbane. In fact, from the beginning, our university has been a traditional university. Founded by Russians, the university had presidents from Russia and Japan during 1920- 40s. We had faculty members from China, Russia, Japan, and European countries. Since the 1950s, HIT became a key Chinese national university. At that time, we followed the Russian style, and we played a role as an important gateway to send Chinese students to Russia. At that time, the professors were Russian, and students were taught in Russian language using Russian textbooks. That was the history. We jump to the 1980-90s when China started to open the door to the world. So HIT sent more than several hundred faculty members and students to overseas universities. When these faculty members came back to the university from overseas universities, they changed the whole curriculum and education model of the university. Since this century, the government ordered the top universities in China to try to set-up the development plan to become world-class universities and to cultivate international talents. So we sped up toward international development, and we have already sent more than 1,000 faculty members and students abroad and invited more than 1,000 foreign faculty members and professors to visit us for short-term teaching and research visits. Right now we have already 158 partners in 27 countries. Today, I would like to talk about how to speed up our steps to be more international. We think that globalization became the major changes of the current world every country should deal with. One more challenge is the human society needs more intelligent and more

138 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 139 Borderless and Creative Education Borderless and Creative Education RE–ARRANGING THE BORDERS: CULTURAL & CREATIVE INDUSTRIES RESEARCH AND DESIGN–LED INNOVATION

Rod Wissler, Executive Dean, Queensland University of Technology, Australia Thank you very much, Paul. That was a very generous introduction. Ladies and gentlemen, I just want to start by repeating the thanks that many colleagues have given to Professor Suh and to KAIST for this very informative forum. It’s great to be here, and it’s certainly been enlightening for me during the day to hear the stories from many colleague universities. I’m going to talk about something a little bit different, I think. Eden Woon said that he was going to pass over the creativity part of the topic, and really that’s what I’m going to talk about more than anything else. Before I come to that, probably a quick snapshot of QUT, where we’re around about 42,000 students. We have seven faculties at the moment, built environment and engineering, my faculty of creative industries, a business faculty, education faculty, health, law, and science and technology. We have around 8,000 post-graduate students, including 2,000 research students and about 7,000 international students from around 100 countries. The history of the university began only 20 years ago, and we have antecedent institutions that stretch back nearly 150 years in the history of Queensland. But it’s only in the last 20 years that we’ve been operating with a research mandate. To that extent, I’m not boasting to say that we’re on a very rapid growth path in research productivity to the extent that, in the recent national research quality assessment exercise, we ranked about number 10 out of the 40 universities in Australia. In the teaching and learning side, we’re fortunate to be able to report that we have more teaching awards and fellowships from the national learning and teaching council than any other university in the country, so that’s a quick snapshot. I guess one thing that I’ve been really interested in today is to recognize the extent to which there is convergence among the universities represented here in terms of the context that we’re operating in, the challenges that we’re facing, some of the strategies we’re trying to put in place, particularly in connection with the ongoing internationalization of our programs and research. QUT shares many of those strategies and approaches. What I want to talk about a little bit, I guess, is the issue of internal borders within universities and how they can either support or impede the achievement of the goals that I think most of us are setting ourselves. The particular context for QUT at the moment is that we’re in the middle of a very significant restructuring of four of our faculties, the faculty of built environment and engineering, the faculty of science and technology, the faculty of creative industries, and the faculty of health. The principal aim of this reorganization is to set up, from the beginning of next year, a new faculty of science and engineering that is focused on the regeneration of our teaching and research in these four areas of science, technology, engineering, and mathematics, which we shorthand to the STEM disciplines. This follows an earlier exercise that we undertook with the establishment of a multidisciplinary institute for health and biomedical innovation, which sought to tear down the barriers between the disciplines, which were engaged in teaching and research in health. And that model has worked well for us in terms of the outputs in research, and this current reorganization aims to produce similarly positive outcomes.

140 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 141 Borderless and Creative Education Borderless and Creative Education I think it’s fair to say that there are a number of reasons for the change. The one that Let me talk a little bit more specifically about the creative industries faculty, I would point to the most strongly is the third dot point there about the changes in learning I’m often asked, “What do you mean by creative industries?” Here is the snapshot of the and research. As a result of our living in a digital world, and others have spoken about this disciplines that we’ll be teaching as of the 1st of January next year. You can see that it during the day and I won’t go into that in detail, but suffice to say that the way that we are combines really a traditional set of disciplines in the creative arts, in the media, both media restructuring our effort in science, engineering, and technology is centrally based on changes production and media studies areas, and the design disciplines. And the critical decision in the digital environment both in terms of living and learning and teaching and in research. that we made about ten years ago in establishing this faculty was to bring together these The leadership challenges I’m sure you’ll understand. The merging of four faculties disciplines around a digital technology platform and a business enterprise concept in order into a new science and engineering faculty and the transfer of different schools out of some to produce both economic value for the national economy and cultural value, and we see this of the existing faculties in to my faculty, the faculty of health, is very challenging, but they’re faculty in particular being focused on the creative economy, the services industries, and the consistent with our university’s commitment to regeneration in every sphere of our operation. renovation of the way of doing business in many of those service industries. So it’s been a I’ll cite just one example of that and that’s to do with the attraction of new young major development for our university and one which stands alongside those other faculties in faculty under a scheme we refer to as ECARD, Early Career Academic Recruitment and making the university’s contribution to Australian society, culture, and the economy. Development Program. This program aims to bring in, by 2015, 500 new young faculty I’ll give you just a couple of quick snapshots of the creative industries precinct. This members across the university to bring them in cohorts, annual cohorts and have them shot gives you an image of the incubation space that we have on campus, where we have 20 undergoing some professional development and orientation into academic careers in those small to medium sized enterprises in the new media, film, and fashion design areas based on multidisciplinary cohorts. We’ve already brought in about 190 such young staff, and the our campus and receiving business development training from staff in creative enterprises effort in that regeneration task goes on. in Australia. The faculties had an enormous impact in Australia. There have been other A couple of quick snapshots of the building program that goes with the creative industries faculties established in ten years. One of the key things I like to cite about establishment of this new faculty. Those two buildings, it’s around about a 300 million dollar demonstrating the impact is what’s going on with the current development of a new national project to build those two new buildings in our main CBD campus. You can see there that cultural policy in Australia, which cites three key areas: the core–arts disciplines, cultural not only the combination of first-class research and teaching space in the buildings, but we heritage including indigenous culture in Australia, and the creative industries. So, for the regard the development of high quality social spaces including the Olympic swimming pool very first time, these new industries have been put firmly into the center of a national cultural as being critical to getting that Bay Area type interaction among people, which will drive policy. innovation into the future. The five issues that I’ve identified there actually capture the key research agenda for my faculty over the coming five years. Also worth pointing out that the community engagement idea is expressed in the campus on which I reside. This campus represents about a billion dollars worth of investment over the last eight years by our university, the state government, and the private sector in building an integrated urban village that makes the

142 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 143 Borderless and Creative Education Borderless and Creative Education university campus porous to the community. That’s a major concept for our new science and technology precinct as well. Our new building, which we’ll start construction in the middle LEARNING OPPORTUNITIES AT of next year, the opening in 2014 will conclude that creative industries precinct and provide KYUSHU UNIVERSITY IN A GLOBAL new teaching facilities for a number of our disciplines. In conclusion, I just wanted to point to some principle areas of activity for us, CONTEXT namely double degrees, and by that I mean degrees that work across my faculty and other faculties. Increasingly, our students are doing double degrees in order to give them the breadth of experience to succeed in the world of employment and our research, our R&D Kotoku Kurachi, Executive Vice President, Kyushu University, Japan agenda, is critically determined by our capacity to interact with the sciences with the health Thank you very much. I’d like to talk about the learning opportunities at Kyushu disciplines and with education. So I’ll finish there, thanks very much for your attention, University in a global context. I hope that’s stimulated some thinking about the creativity side of how we generate more First let me briefly introduce Kyushu University since this is the first time we innovation in the future, thank you. participate at KAIST forum. Founded in 1911, Kyushu celebrates its 100th anniversary this year. Now, this university is one of the major research universities with 12 undergraduate Tod A. Laursen schools and 18 graduate schools covering core disciplines and interdisciplinary areas as well. Thank you very much, Dr. Wissler. My name is Tod Laursen. I met you all this morning, We established research institutes and centers, a 1,400-bed hospital and libraries in order to and I’m going to be chairing the last five papers of this session. So we’re going to move put emphasis on select areas of research. to Kotoku Kurachi, who is the executive VP of Kyushu University in Japan, where he was Among the research institutes Kyushu set up the International Institute for Carbon trained as a biochemist who had a distinguished career in the United States at the University Neutral Energy Research. The institute focuses on hydrogen energy development on carbon of Washington, University of Michigan Ann Harbor sandwiched in between, whereupon he dioxide sequestration technology and the social science aspects of energy issues worldwide. returned to Kyushu. The floor is yours. We have this Institute for Mathematics for Industry, the first applied mathematics institute of its kind in Japan, and it plays critical roles in industrial applications and developing practical technology. Another new one is the Center for Organic Photonics and Electronics Research, COPER; this is the R&D of organic semiconductor devices, and third-generation EL devices are developed here. The Center for Advanced Medical Innovation and Telemedicine Development Center of Asia were also set up, and very active medical research activities are going on. Since we are all concerned about the environment, the Research Institute for East Asia Environment is our main research institute.

