The-Future-Of-Universities-Thoughtbook

1 The future of universities thoughtbook Universities during times of crisis

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

EDITORS

Balzhan Orazbayeva, Arno Meerman, Victoria Galan Muros, Todd Davey, Carolin Plewa

INITIATIVE BY

SPONSORED BY

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

ISBN: 9789491901508

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2 THE FUTURE OF UNIVERSITIES THOUGHTBOOK Universities during times of crisis

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

3 With the COVID-19 crisis, we have of strategy development. Yes, the entered drastic times that require in- future may be impossible to predict, novative and radical solutions. While but by working together to envisage taking up this challenge, higher edu- a course for a desirable ‘tomorrow’, cation institutions and their partners it is possible to embrace adaptability across the globe have been breaking and innovativeness and ultimately barriers and adjusting themselves turn uncertainty into opportunity. and their operations to a new and uncertain reality. This may very well Given this highly complex activity be the ultimate transformation and and the high likelihood of error, the disruption of the higher education approach taken in this Thought- sector and their regional innovation book was to gather perspectives ecosystems. But what does this of leaders and champions at the mean for universities going forward? forefront on how universities can shape the world during times of Predicting the future is an im- crisis. We really wanted to challenge possible and futile exercise, hence the thinking about the university by effective ways of anticipating future selecting authors who: events are few and far between. Well intended future predictions • are already challenging and often become amusing quotes in shaping the development of uni- presentations many years later. Such versities, as the advice from a president of • are present or future the Michigan Savings Bank given to ‘game-changers’ and Henry Ford's lawyer Horace Rack- ‘thought-leaders’, ham not to invest in the Ford Motor • potentially already have a Co: “The horse is here to stay, but prominent position of power with the automobile is only a novelty – a respect to universities globally, fad.” • together can provide a 360-degree view of universities Nevertheless, the exercise of from the vantage of different estimating or predicting the future stakeholder groups. triggers (1) simultaneous consideration of the events of the past, (2) In doing so, a range of ‘possible estimation of the present situation, futures’ emerge, from more conserv- the most important forces affecting ative estimations predicting ‘business it and factors for success as well as as usual’ for universities ‘hoping to (3) brainstorming and analysing the go back to normal’, to situations likely future development possibilities. whereby universities are superseded These aspects are the key elements by technology and/or new PREFACE

4 market-facing competitors. These hard within their institutions will get Whilst this crisis is providing ‘possible futures’ then provide a a head start on the rest by embrac- countless new challenges, it is also basis for the better establishment ing crises, uncertainty and a more a unique opportunity to observe, of university and industry strategies, innovative evolution whilst, if some of learn and get inspiration from the which enable more efficient invest- the contributions are precise, having actions taken by universities. Con- ment of resources and more produc- a better chance of surviving. sidering its often-untapped potential tive outcomes, ultimately leading to to impact the economy and society, much more meaningful impact on Why now? this is a critical opportunity to rethink society. and reimagine the future role of The world is in the middle of one the university during times of When reading the contributions, of the most serious global crises in crisis. a general consensus around the living history, which is presenting opportunities and threats facing extraordinarily complex problems universities emerge. With respect and demanding unprecedented Vision to the future of the university, like responses. Beyond the health crisis, our experts’ contributions, you will the COVID-19 pandemic is causing The Future of Universities undoubtedly lurch from optimism to unique economic and social chal- Thoughtbook (FUT_) | Universities doom and back again. If this is the lenges. during Times of Crisis comple- case, then we have achieved our ments the inaugural international major ambition with the Thought- As a result, the crisis has spurred Future of Universities Thoughtbook book! … to take your thinking about universities, industry and societal as well as the Australian and North the university of the future to pieces, stakeholders across the globe into American editions. and then offer insights into how you closer working relationships at un- can piece a realistic future view back precedented levels. More than any Building on the 45 perspectives of together. time in recent history, universities international thought and practice are offering solutions, guidance, leaders, this edition creates a vision Considering this, the Future of stability and reassurance to soci- for the future of higher education Universities Thoughtbook (FUT_) | ety. institutions and how they will impact Universities during Times of Crisis their communities during times of becomes a manifesto for the de- Some of these actions include crisis. velopment of the Future-Oriented conducting research across multiple University. A vision for the university domains to better understand the of the future whereby academics and pandemic and its effects, collaborat- students work in real-time symbiotic ing with the private sector to rapidly partnerships with industry, govern- translate research into value, offering ment and societal stakeholders to practical advice to policy makers and simultaneously create and implement society, offering free online education new knowledge and solutions to modules to the recently unemployed, address business and social issues. etc. Those universities that drive change

5 THE FUTURE Talent Engine ROLES OF Todd Davey UNIVERSITIES Situated in a rapidly changing, connected planet, and facing wide-rang- “A University is a place … whither ing and complex challenges, the students come from every quarter for every kind of knowledge; … a place for the jobs of the future are expected to be communication and circulation of thought, highly mobile, flexible and insecure. by means of personal intercourse. … It is the place to which a thousand schools Whilst digital, technology, innovation make contributions; in which the intellect and transversal skills are expected to may safely range and speculate. It is a be necessary for future work. Moreo- place where inquiry is pushed forward, … discoveries verified and perfected, and … ver, the ability to employ yourself and error exposed, by the collision of mind with work in ever-changing constellations mind, and knowledge with knowledge. … of teams rather than for one employ- Mutual education, in a large sense of the word, is one of the great and incessant er are increasingly expected to be occupations of human society. … One the work-life for millions globally. generation forms another.”

A description by John Henry New- Let’s IMAGINE… man in 'The Idea of a University' in … a university whose role is to 1852, as to what universities are here validate learning as well as skills and for. competency development rather than deliver content. But what are the future roles of … a learning programme delivered the universities? What should without timetables, lectures (or lec- universities be accountable for turers), cramming or exams… your to remain relevant in tomorrow’s students sure can! society? … sophisticated course design and technological evolution that makes ‘mass education’ the exception rather than the rule. … keystone and capstone projects providing the challenge-based and practical learning around which everything else is built. … an expanded set of learning modes making self-learning, peer learning, guided learning, applied learning and blended learning become the modus operandi, which IMAGINE

6 places self- and shared responsibility all, discovery is part of their identity; Life Partner at its heart. part of their DNA. But where lies the … a facilitator experienced in future role of universities in regard to Victoria Galan-Muros bridging academic and practice as discovery? programme lead, supported by ma- The university as a life-partner is terial developed by relevant academ- Let’s IMAGINE… focused on increasing and improving ics and practitioners supplemented … discovery being the lifeblood of the skills of individuals throughout by online learning and alternative society, embedded in all of us; in an their lives so that they can success- credentials. The learning journey integrated system of learning, inno- fully meet the personal and pro- supported by a mentor and an AI vation and positive change, without fessional challenges of a changing robot available to support mundane organisa¬tional, industry, sector or world. But how can the university tasks. societal boundaries. expand the notion of 'students' … (much like innovation is now … discovery thriving on a true from those who enter the university ‘open’) an organisation that embrac- appreciation and encouragement directly after high school and before es ‘open’ educational model deliv- of diversity and strengths, bringing having work experience to learners ered by many relevant suppliers from together different people, cultures, at all stages of their lives? industry and consultancies to deliver backgrounds, beliefs, knowledge the skills of tomorrow. and perspectives. Let’s IMAGINE… … start-up methods and team … discovery in a global system, … universities that interact with experience entrenched in the as part of a global agenda, built on young people in earlier stages of programme design to more rapid- common purpose and enabled by education to advise, encourage, ly develop skills (in rapid learning true collaboration. inspire or inform them. These univer- cycles) to prepare for an uncertain Imagine therefore the university’s fu- sities also embrace the over 60 silver career path. ture discovery role. It is not only one surfers who want either to continue … a university of the future. of doer, trainer and thought leader. their education or to further contrib- It is also one of facilitator, connector, ute to society, through mentoring or Discovery partner and coach. And, of course entrepreneurship programmes. – as is true for all of us – an ongoing … universities that specifically Carolin Plewa learner and changemaker. address companies to support their And it is this role that will enable us internal training and adults who seek Discovery is the foundation of ad- to shape the future we imagine. Dis- to upskill or reskill themselves in vancement; it is the seed that drives covery is everywhere; it just needs to order to find or stay in a job, get a innovation and creates the opportu- be nurtured, connected, embraced promotion, change sector, or reinvent nity for a better future. As we push and used as a foundation for positive themselves in any other way in the the boundaries of knowledge, we not change. What an opportunity we world work. These universities also only enable, but also drive, positive have to make this happen: As our serve those adults who simply have social and economic, cultural and status quo is interrupted now, we an intellectual interest in a specific environmental change. feel much freer to rethink. So, let’s topic. use the rethink to redo. … universities that adapt its edu- When talking about discovery, cational offer by modularizing it with universities often come to mind. After

7 short courses (e.g. micro-creden- considered a home for students and tials) that are stackable and become academics. But the question is how higher ranking credentials and by they should evolve to remain relevant increasing its professional, executive in the rapidly changing world. What and multidisciplinary programmes is the future role of universities as a often in collaboration with other home-base? stakeholders. … universities flexible enough to Let’s IMAGINE... facilitate that learners start, leave ... universities as power-engines and resume their studies at any time, of problem-solving and co-creation integrate external educational expe- platforms in their region where all riences, organize their own learning stakeholders collectively co-design pathways and decide their time, effective and innovative solutions to place and pace of studying. the challenges they face. The concept of alumni is gone be- ... universities as hybrid, fluid cause ‘students’ are always potential and highly digitalised spaces with learners, and it is time for universities capabilities to connect people from to use their knowledge and teaching around the world and fully equipped capabilities to reinvent themselves to educate beyond place and time. into society’s life companion. ... universities as flexible smart homes with the ability to be rapidly Home-Base transformed to cater to the needs of their ‘tenants’ – learners, scientists, Balzhan Orazbayeva entrepreneurs and innovators, companies and other organisations. University as a home-base refers to ... universities that act as hubs for more than just a physical place. It is tech-based entrepreneurs who stay a co-creation space that remains fully connected and contribute to their committed to the scientific discovery, local and regional economies by value creation, learning and re-learn- collaborating with their home-base ing, public service and collaborative ‘neighbors’. innovation. University in that sense is Such a future requires us to re-think more than just a campus – it is more how universities can become truly than just ‘walls’ – it is a home-base community-centered and how they for creative and curious minds, a safe engage with the society and interact space for creating the knowledge with the learners and academics. and driving technological advance- It requires breaking free from the ments. constraints of traditional place-based logic. Thoughtfully-designed universi- IMAGINE ty campuses have always been

8 Launchpad … therefore the university’s future Launchpad role, which provides an Arno Meerman entrepreneurial base for students, academics and business alike. An Universities are the home of new environment where today’s cut- knowledge, research and technol- ting-edge research can be turned ogies; with the right ingredients in into a market-ready concept, tested, place they form the ideal environ- validated and marketed with the ment to launch innovative businesses support of all stakeholders. A place and creative opportunities for stu- where validated business concepts dents, academics and entrepreneurs. led by global talent provide added Whereas research and discovery value to our regional communities, have already for long been part of national context and international the university’s DNA, the Launchpad sustainable development goals. role is part of its evolution. But how can we transform these institutions For a long time, universities have to launchpads of some of their prime been considered to be ivory towers, research, talent and local enterpris- institutions that cannot change – it is es? time to prove them wrong and shift The roles of the future university capture the five primary responsibili- into a more entrepreneurial gear and ties that will define the future univer- Let’s IMAGINE… lead the way in business develop- sity, how it will operate, interact with … universities better utilising their ment. its environment and provide sustainable value. The roles were identified access to a network of entrepre- through a comprehensive analysis of neurs, investors, venture capitalists, the contributions to the four editions (former) business owners in com- of the Future Universities Thought- book - capturing the essence of the bination with the domain experts in leaders invited to contribute. their own academic community. … open co-working places, incu- They expand on the traditional notion of the first two missions of the bators, makerspaces at the heart university, education and research; of these knowledge creating insti- embracing new, more active roles that the university of the future will tutions, providing a place where its need to take, and in the process also students and academics can safely providing a significant twist on those start, test and grow their business original roles. The future university may embrace all of these roles or and to display their talent to innovate. choose to focus on one or more of … small, medium and large enter- the roles in order to secure a sustain- prises having an institution to turn to able position in the marketplace and provide value to society. in order to get access to inventions, and support, learn from, collaborate The universities that consider, plan, fund and create structures for these with, and acquire student and aca- future roles will have a strategic demic led start-ups. advantage in serving its stakeholders and communities.

9 IMAGINE A UNIVERSITY… p. 22 What If...? Collaboration, Specialisation and a Peter Wells Focus on Fewer, Bigger Things Will Be Key to Success RE-IMAGINING Universities Larry Marshall Alan Barrell The Universities of the Future Traces Towards the Future Mariya Gabriel Christer Windeløv-Lidzélius IMAGINE the Indispensable University Quo Vadis, Universities? Pascale Quester Shigeo Katsu The Future of Universities— Imagine Higher Education as The Emergence of the Omniversity a Lifelong Service Platform Cameron J. McCoy Roberta Malee Bassett

CRISIS AS A DRIVING FORCE p. 44 COVID-19 and Universities: Embracing Universities – Integral to Reshaping the Moment as a Catalyst for Positive Society Change Vicki Thomson Amanda Crowfoot Fostered by Crisis, How to Imagine Don’t Dream; It’s Real the Future of the Universities within Catriona Jackson Societies and What Should It Be? Pierre Tapie AUB Helped Spark an Arab Renaissance - and Must Do So Again IMAGINE an Agile and Resilient Fadlo Khuri University Heinz Fassmann IMAGINE a More Humane Society Ignacio Sánchez

DISRUPTING TEACHING AND LEARNING p. 62 Higher Education Is Key Universities, Knowledge Production to Imagining a More Equitable World and the Future of Learning Courtney Brown N.V. Varghese COVID and the Globalization of Higher Surfing the New Liquid Education Education Santiago Iniguez Andrew Kuchins University as a Bright and Solid Home Crisis May Bring Forward Positive of the Future Changes for Universities Simona Kustec Manuel Tunon de Lara Borderless Individuum-Centered Education Marina Bulova

10 COLLISION OF TECHNOLOGY AND HUMANITY p. 80 Transitioning to High Tech – High RE-IMAGINING Universities Post Touch in a New Reality the Pandemic David Garza Andreas Schleicher IMAGINE the Future Digital IMAGINE Universities as Virtual Spaces University Guided by AI and AR with Qualifications Matías Rodriguez Inciarte Coming with an Expiry Tag Furgan Qamar Irreversible Change Focused on Students The Museum of 20th Century Ray Fleming Universities Jamil Salmi IMAGINE Universities: From Newman to Lennon Stephen Parker SOCIALLY ENGAGED UNIVERSITY p. 98 IMAGINE a New Beginning IMAGINE a New Network of Research by Inclusive Innovation Universities Partnering to Solve Global Tuula Teeri Grand Challenges Santa Ono Universities to Intensify Efforts to Keep SDGs on Track Post COVID-19 The Pandemic in Higher Education Dhanjay Jhurry Tests Our Social Values Simon Marginson IMAGINE Universities as Prototyping Places for Social Transformation IMAGINE Universities That Help Michinari Hamaguchi Restructure Regions Rune Dahl Fitjar IMAGINE a University Truly Connected to Its Local Community Phil Baty ENTREPRENEURSHIP AND UNIVERSITY-INDUSTRY INTERACTION p. 116 The University as a Catalyst for Knowledge Transfer Metrics: Towards Entrepreneurial Ecosystems Locally a Europe-Wide Set of Harmonised and Globally Indicators Erik Stam Giancarlo Caratti IMAGINE Smart Policymakers and Changing Future Now Funding Organisations Stimulating Janis Vitenbergs Entrepreneurial Competence of Universities AND Improving Their Balancing Innovation, Entrepreneurship Investment Yield at the Same Time and Academic Values Fredrik Hörstedt Rebecca Allinson IMAGINE Europe with Entrepreneurial Lifelong Learners The Role of Higher Education in Innovation and Entrepreneurship Martin Kern Ecosystems A Multi-Dimensional Future Looks Francis Petersen Brighter Arianne Bijma 11 SUMMARY OF SECTIONS

12 Contributions are captured in six sections, each with a common theme. The editors summarised each section to provide an overview of the book.

13 IMAGINE A UNIVERSITY… Eight contributions imagine a contribution focuses on the transfor- university and a higher education mation of the higher education sector sector, envisioning and inspiring to become even more ‘inter-connect- the path forward. By asking ‘what if ed, innovative, inclusive and digital’, …?’, Peter Wells instigates critical offering clear examples of European questions of universities and their developments. Pascale Quester facets - the old, the new and the imagines the future making university potential, as we build the ‘future that is ‘universally recognised as val- university we need and deserve’. ued and indispensable parts of soci- Alan Barrell re-imagines universities ety’, as it draws on its unique ability central to an intellectually connected to combine ‘nation-building blocks world that is characterised by people of innovation, entrepreneurship and who imagine what could be, focus- human skills’ to positively shape the ing on ‘WHY NOT’ rather than ‘yes future. Finally, Cameron McCoy but’. Building on the achievements of states it is in our hands to build from universities to date, Christer Win- our factor endowments and reshape deløv-Lidzélius outlines the conver- a regenerative, equitable, learner-ori- sation we should facilitate regarding ented university, which can serve as the university’s future role, respon- a lifelong service platform. sibility and relevance to society. Shigeo Katsu imagines the evolution Collectively, these contributions of different types of universities and create a vivid picture as they offer their missions, as they continue to diverse perspectives and shine the nurture and develop citizens into the light on different facets of a university future. Roberta Malee Bassett envi- of the future. Envisioning a significant sions the emergence of the omniver- role of universities and higher edu- sity, an education empire that is ‘in all cation for future societies, they call ways or places’, taking away borders for designing an agile, innovative and and limits and instead emerging as highly interconnected future. Impor- ‘more agile, more accessible, and tantly, beyond paving the way, these more meaningful’. Reminding us of contributions encourage and inspire the core purpose of universities, Lar- us all to continue to imagine, inspire ry Marshall imagines greater spe- and transform. cialisation and differentiation across institutions, with role clarity building the foundation to more extensive collaboration across a well-connected ecosystem. Mariya Gabriel’s

14 CRISIS AS A DRIVING FORCE The section ‘Crisis as a driv- demographic shifts, life-long learning ing force’ comprises seven for- and geopolitical shifts, and the effect ward-thinking contributions that of the pandemic on how universities are diverse in their messages yet will respond to them and invent the with common threads. Amanda best future for society. Finally, Heinz Crawfoot highlights the role of Fassman reminds us of the agility COVID-19 in reflecting on what and resilience of universities, as constitutes as good higher educa- institutions of research, knowledge tion and how to deliver it, as well exchange and advancement and as the consequences of the recent problem solvers they are making a changes on a policy making level. huge contribution to creating a more Catriona Jackson reminds us of resilient society. the importance of university’s in the past and present, highlighting that Several common threads emerge universities will remain active players from the contributions of this sec- of the future. Fadlo Khuri focusses tion. In particular, the important role on the role of universities in defining universities play in our society, and the future of the Middle East, and the need for collaboration rather than dreams of a more diverse, inclusive competition. For example, collab- and equitable world that academics oration between policymakers and are capable of creating. Discussing university leaders to drive change in the common good and the need for the funding mechanisms of universi- collective efforts, Ignacio Sánchez ties and the emphasis on the mission imagines what the future may look and responsibilities of universities like post-COVID, debating a more towards society. In addition, universi- supportive and austere society, and ty collaboration with industry and so- the need for fields such as science, ciety to focus on some of the world’s economy, urban design, medicine grand challenges and the effect and others to consider the needs COVID has on them. Finally and fore- of people for a better quality of life. most, the contributions highlight the Focusing on how universities have need for universities and the higher changed over time, Vicki Thomson education system to remain agile promotes the need for society to and resilient, to continue to lead our change and universities and research society in research and education. funding mechanisms to change with it. Pierre Tapie shifts the focus of our thinking towards pre-COVID megatrends, such as digitalization,

15 DISRUPTING TEACHING AND LEARNING The section ‘Disrupting Teaching Finally, Simona Kustec discusses and Learning’ comprises seven what will matter in the future, antici- forward-thinking contributions that pating that universities will remain the describe the future of higher educa- strong pillars of knowledge in society, tion in terms teaching and learning. with institutions finding the balance in Courtney Brown highlights the role providing relevant learning opportuni- of higher education in creating more ties to their students. equitable world, where ‘one’s skin colour or income doesn’t define our Several common threads emerge success in education, or in life’. An- from the contributions of this section. drew Kuchins foresees that whilst In particular, a truly learner-centered some universities may not survive the design of future higher education financial implications of the pan- shines through all the contributions, demic, many institutions will unite may it be in the reconstruction of their forces in this globalized world learning offerings and assessments, to embrace collaborative teaching the broadening of credentialing op- and learning. A significant shift is also tions or optimisation of diverse hybrid predicated by Manuel Tunon de modes of learning delivery, the focus Lara, who explains that universities remains squarely on the learner. will need to rethink and optimise Similarly, contributions share a strong their core ‘business’ and invest in message regarding the need to col- disruption. Marina Bulova focuses laborate and partner with a range of on universities as ‘skills farms’ that stakeholders that enrich a global and should not only develop the relevant experiential, learner-centric learning workforce, but mainly target their experience. Finally, the contributions activities on the learners and society seem to indicate that, in the future at large. N.V. Varghese emphasises education landscape, universities will the need for the future universities to accelerate new paths to inclusivity develop the capacity to offer flexible and thus become key in creating pathways to learning that are mod- more equitable world. ular and tailored to learners’ needs. Focusing on the ‘liquid learning’ model, Santiago Iniguez explains the need for optimising the hybrid forms of education not as necessity caused by the pandemic, but as a permanent improved and more effective way of teaching and learning.

16 DISRUPTING TEACHING AND LEARNING COLLISION OF TECHNOLOGY AND HUMANITY The seven contributions contribute The contributors collectively paint a to the section ‘Collision of Technolo- vivid picture of the future of univer- gy and Humanity’. David Garza em- sities at the intersection of humans phasises that there will be a growth and technology. Highlighting an of the free-flow student-centered increased role of digitalisation, they learning options based on micro-cre- explore how universities can effec- dentials and stackable programs tively utilise tech to prepare learners supported through high technolo- for a digital future. They furthermore gies. Matías Rodriguez Inciarte ima- challenge the universities’ respond gines the university that is fully digital to the current crisis and describe in its nature and provides ultimate the urgent need to capitalise on the access to upskilling and reskilling recent changes in learning delivery opportunities. Rey Fleming points and, thus, focus on upskilling, reskill- out that the wealth of data about the ing or cross-skilling of students and online learning should effectively lead citizens. The contributors also fired to the positive changes and improve- a warning shot to universities that ment of every learner’s experience. In the hybrid formats will remain reality. his thought piece, Stephen Parker They emphasise that in the future the foresees that the optimal mix of hu- higher education institutions across mans and machines will prevent the the globe will have to embrace collision of technology and humanity technology even more to innovate with creativity and inspiration being learning and remain relevant. our main competitive advantage. Andreas Schleicher also confirms that universities will have to reinvent learning environments without losing the human touch and the focus on the relationship between learners with teachers. In his vision, Fur- qan Qamar shifts the focus of our thinking from the traditional degrees and modes of teaching delivery to the alternative credentials and virtual learning formats. Lastly, Jamil Salmi invites the readers to join him on a tour around the Museum of 20th Century Universities through a flash- back from the future.

17 SOCIALLY ENGAGED UNIVERSITY The section on ‘Socially Engaged plains how higher education should Universities’ comprises seven contribute to solidaristic social rela- forward-thinking contributions that tions with policies supporting them in altogether highlight the role of the a socially responsible manner. Lastly, university within our future society. from a different perspective on an Tuula Teeri envisions a new be- engaged university, Rune Dahl Fitjar ginning toward a sustainable future describes how universities should with universities and stakeholders embrace a connector role and help developing meaningful and inclusive restructure their regions through collaborative innovations benefiting cooperation and meaningful engage- societies across the globe. Dhanjay ment with society. Jhurry envisions universities leading the way in digitalisation and imple- These contributions suggest that mentation of social development universities will need to become goals and getting our society closer more open to the world, ultimately to achieving the 2030 Agenda. Uni- target the wider society and aim at versities should connect better with impacting it in a more meaningful society and depart from their depart- way. Contributors agree that the uni- mentalization, Michinari Hamaguchi versity carries a social responsibility describes a world where universities in our society through educating our serve their local communities and talent, researching new knowledge are core elements in unique innova- and addressing global challenges in tion ecosystems rooted in regional collaboration with external stakehold- characteristics. Phil Baty, envisions ers. Through anchoring universities a world where universities are open in the regions, they become ideally to talent, fully appreciated and valued positioned to function as local prob- by policymakers and truly connected lem-solvers and value creators. In to their local communities, thus hav- light of the current crisis, universities ing a powerful impact on the society need to ensure they are ready to re- at large. Santa Ono describes how and upskill their regional community a global network of universities will to prepare them for economic shifts. partner to collectively solve global challenges through education and research, embracing values such as integrity, openness, tolerance and global citizenship. Reflecting on how different countries are handling the pandemic, Simon Marginson ex-

18 SOCIALLY ENGAGED UNIVERSITY ENTREPRENEURSHIP AND UNIVERSITY- INDUSTRY INTERACTION The section titled ‘Entrepreneurship ties working in collaboration with a try, with the same goals in mind, yet and university-industry interaction’ variety of industry sectors. Rebecca interdisciplinary or multi-dimensional comprises eight thought-provoking Allinson describes the balance in of nature. contributions. Erik Stam describes higher education between innovators principles that universities might and entrepreneurs and the old guard, adopt as they drive the identification whilst adapting to changing circum- and pursuit of new opportunities for stances, also preserving quality, value creation, supporting bottom-up rigour, inspiration and excellence in initiatives to train students to create teach and research as some of the value in organization, the economy core values of universities. Finally, and society. The contribution of Francis Petersen emphasizes that Fredrik Hörstedt, discusses the universities should redefine their tra- need for entrepreneurial competence ditional narrative of degrees being a amongst both faculty and students, guarantee for employment and they to ensure universities go from provid- should strive towards more inclusive ing input to impact. Martin Kern em- and flexible curricula that reflects the phasizes the need for more entrepre- reality of the future world of work. neurial education to create a greener, healthier and sustainable future, and Collectively, these contributions the potential of blended education to point towards the future needs in share resources, enhance retention terms of skills. These contributions and facilitate lifelong. In re-defining highlight the need for more entrepre- university-industry partnerships, neurial thinking and acting, resilience, Arianne Bijma outlines that we agility and the ability to adapt. In need to networks of organizations to particular, they also envision a need face the challenges ahead and that for other modes and types of learn- these multi-dimensional partnerships ing, more lifelong learning, blended require an alignment of long term. learning and curriculum provided Giancarlo Caratti discusses shared in collaboration with industry. All common indicators to track progress contributors agreed that it we require in knowledge transfer that will allow entrepreneurs both in our academ- institutions to benchmark themselves ic community as well as society to against their peers. Focusing on the develop a better and more prosper- future need of skills, Janis Viten- ous future. In addition, some authors bergs envisions universities providing have highlighted the need to create interdisciplinary learning opportuni- networks of universities and indus-

19 ‘ROADS? WHERE WE'RE GOING, WE DON'T NEED ROADS.’

– Dr. Emmett Brown, ‘Back to the Future’

20 21 IMAGINE A UNIVERSITY…

22 23 What If…? If you can make one heap What if character building and of all your winnings, global citizenship education was a And lose, and start again priority? Peter Wells at your beginnings. What if both teaching and re- If you can force your heart search-intensive institutions were Higher Education Chief and nerve and sinew, held in equal esteem? at UNESCO Yours is the Earth and everything that’s in it. What if higher education institutions offered more than degree level “If-“, Rudyard Kipling education? What if there were more standalone What if what was once considered courses and modules for life-long inconceivable in higher education is learners? now a reality? What if technology-enhanced learn- What if the future of higher educa- ing was the norm? tion is already being written? What if on-line and on-campus What if all learners and teachers learning were considered equals? were equal partners in a future vision of higher education? What if the digital divide worked in favour of those who cannot learn What if outdated structures of remotely? academic learning and design were replaced? What if both on-line and on-campus learners were seen as ‘traditional What if there was no such thing as students’? the academic year? What if all study programmes were What if learners could join/pause designed together by teachers and their higher learning when it was employers? convenient to them? What if universities look for talent in What if there were no final university learner diversity? testing and exit exams? What if there was gender equality What if assessment of knowledge, on campus? skills and competences was on-going and applied? What if women were equally represented in university leadership? What if practical work-based learning for credit was required for all What if all universities eliminated study programmes? discrimination on race, socio-economic background, religion, gender What if cultural intelligence was or sexual identity? as equally valued as emotional and cognitive intelligences? What if the potential to succeed was considered equally with prior learning attainment?

24 What if universities embraced alter- What if universities strived to be native learning pathways for access unique rather than to compete? to higher learning? What if globally all universities coop- What if TVET and higher education erated on their teaching, learning and saw themselves as equals in tertiary research? learning? What if universities were to change What if quality assurance was not in step with changing times and an act but a habit? needs? Peter Wells is the Higher Education What if learners, teachers and What if everyone in a university Chief at UNESCO and co-leads the communities defined quality higher believed this? UNESCO Qualifications Passport for education? Refugees and Vulnerable Migrants. What if everyone had the courage Prior, Peter was a Higher Education What if universities were free to be to make this happen? Specialist and Director of the UNE- flexible, agile and reactive? SCO’s European Centre for Higher Education. He is author of strategy What if higher learning cooperated Then what? papers and monographs on higher with secondary and primary learning education reforms, quality assurance, institutions? The parallax of the pandemic for higher education is that whilst it has and inclusion in national HE systems. What if universities worked together created heartbreaking misery for mil- Peter has taught at the HE and TVET levels in several countries. He holds to solve the issues enshrined in the lions, it has also revolutionized higher SDGs? a MA International Relations and a education. It has created hitherto PhD Quality Enhancement of Higher What if recognition of prior learning unimagined opportunities, access, Education Systems for access to university were the hope and courage to try something international norm? new and to test the future of higher learning. 2020 may very well turn out What if universities recognized to be year 1 of finally addressing, in that teachers and faculty are lifelong a truly meaningful way, the manifesto learners too? of the future university we need and What if continual professional de- deserve. velopment were an obligation for all university staff? What if tenure valued community engagement and research output There can be“ no if, or when. equally? We now know all too well What if academic integrity and that anything can happen values were safeguarded in all universities? and anything is possible. What if all forms of academic fraud were eliminated? What if academic freedom, free speech and institutional autonomy were universal?

25 RE-IMAGINING IMAGINE that the present crisis undertaking foreign semesters and generated by the disruption caused internships and participating in cur- Universities by COVID-19 resulted not simply in riculum development. IMAGINE an more creative and imaginative use acceleration in “the curricularisation of communications technology and of new knowledge” – at a time when Alan Barrell distance learning, but stimulated technological progress outstrips thoughts on “what universities should the ability for university teaching to Professor (DBA, FRSA) really be there for in tomorrow’s stay current – e.g. digital progress at Cambridge Worldwide world”. IMAGINE it also led to a through artificial intelligence and Associates radical re-focus and re-organisation, machine learning. which handed responsibility and accountability to universities for the preparation of young people for a “ lifetime of work, rather than preparing IMAGINE real and contin- them to gain grades in examina- uous progress in the com- tions and assessments. IMAGINE mercialisation of research it extended university activities to support more mature ‘students’ and increased effective- professionally, supporting them to ness in the connectedness revitalise themselves for a new life – a of universities to the real second professional life. IMAGINE at world where things hap- the same time, that the time, energy and budgets currently spent on pen. research contributing more to the generation of new knowledge of real Einstein proposed – “IMAGINA- value to humankind, rather than for TION IS MORE IMPORTANT THAN the professional progress of academ- KNOWLEDGE” – “Knowledge is ics recorded in published papers that limited”, he said – “Imagination nobody reads, as a means to climb encircles the world”. He also strongly the greasy pole of academic career advised –“Learn from yesterday, live progression. for today and hope for tomorrow – but never stop asking the questions”. IMAGINE universities with fewer I don’t know of any university that Deans and smaller, less hierarchical offers graduate courses in imagina- management structures and with tion – although more and more are more power and influence dele- focussing on innovation – which is gated to students and alumni. Also encouraging. Continue to IMAGINE IMAGINE the engagement of many then that more universities become more practitioners – “pracadem- established based on models similar ics” – those mature individuals with to the Aalto experiment (now much achievements and practical expe- more than experimental) successfully rience – sharing knowledge with implemented in Finland, which broke the next generation of citizens of down barriers between Arts, Human- the world. IMAGINE more students ities and Science and Technology.

26 IMAGINE a greater acceptance and ask why? But I dream of things that understanding of the importance, for never were – and ask WHY NOT” example of design and design thinking – transcending barriers between Put crudely – to enable my IM- faculties and functions and benefit- AGINE piece to become reality – a ting subjects and interests diverse large number of those with “yes and varied. but…” mindsets will need to be replaced by ‘WHY NOT’ people. Food IMAGINATION requires divesting for thought I hope! Professor Alan Barrell (DBA., FRSA.) convention, structure and comfort. has worked in Health Care and Bringing the profound changes Medical Research, as Chairman and possible to the future role, purpose CEO of large multi-national companies and success of universities requires and smaller technology start-ups. He the particularly difficult conversion has Professorships in European and of those with policy, decision and Chinese Universities, has raised and financial power in governments managed a Venture Capital Fund, is a Business Angel Investor and Trustee to sanction and support disrup- of charities. He has been honoured tive change. This remains a huge with The Queen’s Award for Enterprise challenge indeed considering just Promotion in the UK and with mem- how many governments have failed bership as Knight First Class of the to cope with the COVID-19 crisis at Order of the White Rose of Finland for all adequately. And yet – universities services to Education. are in a potentially powerful position. They are ideally positioned to lead imaginative change and, through practice, articulate reporting and presentation, show what energy and power may be released and chan- nelled to accelerate the development and empowerment of next generations of world citizens.