144 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 145 Borderless and Creative Education Borderless and Creative Education In regard to this forum theme “Borderless and Creative Education,” advanced globalization of society increasingly demands education beyond border. Eventually, borderless education will enhance the quality of education. The quality of education is strengthened when we do strong research activities through collaborations of institutions, keeping up with diverse characteristics and cultures. We don’t want to have just a unique culture at universities or institutions all over the world. Based on the geological and historical close ties, Kyushu University has a particular interest in Asian countries and in collaborations with their higher education institutions as well as research institutes. Curruently, Kyushu University has about 20,000 students, and among them, about 2,000 international students. Among the international students, about 78% are enrolled in regular diploma seeking programs. Those students are mainly from China, Korea and Indonesia. Now, I’d like to briefly mention about our three-phase efforts in promoting internationalization at Kyushu University. In three phases, as early as 1994, we set up Japan in Today’s World or JTW. This is a ten-month academic program in English for foreign undergraduate students. It was the first of its kind in the Japanese national universities and carried our independent academic courses of Japanese studies in English, Japanese language, and advanced lab courses. Every year, 50-60 overseas students participate, and so far a total of 657 students have participated since 1994, and still this is growing into a very successful Now finally, I’d like to mention the G30 Program inaugurated in 2009. This is a program. full diploma program for undergraduate and graduate levels and Kyushu University was Now, in phase two from 2000, Kyushu University took the leadership to set up the selected as one of the 13 institutions funded by our government initiatives. All classes are Conference of Asian University Presidents, we called CAPs. Through that, several student taught in English. Foreign students earn diplomas only by taking those classes. Now only exchange programs were generated such as the Asian Student Exchange Program, ASEP, undergraduates at the schools of engineering and agriculture are on the G30 Program. For a joint course with Pusan National University on the Korea-Japan relationship, faculty graduate school, 57 courses of 17 schools run the Global 30 Program. Of course, Japanese exchange with Mahidol University in Thailand in 2007, and a short-term immersion program students can also take these courses. Now we aim to double the number of international set up with Mahidol University in 2007. Most of these are still active, and we are increasing students enrolled to about 4,000 students by 2020. It is our hope to start an international the student exchanges. school of liberal arts and science by then. On top of that, we also have just learned a lot from We set up the Robert T. Huang Entrepreneurship Program in 2006, initiated by the Campus Asia Program founded among Kyushu University, Pusan National University the donation by Robert Huang, an alumnus of Kyushu University. He founded, as you may and Shanghai Jiao Tong University. Thank you very much. know, Synnex Corp. in Silicon Valley, a very successful venture company. Through this program we train students’ entrepreneurship. We actually send students to Silicon Valley for Tod A. Laursen hand-on training there. We have a university office there too. Thank you very much. We’re going to continue with the theme, a little bit, of folks trained as Asia in Today’s World, ATW program was launched in 2001. This is a six–week life scientists and chemists. Our next speaker is Yoshihiro Taniguchi, who comes to us from summer program for Asian studies and Japanese language. This tuition–based program has Ritsumeikan University, where he’s a special advisor to the chancellor. been running so successfully. By last year, 394 students from 71 universities of 15 countries successfully finished this program. We launched ASEAN in Today’s World, ATW, in 2009. This is a two-week tuition-based program on language and culture taught in English for both international and domestic students of ASEAN countries. The important thing about this program is that this is organized by the close collaboration with ASEAN universities, currently with Mahidol University in Thailand and Ateneo de Manila University, Philippines. More than 110 students from ASEAN countries joined this successful program which got recognized from the ASEAN Secretariat officially. This year, we inaugurated the EU Institute in Japan-Kyushu, EUIJ-Kyushu, a research education program funded by the EU and consortium of Kyushu University, Seinan Gakuin University, and Fukuoka Women’s University. This year we launched the Japan– Korea Channel College which is a collaborative educational program of Kyushu University and Pusan National University.

146 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 147 Borderless and Creative Education Borderless and Creative Education CREATING A FUTURE BEYOND BORDERS: R2020 VISION OF RITSUMEIKAN

Yoshihiro Taniguchi, Special Aide to Chancellor, Ritsumeikan University, Japan Thank you for the introduction. First, I would like to thank Dr. Suh and the people who organized this event. I am pleased to have the opportunity to present to you with Ritsumeikan Academies’ vision R2020. I joined this forum today as representative of Ritsumeikan Universities. I’d like to begin with a brief introduction of the Ritsumeikan Academy. The Ritsumeikan Academy consists of two universities and comes from Shiga, and Homma comes from the Asia Pacific Universities in Oita, Beppu city. The Ritsumeikan was officially founded in 1900 as a private university. Ritsumeikan means a place to establish one’s destiny through the cultivation of one’s mind. The founding spirit of Ritsumeikan is freedom and innovation, and we are committed to a coeducational philosophy of peace and democracy. In accordance with the principal in the mission stated in the Ritsumeikan charters, the Ritsumeikan Trust established a committee of work on developing the Ritsumeikan vision for 2020, the academic vision R2020, creating a future beyond the borders. The three pillars of the academy’s vision of the R2020 are as follows. First is to promote the development of the learner-centered environment and the way we aim to transcend various borders, so our students may learn more self-directed models. Second, we aim to develop an environment, with researchers abroad, together, from the outside or within the academies and cross borders such as academic fields, organizations, and nationalities and societies. Third, we strive to develop academies. We are all people. Beyond the borders, we can come together and experience the joy of learning. Those who are together here, we learn to see the relation between the visions and nature as well as a place found in society.

148 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 149 Borderless and Creative Education Borderless and Creative Education As described in our R2020 vision, there are many borders including nationalities, organizations, disciplines, communities, etc. How can we transcend borders in academia? We are presenting three educational systems. One is trans-border internationalization of education. This is academic exchange programs, double degree programs of the master and doctorate programs, but also some offshore training programs and internship programs. Second, the translational research is collaborations among academia, industry, and government. It is very important for the basis of science to get transferred to the industries. Third is a trans-border science that is interdisciplinary among technology, natural sciences, social sciences, and humanities. It is very important to do collaboration work with society. So we can cross borders in academies as you like. So I’ll show that this is a university educational program now offered, not only for the regular studies abroad, but also to provide a great opportunity to earn a double degree. I’d like to show the three examples of translational research education, and translational sciences of RU. RU is one of the 13 universities selected with the Japanese Ministry of Education of the Global 30 Project or established core university for internationalization. The government’s 300,000 international students program aims to increase the number of international students studying in Japan to 300,000 by 2020. This is the statistical data of the number of international students of the Ritsumeikan University and the Ritsumeikan Asia Pacific University. So in 2011, there are 1,200 international students Translational research is one of the main concepts of the Ritsumeikan Biwako- from 34 countries and regions at RU placed within the top 20 universities for the total Kusatsu Campus. Where the science and engineering colleges are located is a whole basis number of internationalities. The APU got ranked the highest in Japan in creating multi– of research to be carried out by the university and the benefits go to society. The industries cultural communities. RU aims to increase the number of international students to about 4,000 promote collaboration research between different academic fields. And collaboration in by 2020, which is equivalent to 10% of enrollment at Ritsumeikan University. joint technology development with a company leads to the development of new products. RU aims to establish a world-class educational system and distinctive center of Additionally, the transfer of technology between nations, for example, Vietnam and Japan, excellence in numerous fields, education, and research. To achieve this goal, RU has been is undertaking from overseas funding. Such initiative also has promoted active exchange of promoting a wide variety of programs and systems with a growing number of students faculty, students and research. participating in dual degree programs with overseas partner universities. RU’s effort and Finally, the unprecedented disaster of the Great East earthquake had a powerful approach for internationalization is highly regarded by institutions and universities abroad. impact on Japan and its citizens, researchers, and university staff engaged in science and The concept of fostering globally proficient science and engineering graduate technology. Recovering from the earthquake, we feel that such disaster limits the boundaries students, GRGP programs, is one of RU’s core strategies toward internationalization. GRGP of the roles of the conventional individual scientific field and the relationship with the aims to develop researchers and engineers in the field of science and engineering who will society. RU sees a part of the future project to address the limit. We have been exploring the actively participate in the international community. This program targets graduate students future of the human race and science technologies. Here, you can see some examples in the who are highly motivated to seek a career in the international field and join the collaborative areas which we have worked actively to transcend this border between the academic field of training at overseas companies, participating in joint research with overseas universities. science and technology, social science and the humanities. Thank you very much.

Tod A. Laursen Thank you very much, so changing speeds a little bit. Our next speaker is going to talk to us about the globalization of higher education. He actually comes to us as a specialist in this area. Dr. Bae earned his Ph.D. from Florida State University in education policy and currently serves as the director general of the International Cooperation Bureau at MEST in the Republic of Korea. So let me turn the floor over to Dr. Bae.

150 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 151 Borderless and Creative Education Borderless and Creative Education GLOBALIZATION OF HIGHER EDUCATION

Seong-Geun Bae, Director General of International Cooperation Bureau, the Ministry of Education, Science and Technology, Korea Thank you. Good evening. It is my great honor to present at such a prestigious forum in 2011. First of all, I wanted to show a very short movie clip to you. It is a scene of Koreans who are eager to learn in the 1950s, right after the Korean War when there was almost nothing left. Thanks to generous assistance from the international community combined with the Korean government’s efforts to develop the country, the Republic of Korea was able to accomplish economic development and democracy within one generation, becoming an active member of the current international community. The driving force of Korea’s social and economical goals during the last half century, as you might know, was education, science, and technology. For another leap in the 21st century, the Korean government set nurturing creative science and technology talents as one of the major policy goals. To this end, the Ministry of Education, Science and Technology, MEST, where I am now working, is pursuing various policies for the globalization of education, science, and technology. Hence, the theme of the forum today is highly relevant to the enforcement of the policies of MEST.

As you can see in this slide, the global mobility of excellent talents is getting more and more active. The number of worldwide foreign students in higher education is expected to rise from 2.1 million in 2000 to 5.8 million in 2020. As of 2011, there are almost 90,000 foreign students in Korea, which is on a continuous rise. To attract foreign students, the Korean government has established and implemented various global education policies such as the enhancement of the universities’ international competitiveness and expanding the government scholarship, which is the Global Korea Scholarship (GKS). Every year we invite around 500 foreign students from all over the world