I am indeed a dreamer – and will not give up the vision of a world emerging devoid of borders in terms of intellectual connectedness and “brain circulation” – knowledge transfer on a grand scale. I have before me – on the wall and framed, the words spoken by George Bernard Shaw to the young man who was assailing him with vacuous questions. “Stop young man” it is reported he said – “You look at things and

27 Traces Towards The pursuit of understanding and The basic ideas of educating people unfolding the human experience and generating and disseminating the Future must continue to flow, in order for it knowledge, seem to be landmarks to flourish. towards the future. However, what that entails, how that is done and Christer As we are in the midst of COVID-19 for what reasons, are likely to be a Windeløv-Lidzélius and the subsequent changes it has dance between the pursuit of univer- enforced upon higher education, we sality and relativism. Principal at Kaospilot are reminded that ‘only that which is lost remains eternal’ (Ibsen, 1868). There are voices saying that univer- Crises and challenges also spur new sities are becoming archaic, becom- ways and new truths. ing obsolete and indeed may cease to exist. That may be an overstate- Casting our eyes towards the ment as they do not factor in that we future, we acknowledge how im- do not really have any alternatives in mensely successful the university place and assume that universities model has been for many centuries. will not be able to accommodate to Since they came about in the 12th new technology and shifting pref- century, over the Humboldtian ideal erences. What is quite true though to the more market orientation in the is that universities may lose promi- last century, universities have proven nence and significance over time for to be both resilient and adaptable. individuals, organisations and society as a whole. Questions around inclu- When Clark Kerr in 1963 talked sion and diversity, global challenges, about the ‘knowledge industry’ as well-being and empathy quickly the ‘focal point for national growth’ come to mind. and ‘universities at the centre of the knowledge process’, he made a pre- diction about the nature of the future, but also indirectly set an ambition for The path to “happiness and universities. Here, 50+ years down the line, we can see how the pre- success may not require a dictions came true in that data, with university degree. And this information and knowledge now be- points to a central theme ing recognised as the driving output of challenges ahead: How of the work done (at least in the more affluent parts of the world). We can to cater for and cultivate also see that universities may be at the human experience? the centre of the knowledge process but they are certainly not alone. Depending on the view of knowl- The qualities of the knowledge so- edge, corporations, private research ciety – such as know-how, analytical institutes, media and so forth claim and logical skills – will still be impor- command, relevance and respect. tant, but qualities such as creativity,

28 courage, compassion, collaboration and character will be indispensable in a creative and human society. In such a society – paraphrasing Cark Kerr – universities can be at the centre of the human experience process. It will require an approach that goes beyond focusing on activities such as research, teaching, testing and Christer Windeløv-Lidzélius (PhD / grading. There will be a need for MBA / Kaospilot) is the principal at a greater sensibility and sensitivity Kaospilot, a frontrunner in the educa- towards the world, towards the ‘we- tional landscape, recognised in terms ness’ and the person. of its innovative educational design for fostering leadership and entrepreneur- Ultimately, the challenge in the ship. His area of expertise centres on future for universities will be how we strategy, leadership and innovation. Amongst other things he is a guest as a society view the university, its professor at Saint Paul Business role, responsibility and relevance. At School in Sao Paolo. the core lies our common human, ever-evolving experience. It will be our job to facilitate that conversation.

29 Quo Vadis, “Ev'ry time I see your face, it re- more credible alternatives to tradi- minds me of the places we used to tional classroom-based instruction. Universities? go. But all I got is a photograph, and • Universities that have grown de- I realize you're not coming back any- pendent on revenues from interna- more.” These are the opening lines of tional students, and championed the Shigeo Katsu a song called “Photograph” by Ringo advantages of face-to-face student Starr (The Beatles). engagement to justify high tuition Founding President fees, are suffering. of Nazarbayev University What do these lyrics have to do • And it may, just may, have rekin- with spelling out my vision of the dled more trust in science as the im- post-COVID higher education land- plications of an anti-science stance scape? towards COVID-19 has proven to be rather devastating. Let’s reflect on what COVID-19 has wrought upon universities: Many more COVID-19 related effects will emerge over time; after • Digitalization and online delivery all we are barely half a year into the of courses has been forced upon current public health cum economic a system is notoriously resistant to crisis. While much has been learned change. Universities are profoundly about COVID-19, much remains a conservative institutions that occa- mystery. Post-COVID will not simply sionally have radical ideas. be a return to the world at the start • The imperatives of physical of 2020. The above seven effects will distancing (during stressful times, serve as good signposts for the di- social connectivity is what we need, rections higher education might take. not “social distancing”), testing and contact tracing have led to empty So how do I imagine universities will campuses, radically transforming evolve in the future: student experience, and complicat- ing the building of lasting bonds. • We see a further bifurcation be- Will students fill campuses again? tween universities with top reputation “Photograph”, anyone? in research and innovation, and less • Research, especially laborato- reputed universities. Elite universi- ry-based research has skidded to ties hog both talent and financial a sudden standstill, impacting the resources. They are, however, also wider scientific, industrial, and even the ones that lose out the most, national security environment. should cross-border flows of talent • The sudden arrest of cross-bor- be restricted. der travel has impacted deeply on • Top research universities navigate international student mobility, en- the sheer impossible – closely collab- dangering open exchange of young orate with government while keeping talented minds. an arms-length relationship, develop • Online course offerings from ded- ever closer symbiotic partnerships icated online providers have become with industry, and foster strong sup-

30 port by the citizenry, provided they adhere to strong values of academic freedom and independent thought “ (admittedly a big if), and reflect on The vocation of universi- their value proposition for society. ties to not just focus on • Universities balance between skills development, but to fundamental research – the quest educate and nurture cit- for new knowledge in science, and izen in a holistic way will applied research that promotes the A Japanese Citizen, Shigeo Katsu economic well-being of communities remain – otherwise they is the founding President of 10-year and countries. will fade into photographs old Nazarbayev University. He also • To survive, universities form themselves. serves as Chairman of two Boards, international alliances where students one a secondary school system (an are anchored at their home institu- NU sister organization), and another, tion while attending courses offered an NU-affiliated financial services by partners, receive degrees from company. Prior to coming to Kazakh- stan, he worked for over thirty years at multiple universities, and participate the World Bank with assignments in in research led by professors from Africa, East Asia (China), and Europe alliance institutions. Distance hardly and Central Asia (retired in 2009 as matters. Regional Vice President). He continues • Universities that primarily prepare to be active in international develop- graduates for the job market intro- ment issues. duce “stackable” degrees aggregat- ing certificate-courses, internships, and core subject matter courses. Skills development dominates in order to respond to labor market demands. Faculty are facilitators on the students’ learning journey. • Universities continue to foster economic mobility and development of a stabilizing middle class, yet access and financial affordability con- stitute big issues. • Combining face-to-face and online learning, universities serve as locus for civic debate and intellectual exploration, setting themselves apart from pure online providers.

31 The Future of Omni: in all ways or places; Om- tion in three dimensions (teaching, niverse: a universe that is spa- research, and engagement with the Universities—The cio-temporally four-dimensional. community). Emergence of When Clark Kerr coined the term Imagine the future omniversity as the Omniversity¹ ‘multiversity’ in 1963, he provided a a multiversity in four-dimensions, dynamic proposition for the ex- without borders to its campus or panded purpose and value of higher limits to its academic mission, taking Roberta Malee Bassett education institutions “New knowl- the convening power of the university edge is the most important factor in truly global, creating hubs for teach- Global Lead for Tertiary economic and social growth… What ing, research, innovation, entrepre- Education at the World Bank the railroads did for the second half neurship, and more beyond those of the last [19th] century, and the au- previously anchored in local, regional, tomobile for the first half of this [20th] and national communities, to create century, may be done for the second a span of impact and influence half of this century by the knowledge across the entire globe. The omniver- industry: that is, to serve as the sity is a place where location—the focal point for national growth.” Kerr institutions’, students’, and academic foretold the knowledge economy that staff’s—is almost irrelevant. Core was and was to come—that the real functions are delivered in blended growth in economic development formats, engaging an institutional would not come through manufac- community not bound together via turing or expanded industrialization the physical plant of a campus but but, instead, from knowledge and by a shared institutional mission and information—and argued that univer- outcome orientation. The omniversity sities would be the engines of that will be a major piece in the dynam- growth: the ‘multiversity,’ serving as ic puzzle that is the future of the a center for teaching and learning, university. of course, but also for research and engagement beyond the classroom. In this rethinking of the constituent parts of a university, the omniversity Kerr, utilizing William James’ work is an institution that not only capital- on the multiverse, compared the izes on the concentration of talent, multiversity to the university as being resources, reputation, and reach un- like a federal republic to a kingdom, der its unified organizational umbrella where each component part is both to drive knowledge creation and separate and integrated versus dissemination as a broad scale glob- where the disparate pieces of the al enterprise, it also has the capacity realm merge into one unified whole. and agility to innovate and expand its And yet, this federated institution sphere of influence. The omniversity was still based on an identity tied will be a transcendent enterprise of specifically to location, mission, and global education reach and impact. ¹ This piece builds on work completed for the International Association of Universi- the historic population of that cam- ties’ Future of Higher Education initiative pus (staff and students): an institu-

32 As the definition“ of omni above attests—an omniversity will be a university that is “in all ways or places.” And, indeed, such Roberta Malee Bassett is Global institutions are destined Lead for Tertiary Education at the to expand in number and World Bank. Prior, Dr Bassett served impact, to drive global as Lecturer in the Centre for Higher Education Management and Policy, higher education in the fu- University of Southampton, UK. Her ture. experience in university administration includes posts as Assistant Dean at Stanford University and Manag- The omniversity, then, will emerge ing Editor of The Review of Higher as a kind of education empire. The Education. She has authored/edited inevitable globalization of higher edu- numerous publications related to international higher education. Roberta cation requires adaptation, however, received her Ph.D. from the Center for and universities must continue to International Higher Education, Boston evolve to be more: more useful, more College; M.A. from Stanford Universi- agile, more accessible, and more ty; and B.A. from Columbia University. meaningful. If the omniversity emerg- es as an institution that provides education in formats that span from the most applied short course to the most advanced doctoral program, with multiple modes of delivery and agile pathways for student achievement and research excellence, then the future of the university will be as exciting as its past.

33 Collaboration, Universities are among the strong- I believe universities will focus on est brands in the world, and I believe the critical role they play in delivering Specialisation this will remain true in the future. the highest quality teaching availa- However, for many to remain viable in ble, be that via remote learning, in and a Focus on a post-COVID, resource constrained person or a hybrid version of the two. Fewer, Bigger context, we’re going to see them re- Research will remain important, but turn to their education roots, special- funding will scale back as the global Things Will Be ise more, and collaborate more. economy cools – those that focus Key to Success and specialise on fewer but bigger This is being driven by three major things, will stand out. trends: (1) recession – leading to a Larry Marshall scarcity of funding and resources; We are also going to see more spe- (2) travel restrictions – which has dis- cialisation and differentiation between Chief Executive of CSIRO rupted international student mobility universities, and clarity on the role and the associated revenue; and (3) each plays in the innovation system. differentiation – previously driven by James Cook University in Queens- academic rankings, this will increas- land, for instance, leads on research ingly become driven by specialisa- areas of relevance to the tropics. tion. Globally, we are going to see more Australia has seen international collaboration between universities education become by far our most and their national science agencies, valuable services export, and our both to pool resources for impact fourth largest export sector overall and to create channels to industry behind iron ore, coal and gas. For to commercialise research. Canada, many Australian universities, the Singapore, and Germany have done profit from international students has this well. also allowed significant investment in research and infrastructure that As Australia’s national science has led to some highly successful agency, CSIRO collaborates with research programs. most Australian universities through research and co-publication, post- COVID-19 and international travel graduate student supervision, restrictions have cut that revenue Cooperative Research Centres and and derailed the funding model, through our ON accelerator program causing universities to reset. and venture fund.

It is an important time to remember Role clarity is the key to collabo- the core purpose of our universities, ration. Universities teach our next which is to deliver an outstanding generation, and leverage the profits education to the future leaders of the (alongside government funding) world and create the skills that will to create Australia’s world-class underpin our future industries, jobs research. and prosperity.

34 There is a myth that Australian There’s no shortage of things to do, universities are no good at commer- but we need to decide where we are cialisation, but globally commerciali- going to focus and concentrate our sation revenue is low for universities. efforts collectively. Australian universities do what universities around the world do, and COVID-19 showed us what we can do it better than most – their role is achieve when we work together. In a not to create industry, but to mould resource constrained world, collab- the minds of those that will. orating with defined roles and clarity Dr Larry Marshall is Chief Executive of purpose will both preserve the uni- of CSIRO, Australia’s national sci- We need to support university versity sector and further mankind. ence agency and innovation catalyst. researchers with a well-connected CSIRO solves the greatest challenges ecosystem that includes channels to through innovative science and tech- industry, working collaboratively with nology. Larry is a scientist, technology applied agencies like the CSIRO. innovator and business leader with a wealth of experience in creating new value and impact with science. He has On the funding side, we will also a PhD in Physics and became a global need to undergo a shift in mindset, leader in laser research, for which he from competing for shrinking pots of was honoured as a Federation Fellow funding to collaborating on projects and later as an ATSE (Australian Acad- that get funded because they have emy of Technology and Engineering) impact. Fellow

If we are coordinated“ and collaborative in our efforts, with clear roles and specialist expertise, we can achieve so much more. Our civilisation is faced with some big challenges – how do we feed 3 billion more people with half as much water? How do we address climate change?

35 The Universities IMAGINE the University of the make the changes that will further Future: a place where teaching, improve learning, teaching, research of the Future research and innovation equally and innovation, increase their impact contribute to a brighter future for and empower future generations to students, graduates, researchers build resilient, inclusive and sustaina- Mariya Gabriel and the wider community; where ble societies. inclusion and excellence are equal- European Commissioner for ly important; where we apply the The European Commission is Innovation, Research, Culture, lessons learned from the COVID-19 supporting higher education systems Education and Youth pandemic to move towards deeper across Europe to come out of the cooperation, and where pooling crisis stronger and more connected resources, courses, data and infra- than ever before. Together with the structure is the new norm and where wider higher education and research we share the same goal: a sustaina- communities, we are shaping a vision ble planet. for the universities of the future. For this, we will build on the Erasmus+ At the outbreak of the pandemic, European Universities, which are higher education institutions showed testbeds for the universities of the their flexibility and how much they future. Our objective is to support the could contribute. Not only did they higher education sector in becoming switch to online provision almost inter-connected, innovative, inclusive overnight, but they joined forces in and digital. For this, we will encour- fighting COVID-19: through research age deeper and inter-disciplinary on vaccines; through civic engage- cooperation between universities ment by students and staff; and by across the EU, with more and better providing support for students. mobility, quality assurance, governance and financing. Once we had moved beyond the first emergency response phase, we Linked to this, we will co-develop focused on the transformation of our a European degree and work on the higher education institutions. COV- modernisation of quality assurance ID-19 has both speeded up digital systems. And we will examine the transformation within higher educa- feasibility of a European statute for tion and highlighted an urgent need European Universities. For all this for deeper cooperation between to become possible, we need the higher education institutions, as well commitment of Member States to as between them and their surround- remove the last barriers that still ing innovation ecosystems. We need prevent deeper cooperation for to do more to invest in the “knowl- European Universities and equivalent edge square”, linking the knowledge alliances. triangle - education, research and innovation - with the service mission Europe’s universities should not to society that universities have. only become more interconnected The potential is there to do more, to geographically; they should also

36 embrace the idea of intergenerational The crisis presents many challeng- campuses. In today’s rapidly changes, but it also creates opportunities ing society, providing an attractive for us to cast a critical eye over how offer for lifelong learning at all ages higher education is now and how should become an essential task of we would like it to be in the future. higher education. It must take shape I look forward to working with all of through a variety of educational our higher education community as modalities, including a greater uptake we work together to imagine – and of micro-credentials for which we are create - the Universities of the future. Mariya Gabriel is the European Com- developing a European approach. missioner for innovation, research, culture, education and youth. She is responsible for key EU programmes as Horizon Europe, Erasmus+, Euro- “ pean Solidarity Corps and Creative Micro-credentials are Europe. She was Commissioner for awarded after the com- Digital Economy and Society from pletion of short courses 2017 to 2019. Under her leadership, the Digital Single Market has become or modules and proper a reality. She has been elected to the assessment of the com- European Parliament in 2009, 2014 petences acquired. They and 2019. Mariya Gabriel is Vice-Pres- ident of the European People's Party can help people at any and Vice-President of EPP Women. stage of their careers to gain knowledge, skills and competences in all fields.

To help prepare our education systems for the digital age, we have also launched an open public consulta- tion on the renewed Digital Education Action Plan. The Action Plan will be adopted in September. While much has been achieved over the last decade, we can and must do even more over the next one to keep people at the heart of digital transformation and deliver more opportunities for all. The new Action Plan will be a key instrument in the COVID-19 recovery process, taking into consideration the lessons learnt from the crisis and reflecting the long-term vision for European digital education.

37 IMAGINE the For centuries, universities have been the hallmark of civilized so- Indispensable cieties. Places of learning, hives of “ research, the proud culmination of Should they continue to University the age of enlightenment, the unde- define their role through niable proof of the merit of intellectual the prism of nostalgia and Pascale Quester pursuit, and the collective endeavor reminiscence, they are of generations of scholars who have surely destined to self-in- Vice-Chancellor and President exercise well-honed critical skills to of Swinburne University offer comments on decisions made flicted obsolescence. of Technology by others, government or industry. Institutions for the people, certainly, But there is an alternative path. Uni- but not much of the people. Learned versities could and should become commentators rather than actively catalysts of innovation and effective engaged players. As revered as such builders of the human capital needed bastions of knowledge have come for Industry 4.0. They should com- to be, universities are increasingly bine, as no other institution ever expected to be accountable for their could, the nation-building blocks of activities. Yet, as holders of discipline innovation, entrepreneurship and content, they underperform when human skills. They should do so compared to the plethora of informa- by co-creating with learners and tion now available to all - and imme- industry the sort of curriculum and diately- online. As sources of innova- research projects that speak to the tion, they struggle when compared future rather than the past. Universi- to freer forming enterprise organized ties are indeed quite uniquely poised in fluid ecosystems that can assem- to become genuine future makers, ble or disperse at will according to and should be universally recognized market needs. As educators, they as valued and indispensable parts fail when promulgating a didactic of society. Only universities can truly form of teaching that is not only unlock the full potential of combining overly prescriptive, but also bereft technology, based on strong fun- of learner centricity and hesitate to damental and often STEM-related deliver ‘just-in-time-education’ to the knowledge, with practical applica- growing cohort of learners seeking to tions and skills. And it is precisely customize their education journey. because universities are best placed to marry knowledge with know-how, Is this, then, an existential moment to overlay the digital with the human for universities? Could any society and weave the interface between evolve further without them? Could people and machine, that they can advanced economies contemplate harvest the power of technology for their complete abandon? Paradoxi- the betterment of mankind. cally, the answer probably rests with universities themselves. In order to claim the status of indispensable contributors to society,

38 however, universities must first earn the social license many of them have long taken for granted. To wit, the recent pandemic: Universities have offered science and empirical findings and those governments that listened to the advice did immeasur- ably better than those who chose to ignore it. But universities need to do Professor Pascale Quester is more than give advice on a prob- Vice-Chancellor and President of lem, they must play an active part in Swinburne University of Technology. implementing solutions. In addition A respected leader in the Australian to treatments or vaccine developed Higher Education sector for over 2 in their labs, they must offer online decades, she holds degrees from her professional developments for the native France, the USA and New Zea- unprecedented number of jobless land and is a highly cited researcher in consumer behaviour (H-index 43). A individuals whose livelihood now knight of the French National Order of depends on acquiring new skills in Mérite and a Professeur des Universi- a world irremediably changed. And tés, she is also Professor Emerita from beyond the advice offered during the University of Adelaide, a distin- the pandemic, as valuable as it has guished Fellow of the Australian New been, it is the willingness of universi- Zealand Marketing Academy and the ties to engage actively in the recov- 2020 recipient of a career award by ery, their unique capacity to assist in the American Marketing Association. the reconstruction of a new digital economy and society that will be the test of universities, and the undenia- ble proof of their lasting relevance.

It is, therefore, precisely because universities can influence and improve the future that they should be cherished by their communities. The indispensable university is one without which no society could flourish.

39 IMAGINE Higher Dear Higher Education, tion, everything is a sorting process. This process is still doing the job it is Education as a We stand at the precipice of designed to do; it just isn’t necessari- significant transformation in higher ly the job to be done. Lifelong Service education as we weather an un- Platform precedented collision of crises that have laid bare many of our systemic issues and unearthed new challeng- “ Cameron J. McCoy es. I believe must choose between Ever the optimist, I believe boldly resetting the definition of we can build from our Vice President and Vice Provost quality and lifelong learner suc- factor endowments and for Strategic Initiatives at Lehigh cess through collective leadership, reshape a regenerative, University intentional community action, and transparent, data-enabled sense- equitable, learner-orient- making; or retreating to the familiarity ed university. of what is and hope that “everything will be fine.” For the sake of learners Let’s imagine for a moment that across the globe, I pray you’ll join me we’ve genuinely centered equity in in choosing the former. our system. Doing so would require a distinct shift from our existing col- Recently, I read a collection of lege-as-a-process approach towards essays that positioned the pandem- the idea of college-as-a-platform. ic as the accelerant to change in A modernized higher education higher education. Filled with imagi- platform demands we prepare for a nation and a critical assessment of present where the left-to-right nature the post-pandemic college, some of a degree must be less linear and of the leading thinkers in our sector learner engagement is perpetual. identified how the pandemic might This line of thinking opens possi- pressure leaders in higher education bilities that lead to a level of institu- to address our systemic structural tional agility necessary to address issues. sovereign identity, learner mobility, and evolving workforce demands. In If this collection of essays suggests my view, this requires the intentional anything, it’s that the present higher integration of knowledge (curricu- education construct is at odds with lar, co-curricular, and experiential), the future. For decades we’ve com- placing a high value on 21st-century petently navigated around a growing human skills and moments of distinc- set of pressures and challenges and tion for all learners. held on to normalcy in reverence to the “college experience.” Today’s col- Imagine a university without a series lege experience is less nostalgia and of stage gates and entry barriers. more sorting, with laser-focused on Admissions is immediate and de- a select group of 18 to 22-year-olds. signed around intent to learn and a From admissions, to matriculation matched assessment of potentials: and majors, to graduation and dona- learner potential in life and institution-

40 al potential to unlock it, regardless of outreach. It’s the place that contin- age or pedigree. This is enrollment ues to offer the complete collegiate by design, its default proactive, and experience without regard to where it sets the stage for intentional and your pillow is or your stage of life. continuous engagement in perpetui- How might we shape a trusted and ty. What is it we need to know to get meaningful brand that is empowered here? by the talent we certify?

Imagine a university that recogniz- That’s the university I imagine, and Cameron J. McCoy, Ph.D., is Vice es learning where learning occurs. to be honest, I don’t think we need President and Vice Provost for Stra- Matriculation becomes periods of more crises to get there – we need tegic Initiatives at Lehigh University. anchoring, where we earn learner creativity and commitment, some- He leads enterprise-wide external en- commitment and become “educa- thing a university has in spades. So, gagements, aligning careers and eco- tor of choice” throughout a lifetime. let’s evolve it together. nomic development, and institutional Built on a platform of agency around change. Dr. McCoy is a graduate the distinctive learning experiences, this University of Oklahoma (M.A., Ph.D.) and Washington State University (B.A., university offers digitally verifiable B.A., B.S). His research interests and stackable credentials for human combine economics and educational skills gained from all experiences. administration in evaluating university It demands proficiency in creating organizational approaches. McCoy comprehensive, mission-driven part- served as a fellow of the Academy for nerships across university, business, Innovative Higher Education Lead- government, and community in order ership in 2016 and the American to personalize and credit experien- Council on Education in 2018. tial learning that occurs outside the classroom. It furthers its position of first choice by empowering faculty to create flexible, digitally enabled, market aligned, competency rich pathways. How might we intentionally curate these robust learner-centric experiences? What data might we need to disrupt or modularize the concept of the major? How might we aggressively promote equitable opportunity for all learners, faculty, staff, and those in our community?

Imagine a university where the college experience is a lifelong experience. Success is a constant engagement, marked by proactive outreach at career pivots when there may be a renewed intention to learn rather than a primarily philanthropic

41 ‘IT IS LITERALLY TRUE THAT YOU CAN SUCCEED BEST AND QUICKEST BY HELPING OTHERS TO SUCCEED.’

– Napolean Hill

42 43 CRISIS AS A DRIVING FORCE

44 45 COVID-19 and Universities have, without doubt, teaching, rather than a considered risen to the immediate challenge of transition to new methodologies, Universities: responding to COVID-19. They are backed up with training and invest- at the forefront of research efforts to ment in digital infrastructure. Howev- Embracing the discover vaccines and treatments, er, the fact remains that it has shown Moment as a while also providing healthcare, train- possibilities and developed under- ing, and community support. They standing to an extraordinary degree. Catalyst for have re-purposed their laboratories Similarly, take student mobility. No Positive Change to make essential equipment and one would suggest that a virtual their buildings to house healthcare experience is the same as a physical workers, whilst at the same time one, but the thought of how to main- Amanda Crowfoot providing the expertise and evidence tain international opportunities when that has proven essential in support- travel is not an option could offer Secretary General at EUA ing government decision making. new perspectives for internationalisation. In short, the measures taken Universities are more than a col- in response to COVID-19 can assist lection of buildings, and so whilst universities in reflecting on what con- campuses have been largely closed, stitutes good higher education and universities have remained very how best to deliver it. much open as seats of learning and teaching, research and innovation, What also comes out of this pan- and societal engagement. Necessity demic is the recognition that we will is the mother of invention, and the need to be ready for the next global COVID-19 pandemic has forced crisis. At an institutional level, this universities to find new ways to do means evaluating the crisis man- things at an unprecedented speed. agement mechanisms in place and Many have reported doing, in a strengthening them if necessary. At a matter of days or weeks, what would political level, it means cementing the usually have taken months or even principle of evidence-based policy years. In addition to innovations in making, following the advice given by digital learning and teaching, we universities and others to both pre- have seen new ways of keeping dict and plan for future emergencies students and staff connected, and of and to respond when they happen. It working collaboratively. also means continued and substantial investment in education, research What comes next must be a re- and innovation. Research investment flection on how to capitalise on the cannot just be problem-oriented, changes that have taken place in re- important though this is, but also has cent months. Take digitally enhanced to be curiosity-driven, to increase the learning and teaching, for example, sum of human knowledge. which has undoubtedly been accelerated by the crisis. Of course, many of the actions taken were emergency measures: a quick shift to remote

46 We do not know“ what the next crisis will be, but the more we know about the world we live in, the better we will be able to deal Amanda Crowfoot joined EUA as with it. Secretary General in January 2020. She is responsible for co-developing Make no mistake, the university and implementing the Association’s sector will have serious challenges strategic plan and is an ambassador for all members, presenting a col- to meet and therefore we cannot lective vision of strong universities in look at the future through rose-tinted Europe and leading a team of 40 staff glasses. In the short-term, there are members in offices in Brussels and the logistics of how to physically re- Geneva. Amanda previously served as open campuses and keep staff and Director of Science Europe, and from students safe. There are significant 2001 to 2012, Amanda worked at the financial risks, be it in terms of loss UK Research Office first as a Europe- of fees income, student finances, or an Advisor, and then as Director of the longer-term consequences as the Office. inevitable economic downturn starts to bite. There is a risk to internationalisation, at a time when it is evident that challenges must be tackled collectively. Furthermore, the current crisis has served to increase inequality in wealth and access, and to highlight the digital divide.

Universities will not, and should not, go back to how they were before the pandemic, but should embrace this moment as a catalyst for positive change.

47 Don’t Dream; We get blasé about the power of Right now, teams of Australian ideas and knowledge, the power to university researchers are united in It’s Real understand what is going on around pursuit of one goal: the defeat of us, to see and shape our role in the COVID-19. good and the bad of what’s ahead. Catriona Jackson Likewise, we get blasé about the Scholars are identifying candi- power of universities — the institu- dates for a vaccine; investigating the Chief Executive of Universities tions designed expressly to harness body’s immune response to the virus Australia that power, to nurture the growth of and new ways test for it; finding understanding in students and schol- new treatments while we wait for a ars, to embed the love of an expand- vaccine and identifying those most ing mind, and the expanding world vulnerable. view that so often goes with it. Researchers are working with city We forget sometimes that univer- authorities to monitor outbreaks by sities are home to the big ideas, studying wastewater, improving the the breakthroughs, the sometimes effectiveness of personal protective revolutionary thinking that shapes equipment, digging into what makes our lives. I hardly need to start the roll us follow social distancing guidelines, call, but I will. Universities are where or not. Isaac Newton developed the laws of motion and the general theory of Researchers are searching for an- gravity, where Marie Curie discovered swers to important social questions: radium and its therapeutic properties, how do people cope with the loss of where Ian Frazer found a vaccine for a loved one when so many are dying, cervical cancer, where Frank Fenner what can we do to stem increasing did the work that meant he could tell rates of domestic violence? the world Small Pox was eradicated. On the ground, universities have I don’t need to ‘dream up’ a future deployed researchers and students for universities post COVID-19, I see into local health services wrestling the now, and the now is extraordi- with the surge in demand and nary. opened university accommodation for nurses and doctors who need it. While most of us are utterly con- sumed by the blunt and relentless Universities have set to work de- trauma imposed by the virus, univer- signing, testing and manufacturing sity scholars and students are doing face shields and ventilators. Fashion what they do best — attacking it design students have made more from every angle. wearable face masks, that are more comfortable for longer.

The only way to win is to fight on every front and that’s exactly what

48 university staff and students are take the extraordinary power of the doing. human mind, our insatiable curiosity, and use it to ensure we are active Researchers from all disciplines players in our future. That’s what I — philosophy to political science, like to dream about. economics to agriculture — have directed all their expertise, all their decades of accumulated experience, to the fight of our lives. Catriona Jackson is Chief Executive of Universities Australia, the peak Economists are building models to body representing Australia’s com- protect us from the worst of the re- prehensive universities. She joined cession, artificial intelligence experts the organisation in 2016. Her 34-year are building new industries and new career includes roles as Chief Execu- jobs. tive Officer of Science and Technology Australia, senior adviser to a federal government cabinet minister, director Universities are deeply embedded of government relations and commu- parts of the communities we serve. nications at the Australian National Right now, we are all struggling to do University and a journalist. Ms Jack- our best in a world that is difficult to son chairs the Advisory Board for the comprehend. ARC Centre of Excellence for Nanos- cale BioPhotonics and is a member of various government committees.

We all have“ a duty to harness all our resources — intellectual, economic and emotional — and put them to best use.

Working together, drawing together all our strengths, has seldom been more important.

Of course, the virus will leave us in a different place — universities and the communities we serve will all be changed. The way we conduct research, the way we teach, the funding policy landscape will all be different. But the fundamental objective of the university won’t. To the

49 AUB Helped IMAGINE the Middle East decades Set against these vicissitudes, AUB from now. Do you picture a family has always devoted itself to the long- Spark an Arab of prosperous, enlightened states term development, improvement, living in freedom, happiness, and and lifting up of society, through Renaissance – peace; or a barren wasteland, bereft excellence in education and nurturing and Must Do So of community, culture, and hope? leadership. AUB’s founding presi- Most of us, given our innate cognitive dent, Reverend Daniel Bliss, encap- Again biases, will envision a higher-tech sulated our ethos when he said, “We but depressingly similar version of were not anxious to appear great, the circumstances we see today—a but we were anxious to lay founda- Fadlo R. Khuri continuation of unfulfilled potential tions upon which greatness could be President of the American among our youth; lives blighted by built”. I could write at length about University of Beirut wars and chronic insecurity, envi- our 19th century American founders ronmental degradation, government who came to a neglected Mediterra- corruption, inequality, and poor nean as Protestant missionaries, but health. This middle-lane vision of a went on to espouse evidence-based future Middle East actually represents inquiry and—perhaps America’s to me the most unlikely possibility greatest invention—liberal arts of the aforementioned three. If we education. In doing so, they ushered continue along this path, repeating in a broader transformation, rippling the same mistakes, I believe this out from the intellectual and scientific region is heading to a much bleaker center that Beirut became in AUB’s scenario. shadow to reach the entire Arab world and beyond. The COVID-19 outbreak has sounded a global alarm bell that we are running out of road to avert catastrophe, not just in our region, If we discuss“ humani- but globally. The speed and pathol- ogy of the pandemic has taken even ty’s need to wake up to advanced societies by surprise, ex- the lessons of COVID-19, posing the fragility of economic and AUB’s history of impact educational systems and our ill-pre- also validates our right to paredness to safeguard the health and futures of the most vulnerable. dream of a more diverse, In Lebanon, home of the American inclusive, and equitable University of Beirut (AUB), the impact world that the academy is of coronavirus is just one of a suc- capable of creating. cession of body blows, the appalling August 4 explosion in the port Beirut being just the latest, albeit the most Every university sends out waves catastrophic. We were already in the of fresh graduates who are enriched existential post-COVID headspace, through professional qualifications knowing what it is like to inhabit a and the life lessons learnt from world turned upside-down. 50 other students and professors. Few outside AUB can boast an experience that also includes meeting and befriending peers whose parents may have stood on opposite sides in a brutal, sectarian civil war. As we consider ways to keep alive the student experience while protecting against the coronavirus, we remain Dr. Fadlo R. Khuri is the 16th pres- acutely aware it is on our campus, ident of the American University of not Zoom, where students lose their Beirut (AUB) and professor of med- fear of the other, where they become icine at the Faculty of Medicine and emancipated from the dead hand Medical Center. Khuri is an accom- of entrenched sectarian politics still plished molecular and translational gripping this nation and causing oncologist, having authored over 750 most of its miseries. publications, he serves as Editor in Chief of the journal Cancer. Khuri has helped obtain grants and donations AUB is the microcosm that shows for underprivileged students and Lebanon can cast off the yoke of patients for over $250 million. Under corrupt, sectarian rule. The tragedy Khuri’s leadership, AUB has reintro- of August 4 shows emancipation duced academic tenure and initiated must come soon. And if Lebanon several new PhD programs. can make that change, so can every country ruled by an unaccountable elite that trades transparent governance for the public good with personal venality and embezzlement. Do prosperity, happiness, and peace lie around the corner in the Middle East? No, but today and every day we lay the foundations for such a transformation and therefore—even in the most desperate times—we arm ourselves with faith and hope for a better tomorrow.