152 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 153 Borderless and Creative Education Borderless and Creative Education with Korean scholarships and facilitate the recruitment of world-class education and research In order to accomplish economic development, one of the most important things for institutes and introduce the qualification system of foreign students for student recruitment Korea is attracting foreign research institutes and learning the basic and original technology capacity. Overcoming the differences in language and cultures, Europe is nurturing, as you from them. With the efforts of MEST, Pasteur Institute Korea was established in 2003 and may know, competitive Europeans through the Erasmus Mundus Program, which stands for also the Scripps Research Institute in 2009, Max Planck and Fraunhofer have already either European Reason Action Scheme for the Mobility of University Students. been established or are about to establish their campuses in Korea. In the same context, Korea, China, and Japan will start the Campus Asia Project Under the global R&D Center Program, 24 international R&D centers are set up next year, which stands for a Collective Action for Mobility Program of University Students in cooperation with renowned institutes, including RIKEN from Japan, CNRS, and Los in Asia. For example, students at KAIST will go to study in Tsinghua University for one Alamos, as of 2011. As Korea’s research capacity increases, there are growing calls for year and then another year at TokyoTech. After graduating from KAIST, he or she will Korean participation in large-scale international research, such as ITER and CERN. MEST get double degrees from KAIST, Tsinghua University, and TokyoTech. Student exchange also expanded support for the European branch KIST, not KAIST, KIST, to promote science among the three countries, I mean Japan, China, and Korea, through academic recognition of and technology exchange between Europe and Korea. KIST Europe will be able to serve credits and dual or multiple degree programs is the key to the Campus Asia Program. I hope as a platform for Korea’s participation in cooperative researches in Europe, including EU this program will be developed into a student mobility program for all universities in Asia framework programs. I have another example, but I will not talk about it. eventually. Next, Korea is building up an international science business belt from next About the teacher exchange, the Korean government is also pursuing excellent year, which is a new project at the national level. To be a sustainably growing city with a teachers overseas for the expansion project to have them contribute to global educational technology transfer office to activate commercialization, a heavy iron accelerator will be development. We have excellent teachers in this country. Through the designation of the installed as a part of a large research facility, which is highly useful for basic sciences such global teacher university, MEST will learn dual or multiple degree programs with overseas as physics, biology, and nuclear and the energy sector. Also, Korea has a plan to establish colleges of education, expand foreign teaching practice for free service teachers, and operate and operate a world-class basic science institute that will be an autonomous organization. We various programs to help Korean teachers obtain teaching qualifications in foreign countries. are going to invite 3,000 researchers from all over the world. Now, I invite you to this new MEST already launched the teacher exchange program in the summer of 2011 with advanced Korean project from next year. countries such as the United States, Canada, and the UK. Meanwhile MEST is running Korea will serve as a hub for science and technology education research by overseas training programs in collaboration with world renowned research institutes, such promoting the active exchange of outstanding researchers and research institutes, as well as the Europen Organization for Nuclear Research (CERN), to enhance the science teachers’ as universities. The globalization policy in the fields of education, science, and technology competence. will help strengthen the roles of global research universities in leading the knowledge- Celebrating the 20th anniversary of diplomatic ties between Korea and China in based society. I’m afraid we didn’t have enough time to look at each policy and program in 2012, MEST will start with the Chinese government on this teacher exchange program. We detail, but I am more than sure that this brief presentation sparked your interest in Korea’s will invite 200 Chinese teachers to Korea, and also we will send out the same number of globalization policy in the fields of education, science, and technology. I look forward to Korean teachers to China. Both teams of teachers will teach in regional schools. Chinese your active participation in Korea’s new projects. Thank you very much for your attention, teachers will teach in Chinese in Korean schools, and Korean teachers will teach in Korean and have a happy stay in such a colorful season in Korea. Thank you. in Chinese schools. Also, we are now working with developing countries such as Sri Lanka, Philippines, Thailand, Mongolia, and Indonesia, so Korean teachers will be sent to these Tod A. Laursen developing countries from next year. Those are the starting points for teacher exchange Thank you very much. Moving along to the next speaker here and sort of save our questions among the developing countries and advanced countries. for the discussion period. Our next speaker is Jae Hoon Kim, who comes to us from Samsung Since we looked at Korea’s policy, it’s time to see other countries policies for the Heavy Industries. I am proud to say that he is a fellow mechanical engineer. I was glad to see globalization of education. China is implementing the “Cheon-In” Plan and 111 Plan to that. He has a very varied set of industrial and research experiences in the aerospace industry attract the world’s most talented people. Singapore is putting efforts in developing into a hub and defense in his current activities, as you can see, with Samsung. Dr. Kim the floor is of education by bringing foreign educational institutions such as INSEAD, Stanford, and yours. MIT. Japan too aims to attract 300,000 students by 2020. Korea also is calling for the policy on borderless universities by brining renowned foreign universities. The Korean government plans to attract world-class universities specialized in each free economic zone. For example, STC Korea from the Netherlands in Gwang Yang and the FAU campus from Germany in Busan are already established and SUNY – Stony Brook in Incheon also will be open next March. Also, Korea has attracted NLCS from England, Chadwick from America, and Dulwich from England to provide high quality education for domestic and foreign educational consumers.

154 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 155 Borderless and Creative Education Borderless and Creative Education AUTOMATION IN SHIPBUILDING PROCESSES

Jae Hoon Kim, Executive Vice President, Samsung Heavy Industries, Korea Thank you for your generous introduction. I feel so honored today to have the opportunity of giving this presentation as one of the presenters from the non-academic sector – actually, the only one from industry, I think. What I’m saying in this presentation is very simple: how important cooperation between universities and industry is. That is what I am going to say. This title looks rather technical. Yes it’s true, it’s technical, but most output from these technical matters came from cooperation. That’s why I have this title here. Then, why shipbuilding? You probably know Korea is top-ranked in the world in this business, the shipbuilding industry. I’m going to quickly review some features of the shipbuilding industry and the production process. In the next part, I’m going to show some examples where cooperation was very successful. Well, the shipbuilding industry is very sensitive to the worldwide economic situation. In 2007, the world economy was excellent, so about $260 billion was invested by ship owners. However, in 2009, we had very little investment from the shipbuilding industry. This industry has a single global market. There are only 200 owners, but thousands of builders there. Therefore, competition should be very high. Also, up to now, this industry has been labor-intensive. Labor costs are more than 30%, so we need to transform this industry from labor-intensive to technology-intensive. Shipbuilding can be broken down into two processes: information process and production process. I’m going to focus only on the production process, which is dealing with material like sheet metal or paint. The shipbuilding process is called the block assembly process. First, make blocks, then assemble those blocks into bigger blocks, say mega blocks. Then, mega into giga, and finally, into a ship. This is called the block assembly process. Among all the processes, as you see here, welding and painting were the main processes. For example, the welding length of a VLCC is about 800 km, which is about the same as a round trip distance from Seoul to Busan. The block structure is very large and complex. It’s very harsh, so we cannot use mass production technology for shipbuilding, also because the working conditions are not uniform. Automation or robotization should require all these features: safety, mobility, intelligence, robustness, and reliability. I’m going to show you some examples that were successful due to cooperation.

156 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 157 Borderless and Creative Education Borderless and Creative Education This sub-assembly welding robot is a completely multirobot automated system. This one was also developed and installed in the actual shipyard. This was also done by cooperation between KAIST and Samsung Heavy Industries. KAIST developed some sensing system, which is required for recognizing the environment by the robot system itself.

This is just showing some of our work, which is a thermal forming robot. Before we developed this automatic system, only workers with more than ten years experience could make this curved plate. SNU (Seoul National University) and SHI have worked together for about seven years. After that we got these results. SNU was working on software and Samsung Heavy Industries worked on hardware systems. There was very good cooperation between us. This is what we call spider robot, which crawls on the wall. The difficulty with this was for the robot to find the welding seal exactly with 0.1 mm accuracy. The size of this plate is 40 meters, but we need the accuracy of 0.1 mm. This was also done through cooperation between KAIST and Samsung Heavy Industries.

158 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 159 Borderless and Creative Education Borderless and Creative Education Our last one is painting – we call this one the flying carpet platform. We needed some creativity for flying metals because for painting we cannot work on the plate. That’s SCIENTIFIC COLLABORATION: why we need flying metals. We developed this one, and we are about to install this system SUPPORTING RESEARCHERS AND into an actual shipyard. This was done also in cooperation with KAIST. There are also dimensional accuracy problems. We are almost finished. We want to ACADEMIC DECISION MAKERS THROUGH assemble those blocks like children, easily interlocking LEGO bricks. But, we don’t have the technology for doing that, so we are now developing, with KAIST, the so-called FACOS INNOVATION (Fusion Accuracy Control System). Actually, for 16 years, Samsung Heavy Industries and KAIST have run cooperation Michiel Kolman, Senior Vice President, Elsevier, the Netherlands programs for every engineering area. For the future to be successful, for example, in the Great to be here, the only publisher – very good. This is the last presentation, and I EPCIOM project, we need interdisciplinary cooperation between universities and industries. think we are at minus 15 minutes, so I will make it quick. We have seen today, when we talk Thank you. about trends, we see funding pressures; evaluation of research activities is very important, the mobility of resources. We have seen advancement in technology and internationalization. Tod A. Laursen Now, what does it imply for you and also for us indirectly? It implies competition, Thank you very much Dr. Kim. So we have come to the last lecture of this session. It’s going collaboration, efficiency and effectiveness, and accountability. Today, I’m going to be quick to be given by Michiel Kolman, who is the senior vice president of Elsevier. This is a very – I will only focus on collaboration. interesting background also; we have seen several today. Dr. Kolman actually comes to us We have seen a rapid growth of research papers. Not surprising of course, the US is with a Ph.D. in astrophysics from Colombia and has obviously made his way into a place still growing, China is growing rapidly, and also the European countries are growing. There of leadership in the academic publishing community. That’s probably an interesting story are new players here as well, I hope. Yes, there is India. So we must watch out for the new in and of itself. But he’s going to tell us a little bit today about bibliometry, actually. So, Dr. emerging markets. Kolman. I was going to talk about collaboration. You see an interesting trend that, if we see for the last ten years or so, the percentage of papers that are written with more international authors, is going up. It started around 27% and now it’s closer to 37%. Therefore, it’s a global trend to have more international papers. I want to discuss collaboration with you and also how one could collaborate in areas that are your strength, so the kind of right type of collaboration. First we have to answer, what are my strengths? Luckily, we have been working in the area of bibliometrics to answer questions: what am I good at as a university? Or what am I good at as a research nation?

160 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 161 Borderless and Creative Education Borderless and Creative Education then soon, you will see some non-Japanese institutes. For instance, there is INFN, an institute strong in nuclear and high-energy physics in Italy. There is another Italian institute in Padua, Padua University, which might be interesting for you. They are more international and also, they don’t aim at the absolute top, but they are very happy with good universities. We can track here the number of co-authored articles. For instance, the University of INFN has 314 articles together. Of those, 251 are in their competencies – the strength area of Waseda. It seems like they have figured out that there is a very close collaboration with INFN, exactly in the area they are good at. Now we can take this one step further. I am zooming back to the University of Tokyo. We can also suggest, if you want to expand your network, which universities would be logical candidates you can collaborate with in the future, but you are not collaborating with today. For instance, this just happened by chance, but it happens to be the Vrije University from Amsterdam, from my own hometown. They have many articles in the key competencies, which are also identical to the University of Tokyo. The University of Amsterdam and Tokyo University have very matching strengths in research output, but they are not collaborating together. You can see there are some examples from China as well. These are very good opportunities for universities to work with.

We produce maps like this. This is actually from an Indian university. Every circle you see here, is an area that this university is outperforming other universities. The larger the circle, the more activity, the more publications. Also, the location determines how interdisciplinary it is. I don’t know if you can see the pointer, but right here in the middle, very interdisciplinary, has contributions from engineering and computer sciences. This university is very active in computer science, physics and math, especially chemistry, engineering, earth science, and biotechnology. In fact, it’s a very typical Indian university. I was there at the beginning of this year, and chemistry is what they are good at. If you first established what your strengths are and we can do this for all your universities or research nations. We just did this in the UK, for instance, in a very in-depth study. Then you can see who you are collaborating with. I took the leading university here in Asia, the University of Tokyo, so Professor Matsumoto might be happy with this. We can then map, which universities the University of Tokyo is collaborating with. This is based on articles with authors from both the University of Tokyo and the other collaborating institute. What you see, for instance, is there are 335 collaborating institutes in Japan alone and more than 500 in the US. This, of course, is an interactive map – you can click on it and find out exactly who the institutes are. Now we have established collaboration. We have established what you are good at, and then we can look at which are the top collaborators, in this case, for the University of Tokyo. This is a very long list, but I can tell you that the first 30 are all Japanese. Not so surprising. It’s Riken, Kyoto University, Tohoku, so the major players in Japan. It is a bit surprising because it’s very Japanese. The first non-Japanese is Seoul National University, so not far from here. Then, on number 36 is Harvard. We see that the University of Tokyo is very much focused on collaborators in Japan, and if they leave Japan, they go for the absolute top – so right for Harvard. Just by comparison, I took another university, also from Tokyo, called Waseda – a private university. They have, not surprisingly, the University of Tokyo as number one. But

162 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 163 Borderless and Creative Education Borderless and Creative Education This is collaboration at a country level. These look like some very ugly death spiders, but I’ll explain it to you. What we can see here are the top collaborators. The closer they are together, the more intense the collaborations. Before 2000, it’s very much a Western group of nations: the US, the UK, the Netherlands, and there is one non-Western country, Japan, highlighted in yellow. This was done from a study for the Royal Society. More recently, we see that collaboration has intensified – it’s even messier with more lines. Australia enters this group of collaborating countries. We can track this, and you can do it for all countries.