51 IMAGINE a More IMAGINE a more humane society. What we indeed know today is The COVID-19 pandemic has seri- that our personal attitude will be Humane Society ously affected health and economy the foundation for building this new worldwide; and Chile has been no global community we are a part of. exception. Higher education insti- We have been forced to be physically Ignacio Sánchez tutions have made huge efforts to separated with the consequential handle the emergency in the most feeling of vulnerability that distanc- President of the Pontificia appropriate and effective manner, ing entails. This time has been an Universidad Católica de Chile while at the time caring for their com- invitation to reflection and personal munity members – students, faculty change. Whether we accept the and staff. invitation or not, our future depends on it. We have witnessed how, during the progression of the pandemic, con- What will our post-pandemic life be cerns and questions arise. We ask like? It is not an easy question. The ourselves about the future and how answer lies in how we relate to each we will relate both personally and as other, how we solve our conflicts a community. Many questions arise and how we handle social demands. about what the future will look like. Universities and higher education On the one hand, there are those institutions have much to say in this who affirm that we will be support- respect, as a university community ive, austere and concerned with the is built on personal encounter, the needs of the most vulnerable popula- valuation of diversity and the free tion. Others believe that this will only exchange of ideas. We thus expect be a parenthesis and that at the end dignity and respect to guide our of the pandemic consumerism and actions. This pandemic has stressed individualism will reemerge. the relevance of teaching, developing new knowledge, doing research and A possible answer to these ques- carrying outreach programs. tions lies in observing how we have responded to past situations, such This global crisis has given us all as wars, institutional breakdowns an opportunity to reflect on what is and natural disasters. Unfortunately, essential and this reflection must be no fundamental changes occurred, put into action in our daily chores as at least in regards to increasing faculty members, researchers, stu- solidarity or valuing human dignity. dents and staff. Our knowledge and Nonetheless, it is impressive how capabilities must focus on valuing this pandemic has brought a differ- people above other things. Fields ent perspective; it has pushed us to such as science, economy, urban assess deep aspects of our exist- design, medicine, and many others ence. The pandemic has provoked a must consider the needs of people strong feeling of uncertainty and now for a better quality of life. Universities we must recognize that we do not can contribute greatly in the chal- know what will happen in the future. lenge this pandemic has posed.

52 We are to guide“ our students and researchers into new routes to develop better, healthier and kinder living conditions. Ignacio Sánchez is a Full Professor at It is this message that the School of Medicine of the Pon- we must transmit to our tificia Universidad Católica de Chile. students and our commu- He is part of the Council of Rectors of Chilean Universities and of the Coa- nities. lition of Traditional Non State Chilean Universities. He is Chair of the Chilean These collective efforts must be put Chapter of Catholic Universities of the at the service of common good. It is International Federation of Catholic possible to imagine a more humane Universities, and Vice-President for the society. South Region of the Organization of Catholic Universities of Latin America and the Caribbean - ODUCAL.

53 Universities – Sitting in locked down Australia, current crises: COVID-19, a changed I am imagining a university beyond geopolitical reality, and Australia’s first Integral to space and time. An unprecedent- recession in almost 30 years. ed global crisis makes you acutely Reshaping aware of what the future could look It is inarguable that Australia’s lead- Society like… but at the same time I find my- ing research-intensive universities self asking: is it really possible to im- have been the most exposed. While agine universities that are too altered seven Go8 members are ranked in Vicki Thomson from the fabric that has remained so the world’s top 100 universities, this substantial, so fundamental to the has largely been funded by interna- Chief Executive of the Group world for so long? tional student fees. of Eight (Go8) For me, this exercise is about how And let’s be clear: it is the high golden an age it could be if universi- quality of this research that Australia ties were accepted as the assets we is relying on now. That has led to are rather than as burdens of cost. the University of Queensland being What could our society achieve if we selected by the Coalition for Global were positioned to deliver the best Preparedness Innovations to develop research for the world unhindered by a potential vaccine; attracted philan- policy vagaries. thropic funding for trials for a potential COVID treatment at the University So to me, in Australia, with our uni- of Melbourne, and allowed research- versity sector teetering on a financial ers at Monash University to identify a precipice, and as Chief Executive of potential antiviral drug that could be the Group of Eight (Go8), our nation’s administered via an inhaler. leading research universities, never has the question “how universities in But COVID-19 has laid bare the future will shape crises and will Australia’s unsustainable university be shaped by potential future crises” funding model. been more relevant. The resilience universities have shown since the This does not happen in competitor University of Bologna in 1088 already nations. We are called public univer- provides the answer. Universities will sities, but we have not been able to be reshaped because we are not rely on public support for too many ivory towers; we are an integral part years. The Go8’s average Govern- of society and society must reshape ment funding (excluding domestic too. student contributions) sits at just over 30 per cent. It is now highly ques- Facing the realities of a post-COV- tionable whether the pipeline of in- ID world means working with the ternational student fees – dollars the Australian Government to design a Australian Government has relied on new future in teaching and research. to fund us on its behalf – will return. Together we must reshape an architecture able to withstand three

54 The only way forward is to change.

The Go8 does not agree with everything the Government is suggesting. We are far more than degree factories or just ‘impatient’ research. But we do have to find common ground. That is how universities stay nimble and survive. More sensible Ms Vicki Thomson is the Chief research funding - through better Executive of the Group of Eight (Go8) funded but fewer research grants - is – Australia’s eight leading research-in- a possibility, as is a pivot to a higher tensive universities. She took up her percentage of research for the imme- role in January 2015. Prior to this, she diate needs of our community that was Executive Director of the Australi- still allows room for the fundamental an Technology Network of Universities research that has driven the massive (ATN). Ms Thomson’s diverse background covers print and electronic “finds” of world’s advances. That is journalism, politics, issues manage- reshaping. ment and the higher education sector. She has an extensive media, political and policy background and was Chief of Staff to a South Australian Premier. Our universities“ have al- She is a Board member of the Euro- pean Australian Business Council and ready shown that we can is a member of the Australian Govern- adapt quickly in the short ment’s New Colombo Plan Reference term. Group. Australia is changing and changing fast. It has no choice. And neither do we.

55 Fostered by Before the COVID-19 crisis, world Paradoxically speaking, the COV- universities were seriously impacted ID-19 crisis’ main impact will just be Crisis, How to by several global trends: to accelerate these four megatrends, requiring better answers from Imagine the 1. Digitalization and its conse- academic actors, but not changing Future of the quences – as knowledge is more them. The primary change will most available everywhere for free, likely be restrictions on students’ Universities legitimacy to demand high tuition physical mobility, which will impact within Societies fees is increasingly challenged. New severely some academic models entrants (GAFAs, MOOCs, EdTech...) largely based on international stu- and What Should are pressuring universities to become dents. more unique and relevant, as places It Be? for socialization and competence A key uncertainty between sce- integration. narios will revolve around interna- Pierre Tapie tional openness versus international 2. Vast demographic shifts – up closure. Depending on the scenario, Chairman and Co-founder to 2035, local populations of young these trends will affect universities of PAXTER students will decrease in Europe in the world with opposite effects, and the Americas, while increasing depending what the universities are in the Middle East and Asia, and already. dramatically in Africa. New students to educate will NOT be in traditional • The so-called “global universi- academic countries, they will locally ties” sitting in the top 50 in global vanish in the best equipped academ- rankings, will have to transform ic locations. their models by learning how to

operate more frugally, as the best 3. Education is increasingly life- students will increasingly originate long, whatever the country – the from financially-challenged countries. balance of academic efforts between They will face the choice of recruiting initial education and adult education elite students from these regions, will evolve to be different from today. or recruiting average students from 4. Investments in science and rich countries. Further lockdowns will research present a major geopolitical force them to recruit locally or dare shift – Depending on the ability of to invest massively in developing a governments to think long term and presence in growth countries decide accordingly, some nations are becoming key scientific actors; oth- • Depending on their capabilities ers historically advanced are lagging and willingness to invest in knowl- behind. The EU decisions last week edge, emerging countries, will be the to cut 15% of the future Research hottest places for higher education. EU policy to ease the collective investment to relaunch economy was - The less advanced ones will a spectacularly negative gesture. face demographic tsunamis of potential numbers of new stu-

56 dents of + 200, up to + 700%, Their ability to do so will depend on but capabilities will be insuffi- the public perception of their willing- cient. There, only digitalization ness to serve society at large, not will enable to cope with massive to work for their own benefit. Aca- numbers. demics must find the narrow path where battling for additional credits - New intellectual giants, as does not jeopardize their legitimacy China, will appear among the to speak with a loud voice, with in- middle-income countries. dependence and judgment, fostering Pierre Tapie built his career holding collective wisdom. together academic and economic • Between these actors, many universes, graduated as an Engineer universities, especially in Europe, will Some will, some won’t. Scenarios from Ecole Polytechnique (Paris), with have huge opportunities to reinvent are pretty open, for better or worse. a PhD in Biophysics (University Par- how to implement their competenc- is-Saclay) and an MBA (INSEAD). After es. They are not too rich and their 10 years as a scientist at SANOFI, he value for money is much better than was Dean of Purpan Graduate School of Engineering for 11 years, then Dean more prestigious universities. These and President of ESSEC Business ones can grasp the demographic, school, leading its global outreach. In digital, and life-long education shifts 2013, he created Paxter, a consulting as opportunities to reinvent them- firm focused on academic institutional selves. Neither INSEAD in France, strategy, serving universities, govern- nor many universities now increas- ments and companies worldwide. ingly prestigious, existed 60 years ago.

In every time“ of history, universities have been spaces active in inventing the best future for society. They can be vivid actors to pressure politicians, governments and lobbies acting for an open world.

57 IMAGINE an Imagine finding yourself in the the transformed innovation system, middle of a wide-ranging, almost universities have kept their distinct Agile and holistic societal shock. One that has form of knowledge production where an impact on all aspects of life: poli- basic research and applied research Resilient tics, economies, culture, society and at a broad range of disciplines still University consequently all Higher Education define the strength of this institution. Institutions around the globe. A crisis Also, in an organizational context, so far-reaching that for a moment of the university has always claimed to Heinz Fassmann time it even overshadowed the most belong to a world-wide community pressing 21st century challenges like of institutions where scientists have Minister of Education, Science climate change, demography, urban- the right of circulation regardless of and Research, Austria ization, economic growth, energy nation borders while at the same consumption, hyper-connectivity and time being strongly rooted in the local shifting geopolitics. context.

As Peter Scott argued in 1999, that Second, from the early begin- universities might be ill-adapted to nings, universities have been spaces future shocks, he was engaged in where scholars and students meet deep reflections on conceptualizing to exchange and advance ideas. the knowledge economy: Will the This unique function of intertwined university decline or transform? He research and teaching has persisted stated, in a post-modern world, soci- and will persist, albeit in a rather ety as such might be different from all adjusted, more hybrid mode. The we have witnessed before. While in advancement of digital learning modern industrial society, the univer- technologies is transforming the sity has become overwhelmingly an way of learning and teaching. We all institution of “movement”, in the soci- witnessed the rapid movement into ety to come, it might simultaneously solely distance learning in the last also be an institution of powerful months. Out of this unique experi- “stabilization”. Because change will ence, we are obliged to reflect on be happening rapidly as never seen how to integrate these new insights before, both qualities will be needed in the overall university experience, for the modern university. while comply with the claim of spark- ing critical thinking, reflexivity and From my own observations as a scientific dialogue as goals of higher student, scholar, vice-rector and now education. minister, I have seen both qualities in universities: profound movement, Third, the contribution of univer- which I call agility and stability, which sities to the good of society has I call resilience. I would like to share probably never been as visible as in a few of those observations: the last view months. Scientists from diverse fields of expertise contribut- First, in the profound changes in ed intensively to evidence-informed the knowledge society, and further in decision-making; not only in health

58 and medical issues. Already now, we see an immense creative potential for solving current issues with the knowledge from past and current research. At the same time, the limitations of science became obvious: in a strong democracy, decision-making still needs to be taken in the political arena. Federal Minister Heinz Fassmann was reappointed as Minister of Educa- tion, Science and Research, Austria in January 2020. Before he was Profes- Drawing from“ history and sor of Applied Geography, Spatial Re- search and Regional Planning at the my own observations, I University of Vienna and Vice Rector argue, that universities for Research and International Affairs. have been in a continuous Additionally, he served as chairman of the expert board for integration in the transformation. I value Austrian Federal Ministry for Europe, their uniqueness and their Integration and Foreign Affairs. Heinz ability of simultaneously Fassmann is a full member of the Austrian Academy of Sciences and of being agile and resilient. the Academia Europa.

With the synergy of these two qualities, I deeply trust that universities will shape current and future challenges and thus taking their role in making a huge contribution to a resilient society.

59 ‘HUMAN HISTORY BECOMES MORE AND MORE A RACE BETWEEN EDUCATION AND CATASTROPHE.’

– Herbert George Wells (H.G. Wells)

60 61 DISRUPTING TEACHING AND LEARNING

62 63 Higher Education Imagine a world where opportuni- potentially insurmountable obstacles. ties aren’t tied to the color of your For instance, health concerns, lack Is Key to skin, your place of birth, or the size of of broadband access, and loss of in- your bank account. If you are finding come restricts access and the ability Imagining a it difficult to picture, it is because to- for many students to enroll in college More Equitable day the opposite is true, and becom- or complete a degree. ing more so every day. World While COVID-19 widened equity Particularly in the United States, gaps, these gaps have persisted inequality is growing and social for years. The latest data on people Courtney Brown mobility is falling. COVID-19, severe earning college degrees in the United Vice-President of Strategic job losses, and racial injustice simply States show a stubborn 20-percent- Impact at Lumina Foundation magnified these trends, widening age-point gap between Asian Amer- unfair gaps and exposing the daunt- icans and Whites on one hand, and ing challenges we face. We see the Hispanics and Blacks on the other. increasingly dire effects of inequality on millions of people and the economies that depend on their talents. “ Change is urgently needed – and The fact that not all have higher education is the key. access to high-quality learning – and that race, We know that people with post- ethnicity, income, and im- high school degrees or credentials are more likely to have good jobs migration status, among and lead healthier, more fulfilled lives. other factors, determine They’re also more likely to emerge who does – is intolerable. successfully from economic down- turns. After the Great Recession This trend will continue if we don’t hit in 2008, many lower-skilled jobs act quickly and intentionally. It’s our never came back. We see echoes job to reach these students and today as hospitality, leisure and retail help them develop and deploy their jobs are lost or at risk. In the struggle talents. The pandemic has created a to keep earning and learning, many unique moment where colleges and racial and ethnic minorities are being communities are quickly adapting left behind. to better serve students. Changes made now can have significant last- Profound changes caused by the ing effects. If we want those changes pandemic and the accompanying to be positive and ensure all students economic crisis worsened existing are successful, we need more than challenges in the U.S. for minority, band-aid solutions. low-income, and adult learners. For those already struggling academically We need sustained, scalable efforts and financially, the pandemic added – and we are seeing encouraging

64 signs across the globe. For example, American universities are opening access and increasing support for their students. They have abandoned required entry testing, provided more faculty and administrators for student advising and counseling, changed residency requirements, and focused on student needs beyond the class- Dr. Courtney Brown is the Vice Pres- room such as food insecurities and ident of Strategic Impact at Lumina mental health. Foundation, the nation’s largest private foundation focused on increasing We have an opportunity, then, to Americans’ postsecondary success. build something better – and get She oversees the Foundation’s efforts back on our feet with a more effec- in strategic planning, research, evalua- tive, equitable, and efficient system tion, data, and learning. She also leads Lumina’s international engagement of education. As demands for social efforts. Dr. Brown works to ensure Lu- justice grow, the time is right to break mina uses data and research to inform down barriers to learning and accel- and apply lessons to work across the erate new paths to equity. Foundation. Dr. Brown received her B.A. from James Madison University The university of the future will serve and M.A. and Ph.D. from the Universi- today’s and tomorrow’s students, ty of Virginia. who are older, more racially diverse, and face all of life’s complex issues. It will make student success – not institutional success – its main mission. It will commit to racial equity and justice. It will partner with employers to ensure that its offerings meet changing workforce needs. And it will ensure affordability without compro- mising quality.

Today’s crises demand that we not only imagine a better world, but create one – a future where one’s skin color or income doesn’t define our success in education, or in life.

65 COVID and the The emergence of the COVID pan- creative institutions that are likely demic was and remains a crisis for to make the transition, if not trans- Globalization of higher education institutions around formation of higher education most the world. What is absolutely clear is effectively. National and international Higher Education that the existing trend to use more networking of university resources tools of online learning or distance will be far more prevalent. We have Andrew Kuchins learning had been growing before learned, for example, that we can COVID, but now it has exploded, run really interesting, world class President of the American and higher education will not likely lectures series without having to University of Central Asia ever look quite the same. As in many fly speakers from around the world sectors of business, institutions of to Bishkek or anywhere else. That higher education are very rapidly seems pretty obvious, but it was not learning of the growing utilities as something we often thought of doing well as the drawbacks of online because we did not have to. For learning that will certainly outlast the my institution, the American Univer- COVID pandemic. sity of Central Asia (AUCA), these virtual lectures are especially valuable Unfortunately, a lot of institutions because it is challenging to get top will not make it financially in these speakers to make such a long trip to challenging times. That was already a relatively remote place. increasingly the case for many US state and private colleges and Collaborative teaching and re- universities facing financial problems search across institutions will also before COVID. But now it feels that be facilitated by technologies helpful we are in the midst of a revolution of for online learning. AUCA and Bard how higher education will be or- College faculty had partnered to co- ganized nationally and globally. And teach a number of courses in recent that actually is a good thing. The years. Visiting faculty do not neces- operational and financial model in sarily need to physically visit to teach. many places must adapt to rapidly Gaps in institutional faculty resourc- changing educational markets and es can thus be more easily filled. I job market outcomes. In the United expect to see increasing networking States for the past several decades, of multiple institutions to make use skyrocketing tuition and massive of complementarities and synergies. debt amongst students already did This is a major goal of the Open not seem like a sustainable propo- Society University Network (OSUN) sition. Anybody who thinks we will initiated at the start of 2020 in which return to “normal” after COVID is rea- AUCA is a founding member along sonably under control is wrong, and with institutions from North America, who would really want to go back to Europe, Africa, South Asia, and Latin “normal” anyway? America.

There is always opportunity in crisis, and it is the most innovative and

66 Although “globalization”“ has experienced a number of setbacks in recent years and especially this year with the COVID pan- Andrew Kuchins is the President of demic, the globalization the American University of Central of higher education will Asia (AUCA). He is a world renowned continue to broaden and scholar/practitioner on Russia and Eurasia. Dr. Kuchins has held faculty, deepen. research, and administrative positions at the University of California at Berkeley, Stanford University, and the The importance of the brick and Johns Hopkins University School of mortar campus, so to speak, will not Advanced International Studies (SAIS). go away, but it will be augmented by Most recently, from 2015-2019, he a proliferation of new online oppor- was a Research Professor at George- tunities where I think the battle for town University's Walsh School of the future of higher education will Foreign Service where he taught and mostly be fought. Nevertheless, an ran the Russia Futures program. institutional model focusing on building infrastructure and providing a more Club Med-like environment for students to get that “real college experience” looks increasingly antiquar- ian. Those colleges and universities spending more time and money on how to most efficiently network their educational and social mission both internally and externally; i.e. break down the “walls” of our institutions are more likely to thrive in the future.

67 Crisis May Bring Let’s cast our minds forward to Back at the beginning of the 2020s, 2040. Our university, called University in a society that had become almost forward Positive of the Future after the COVID-19 entirely dependent on data, the episode in 2020, is now regarded highly competitive educational sector Changes for as a highly disruptive campus that was coming under increasingly in- Universities sets global standards when it comes tense scrutiny, not only by new busi- to research, education, innovation ness actors such as firms providing and commitment to its region. It has data-driven insights and free-access Manuel Tunon de Lara definitively become a national asset online educational content, but also for our country and a key player in more broadly by the general climate President of the Université Europe by contributing to keep the of defiance towards knowledge and de Bordeaux EU Green Deal roadmap on course expertise spread by the social and despite the historical global crisis that mass media. occurred in 2029. One century after the 1929 great crash, the world had In facing this challenging new indeed faced deep recessions trig- higher education market, from 2020 gered by several pandemics forcing to 2040, our university set up and universities to operate in a drastically implemented an ambitious strategy different environment. whose aim was twofold: (1) to continue to reposition and optimize its While the COVID-19 pandemic put core business as a research-based the spotlight on antiquated aspects world class university, while (2) of higher education including eco- investing in disruption for the years nomical models and lack of flexibility, ahead, building a new “student-cen- the moment passed, and this first tered”, transnational, open, responsi- warning did not necessary induce ble and inclusive educational model. necessary changes in all universities. Our strategy for 2040 led us to em- Many of them had struggled to main- bark on the dual quest of optimizing tain their position as ‘champions’, and growing and featured a number engaging in a never ending ‘wan- of changes: from being faculty-fo- nabe’ rat race for university rankings, cused to learner-centered, to col- while others had chosen to step laborate closely with its external and back and remain comprehensive internal partners in order to co-create regional or vocational institutions. solutions for our collective future, to rethink the physical campus for the Our university did neither. It pre- digital world, to experiment constant- ferred to position itself as a disruptor, ly in order to design solutions the and to engage a complex process of world needs to be able to deal with transformation and transition towards the massive challenges it faces. being an experimental campus, con- tinuously testing solutions for a new Now in 2040, our university has be- socially inclusive and environmentally come the place where enlightened, sustainable paradigm. unbiased and efficient experimental approaches can be set up and test-

68 ed. Being a public research-driven university, experimentation was and still is at the very heart of our vision, mission and activities. For two decades, our internal culture of engagement has boosted, developed and scaled up together with our main partners and stakeholders, to help shaping a better future and promot- Manuel Tunon de Lara is President ing a sharing sustainable society. of the Université de Bordeaux since January 2014. He previously served Helen, born in early 2021, is stud- as President of Bordeaux Segalen ying hyper complex systems and University where he championed the complexity of network-centric organ- values of a large, multidisciplinary, izations at the university of the future. internationally- recognized university She says that the most important and led his establishment towards a merger with two other universities in thing she was taught in this degree the city thus creating the University was to predict the unpredictable. of Bordeaux with his counterparts. Tuesday afternoon, she was at- Manuel Tunon de Lara is professor of tending an immersive class with her Respiratory medicine with research uncle in the “next generation railway” interest in asthma and allergy. living lab. Graduated in 2018 as an aeronautic engineer, she is back at the university for reskilling. She chose a very popular program called “new needs for society”.

The missions“ of the university of the future will not strongly differ but creation and transmission of knowledge – including what we don’t know – will be essential for such a complex and vulnerable world.

69 Borderless IMAGINE a university that adapts er in person or remotely; through to the learning ability and style of the video or audio; with limited human Individuum - student, capitalizing on their individ- interaction or full immersion to the ual strengths. Imagine an education social ecosystem. Online education Centered system that is not segregated based is more affordable, or even free, and Education on the student’s location, income lev- accessible to all – regardless of their el or social status. Today, education location, income level or social sta- is based on a young person’s own tus. Physical presence on a campus Marina Bulova comprehension of their potential plus fetches additional expenses related the influence of parents and friends. to travel, accommodation, and per- Director University But in this imagined world, it is not sonal health and security measures. Collaborations at Schlumberger the student who chooses which sub- Onsite education is provided based jects to study, instead it now is the on the student’s achievements, not role of the university to identify and on their family’s income. cultivate student abilities, which start to be defined in the K-12 system. Digitalization and global crises such The students’ strengths – academic, as the COVID-19 pandemic will social and psychological – and edu- create a more rigid world, one led cational direction would be identified with procedures, protocols and AI during their first year at university processes. This fully predictable, cal- with the help of experienced tutors. culated world offers fewer chances to observe natural fluctuations and In this imagined world, there is a statistical anomalies and poses great global demand for specialists with risk as any unpredicted event could certain skills. Universities are be- break down this established sys- coming a “skills farm” by providing tem, much like a single thread can missing workforce. At the same unravel a cloth. People with the skill time, the boundaries between high set to think “outside the box” will be school, university and industry are necessary to rebalance the system. fading. Talented youth is given an Therein lies the role of the universi- opportunity to tap into university-level ties, to identify those with non-stand- education earlier than some of their ard thinking, nurture this skill set, and peers. The system now adapts to the lead fundamental research that does abilities of the student, making the not necessarily follow predefined traditional K-12 system more flexible. schemes. Education and innovation University-industry collaboration is will drive the purpose of the universi- becoming an indispensable part of ties, not business aspects. Together the educational process, allowing with education becoming accessible students to test acquired skills on for everyone, open collaborative real problems. platforms shared between multiple worldwide scientific organizations Education is provided based on and start-ups will drive innovation the student’s natural preference for and remove boundaries. Research information consumption, wheth- results will be shared globally.

70 Intellectual property rights will fade. Universities will shape multi-country collaboration projects, aiming to improve fundamental challenges, for example space exploration, global food chain, health protection, com- putation power.

The picture described above is an Dr. Marina Bulova, Director University ideal situation. However, it requires Collaborations, leads cooperation ac- that humanity agrees on common tivities between Schlumberger Corpo- goals and shares resources and in- ration and Universities worldwide. That novations without boundaries. With- includes R&D collaborations, Educa- out undivided agreement on these tion programs, Technology Transfer principles, the segregation between and Community Outreach initiatives. educated and non-educated people During her 17 years career at Schlum- berger Marina served in various will grow due to social and economic roles in Technology management in barriers driven by the cost of educa- Russia, Canada and US. She acquired tion. And, without such agreement, practical experience in all steps of the the focus of universities will be on innovation cycle of the company. Dr. applied scientific research activities, Bulova has two PhD degrees and neglecting fundamental investiga- holds a M.S. degree in chemistry from tions, deeming them “non-profitable”. Moscow State University.

It is up to us,“ the current generation, to decide our path and what education opportunities we want for our children and grand- children. Imagine limitless education for the benefit of all.

71 Universities, Universities have historically been relied on for creation and dispersion Knowledge of knowledge. Initially, they attracted “ knowledge seekers driven by curios- The nature of sharing of Production and ity. Later, developmental universities economic roles and social the Future of became a common phenomenon. In responsibilities between the recent decades, universities are public and private institu- Learning seen as units of knowledge production. Ever since knowledge has tions will define the future replaced other resources as the main of learning. N.V. Varghese driver of economic growth, the cor- Vice Chancellor of the National porate interest and market influence In my view, universities will contin- University of Educational in institutions producing and trans- ue to remain the major sources of Planning and Administration, acting knowledge have increased. knowledge production even when New Delhi channels of production and diffu- The acceleration in knowledge sion of knowledge are diversified. explosion resulted in faster obsoles- Universities will also be shaping the cence of what people know, leading collective imagination to design an to increased demand for new knowl- inclusive framework for development. edge and higher education places. In this scenario, the traditional brick The public investment could not and mortar universities may survive keep pace with the expanding social only by breaking away with tradition. demand for higher education and it paved the way for transformation It seems that universities will of universities. The entrepreneurial maintain their near monopoly both in universities, private universities and training of knowledge producers and online universities relying on non- facilitating knowledge transactions. state funding became innovative The generations of doctoral students arrangements for higher learning. will remain the backbone for future knowledge production. The brick The market mediation in de- and mortar system will become more cision-making focussed on the focused on long degree programmes economic value of investing in higher concentrating on the graduate and education. It laid less emphasis doctoral studies. both on the developmental role and social responsibilities of universities in The future of universities lies in their passing on the inheritance and cul- capacity to offer flexible pathways to tural capital of the past and present learning. Studying in multiple flexible generations to the next. modes, switching between on-campus, blended and fully online modes as per the convenience of the learners may become common modes of higher learning. Students may opt for courses from different departments

72 of a university and of other universi- learning world. Future universities will ties to acquire all the credits required have less control on the catchment for a degree. area of their outreach. The challenge will be to maintain equity in the While certification will be based on quality of knowledge transaction and credits, the modes of credit accu- social interactions through promoting mulation maybe flexible. Universi- safe spaces in higher learning. ties may also offer short certificate courses along with long degree Professor N.V. Varghese is currently programmes. It is probable that Vice Chancellor of the National Uni- institutions awarding degrees as the versity of Educational Plannning and only form of credential may disap- Administration, New Delhi. He was pear. The most common model may the founding Director of the Centre for be the one where the students may Policy Research in Higher Education graduate with one degree and multi- (CPRHE/NIEPA), New Delhi and Head ple short cycle credentials. of Governance and Management in Education at the International Insti- tute for Educational Planning (IIEP/ The brick and mortar universi- UNESCO), Paris. He was the Secre- ties may lose its hold in imparting tary General and responsible for the job-specific skills. The non-university Secretariat of the International Working institutions will be fast expanding Group on Education (IWGE) and was their influence and attracting stu- also responsible for managing an dents for skills training. Becoming Asian regional network ANTRIEP. work-ready may cease to be a good reason to go to a university; instead many students may seek admissions in non-university sectors to be trained in employable skills. Online courses and fully-accredited online universities may become a common feature to supplement institution-based learning and skill formation.

The COVID-19 pandemic has already accelerated the transition to new modes of learning. Even the worst critics and those who resisted transition to online modes are fast embracing virtual learning facilities. While digital inequality is a topic of discussion, mobile-phone-based curricular transactions are breaking the barriers to entry into the digital

73 Surfing the New Universities were born international- seemingly on the rise are directed at ly oriented. At the time of their foun- women, other races, religions, sexual Liquid Education dation in the 11th century, scholars preferences and the poor. taught in Latin at different places, from Bologna to Paris, and shared Current exceptional circumstances Santiago Iñiguez their ideas despite the then exist- demand from education stakehold- ing tough barriers to mobility. Eight ers to assume a leadership role, President of IE University centuries later, Oxford’s renowned speak out and stand in support of fellow John Henry Newman defined a more just, equal, prosperous and universities as “an assemblage of sustainable world. This also includes strangers from all parts in one spot” the international mobility of students, and added that “a university is a faculty, talent and ideas, which is place of concourse, where students essential to the university’s mission. come from every quarter for every kind of knowledge”. Certainly, a key There is another major lesson from feature of universities is a universal the current pandemics. Contrary to vocation, their mission focused on the prophecies of those predicting developing cosmopolitan, globally that robots would take over humans, committed citizens. lockdowns across the world have enhanced the role of technologies Recent globalization has produced, in bringing us together closer and though, two conflicting effects. On provide powerful platforms for group the one hand, a homogenization of working, virtual meetings and also ideas, practices and tastes, coupled delivering effective education pro- with the spread of progress and grams. ideas defending human rights. For example, young people socialize Indeed, the post COVID-19 world through social networks and share enhances adaptation and change. the ideals of sustainability, regardless Professionals will live blended lives of the culture to which they belong. and the work environment will Paradoxically, the other side of glo- become increasing hybrid and liquid balization has been an increased em- too. Professionals will work in teams phasis on identity, which is magnified both in presence and on social by some politicians to differentiate platforms, from home or at their one group of individuals from an- company offices, in a continuum that other. Taken to its extreme, this can blurs distance, time and that increas- encourage mindsets that threaten es productivity. They will increasingly coexistence: phobias toward other deal virtually with colleagues from dif- groups of people, usually minorities. ferent hemispheres and time zones, making friends who belong to diverse Recent years have seen a resur- cultures and possess different visions gence of populism and nationalism of the world. that uses hate speech to drive pho- bia toward outsiders. Other phobias

74 Hybrid formats, and what we call at IE University “Liquid Learning”, are here to stay. Not just because social distancing and cross-border mobility pose problems for attending face-to- face classes on a regular basis, but rather because they provide better results than traditional presential learning. Santiago Iñiguez is the President of IE University and a recognized influencer in global higher education. He has been the first recipient (2019) of the Indeed, education“ should Founders Award by Thinkers50, the prestigious global ranking of thought- become liquid, combining ful leaders in Management. He is the face-to-face classes with author of “The Learning Curve: How Business Schools Are Reinventing online sessions, synchro- Education”, “Cosmopolitan Managers: nous with asynchronous Executive Education That Works”, and interaction, exploiting the “In An Ideal Business: How the Ideas of 10 Female Philosophers bring value full potential for the per- to the Workplace”. sonalization of education.

This liquidity will also be reflected on the creation and distribution of knowledge, teaching methodologies, and other universities activities, including extracurricular experiences, which may become partly virtual.

The main engine for the transition to a liquid learning world has to be, naturally, the faculty and staff at universities. The key to success in any educational format is not the technology, nor the contents. These are necessary components of online learning, but they quickly become commodities. Platforms may be the princess, contents the queen, but the experience provided by the faculty in class, be it in presence or in remote, is the empress.

75 University as a I would like to begin with an knowledge and skills through lifelong indisputable fact – universities have learning, throughout their career. Bright and Solid always been and must remain the solid pillars of knowledge for a better Graduates need to be made aware Home of the future of the society and state. that they are the ones who are pri- Future marily and ultimately responsible for Besides many other reflections, the maintaining their skills and knowl- experience with COVID-19 revealed edge up to date. This is neither the Simona Kustec the true nature of the university responsibility of their current or future space. Despite several instrumen- employer, nor the responsibility of Minister of Education, tal and procedural shortcomings, the state. The crisis has shown that Science and Sport, Slovenia non-vitality and obsoletion of the many jobs, traditionally considered current system, universities have repetitive desk jobs, can be done demonstrated that they can survive online, which also means that they and work compellingly independent- can be done from anywhere in the ly, without major dramatic interrup- world. Due to professions no longer tions. being bound by physical offices and spaces, HEIs face new challenges, To a certain extent, the last few threats, and opportunities. Some of months have shown that the blend- the main challenges faced by HEIs ed or fully online learning could well are how to ensure the employability compete with traditional learning. It and competitiveness of graduates in is thus the responsibility of univer- the global labour market, and how sities to explore and find the right to position themselves – as universi- approaches, which will enable and ties – in the global market of higher help their students and staff adopt education providers in the same field. new modes of teaching and working. The main challenge, lying ahead of HEIs, is to identify the right mix of basic and professional knowledge, However, governments“ as well as skills, needed to equip higher education graduates with also face the same chal- ongoing “survival” skills for the labour lenges, as they need to market of the future. This mix should rethink the objectives consider the new dynamics of labour of their national higher market demands for higher education graduates upon their labour education regulatory market entry and thereafter, during systems, as well as the their entire career. A higher education role and objectives of the degree should be perceived as a communication and infor- qualification for labour market entry and should provide graduates with mation systems. a sound foundation to build upon, and to update and upgrade their

76 In the future, we expect to see an increased offer of shorter programmes (micro credentials), which will be offered by universities that will focus on both professional and scientific knowledge, in order to enable their students to obtain degree(s) through flexible learning paths. More emphasis will be put on student-cen- Professor Dr. Simona Kustec is tred learning, i.e. an objective of Bo- the Slovenian Minister of Education, logna process, which is celebrating Science and Sport. Besides her its 20th anniversary in 2020. ministerial appointment, she serves as a full professor at the Faculty of Social As part of preparations for the Sciences, Department of Political upcoming Rome declaration of Science, Chair of Policy Analysis and the Bologna process, a significant Public Administration. In 2019/20 academic year she also lectured at the milestone for the European higher Venice International University, Italy. education area (EHEA), we need to Professor Kustec is a political science take another look at the objectives researcher with a rich and diverse of the Bologna process for 2020- body of work. Furthermore, she is 2030 through the perspective of the actively involved in several research COVID-19 crisis. project groups in Slovenia and abroad.