You see that the citation per article, an indication of quality, is going up dramatically. It goes up from 2008 from four if they all come from one country. It’s more than 11 or 12 if you have authors from five different countries. From a bibliometric perspective, collaboration helps. Just to summarize, the number of articles is going up. It’s challenging to understand the overall activities of your researchers, so we can help with understanding collaboration patterns. It’s based on co-author analysis. We can help visually understand the collaborations you have today and give very detailed potential opportunities for collaborations in different disciplines or overall. Finally, Elsevier is also a publisher. A quarter of all the authors Here, we just took a group of African countries. You can see far better how things worldwide are published with us, but we are moving far more into becoming a partner for are changing over time. There are some new players as well. You probably cannot read it, but university strategy planning. Great, thank you. surprisingly it says Libya here and Egypt there. I don’t know what their scientific output will be from these years, but they have definitely started collaborating much more and entered this group of collaborating countries. Why do you think you bother with collaboration? We can test this from a bibliometric perspective. We looked at articles that have authors from only one country, authors from two countries – so already a little bit international – and authors from five different countries.

164 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 165 Borderless and Creative Education Borderless and Creative Education OPEN DISCUSSION

Tod A. Laursen: Thank you very much, Dr. Kolman. In fact, I think we should actually thank all of the speakers. It will give us a chance to stretch a little bit, too, before our discussion. So let’s thank all of our speakers from this session. I think we would like to open the papers up for a collective discussion, maybe to give people a chance to think about this a little bit. I had a question that was on my mind, that I actually wanted to direct to Dr. Wissler. Until this last session, we focused quite a bit on borders outside the university, borders between countries, and trying to break those borders down. I think you brought to head an interesting point which is to do the type of scholarship we want to do and create the sort of creative scholars that we would like to create. Breaking down internal borders can be just as much a challenge. I wonder if you could expand a little bit more on what some of the challenges have been in your faculty in accomplishing that. Sometimes getting by from the previously existing units is a challenge when one wants to do something like that.

Rod Wissler: Sure, I think we are all aware of the long-standing existence of academic tribes. I think each of us has our own academic tribe that we identify with, and really it’s a comfort zone within which we operate most of the time. I think there was another speaker today who referred to the importance of creating common languages if we want to undertake interdisciplinary work. I guess, our experience, both in terms of my own faculty, but also in terms of QUT more broadly, is that sometimes it needs very strong leadership decisions or top-down decisions to reframe the borders in order to make them a little more porous. I think that in terms of a management challenge, it’s a matter of setting the rewards for behavior, in such a way as to reward those who buy into cross-disciplinary work. It really is a gamble on the extent to which it really is interdisciplinary work, which is going to solve problems that the world faces and the interdisciplinary solutions are going to be recognized, within the reward structures of universities, within the reward structures of national funding agencies, etc. That is quite a challenge, I think, because it’s certainly the case that national funding structures can be strongly conservative in terms of the operation of the disciplinary tribes, which are often empowered to make decisions. All too often, those decisions are too conservative, and they are not necessarily focusing us toward the solution of real-world problems that we confront.

Tod A. Laursen: Ok, do we have any other questions or comments on the floor? Yeah, Arden?

Arden L. Bement Jr.: We talk a lot about interdisciplinary research, but often times, interdisciplinary is within a field of science. For example, natural scientists working with one another, social scientists working with one another, but bridging the gap between social sciences and the natural sciences, or even the humanities and the natural sciences, is often times a very big gap. For example, in many cases, it’s a matter of asking the grand challenging question or problem, where each participant can see themselves in the solution of the problem so that they are working on something that has mutual interest, rather than an upper and lower collaborator in the nature of the problem.

166 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 167 Borderless and Creative Education Borderless and Creative Education In other cases, it may be the tools that are necessary because social scientists use statistics Lars Pallesen: Yes, I have a small comment in a completely different direction. I suppose more than mathematics, and natural sciences use mathematics and statistics, but usually it’s a word of caution, whether we should be careful not to overstress, toward our students, mathematics more than statistics. There is a lot of overlap in the use of the mathematical the value of educating them cross-disciplinary. Because all of us know that solutions to sciences. Modeling could be different. Merging databases could be different. And yet there many of the world’s problems require cross-disciplinary work. But you can supply very little doesn’t seem to be much attention to that or very much funding provided by national funding assistance in doing such work if you don’t master any discipline at all. agencies for working on those types of interdisciplinary problems. But the global issues that There was an experiment in Denmark some years ago where one of the universities offered we are facing today absolutely demand it. an education where you got into law school half of the time and into business school half of the time, so you were sort of cross-disciplinary. These students have had very great difficulty Tod A. Laursen: Yeah, I think that’s exactly right. It reminds me of another question I kind in finding a job, and they would not be very attractive in cross-disciplinary work because of wanted to pose to Dr. Morrison. I thought you told a very compelling story of how these if you want to commercialize an IPR you want a damn good lawyer and a damn good virtual institutes can facilitate this borderless education. I was sort of interested in your businessman. To go into this cross-disciplinary, you need to have a discipline. That was just perspective, as somebody who funds research, works a lot with different research entities my little comment. worldwide – remembering this other half of our theme today: creative education. To someone who is trying to move a certain field of endeavor forward, and looking at collaborative Tod A. Laursen: Yeah, I would certainly second that. A rather blunt colleague of mine at a institutions that can help do that, what do you find yourself valuing in terms of creativity in previous institution told me that if you want to do interdisciplinary work, you better bring a the scientists and engineers that you work with? If you put it positively or negatively, either discipline. I think its pretty good advice. Other comments on the floor? way you want, but maybe what do you see missing, perhaps, that those of us in the business of education could help provide better in this regard, with respect to creativity particularly. David Morrison: Yes, in response to that. Astrobiology is certainly cross–disciplinary. It’s not as difficult as being in the social sciences, but still, getting biologists, geologists, and David Morrison: My experience in the virtual institutes has been that we have really tried physicists to talk together is hard. The most successful graduate program at the University of to give the leadership to the academic members. We just set top-level goals, and we select Washington in Seattle tells their students at the beginning that they should expect to spend at them for five-year terms. As one of our first directors, Barry Blumberg, said, “If at the end of least one extra year in graduate school in order to do publishable research in both a biological four or five years, they are still working on the subjects that they said they would work on, science and a physical science. We don’t have enough of a time base to see if they’d become they have failed,” that they should be creative enough. It’s not up to the funding agency, in great scientists and get jobs, but that’s their approach. The students accept that extra load. my opinion, to try to second guess what people are doing if you have once selected the top people in the first place. A. Neil Pappalardo: I’m obviously not a university person directly, even though I have a big involvement at MIT. The thing that I have been wondering about for most of the day is, Tod A. Laursen: That’s good to hear. I’m not sure it actually always works that way, so it’s there is obviously going to be a major transition as we use the digital highway to educate, nice to see. Other questions or follow-up comments from the floor. and by the same token, for students to learn. But I’m continued to be struck by how this will fundamentally affect residential universities. It would seem to me, at a conceptual level, Abdul-Rasheed Na’Allah: Borderless education, the way we have been discussing, seems we will, over time, lessen the need to learn by going to a residential university. At the same to be the key phrase in this meeting this year. There was this presentation much earlier about token, most of us in the internet world consider it to be essentially free. We certainly believe, how developed and developing countries can come together in terms of provision of and in the future, that many schools will provide a system to educate anybody at any time, sharing resources. Areas of strength may be different. For example, in developing countries, anywhere. Three As: anytime, anybody, anywhere. you have human resources and you have natural resources, which are much needed in What I fundamentally wonder about is, so much of it will end up being free, that it seems to developed countries in ways that two areas or two worlds can actually share in a kind of me we are going to have trouble as a society, in the future, to support residential universities. provisional and borderless education. I personally think instead of just discussing these, we It’s only a comment and a belief I have. That’s all. I’m glad I have my job in industry. might want to take and put an action right here by having some of us meet to see what we might be able to do to forge this idea, especially along the model that he is proposing. I think Arden L. Bement Jr: Well, you raise a very interesting point, Neil, because the usual a few of us might want to meet, maybe after dinner, to talk about what we might want to do argument for having a resident university is social networking. And guess what? We use in making this a reality for us. And if you want me to suggest, I will volunteer myself, and social networking through Facebook and Twitter at the university. As time goes on, those I think the president of KAIST, himself, being the person who is proposing this, and a few could be easily separated. of us can actually meet. I think I mentioned it to the president of Berkeley, if he is willing to be a part of this, and five or so of us can meet to take this forward, if this is acceptable, after Rod Wissler: I have a contrary view there, as I see the digital natives coming to university. dinner today. These are people who have grown up with a computer in their hand. I see continuing evidence of the new valuing of face-to-face interaction in real time, in the flesh, among

168 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 169 Borderless and Creative Education Borderless and Creative Education those young people. I think they are so used to operating in the digital environment that it’s better, or having a video of the lecture that the student can go back and forth with? I think not special. What’s special is the face-to-face interaction, and to that extent, I think there we need to really be careful as we move forward because this face-to-face, and I know in will always be a role for the kind of professorial input. As Professor Suh was talking about my country Ghana, there are some faculty and leaders who don’t want to hear about face- the I–Four program, what the internet allows us to do is to deliver certain content in a more to-face or online education. They disagree, they think it is bad, they think it is not good, but efficient way, which frees up the human resource to interact in new and more wholesome as leaders I think we need to be serious about what potential it can have in the future. If you ways. I see that in the students as well as in terms of the relationships between professors look at the dynamics, a lot of things have changed. We need to be serious about this face-to- and students. face issue. Very soon, personally I think, maybe not in our lifetime, it is going to fade away because I have a daughter who is 13 years old, and she now thinks that even picking up the Jane Grenville: I think I’d have to agree with that. What I find is that, increasingly, the phone to make a call to a friend is a piece of cake. She thinks that sending email is a piece Facebook generation is quite keen to sit down in a bar and talk to each other. I think that’s of cake. If you have the ability to text, why do you even email? And if you look at Professor quite important. To come back to the I-Four idea, the only way which you can sell that kind Suh’s argument for starting this I-Four program, you notice that the students’ lifestyle of of Internet–delivered podcasting or lecturing is to say it will increase the kind of one–on–one learning has changed significantly. So we need to begin to look more into non-conventional attention that you will get from your professors because they will be freed up for that time. or the status quo of delivering our classes, which is face-to-face, and move on into other So I think increasingly, perhaps, what the social media have done is to increase the hunger aspects. Thank you. for face-to-face interaction, both between students and between students and professors. Christoph Guy: I want to answer Neil’s question with another question. Are we young Tod A. Laursen: I guess I find myself agreeing with the last two of you. In listening to enough to have an answer to your question? So maybe a proposition is for next year’s forum. Professor Suh’s presentation earlier today, I think a certain part of this may be recognized Why don’t we invite three or four very good leaders of our students to maybe give us an as a reality of actually how students have been learning for a while now. Certainly, for answer to your question? engineers, what I find is that less and less of the real learning happens in the classroom – more and more of it happens from each other in a pretty collaborative way. I am not really Tod A. Laursen: Yeah, that is a very good point. I found myself wondering that a couple sure I am convinced yet; there may be a time when that quality of collaboration can happen times today. We might have some experts we could bring in on this. I want to thank in the same way virtually. Certainly VR technology is coming along, but I am not sure that everybody for their comments. I think at this point I will turn things over to President Suh, day is with us yet. who can lead us in the wrap–up discussion. I guess the other bias I have here may be a little bit similar to some of the experiences that sit across the room from me. My kids are both musicians; they are both classical musicians. I am quite confident that musicians are actually quite crazy about technology. They use it quite a lot, but when it really comes to putting a collaborative effort together, you can’t do it virtually. I think there are a lot of the things we do, in both the arts and technology, at least, which are the areas that I know best, that are just difficult to do at the same quality virtually.

Jane Grenville: I think that’s having a knock on our building programs as well because every building we build, we have to put some collaborative learning space in for them. They won’t tolerate us building buildings that don’t have that.

Robert A. Baffour: I have distinctive view on this face-to-face issue. Personally, I think face-to-face will come to almost an end, maybe not in our lifetime because with population polluting the way it is going now, I don’t see how face-to-face will be very meaningful when you have about 200-300 students in a class. I don’t know if you can really call that face–to– face or not. There are various countries where, I understand, you may even have about 1,000 students in one classroom. If you have 1,000 students and no students ask questions, is that really a face-to-face class? Let’s compare that to where the student has access to the same video lecture. If a student doesn’t go to class but gets the video lecture and can go back and forth on the video, which of them is better for the student? Is the student sitting down in the classroom, no access to video, maybe sitting in the front row, not asking any questions, with maybe 1,000 students

170 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 171 Borderless and Creative Education Borderless and Creative Education CLOSING REMARKS

Nam Pyo Suh, President, KAIST, Korea I guess by now some of you are clearly exhausted, is that right? I hope it was an enjoyable learning experience for all of us here today. Certainly, it was a great opportunity for me to think here and contemplate. Education is a very complex business. There are as many diverse views as there are educators, maybe as many as students we have in our universities. I would like to wrap up this forum by making a couple of observations, which may be somewhat unique in Korea and perhaps in some other countries. When I look at the Korean situation here, where Korea is competitive and where Korea is not, I make one very simple observation. Korea has become very competitive in areas where they have become global. If you take Samsung, Samsung is a global company. They are very competitive. In fact, they are very efficient. Indeed they have become one of the largest, actually the largest commercial electronic companies in the world. You can say the same thing about shipbuilding, and you can say similar things about many industries where Korea has done very well. But Korea is not very strong in fields, in areas, where Korea did not go outside to compete. Many Korean universities hired a lot of people who got their Ph.D.s overseas. But many Korean universities really did not go outside of Korea to compete with the best institutions in the United States, the United Kingdom, and other countries. It’s my conjecture that if all South Korean universities went outside of Korea to become the best and compete with the best, these Korean universities would be much stronger than they are today. They are strong, but certainly they could have become much stronger by going outside. When we talk about the major theme of this forum, which had to do with borderless and creative education, we have to look at the word “borderless” carefully. Indeed, if I make an observation, which may not be very popular here in Korea, it’s that Korean universities have built very strong borders around each institution. Yes, sometimes they do steal professors from other institutions. But very rarely they hire their presidents from other universities; it’s always internal people who become leaders of their institution. It’s my observation that that has been one of the factors that somehow impeded the progress of Korean universities. Let me make a comparative observation. The president of Caltech used to be provost at Georgia Tech. The current provost at Georgia Tech used to be dean at UC Irvine, and before that he was department head at MIT. The current president of MIT came from Yale; she was provost of Yale. We can go on and talk about how different institutions bring people across their borders, across the doors of their campus, and then change the institution. It’s not necessarily true that people coming in from outside are better, but certainly they come in with somewhat different perspectives and somewhat different culture. So this question of border that we talked about today, borderless education, has a lot of different implications. Today, because of the make-up of this group, we talked about the border between nations, border between disciplines, and border between many different things, but also I’d like to submit to you that if institutions close their borders and do not have exchange of people, exchange of leadership, then that institution, perhaps, will not grow as much as they could if they opened up their borders and welcomed different ideas and different spirits.

172 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 173 Borderless and Creative Education Borderless and Creative Education This situation that I described in Korea may also be true in Japan. I have a lot of friends and former students in Japan. Unless they are professor of that institution, they can Dinner Speech never go into leadership in that institution. I have many excellent colleagues at KAIST who would make excellent presidents of universities in Korea and elsewhere. I was saying this Dong-geun Seol, Vice Minister of Education, Science and Technology, Korea in part, hoping that some of my colleagues will be asked to come and run other institutions. Distinguished guests, university representatives, and delegates from various sectors I think that’s a very important thing that we somewhat should consider because we are of society, I am honored to extend my greetings at the closing ceremony of this year’s defining our borders too closely, and we are making a very rigid war between the institutions, International Presidential Forum on Global Research Universities. Most importantly, I which does not help in the advancing education and research. would like to thank you for your dedication and commitment in the exchange of ideas for There are many things that we talked about here and it’s difficult to summarize the enhancement and enrichment of higher education. I believe the exchange of great ideas all of them, but I think one of the important things we did today was sharing information. I throughout this forum has allowed us to celebrate the gift of human imagination. I would also learned a lot about what’s going on in your country and in other institutions that I would not like to express my heartiest appreciation to President Suh and Professor Im for organizing have learned without having this forum. In that sense, speaking for myself, this has been an another successful forum. extremely successful forum. The increase in interconnectedness in all aspects of today’s society has allowed for In a mere eight hours, we exchanged creative information. Fourty one institutions education to no longer have to be restrained by geographical limitations and provided us with from 27 countries were represented, and although no one had enough time to talk about numerous options and possibilities in creating new ways to educate the leaders of tomorrow. everything they had in mind, at least we had a glimpse of what it is that we all are trying to It is the responsibility of research universities around the world to utilize the resources do. In addition to learning from each other, I think we have discussed many topics such as created by the advancements made in science and technology. Now, more than ever, is the the one that I talked about. Obviously, it’s one of the topics that I am very interested in, I– time for various institutions to collaborate on acknowledging and solving global problems Four, and hopefully, we will have an opportunity to discuss some of these topics we shared pertaining to mankind. In correlation to this year’s forum, “A Borderless and Creative today in greater depth in the years and days to come. This can occur here or elsewhere at Education,” it is crucial for us to enhance exchange between the three pillars of society: your own institutions. academia, industry, and government, to maximize the potential of our resources. Now that I have a feeling that some of the questions that we posed to each other and we could the transfer of information is limitless, we need to come up with creative ideas to utilize not perhaps answer them completely, like 3As, are the questions that may have profound this ubiquitous advantage. I believe that the combination of these two ideas and teamwork implications that all of us, someday, should try to answer by having other private or public among universities, government, and industry is the key to creating a roadmap for the future. meetings on many of these questions raised today. Each sector needs to create hypothetical solutions, and together, find ways to turn them into a Finally, I would like to simply say, it has been a great pleasure to have you here reality. in Korea and have you join this forum. I benefited a great deal, and I hope that you feel Society changes quickly and continuously and therefore, education must transform likewise. For those of you who are leaving Korea soon, I wish you a good journey and safe and evolve in order to adjust and conform to these changes. Just as in the theme of the trip back home. Thank you very much. book, The World is Flat, we must learn how to learn, teach ourselves to stay curious and innovative, if we are to excel in today’s society. Actions must be taken by universities around the world in order to remain competitive and I believe differentiating oneself through creative reform is the key in doing so. Now, more than ever, is the time for universities to make major creative reforms in order to foster the growth of tomorrow’s leaders. Creativity is an essential ingredient in solving global issues. As discussed in this year’s forum, we must not only dispose of geographical barriers but also institutional boundaries and come up with new and creative ways to shift the current educational paradigm. An emphasis must be placed on creativity and coming up with bold ideas. Creativity essentially pushes the boundaries of possibility and it is education’s responsibility to provide a new system in which an emphasis is placed on developing the creativity of students. Recent events around the world have shown us that we must listen to our youth, as the future is theirs, not ours. The current global plagues of financial and political instability are issues that we must inevitably tackle. I believe education needs to play the leading role in providing the answer to solving these current issues. Working together in the arena of a borderless and creative education with a common purpose will expand our circle of influence and at large, provide our youth and world a better future.

174 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 175 Borderless and Creative Education Borderless and Creative Education Alongside the exchange of insightful ideas and suggestions, this forum was definitely a pleasurable and enriching experience which challenged us to rethink the DECLARATION OF 2011 INTERNATIONAL fundamental problems of education and has provided us with direction for the future of PRESIDENTIAL FORUM ON education. It is my sincere desire that this forum will continue to serve as a hub for the exchange of great ideas, so that we may, together, create the leaders of tomorrow and GLOBAL RESEARCH UNIVERSITIES: solutions for global issues. Once again, I would like to thank all the participants that have taken the time to come and share your expertise in your respective fields. I wish you success BORDERLESS AND CREATIVE EDUCATION in all your future endeavors because the future critically depends on education provided by post secondary education. Thank you for your undivided attention.

176 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 177 Borderless and Creative Education Borderless and Creative Education International Presidential Forum The Crucial Role of Research Arrangements to conduct joint research involving international industries, academia, and on Global Research Universities government should be accelerated with a view to addressing the commanding problems of the 21st century, including the provision and preservation of energy, environment, water, Declaration November 8, 2011 food, and sustainability. International organizations need to provide stronger support for research and teaching universities’ efforts in this direction. Since its inception in 2008, the International Presidential Forum on Global Research A Network to Fulfill Global Needs Universities has played a vital role in creating a medium for the exchange of ideas between presidents and leaders of research and teaching universities, government, and industry. We are committed to concerted and steadfast efforts to further develop a cooperative network of global science and technology universities that can facilitate the flow of information, Participants have explored different methods of creating a platform for a tightened network, resources, and research personnel to realize universal advancement of science and with the aim of enhancing cooperation and efficacy of global research and teaching technology. Its ultimate purpose is to help the destitute in both the developing and developed universities while effectively utilizing technological advances that will aid in solving global nations and enhance the overall quality of human life. issues. This declaration has been drafted on behalf of the representatives at the 2011 International President Forum on Global Research Universities. I hereby endorse the statements stated in As the main objective, participants agree that a shift in the current educational paradigm is the Declaration. crucial to provide future direction for research and teaching universities, in order to train competent leaders who have the skills necessary to create a sustainable future. In pursuit of this overarching goal, we support these principles and commitments:

The Imperative of Change Current educational systems around the world need to be transformed in order to keep up with rapid societal changes and technological advances. Recent technological advances need to be implemented in a more efficient manner. Resources must be used efficiently to maximize the potential of higher education institutions and their influence on society.