Slovenia considers the implementation of the Bologna process and EHEA membership a competitive advantage that will help our HEIs better position themselves in the global higher education market, while ensuring the employability of Sloveni- an graduates and facilitating foreign graduates’ transition to the Slovenian labour market.

However, the same way we see education and the university space as two key constitutive elements for the future development of a small and smart country, we also need to see the state supporting all the above.

77 ‘TECHNOLOGY, LIKE ART, IS A SOARING EXERCISE OF THE HUMAN IMAGINATION.’

– Daniel Bell

78 79 COLLISION OF TECHNOLOGY AND HUMANITY

80 81 Transitioning To We live in a time outlined by crisis be highly valued by the best univer- and uncertainty; a time when every sities. However, distance learning is High Tech – High country and realm of life is being here to stay. It should not be consid- challenged in unforeseen ways. ered an emergency remote-teaching Touch In A New COVID-19 will define our era and will model, but rather the amalgam of Reality probably influence everything we do evolution-leveraging new technolo- of relevance for decades. Against gies (artificial intelligence, virtual real- this backdrop, it is an essential duty ity, augmented reality) and improved David Garza for universities to contribute to a pedagogies. sense of direction, purpose and President of Tecnologico hope. The academic experience will also de Monterrey be transformed by shifts from the Tecnológico de Monterrey is by far lecture-based approach towards the largest not-for-profit private uni- challenge-based learning. Students versity system in Latin America, with learn by solving real-world challenges 26 campuses, over 90,000 students, identified and selected by faculty, a health system, senior high schools, together with an external partner as well as a sister university. We have from industry, the public sector, or been pioneers in different fields in our communities, providing a rewarding hemisphere, including educational experience that increases learning innovation through models, pedago- outcomes and connects students gies and novel use of technology. and the university with the community. During the pandemic we have learned how to better serve society The key changes will likely be re- by being nimbler and more flexible. lated to educational focus, program We have become a better orches- offering, and delivery and operating trator in our community in order to models. Our models will be transi- achieve common goals. The litmus tioning to multi-delivery platforms test for our performance and our with different dimensions: online/ main asset is the level of trust we hybrid/face-face, synchronous/asyn- develop and preserve among our chronous, small/large, etc. Besides students, faculty and stakeholders. full-immersion degree programs, there will be a growth of free-flow There will be a clear divide be- options based on micro-credentials tween the before-COVID and the and stackable programs. Lifelong after-COVID eras. We firmly believe learning will be in high demand. The it is time to leave old patterns behind traditional operating model of “all in and not simply adapt, but lead in the one place”, fully controlled and oper- creation of a better post-pandemic ated by a single entity, could evolve world. towards university alliances, not just among universities but also with In the future, the immersive physical industry, with shared faculty, students campus experiences will continue to and resources.

82 International cooperation and partnerships will become more relevant in the coming years as a way to strengthen resiliency to face global crises in the future. This cooperation will go beyond traditional student mobility programs, and will focus on deep and complementary relationships that strengthen research David Garza has served as President capabilities, with the participation of of Tecnologico de Monterrey (Tec) industry. since July 2020. He was Tec´s Rector from 2017 to 2020. Dr. Garza has held leadership positions at Tec for more than 30 years and has been a professor and researcher in computer A crucial element“ to con- science and information technology. sider in academic para- He has played a key role heading innovation initiatives at the university, digms will be the focus such as the design and implementa- on student well-being, tion of the Tec21 educational model in providing students with Tec´s 26 campuses. comprehensive and co- hesive environments to enhance their leadership skills and self-realization, promoting an intellectual, emotional and physical balance.

We have to ponder collectively the societal changes that this pandemic might bring, how it will shape and affect the needs and aspirations of the new generations. We have to keep working to assemble the right tem- plate for the future, one that strives for a high tech / high touch blend in our educational focus in order to underscore empathy. At the dawn of a new reality, that is our true calling.

83 IMAGINE the Imagine a future university that is committed to address the digital Future Digital gaps by providing digital skills to “ students, alumni and the society in The future university also University general in collaboration with external provide digital skills to its stakeholders and that digitalizes its alumni and the society in Matías Rodriguez own operations to effectively manage general. This is part of the these processes. Inciarte university’s responsibility to make everyone in the President of Santander This university prioritizes the Universities and Vice President provision of advanced digital skills society digitally literate of Universia to all students in a very practical and support effective way, usually based on projects and challenges, and mixing students from upskilling and reskilling of different backgrounds and disci- the individuals. plines. However, this emphasis in digital skills will be combined with a This training helps individuals focus on other transversal skills and avoid the threat of automation and competencies, such as leadership, digitalization in their jobs, increase problem solving, creativity, communi- their productivity, remain active in cation, teamwork, etc. the labour market, change sectors as well as find new or better jobs in This combination of skills together emerging digital sectors. This is done with the ability to acquire knowledge by expanding their training catalog of several disciplines increase the beyond master’s and doctorates students transition to the labour including short-term programs such market and their future employa- as micro-credentials, micro-degrees, bility. This is particularly relevant for or professional certifications. students whose specialization is in IT or computer science, who receive Not only will these skills be pro- compulsory courses in ethics, phi- vided but they will also be certified, losophy and anthropology to ensure increasing the information in the that technology is always use for labour market and the signaling to societal benefits. the employers, who are able to know what candidates can do and not only what they know. The certification of these skills is done using blockchain technology to digitally secure them.

Blockchain is only one of the main technologies the university of the future uses, as it is highly digital in its structure and operations. For example, not only the education

84 provision is partly done digitally, using in joint initiatives as the adjustment an efficient blended-learning sys- of individual’s skills to labour market tem, but the university also uses AI needs is in the core of productivity to guide students in their academic and competitiveness of regions and decisions and suggesting learning nations. routes adapted to their interests and competences, with virtual tutors Although this is only a vision of the that act as coaches or mentors of future university, the Covid-19 crisis students. has shown that it is critical time to re- Mr. Rodriguez Inciarte studied think the role of universities and their Economics at the University of Madrid In addition, universities of the future huge potential to become engines for and Business Management at MIT. have Chief Information Officers social and economic development in He was the Minister of the Presiden- (CIOs), who work collaboratively in a a digital world. cy in Spain, and later member of the network with CIOs of other univer- Board of Directors and Vice President sities worldwide to share initiatives of Banco Santander. Matias was the to address digital transformation. President of the Princess of Asturias Foundation and is currently the Chair- Digitalization allows the university man and Member of the Board of of the future to be a decentralized several Spanish companies. In addi- institution with a global presence in- tion, he is now President of Santander dependent from the physical campus Universities and Vice President of Uni- by using hybrid spaces. The para- versia, in charge of Banco Santander’s digm shifts and the students do not Programmes with universities. go to campus, but the campus goes to the student.

The future university does not do these things alone, but in collaboration with a wide range of stakeholders. Universities often collaborate with other universities and with companies for the design, delivery and recognition of education and training. Companies communicate to universities the profiles and skills needs in the future labour markets to guide the creation of programmes targeting them.

This communication occurs informally but also formally though universities social councils, with representation of companies, the society and governments. Govern- ments collaborate with universities

85 IMAGINE IMAGINE that the disruptive the age of 21 would more than dou- changes of 2020 in higher education ble, a very small part of that increase Irreversible cannot be reversed - for the organ- would likely happen through tertiary isation, for academics and for the education. And so this is the oppor- Change Focused students. And the learning experi- tunity to imagine better times. on Students ence of students is always guaranteed, regardless of where they are, If universities can support their ex- when they want it or how they want isting students in a more widespread Ray Fleming it. Surely that model would be so adoption of this model of learning, unsettling that it could undermine the that creates learning experiences Google Cloud Higher Education full mission of higher education? alongside life experiences, and Partnerships and Programs allows both to align, then the same Manager in the Asia Pacific The same question is being asked can be true for those lifelong learners region in industries around the world econ- who aren’t currently at university. omy. The retail and banking sectors As businesses re-skill their workers, have also had to move faster online and as employees see a new future to support consumers changed be- for themselves with newly upgrad- haviours. Universities sit at the same ed skills, the role of the university point – where a switch to digital expands out to deliver a truly lifelong delivery has allowed you to focus on learning experience for everybody. the user, and let other things align behind it. Although this change was forced “ upon the sector, what it has demon- With so much successful strated is that organisations are learning happening online flexible and resilient, and that our ac- in 2020, and the resulting ademic colleagues were just waiting wealth of data that this for the opportunity to demonstrate their ability to rapidly innovate. Years change has generated, of investment in education technol- there is a positive oppor- ogy, training and familiarity for staff tunity to improve every enabled a rapid switch. With over learner’s experience. 140 million global users of our education products, we saw this happen directly during the initial pandemic, To get there we need more inno- with 1,300 years of learning taking vation, and re-think the traditional place each day just on Google Meet academic model. alone. Universities can use data to deliver In 2019, the AlphaBeta ‘Future a learning journey that is hyper-per- Skills’ report, commissioned by sonalised, so responsive to an Google, identified that although the individual learner that the learning fits number of hours of learning beyond like a glove. Up until now it’s been

86 an option to use data to personalise, but going forward, with the diversity of the student population, and with the inclusion of a lifelong learning role, it’s just not going to be possible to deliver on the university’s core mission without it.

As in other industries, we can use Ray is the Google Cloud Higher the advancing power of machine Education Partnerships and Programs learning and artificial intelligence to manager in the Asia Pacific region, help us understand the story that the and has worked in the field of Edu- data is telling, and to move directly cation Technology for more than 35 to using data to make decisions, not years. His international experience of dashboards. Ivy Tech used their data the journey to a digitally transformed to build a system that showed how but human-centred education system spans multiple sectors and roles, they “could predict a student’s final including working for some of the larg- grade in a course with 60%-70% ac- est specialist technology providers for curacy by week two of the semester" education. Ray has worked in a num- and have subsequently been able to ber of roles, including as an education help 35,000 students shift from risk technology journalist. of failure to achieving success.

Universities’ three greatest assets – their physical presence, their academic corpus and the deep knowledge held within – can be boosted by the newest strategic asset of data. In May 2017, The Economist magazine ran the headline “The world’s most valuable resource is no longer oil, but data”. I can only imagine the new heights we could get to as universities harness their data to build the new model of lifelong learning for all of their stakeholders, and the role of the university becomes assured for the next few centuries.

87 IMAGINE IMAGINE a university beyond space developing nations, the international and time and you will be thinking student market took off. We have Universities: like Cardinal Newman in his famous just been living through boom times 1850s lectures on the idea of a in university-land! From Newman university. Newman’s idea never to Lennon really materialised. Modern societies But this support, optimism and moved further and further away from confidence has been faltering. The a pure, acontextual model. Now, with earnings premium from a degree has Stephen Parker new technologies on the horizon, it is started to decline. Vocational educa- easier to glimpse a university which tion has suffered dangerously from Global Lead for Education transcends the local and the imme- the expansion of higher education. and Skills at KPMG diate. Inequality within countries has actually worsened with the expansion of The Covid-19 pandemic has their university systems. Employers thrown many universities into crisis, are saying they need skills and quali- but it was a crisis coming anyway. ties in graduates that universities are Today’s institutional leaders might not explicitly addressing. have hoped it would be their succes- sors who inherited the really tough Perhaps most fundamentally of all, change, but now it is on their own costs have been rising faster than plate. revenues, probably because universities cannot scale up in ways that The Golden Age of universities in many other organisations can. Ac- the developed world, which start- cording to a recent OECD analysis, ed in the 1960s, has been passing after accounting for rising student for several years now. It really was numbers and inflation, average real a Golden Age. Higher education expenditures per student by higher grew by a factor of 6.12 between education institutions in 13 selected 1970 and 2013, whereas population OECD countries roughly doubled multiplied by 1.93 and real GDP by between 1995 and 2015. This was 3.63. Widespread support for this unsustainable anyway, but is now growth came from human capital completely unaffordable as nations theory, which saw expenditure on rebuild their economies after the tertiary education as an investment in pandemic. No one has the money to the economy, and it came from equal throw at universities on the scale it opportunity theory which saw the has been thrown in the last 60 years. expenditure as essential for social justice. Expenditure on research Technology and ingenuity are the was justified by a strong belief that solution. Modes of digital delivery will the market alone would not lead improve enormously, with extensive to sufficient fundamental or pure use of virtual reality, mixed reali- research on which innovation and ty, simulations etcetera. Courses the development of technology relies. will be designed for digital delivery And as middle classes expanded in rather than distorted for it. Learning

88 analytics will personalise learning to the individual student. Personalised learning at scale will be within reach, simultaneously improving learning and reducing per student cost. Ma- chine learning will conduct research at a level of complexity no human team can compete with. The competitive advantage of humans over Emeritus Professor Stephen Parker robots within higher education will be is honorary professorial fellow at the in their creativity and ability to inspire Centre for the Study of Higher Edu- students to learn. cation, University of Melbourne, and Global Lead for Education and Skills at KPMG. He was a legal academic before taking up administrative positions “ including Dean of Law at Monash When we IMAGINE the University, Senior Deputy Vice-Chan- university of the future, cellor at Monash University and then Vice-Chancellor at the University of we no longer need to Canberra. He writes and commen- imagine a campus, a tates extensively on education matters lecture theatre or a lab. in Australia and internationally. He has We imagine how hands a podcast series called Talking Tertiary. and minds are trained and cultivated through the optimal mix of humans and machines.

The Newton of tomorrow can sit under an apple tree, with her or his digital device, and be at university. As in Lennon’s Imagine, above us is only sky.

89 RE-IMAGINING The global spread of the COVID-19 severely impacted higher education Universities Post as universities closed their premises “ and countries shut their borders in To remain relevant, uni- the Pandemic response to lockdown measures. versities will need to The crisis has affected the continuity reinvent learning environ- Andreas Schleicher of learning and the delivery of course ments such that digitali- material, the safety and legal status sation expands and com- Director for Education and Skills of international students in their host at the OECD country, and students’ perception of plements, but does not the value of their degree. replace, student-teacher and student-student rela- Universities were quick to replace face-to-face lectures with online tionships. learning, but struggled with insuffi- cient experience and time for con- The quality of the learning experi- ceiving new formats of instructional ence as a key differentiator is only delivery and assignments. Examina- bound to rise as digitalisation drives tions were affected as well, causing forward the unbundling of education- disruptions in learning trajectories al content, delivery and accreditation and study progression. that holds together today’s universities. We are living in this digital bazar Perhaps most importantly, the crisis where anything that is not build for has exposed the value proposition of the network age will crack apart universities. Students are unlikely to under its pressure. When it comes commit large amounts of time and to content, universities will face an money to consume online content. uphill struggle competing with large Students go to universities to meet and highly professional providers, great people, to have inspiring con- and as the scale and nature of hybrid versations with faculty, to collaborate learning evolves, the locus of control with researchers in the laboratory, or ownership of course development, and to experience the social life on design, and assessment may shift as campus. Eventually, learning is not a university instructors rely more heav- transactional but a relational phe- ily upon tools provided by publishers nomenon. and open educational resources providers alike. Accreditation still gives universities significant power, but digitalisation may challenge this too, e.g. through micro-credentialling and blockchain technologies.

That leaves the quality of the learning experience as perhaps the most valuable asset of future universities,

90 and it may become harder for univer- ulty and unlock the creative skills and sities to hide poor teaching behind initiative of so many people, simply great research. And it is the quality of by tapping into the desire of people the learning experience what helps to contribute, collaborate and be us keep the finger on the pulse of recognised for that. In that way, tech- what is most relevant for the future of nology may liberate learning from education. past conventions and institutions and connect learners in new and That raises the question of how powerful ways, with new sources of Andreas Schleicher is Director for digitalisation may shape the qual- knowledge, with innovative applica- Education and Skills at the OECD. He ity of learning experiences. Think tions and with one another. initiated and oversees the Programme about the power of “collaborative for International Student Assessment consumption”, with online markets (PISA) and other international instru- where people share their cars and ments that have created a global apartments with strangers. Collabo- platform for policy-makers, research- rative consumption has made people ers and educators across nations and cultures to innovate and transform micro-entrepreneurs – and its driving educational policies and practices. engine is building trust between strangers. This works because behind these systems are powerful reputational metrics that help people put faces to strangers and build trust. When it comes to the future of universities, the most distinguishing feature of digitalisation in education may be that it not only serves individual learners and educators, but that it can build an ecosystem around learning. Technology can build communities of learners that make learning more social and more fun. And it can build communities of faculty to share and enrich teaching resources and practices. Imagine the power of a higher education system that could meaningfully share all the expertise and experience of its faculty.