Broad Cooperation to Address Common Needs Research and teaching universities recognize and share concerns pertaining to global problems of mankind. We have explored and will continue to explore possible methods and approaches in which higher education, industry, and government can work together to create viable solutions for dissemination throughout the world.

A New Focus for Education It is necessary to shift from traditional knowledge-based education to creative, student- oriented and problem-solving-based education. For example, the I-Four Education at KAIST will provide an individualized, IT-based, integrated, and internationalized education that can transform an instructor-based learning environment to one that is student- oriented. More broadly, the overall shift in methodology needs to nurture graduates from research institutions around the world, so that they are capable of meeting the demands of socioeconomic challenges.

178 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 179 Borderless and Creative Education Borderless and Creative Education Yong-Taek Im, associate vice president of Special Projects and OTHER PARTICIPANTS Institutional Relations at KAIST, is a co-chair of the annual KAIST International Presidential Forum on Global Research Universities. He received his B.S. in mechanics and design and M.S. in mechanical Hee-Beom Lee, chairman of STX Heavy Industries, Construction, engineering from Seoul National University in 1978 and 1980, respectively, received his B.S. in electronics engineering from Seoul National and Ph.D. in mechanical engineering at the University of California at University, M.B.A. from George Washington University, Ph.D. in business Berkeley in 1985. After one year of postdoctoral experience at Berkeley, management from Kyunghee University, and an honorary doctorate he taught at the industrial and systems engineering department at Ohio degree in public administration from Hoseo University. He has also held State University until 1989. After that, he joined the faculty of the department of mechanical the following positions: vice minister and minister of commerce, industry, engineering, KAIST, where he served as assistant dean of university planning and and energy (2001-2002 and 2003-2006); chairman and CEO, Korea coordination in 1991 and established the Office of International Relations in 1993. He also Productivity Center (2002-2003); president, Seoul National University served in the Korea Institute of Science and Technology Evaluation and Planning as director of Technology (2003); chairman, the Korea Commercial Arbitration Board (2006-2009); of the mechanical engineering division from 2000 to 2002 and editor-in-chief of the Journal president, of Korea–Arab Society (2007-2009); chairman and CEO, Korea International of Mechanical Science and Technology from 2006 to 2008. He was also the chairperson Trade Association (2006-2009); chairman, STX Energy (2009-2011); and non–executive of the ASPIRE League for the 2011 term. He received a Humboldt Research Fellowship Director, ESKOM (2008-2011). His current positions are as follows: vice president, from Germany in 1996 and was elected as a fellow of the American Society of Mechanical National Academy of Engineering of Korea; chairman, Haevichi Social Contribution Engineers in 2000. Prof. Im received the F. Staub Award in 2005, Johnson Gold Medal in Culture Foundation; commissioner, National Competitiveness Council; chairman, the Korea 2007, and GCMM Award in 2010. He was given a designated professorship from POSCO Employers Federation. He is a recipient of numerous awards such as the AMCHAM Award, in 2007. He was the dean of external affairs of KAIST from 2007 to 2010. He has authored Order of Service Merit Medal (1st Level Blue Stripes), and Medal of New Governance over 140 papers in international refereed journals and 42 domestic refereed papers. He also Leadership. He is also the author of European Integration (Nov, 1997, 2nd edition in Jan. has 12 international and domestic patents. 2007). Adnan Akay, vice president of Bilkent University in Turkey, joined Dong-geun Seol, vice minister of Education, Science and Technology, the university in 2009 as the founding head and vice president of the received a B.A. in education at the Busan National University of Education mechanical engineering department. He joined Bilkent from the U.S. in 1969. In 2004, he completed his first M.A. in public administration at National Science Foundation where he was the director of the division Dong-A University and completed his second M.A. in international studies of civil, mechanical and manufacturing innovation. Between 1992 and in 2006 at the Graduate School of International Studies of Busan National 2005, Dr. Akay was the head of the mechanical engineering department University. In 2007, he completed his Ph.D. in public administration also at Carnegie Mellon University where he currently holds the title of Lord at Dong-A University. He began his career as an elementary school teacher Professor of Engineering. Prior to joining Carnegie Mellon, he was on after completing his B.A. in education in 1969. In 1983, he became the the faculty at Wayne State University in Michigan, where he held the DeVlieg Chair in CEO of Samyeong Shipping Co. In 1998, he became a member of the Busan Metropolitan engineering, and prior to that he was with the National Institutes of Health. He has held Council and served as the chief superintendent of Busan Metropolitan City for three terms visiting appointments at MIT, the University of Rome “La Sapienza,” and Institut National in 2000, 2003, and 2007. In 2004, he became the chairman of the EBS Advisory Committee des Sciences Appliquées (INSA) de Lyon in France. He continues to serve as an advisor to for Broadcasts and Online Lectures on the College Scholastic Ability Test. He also served as numerous companies and universities. Dr. Akay’s research area is in acoustics, vibrations, chairman of the following: the President’s Commission for Education Innovation in 2005; the dissipation theories and friction. He has received numerous awards including the Per Bruel National Committee of Metropolitan City and Provincial Superintendents in 2009; the EBS Gold Medal in Acoustics and Noise Control in 2005. He is a fellow of the American Society Advisory Committee for School Education also in 2009; and the Policy Advisory Committee of Mechanical Engineers and the Acoustical Society of America. Dr. Akay completed his of the Ministry of Education, Science and Technology in 2010. He published a book in 2010 education at North Carolina State University where he received B.S., M.M.E. and Ph.D. called Education is the Future of the Nation. degrees in mechanical engineering.

180 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 181 Borderless and Creative Education Borderless and Creative Education Arden L. Bement Jr. is the director of the Global Policy Research Sansanee Chaiyaroj is vice president for research and academic affairs Institute at Purdue University. Prior to his current position, he was the and professor of microbiology at Mahidol University in Thiland. She director of the National Science Foundation from 2004-2010. He served as obtained a doctorate from Georgetown University, Washington D.C. in a member of the U.S. National Commission for UNESCO and as the vice– 1989. She worked as a visiting scientist at the NIAID, NIH, in 1987, chair of the Commission’s Natural Sciences and Engineering Committee. and at the Biomedical Research Institute, Maryland in the US from He is a member of the U.S. National Academy of Engineering, a fellow 1988-1989. In 1990, she became a staff of faculty of science, Mahidol of the American Academy of Arts and Sciences, and a fellow of the University and was on a two–year leave for her postdoctoral training American Association for the Advancement of Science. He joined NIST at the Walter and Elisa Hall Institute, Australia. Her research interests from Purdue University, where he was the David A. Ross Distinguished Professor of Nuclear center on immunology of infectious diseases in the tropics. Apart from her responsibility on Engineering and head of the school of nuclear engineering. He has held appointments at research and intellectual property management of Thailand’s most research–active university, Purdue University in the schools of nuclear engineering, materials engineering, and electrical Dr. Chaiyaroj is also taken executive positions in various scientific committees and advisory and computer Engineering, as well as a courtesy appointment in the Krasner School of boards, both national and international, including the National Research Council of Thailand; Management. He joined the Purdue faculty in 1992 after a 39-year career in industry, the Commission on Higher Education, Ministry of Education; the Creative Academy Board, government, and academia. His positions have included the following: vice president of Ministry of Commerce; and the Council of the Federation of Immunological Societies of technical resources and of science and technology for TRW, Inc. (1980-1992); deputy Asia–Oceania (FIMSA). under secretary of defense for research and engineering (1979-1980); director, Office of Materials Science, DARPA (1976-1979); professor of nuclear materials, MIT (1970-1976); Miranda Cheng is the director of the Center for International Experience manager, Fuels and Materials Department and the Metallurgy Research Department, Battelle (CIE) at the University of Toronto. From 1999 until 2010, she was the Northwest Laboratories (1965-1970); and senior research associate, General Electric Co. director of the former International Student Exchange Office (ISXO) at (1954-1965). He has also been a director of Keithley Instruments, Inc. and the Lord Corp. the University of Toronto. When the ISXO merged with the International and a member of the Science and Technology Advisory Committee for the Howmet Corp., a Student Center in 2010, Miranda became director of the new center. division of ALCOA. Dr. Bement holds an engineer of metallurgy degree from the Colorado CIE has a dual mandate to support University of Toronto students School of Mines, an M.S. in metallurgical engineering from the University of Idaho, a Ph.D. going out on exchange or other international opportunities and to serve in metallurgical engineering from the University of Michigan, and honorary doctorates from the incoming international student population at the university. Under Cleveland State University, Case Western Reserve University, and the Colorado School of her leadership, several innovative programs have been created including the Joint Minor Mines, as well as a Chinese Academy of Sciences Graduate School Honorary Professorship. Program between the University of Toronto and the National University of Singapore, and the Summer Research and Internship Programs. In 2007, Miranda was honored with an Anders Overgaard Bjarklev, President of the Technical University of Internationalization Service Award by the Canadian Bureau for International Education. Denmark, obtained his M.S. in electrical engineering (thesis on optical communication, 1985), Ph.D. (thesis on optical fiber characterization, Richard Henry, is deputy vice-chancellor (Academic) at the University 1988) and doctor techniques (Dr.Techn.) (thesis on optical fiber amplifiers of New South Wales in Australia. His key responsibilities in the portfolio in 1995) from DTU, respectively. He has worked at DTU since 1985 as are to look after students from recruitment to graduation, the needs of professor in optical waveguides at the COM Research Center in 1999. In academic staff, and international operations. He chairs the management April 2001, he became a member of the Danish Academy of Technical committee of the UNSW Confucius Institute. Professor Henry joined Sciences. In March 2004, he was appointed as director of COM-DTU UNSW in 1997 as the Foundation John Beveridge Professor of Pediatrics. (now DTU Fotonik, Department of Photonics Engineering) and from 2010, Dr. Bjarklev He served as head of the school of pediatrics and then of the school has been provost and became the president of DTU in November, 2011. President Bjarklev of women’s and children’s health before moving to the role of senior serves as a referee on several international journals, and supervised more than 35 Ph.D. associate dean in the faculty of medicine. He was the acting dean of the faculty of medicine projects and more than 60 M.S. thesis projects. He is author and co-author of two books (the then the acting pro-vice-chancellor (Education and Quality Improvement). He obtained latest published in September 2003), more than 155 international journal articles, and more his medical degree from the University of Sydney and trained in pediatrics in Sydney than 200 articles in international conference proceedings. His research interests are within and in Nottingham. His first continuing university appointment was as senior lecturer in the areas of dielectric optical waveguides, rare-earth-doped waveguide components, fiber pediatrics at the University of Newcastle, New South Wales, where he worked from 1984 amplifiers and laser sources, optical communication systems, planar waveguide structures, to 1997. During this time, he was promoted to associate professor and then to professor. electromagnetic field theory, and photonic crystal waveguides. In 1999, he became a co- He has a strong academic background in research and in teaching and learning. He also has founder of the company Crystal Fiber A/S. He is a fellow of the Optical Society of America. extensive managerial experience in the university and health sectors. This includes serving as clinical director (medical), and procedural directorate of Sydney Children’s Hospital,

182 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 183 Borderless and Creative Education Borderless and Creative Education Chair Management Committee Australian Institute of Health and Welfare National Prenatal of Polytechnic/UAS reform to be implemented in 2014 in Finland. Previously having served Statistics Unit and involvement on numerous committees of organizations such as NSW as a board member in the Rectors’ Conference of Finnish Universities of Applied Sciences, Department of Health, National Asthma Campaign, Asthma NSW, Children’s Hospitals she now acts as the vice president of the conference. Australasia, Royal Australasian College of Physicians, Australian Medical Council and Australian Learning and Teaching Council. Currently, he serves on the board of directors of Oh–Kyong Kwon, senior vice president at Hanyang University, received the Children’s Cancer Institute Australia and as a trustee of Sydney Grammar School. He was B.S. in electronics engineering from Hanyang University in 1978, and a director of the Cancer Council NSW and UNSW Global. Professor Henry was appointed M.S. and Ph.D. in electrical engineering from Stanford University in 1986 a member of the Order of Australia in 2007 for service to pediatric respiratory medicine as and 1988, respectively. He was an IEEE IEDM subcommittee member a clinician, researcher, educator, and mentor and serves in a range of roles with professional on solid state devices from 1997 to 1998, the technical program chairman medical organizations. of the 1999 IEEE International Conference on VLSI and CAD, and a workshop co-chairman in the 2000 and 2001 Asia-Pacific Workshop on Masao Homma is vice president of administration and finance and Fundamentals and Applications of Advanced Semiconductor Devices professor of Ritsumeikan Asia Pacific University, Japan. He received (AWAD). He was the program manager of the Korean TFT-LCD Research and Development his LL.B from the Nagoya University in 1971 and M.S. in international Program from 1993 to 1997 and of the Korean Flat Panel Research and Development relations from the London School of Economics and Political Science Program from 1998 to 2001. He was the technical program chairman of the International (LSE) in 1976. After graduating from Nagoya University, he joined SoC (System-on-a-Chip) Conference 2004 and of the International Meeting on Information the Ministry of Education, Science, Sports & Culture. He also worked Displays/International Display Manufacturing Conference in 2006. He was also a technical overseas as program specialist at the Center for Educational Research and program committee member of the Society for Information Displays from 2003 to 2010 Innovation (CERI) of OECD and deputy head of the Mission at UNESCO. and the International Solid-State-Circuit Conference from 2006 to 2010, and the executive After his overseas experience, he served as several executive positions at government offices chairman of the International Meeting on Information Displays in 2007. He was the vice- and also at education institutions including director-general for Educational Reform and president of the Institute of Electronics Engineers of Korea from 2005 to 2009. He is Policy Coordination, minister’s secretariat of the Ministry of Education, Science, Sports & currently the president of the Korea Information Display Society and the vice-president of Culture, executive vice-president of Kyoto University, and executive director of National the National Academy of Engineering of Korea. He has authored and co-authored over 234 Institution for Academic Degrees and University Evaluation (NIAD-UE). In 2007, he joined international journal and conference papers and holds 94 U.S. patents. Ritsumeikan Academy and served as vice–chancellor of Ritsumeikan Trust, and in 2010 he was appointed to his current position, vice president of Ritsumeikan Asia Pacific University. Yoichiro Matsumoto is executive vice president of the University of He is also founder and president of Association of Innovative University Management. He Tokyo. His professional career is centered at the University of Tokyo, specializes in higher education policies, university governance and comparative education. where he obtained his B.S., M.S., and Ph.D. degrees in mechanical engineering and where he has been ever since. He was appointed as Riitta Konkola is president of Helsinki Metropolia University of Applied lecturer in 1977, an associate professor in 1978 and a full professor Sciences and the managing director of Helsinki Metropolia University in 1992. He was elected as a vice-dean of the engineering school of of Applied Sciences, Ltd. She started her career as an occupational the university in 2004, as the dean in 2006, and was appointed as an therapist, and during her early career years, her research concentrated executive vice president of the University of Tokyo in 2009. Professor mainly on rehabilitation and work practices of occupational therapy. After Matsumoto is well known for his work in a variety of fields, especially related to the receiving her teacher qualifications, she continued in higher education, multiscale phenomena in fluid mechanics. His achievements in the field of computational where she held the position of principal lecturer in occupational therapy. fluid dynamics are striking, especially related to the numerical simulations of multiphase Her research interests were in collaboration between working life and flows. More recently, he has added a very impressive new direction to his work, namely the vocational education, developmental transfer and expansive learning. She was involved medical applications of fluids engineering. While these have been his main areas of activity, in international curriculum design, publishing several articles in the field of occupational his work has touched a broad variety of other fields: rarefied gas dynamics, shock waves, therapy. She received her M.A. in adult education in 2000 from the University of Helsinki molecular dynamics, granular materials, combustion, sprays, and others as well. Equally and her licentiate in the respective discipline in 2003, also from the University of Helsinki. unusual has been the variety of methods and techniques that he has used in his work – theory, Her current research is in activity theory and development research. She has received both numerical simulation, and laboratory experiments. The wealth of scientific results obtained an honorable mention and a thesis award for her theses. Before starting as president of by Matsumoto and his collaborators have prompted a large number of publications. He is Metropolia, she acted as vice president and acting president at Helsinki Polytechnic Stadia. a part of the scientific publication enterprise and is the most active journal editor, serving She has been a member of several ministry-level steering committees and project groups. in the following capacities: chief editor of the JSME International Journal (1996-1998), Currently, she serves as a member of the Ministry of Education and Culture Steering Group associate editor of the ASME Journal of Fluids Engineering (2000-2002), as member of the

184 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 185 Borderless and Creative Education Borderless and Creative Education editorial boards of the Computational Fluid Dynamics Journal (1998-2001), Experiments A. Neil Pappalardo, chairman & CEO of Medical Informatiion in Fluids, Shock Waves, and as editorial advisory board member of International Journal of Technology, received his B.S. in electrical engineering from the Multiphase Flow (2004-present), Computational Mechanics (2006-present) and others. From Massachusetts Institute of Technology in 1964. Thereafter, he worked these achievements in the field of fluid mechanics and computational mechanics, Professor at the Massachusetts General Hospital where he pursued his interest in Matsumoto received the ASME Calvin Rice Lecture Award in 2005, APACM Award for clinical computing. In December 1968, he founded Medical Information Computational Mechanics in 2010, and ASME Ted Belytschko Applied Mechanics Award in Technology (Meditech), one of the first software companies. As founder, 2010. chairman and CEO, he has guided Meditech to its position as a leading supplier of information system software for hospitals in the US, Canada, Ian McMahon, research director of the Group of Eight, Canberra, and the UK. In addition to his prime responsibility of leading Meditech, Neil spends Australia, is responsible for research policy issues such as Australian much of his time in product development. His current effort is focused on developing an government research funding, research budget initiatives, research innovative clinical management system which guides clinicians through a high–quality yet infrastructure, and research integrity and ethics. He was previously the low–cost treatment process. The system incorporates a large amount of medical knowledge director of the research office at the Australian National University, an gathered in part from reference material as well as current procedures used in over 2,200 office responsible for sponsored research management, research policy, customer hospitals. Neil continues his involvement at MIT, where he is a life member of the data and analysis, research system management, research integrity corporation and serves on the executive committee, the audit committee and three visiting and ethics, and research commercialization. He joined the ANU after committees. For the mechanical engineering department, he has funded a full professorship, spending ten years in research and science policy in the Australian government departments a book series, and the construction of an undergraduate teaching laboratory and a nano– responsible for science, research, and education including supporting the Australian Research technology laboratory. For the physics department, he has helped fund the construction of Council and serving as an advisor on research policy and an analyst of research data and a world–class optical telescope observatory on a Chilean mountaintop, and provided the information. He is a graduate of the University of Queensland and the Australian National funds to initiate and sustain a fellowship program supporting the work of nine post–docs. University, holding a doctorate in chemistry and is a former president of the Australasian Neil serves as a director of a medical product company and a medical software company. Research Management Society. In 1996, he received an honorary degree from Suffolk University. In 2000, the International Astronomical Union named an asteroid in his honor. In 2007, he received an honorary degree Abdul-Rasheed Na’Allah is vice-chancellor and chief executive of from the Korea Advanced Institute of Science and Technology. Neil and his wife Jane live in Kwara State University in Nigeria just outside Ilorin, Nigeria. He is a downtown Boston. poet, scholar, critical thinker, and recipient of numerous awards including the Witter Bynner Foundation for Poetry Grant for his Martin Luther Ching Mey See is the deputy vice-chancellor of the division of industry King, Jr. Poetry Anthology (2008-2009). Prior to joining Kwara State and community network at the Universiti Sains Malaysia. Professionally, University as pioneer vice-chancellor and chief executive, he was chair she is an educational and counseling psychologist. Dr. See is a prominent of African-American studies department at Western Illinois University in leader in the fields of psychology and counseling. Nationally, she has the United States. Professor Abdul-Rasheed Na’Allah graduated from the sat on the Lembaga Kaunselor (Board for Counselors) in Malaysia management development program of the Harvard Institute for Higher Education, Harvard since 2000. She is the founding president of the Penang Counseling University, in 2009. He was also educated in Edmonton, Canada and in Ilorin, Birnin-Yauri, and Psychology Association (PACP). On the international front, Prof. Koko, and Sokoto, Nigeria. He received his Ph.D. from the University of Alberta, Canada in See is currently the president of the Association of Psychological and 1999 and his M.A. in English literature and B.A. (Hons) in English and education from the Educational Counselors of Asia-Pacific (APECA), a board member of the Asia-Pacific University of Ilorin in 1992 and 1988, respectively. He conducted research and published Association of Psychotherapists (APAP), a council member of the National Board of widely in peer-reviewed scholarly journals around the world on the traditional literature Certified Counselors International (NBCC-I) and its regional director for NBCC Malaysia, and culture of the Ilorin people and on comparative poetics and recently completed a play an executive council member of the International Association for Counseling (IAC), and a manuscript titled “Omokewu.” As chief executive of a public university in Nigeria, he council member of the International Play Association (IPA). She has published 7 academic helps implement the Kwara State Government’s goal of developing a world-class university books and more than 100 international and national academic journal articles. She has also where students, as global citizens and global-reach entrepreneurs, are equipped for major presented over 170 academic papers at national and international seminars and conferences breakthroughs in Nigeria and Africa in science, technology, and the humanities, utilizing on counseling, psychology, mental health, and special education. local resources as the thrust for community development.

186 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 187 Borderless and Creative Education Borderless and Creative Education Moshe Shpitalni (Shefi) is the dean of the Jacobs Graduate School of International Journal of Non–linear Mechanics (1999-), Acta Mechanica (2007-). He served the Technion-Israel Institute of Technology, the holder of the Schlesinger as guest editor of special issues of the International Journal of Non–Linear Mechanics (2002) Chair in Manufacturing Systems since 1999, and professor of mechanical and the Journal of Vibration and Control (2003). Prof. Vestroni is the author and co-author of engineering. Prof. Shpitalni has been associated with the Technion more than 150 papers (1972-) in international journals and conferences on applied mechanics throughout his professional career. He received his B.S. in 1972, his and structural engineering dealing with problems of solid mechanics, viscoelastic analysis M.S. in 1975 and his Ph.D. in 1980, all in the department of mechanical of structures, modeling of nonlinear behavior of reinforced concrete, steel and masonry engineering at Technion. He has been a member of the academic faculty structural elements, seismic engineering, phenomena of linear dynamics, nonlinear dynamics of the department of mechanical engineering since 1983. In 1983, he of elastic and hysteretic systems, experimental study of structural behavior, inverse problems founded the laboratory for CAD and Lifecycle Engineering (formerly, Laboratory for and structural identification, active and passive control of vibrations. Computer Graphics and CAD), which he proudly continues to lead today. Over the years, Prof. Shpitalni has held numerous administrative posts, both at the departmental and the Houjun Wang, vice president of the University of Electronic Science & university levels as well in professional organizations and journals. Since 2006 he holds Technology of China (UESTC), received his B.S. in electronic engineering the prestigious position of dean of the Irwin and Joan Jacobs Graduate School of the from Beijing University of Aeronautics & Astronautics in 1982, and Technion. He continues to hold his positions of vice chairman for research of the EMIRAcle received M.S. in electronic testing and measurement and Ph.D. in signal Association (European Research Association), head of the Laboratory of CAD & LCE, and and information processing at UESTC in 1985 and 1991, respectively. the head of the MINERVA Center for Lifecycle Engineering. Prof. Shpitalni has published Dr. Wang served as dean of the School of Automation Engineering in over 100 papers in journals and academic conferences. He has supervised over 40 graduate 2001 and then studied at Georgia Institute of Technology, United States (Ph.D. and M.S.) students, and has excelled in his extensive research activities. He has been from 2002 to 2003. He is now a Ph.D. supervisor and professor in awarded numerous prizes and awards, among them an honorary professorship from Shanghai measuring and testing technology and instruments. Dr. Wang's main research and teaching Jiao Tong University (2005), the WBMiZ Medal from Politechnika Poznanska, Poland work includes electronic testing technology, automatic testing system, signal processing, (2007) and the German Technion Society Prize (2006). He is a fellow of the American etc. As the project leader, he has been nominated for National Prize for Progress in Science Society of Mechanical Engineering (ASME), a fellow of the SME (Society of Manufacturing and Technology and National Defense Prizes for Progress in Science and Technology. He Engineering) and a fellow of Academy for Production Engineering (CIRP). Prof. Shpitalni’s has published more than 60 academic papers, 48 of which are included by SCI and EI. The research interests are primarily in the fields of CAD/CAM, product development and the curriculum Electronic Measurement Principle, headed by Dr. Wang, has been selected as application of geometrical modeling and AI techniques to non-polynomial problems in one of the National Top–quality Courses. He was selected as the national-level candidate manufacturing, assembly and sheet metal products. Recently he has begun to concentrate for the Ten Million Talent Project and he enjoys the special allowances supported by the his efforts on generic knowledge management with a special focus on the entire product state council. He also won the Huo Yingdong National Award for Outstanding Young lifecycle. Teachers. Now he is chairman of the Automatic Test and Control Committee of the National Professional Committee of Electronic Measurement and Instruments, a committee member Fabrizio Vestroni, dean of Engineering at Universita La Sapienza of National Professional Guiding Committee of Instruments and a council director of the Roma in Italy has been a professor of structural mechanics since 1986. China Instrument and Control Society. He was formerly head of the department of structural and geotechnical engineering at Sapienza-University of Rome (1998 to 2007). He is currently dean of the faculty of civil and industrial engineering, Sapienza – University of Rome. He was previously the coordinator of the Ph.D. course in structural engineering (1988-2002), Sapienza – University of Rome, and is now a member of the scientific committee. He has been the director of the International Master in Analysis and Control of Vibrations in Civil and Industrial Applications since 2003 and was a member of EUROMECH Nonlinear Oscillations Conference Committee from 2003 to 2008. Dr. Vestroni was a member of the Assessment Council of Sapienza (2006-2008) and also a member of the university’s Administration Council (2006-09). He has been the coordinator of CNR (Italian National Scientific Council) and MURST programs on Dynamic Response of Structures under ambient and human excitations since 1988. He was a member of the following Editorial Boards: Meccanica (1992–96), International Journal on Inverse Problems (1997-98), Journal of Structural Control (1998–2001), Journal of Vibration and Control, (1998-),

188 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 189 Borderless and Creative Education Borderless and Creative Education MEMORIES OF THE FORUM

Cultural excursion group poses with royal palace guards at Kyongbok Palace in downtown Seoul on Nov. 7. Ladies’ Session: Spouses of participants of the Forum make a short visit to Samchonggak in downtown Seoul to experience Korean culture and tradition on Nov. 8.

Understanding cultural heritage of Korea: Cultural excursion group in the middle of Kyongbok Palace court. Mrs. Mary Catherine Birgeneau, wife of UC Berkeley Chancellor Robert Birgeneau (second from the left) and Mrs. Jane Pappalardo, wife of Neil Pappalardo, chairman and CEO of Medical Information Technology attend tea ceremony at Samchonggak.

190 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 191 Borderless and Creative Education Borderless and Creative Education Mrs. Jaruvan Triratanasirichai (far right, wife of President Triratanasirichai of Khon Kaen University) makes a Korean Participants meet old and new friends at the welcoming reception on Nov. 7 at the Millennium Seoul Hilton. traditional knot with her daughter.

(Clockwise from upper left) Mrs. Young Ja Suh, wife of President Nam Pyo Suh of KAIST, daughter of President Kittichai Participants celebrate the meeting at the welcoming dinner on Nov. 7 at the Millennium Seoul Hilton. Triratanasirichai, Mrs. Iris Kim (wife of Donald Kim of AMKOR A&E Inc), Mrs. Triratanasirichai, Mrs. Birgeneau and Mrs. Pappalardo pose at the garden of Samchonggak.

192 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 193 Borderless and Creative Education Borderless and Creative Education President Suh welcomes participants of the forum on Nov. 8 at the Grand Ballroom of the Millennium Seoul Hilton. UC Berkeley Chancellor Robert Birgeneau, plenary speaker of this year, opens the forum.

Chairman of STX Heavy Industries, Construction and the Korea Employers Federation takes the podium for President Suh and Chancellor Birgeneau wrap up the morning session with big smiles. congratulatory speech at the forum.

194 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 195 Borderless and Creative Education Borderless and Creative Education Representatives listen intently to the session of the forum. A coffee break refreshes the participants after a heated forum session

Participants exchange opinions during open discussion session. Co–chair of the forum Prof. Yong-Taek Im (center) poses with President Zaini Ujang of Universiti Teknologi Malaysia (left) and President Tod A. Laursen of KUSTAR in front of the KAIST IPFGRU sponsor booth.

196 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 197 Borderless and Creative Education Borderless and Creative Education Vice Minister of Education, Science and Technology Dr. Dong-geun Seol gives a speech at the banquet. Participants take time to share the memorable moments in Seoul at the banquet.

Prof. Hyuck Jun Kwon and Ms. Eun Hee Koh perform a duet at the banquet. Participants pose for a photo wrapping up the forum.

198 2011 international presidential forum on Global Research Universities: 2011 international presidential forum on Global Research Universities: 199 Borderless and Creative Education Borderless and Creative Education INDEX OF AUTHORS

A M Adnan Akay ------68, 121, 122, 181 Yoichiro Matsumoto ------185 Ian McMahon ------186 Akhmaloka ------4, 48 David Morrison ------9, 125, 168, 169 Marcelo Fernandes de Aquino ------3, 41 Muhammad Mushtaq ------9, 109, 120

B N Seong-Geun Bae ------13, 153 Abdul-Rasheed Na’Allah ------32, 68, 118, 168, 186 Robert A. Baffour ------5, 59, 119, 120, 170 Arden L. Bement Jr ------66, 67, 120, 167, 169, 182 O Sakarindr Bhumiratana ------8, 105 Kiyoshi Okada ------9, 113 Robert J.Birgeneau ------2, 18, 21, 31, 32, 67, 68, 69, 70, 71 Anders Overgaard Bjarklev ------182 P Lars Pallesen ------6, 18, 31, 32, 36, 40, 43, 47, 50, 54, 58, 62, 66, 69, 85, 169 C A. Neil Pappalardo ------68, 169, 187 Sansanee Chaiyaroj ------183 Chan Kil Park ------5, 63 Miranda Cheng ------183 S G Ching Mey See ------187 Paul F. Greenfield------6, 89, 120, 125, 128, 132, 136, 139 Dong-geun Seol ------175, 180 Jane Grenville ------10, 122, 133, 170 Moshe Shpitalni ------69, 70, 72, 73, 188 Christophe Guy ------4, 44, 117 Jörg Steinbach ------2, 33, 66, 67, 73, 83, 88, 92, 96, 100, 104, 108, 112, 117 Nam Pyo Suh ------ⅲ, 1, 15, 32, 66, 67, 68, 69, 70, 71, 72, 73, 77, 117, 118, 119, 121, 173 H Richard Henry ------183 Masao Homma ------184 T Isao Taniguchi ------7, 93 I Yoshihiro Taniguchi ------12, 149 Yong-Taek Im ------ⅶ, 16, 18, 70, 181 Kittichai Triratanasirichai ------8, 101

K U Jae Hoon Kim ------13, 157 Zaini Ujang ------7, 31, 97 Michiel Kolman ------14, 161 Jean-Luc Koning ------4, 51 V Riitta Konkola ------184 Fabrizio Vestroni ------188 Kotoku Kurachi ------12, 70, 71, 145 Oh-Kyong Kwon ------185 W Houjun Wang ------189 L Rod Wissler ------11, 141, 167, 169 Khin Yong Lam ------5, 55 Eden Woon ------10, 70, 129 Tod A. Laursen ------3, 37, 144, 147, 151, 155, 160, 167, 168, 169, 170, 171 Hee-Beom Lee ------17,180 X Xiaofei Xu ------11, 117, 137