What if we could get faculty working on curated crowd-sourcing of best teaching practice, perhaps even across institutional and national borders? Technology could create a giant open-source community of fac-

91 IMAGINE Its 2030 and the COVID-19 has The super-rich have made their changed the world including the home on the Moon and Mars that Universities as world of learning. A decade after are now terraformed. With substan- Corona, the cure still eludes, though tial business interests still here on Virtual Spaces vaccines can protect temporary. Earth, they teleport back and forth at Guided by AI and Fearing another pandemic lurching will. A miniscule minority of the earth- around the corner, people social dis- lings occasionally get to traverse the AR with tance, mask their faces and go into universe in pods, mostly for busi- Qualifications hibernation at the slightest pretext. ness. Universal Basic Income (UBI) has eliminated destitution. Thus, the Coming with an rest on the earth are the aspirational Expiry Tag middle class striving for space travel With outings,“ events at least once in their life. and public gatherings Furqan Qamar Technology aided teaching, AI-ML discouraged, campuses enabled automated educational Professor of Management at the have ceased to exist as services and real-time validation of Centre for Management teaching transformed competencies, soon made restric- Studies, Jamia Millia Islamia from physical to virtual. tions on student intake redundant. Consequently, learners from low ranked institutions migrated in Rapid technological advancements hordes to the top ranked universities, have abetted the transition. A man- they consolidated, merged and finally made sun is now a perpetual source reformed into Lifelong Learning and of light and energy, making access Skill Augmenting Tertiary Institutions to electricity at a frugal fare for all. (LL-SATI). 9G network, beamed through space stations, has enabled connectivity Social media and web presence to all the nooks and corners of the soon took over as career-guidance universe, in terabytes. counsellor advising potential learners with AI curated courses custom- Communication has gone from ized for individual aptitude. Finally, global to the universal level and need students were unshackled from the no access devices. A Prenatal Bionic clutches of a single university and Chip (PBC) enables unlimited access thus permitting seamless qualification to Universe Wide web (UWW), Virtual access and portability across institu- Reality and AR with the blink of an tions in the universe. eye. It also serves as proof of identity through Universal Unique Identity As institutions succumbed to indi- validation(uUIV) and seamless finan- vidual sovereignty, students accu- cial transactions through Universal mulate credits from a wide variety of Fintech Services Access (uFSA). universally accessible Humongous Open Online Modules (uHOODs) offered by humans, humanoids and

92 cyborgs accredited by the Universal chalk and blackboard with projector Higher Education Teaching Accred- and smart board on the side. itation Authority (uHETAA). They charge fees at will with due regard to market dynamics and fine-tuned as per their Target Rating and Popularity Points (TRPP). Conspiracy theorists believe that brains of teachers with super-duper TRPP are preserved in Dr. Furqan Qamar, presently Pro- cryonics to clone. fessor of Management, has been the Secretary General, Association of Eventually, the best universities too Indian Universities, Vice Chancellor, lost their relevance and were re- University of Rajasthan and the Central placed by a universal Higher Educa- University of Himachal Pradesh and tion Qualification Authority (uHEQA) Advisor (Education) in the Planning which assesses Credits accumu- Commission. With keen research interest in public policy, planning, lated in the Academic Credit Bank administration, and financing of higher Account (ACBA) of a students and education, he has published in jour- awards qualifications, albeit with an nals of repute and national dailies. He expiry date. has chaired and been members of a large number of committees, working Individuals with acceptable scores groups at the national and internation- in Research Acumen and Accom- al level. plishment Index (RAAI) are automati- cally identified and funded to pursue research in high priority areas. Re- search Results are pre-published for popular review. Those with high popularity index are marked for transnational research to monetize the new knowledge and stored in Databanks located in space and powered by O’Neil Cylinders or Stellar Engines.

I was shaken out of my slumber by students who wanted to know if I would take my class today. Appar- ently, while waiting for the class, I had dozed-off and my imagination had run riot. The reality was that defying the fancy futurology, universities had returned to their old ways just as the pandemic subsided a bit. I shrugged and walked to the sweet smell of

93 The Museum of Today, 20 February 2036, is my granddaughter Sofia’s 15th birthday. 20th Century Born during the COVID-19 crisis “ which upturned our world in more She finds it hard to be- Universities than one way, she lives in Melbourne lieve that universities did while I am based in Berlin. Since she not select students on Jamil Salmi is about to finish high school this the basis of their life pro- year, I invite her to join me on a virtual ject, but focused on high Global Tertiary Education Expert visit of the Museum of 20th Century Universities to celebrate her special school grades and test day. scores.

I pull on my iGlasses and jump into We now switch to the Pavilion of my favorite museum metaverse app. Exclusion, a sobering monument We meet in the lobby of the virtual to the stark inequalities back then. museum. My granddaughter’s avatar We see universities for whites only; is young Marie Curie, the only female science and technology institutes scientist to ever win the Nobel Prize with hardly any women. In a 3-D twice. Mine looks like Einstein when replica of Room 104 in Carnegie he taught at Princeton, with the icon- Hall at the University of Oklahoma ic wild bushy hair. in 1948, we see George McLaurin, the sole African American student We start with the Grand Lecture on a campus of 12,174. He is sitting Hall, an impressive amphitheater in a closet, the spot he was forced than can seat 800 people. An older to occupy, separate from his white white male professor is droning peers, after winning a legal battle to on for a full hour to an audience of get admitted. bored and distracted students. We move quickly to the next room, a Next comes the Building of Dis- large library full of paper books and ciplines. All specializations are on journals that students pore over for display. We can but wonder at the hours on. In the faculty building, rows artificial distinction between the hu- of offices where the professors write manities and the sciences and how articles behind closed doors. the knowledge offered was completely out of phase with the complex Next, we enter the Gallery of nature of real-life challenges. Sofia Numbers. I explain to Sofia how frowns when she sees that everyone everything had to be counted in the followed a uniform set of courses old days. What’s your Gaokao or towards the same degree. “Imagine SAT score? How high is your GPA? that they received dated degrees,” What is the H-index of your profes- she explains, “instead of progressive- sor? What is your university’s rank? ly building a blockchain qualifications portfolio throughout their working life!”

94 In the Pandemic Gazebo, we are reminded how the COVID-19 crisis triggered the coming of age of online education. Within a few weeks, sometimes only days, what was a hobby practiced by a few innovative instructors – often regarded as eccentric and less professional by their more traditional colleagues – Jamil Salmi is a global tertiary edu- became a mainstream platform for cation expert providing policy advice teaching and learning at universities to governments, universities, and worldwide. development agencies. Until Janu- ary 2012, he was the World Bank’s We finish with the Examinations tertiary education coordinator. In the Chamber. My granddaughter cannot past twenty-five years, Dr. Salmi has stop gasping as we float through provided advice on tertiary education development in more than 100 coun- the holograms of anxious students tries. Dr. Salmi is Emeritus Professor immersed in writing high-stake of higher education policy at Diego competitive finals, under the vigilant Portales University in Chile. Dr. Salmi’s watch of stern proctors ensuring that latest book, “Tertiary Education and no knowledge sharing or cooperative the Sustainable Development Goals”, work takes place. How different from was published in August 2017. today’s open-internet, continuous, collaborative and interactive assessment sessions!

As we are about to leave the Mu- seum, my granddaughter’s avatar shakes her head and comments: “Seriously! Can you imagine that these people were restricted to studying at a single university at a time, instead of seamless cross-learning from multiple knowledge providers over their lifetime?” “I feel so lucky to live in this age of flexible and open education!”

95 ‘IF WE DON'T TAKE RESPONSIBLITY OF WHAT HAPPENS TO OUR SOCIETY, THEN NO AMOUNT OF INDEPENDENCE CAN IMPROVE HUMAN CONDITION.’

– Abhijit Naskar

96 97 SOCIALLY ENGAGED UNIVERSITY

98 99 IMAGINE a New The ongoing pandemic is challeng- competences in the rapidly changing ing the entire world with dawning job markets. Both these develop- Beginning by economic crises, mass unemploy- ments will require increased volume ment and destabilization of our and throughput in higher education. Inclusive societies. It is obvious that the world Introducing elements of online edu- Innovation needs a new beginning. Not just to cation is one option for achieving the overcome the pandemic but to do necessary efficiency. so with sustainable development as Tuula Teeri the goal. The complexity of global grand challenges calls for a diversity of President of the Royal Universities have earned their place skills, both of individuals and teams Swedish Academy over a thousand years as engines of experts. In addition to academic of Engineering Sciences of societal advancement and critical content, employers request skills in thinking, cradles of new knowledge, creativity, entrepreneurship, team- technology and innovation, and work and leadership. Reskilling and drivers of economic growth - all this lifelong learning will require a solid leading to increasing prosperity and foundation in research just as any well-being. The world has changed form of higher education. However, many times throughout the history they address adult learners in the of universities. They have sometimes middle of their careers who can’t led the change, other times found spend years on reskilling. Reforms themselves adjusting to new real- are thus also needed in the way uni- ities. Now is the time to lead, and versities design and deliver courses. to decide what to keep and what to change when we enter the next The long-term nature of their work phase. is both a strength and a weakness of universities. Research involves pa- The nature of work has been tiently uncovering scientific phenom- changing for quite a while. Traditional ena and then using this new knowl- jobs are being replaced by new ones edge to solve societal challenges. that require higher levels of education However, at the same time, maintain- and new skills. After the pandemic ing this research foundation makes we will have millions of people with universities slow to change. At a time no jobs and the need of reskilling is when changes are needed, leader- increasing. This will be a massive ship is the key. Change leadership in education challenge. universities must mix respect of the academic expertise and autonomy Governments need to increase their with the creation of inspiration and investment in high-quality education incentives for new ways of working. and universities must speed up their reforms. Actions are needed for rapid Governments can facilitate this by reskilling of large numbers of people. increasing the institutional autonomy Universities also need to cater to of universities, granting their leaders lifelong learners to maintain relevant a strong mandate to lead and by

100 rewarding both excellence and relevance. University leaders are wise to increase the diversity of their faculty and staff for increased creativity and to give students more freedom to shape their own education. They should invite partners from industry and other stakeholders to contribute - not to compromise the scientific Tuula Teeri is the President of the depth but to complement the aca- Royal Swedish Academy of Engi- demic endeavor with best practices neering Sciences (IVA). She has held and aspirations of the job market. research and leadership positions at VTT Technical Research Centre The high speed of scientific and of Finland and KTH Royal Institute technological development gives of Technology in Sweden. As the us hope but only if our institutions President of Aalto University in Finland, she led a successful merger of three and our communities are capable of universities in technology, business change. In many discussions of our and design. She is member of the Ac- shared future the concept of inclu- ademic Research Council, Singapore, sion has been lifted as a key area of and the Board of Stockholm Universi- change that must take place – re- ty, Sweden. search and innovation must benefit more people in all parts of the world. A goal and conviction that was born long before the pandemic hit us and that with the consequences of the global crisis has become even more important.

IMAGINE now“ a recovery and a new beginning toward a sustainable future built on inclusive innovation and world-wide collaboration.

101 Universities to Universities can and must play a To fully respond to SDG target 4.7 more proactive and prominent role – ‘By 2030, ensure that all learners Intensify Efforts in embracing sustainable develop- acquire the knowledge and skills ment goals (SDGs). Why Universi- needed to promote sustainable de- to Keep SDGs on ties? Because universities train the velopment, including, among others, Track Post decision-makers of tomorrow; they through education for sustainable are viewed as independent; they development and sustainable life- COVID-19 can shape behavior; they champi- styles, human rights, gender equality, on ethics and values; and they can promotion of a culture of peace and deal with complex problems through Dhanjay Jhurry non-violence, global citizenship and research and innovation. appreciation of cultural diversity and Vice-Chancellor of the University of culture’s contribution to sustain- of Mauritius After the lockdown due to the able development’ – we cannot COVID-19 pandemic and the inevi- remain in silos. We need to change table economic downturn, how can the system as a whole. It involves the 2030 SDG Agenda be put back rethinking the curriculum, campus on the right path? Universities face operations, organizational culture, challenges on account of their rigid student participation, leadership and organisational structures, difficulty to management, community relation- embed sustainable education in their ships and research; and doctoral curricula, inertia to change and often training so that PhDs are not only lack of openness and connected- original pieces of work but also im- ness to the world. pactful contributions to society.

This starts at the helm of the univer- Despite the negative impacts of sity in setting the vision. Universities COVID-19, which has given rise should aim beyond the traditional of protectionism for some, it is not development of human and intellec- a threat to globalisation as many tual capital and embrace business fear. In fact, this crisis should fos- and social capital, which are key to ter partnerships and collaborative promoting sustainable development. actions more than ever. Universities can and must lead the way. Digital It becomes imperative to review technologies can help in enhancing organisational structures if universi- partnerships post-pandemic. Uni- ties are to effectively address mul- versities must embrace digitalisation. ti-disciplinary topics such as climate The University of Mauritius recently change, food security and ocean organised a 10-day-online internship conservation. At the University of programme with TACCI (Trans Asian Mauritius, we brought together under Chamber of Commerce and Industry) one Faculty the physical, biological, in India on ‘IoT to Product Design’, agricultural and marine sciences to attracting 200 students from both enable academics to address key countries: A vivid example of new SDG issues in a structured manner. technology-enabled partnerships requiring little financial means.

102 The pandemic has reminded us icy-makers how to better reconcile of the importance of values and SDGs and the GDP. discipline. The need for students to acquire not only knowledge and skills but also values and attitudes that empower them to contribute to sustainable development becomes a must - they are the next generation of SDG Ambassadors. Professor Dhanjay Jhurry is the Vice-Chancellor of the University of Mauritius. Previously, he held the Na- tional Research Chair in Biomaterials “ and Drug Delivery (Mauritius Research Universities are ideally Council), while heading the Centre positioned, through their for Biomedical and Biomaterials vast partnerships and Research, which he founded. He received the first Best Mauritian Scientist networks across all sec- Award in 2011, was decorated by the tors of society, to lead the Republic of Mauritius (2019/2012) and by the Republic of France (2007). Prof implementation of SDGs Jhurry is an elected member of the and get closer to achiev- Association of Commonwealth Uni- ing the 2030 Agenda. versities Council and of the Scientific Council of the Francophone Associa- tion of Universities. Pooling together universities around SDGs to form ‘University SDG Clusters’ could lead to impactful results at the regional or global scale. University partnerships drawing public, private and community partners together is key to success. Univer- sities in the global south could lead the way.

It is time to act taking into account lessons drawn from the pandemic. The huge energy savings in China during lockdown and the depollution of the atmosphere gave hope to those struggling to address climate change, but only for a short period, as economic activities take over post COVID-19. Universities can play a more prominent role in advising pol-

103 IMAGINE Crises have historically been Due to the increasing complexity of catalysts for social change, and the the problems of modern society, the Universities as COVID-19 crisis is no exception. vertically divided university department system is now obsolete. There Prototyping In Japan, the concept of ‘Society are an increasing number of people Places for Social 5.0’ has been advocated in recent struggling in academia that have years as a policy for science, tech- no interface with real society, stuck Transformation nology and innovation aiming at hu- inside research fields that are overly man-centered society by integrating departmentalized and specialized. cyberspace and physical space. Yet In order to promote social innova- Michinari Hamaguchi the current crisis shows how far the tion that meets the needs of the real President of the Japan Science concept remains from the real world world and a truly human-centered and Technology Agency and real life. The crisis urges us to digital society, cooperation should accelerate digital transformation, but take place across sectors such as how shall this be achieved? We need industry, academia, government and to consider individual, social, region- the local population, and between al, and global values, and should the fields of natural/social sciences collaborate in science, technology, and humanities. A university should and innovation activities. be unbiased and open to all stakeholders, and a place for these stakeholders to gather and interact.

In designing“ this transfor- We should set a vision for a society to be realized 5-10 years from mation, universities can now, identify and ‘back-cast’ every function as core bases of element necessary for its realization, value creation, and be- and start working towards it with the come places where trans- cooperation of multiple stakeholders. We have to take action. The silos formation is prototyped must be broken down. Universities with the cooperation of can serve as core bases for this multiple stakeholders. action.

Collaboration between universities Thus, they must not stay in their is also required. In Japan, small and ivory towers with a ‘science and medium-sized universities are scat- technology first’ mind-set. Rather tered across all regions but are not they must act as hubs for the circu- integrated. In order to accelerate the lation of knowledge, inspiration and aforementioned social innovation, it is insights where various stakeholders necessary to build an integrated eco- from academia, industry, govern- system of universities that complement, and elsewhere interact while ment each other and form a network giving due consideration to social that crosses regional boundaries. needs. Universities must also serve their

104 local communities. In light of the risk of urban overconcentration and ex- cessive division of labor as revealed by the COVID-19 crisis, it is necessary to strengthen local universities and revitalize their regions. We must build a unique innovation ecosystem rooted in regional characteristics and contribute to the autonomous Michinari Hamaguchi earned his PhD and sustainable development of in medicine from Nagoya University. local communities by fostering local He was appointed Research Associ- production-for-local consumption ate at the Nagoya University School industries. of Medicine in 1980, and from then worked at Nagoya University except As a national funding agency, we for the period 1985-1988 when he must create systems to encourage pursued his research at Rockefeller University in the U.S. He served as the and support these actions through President of Nagoya University from funding in line with policy priorities, Apr. 2009 – Mar. 2015 before becom- and welcome ambitious ideas of ing the President of the Japan Science researchers born of free curiosity. and Technology Agency (JST) in Oct. In the current crisis, forced control 2015. may appear to have had temporary successes, but in the long run, we believe that individual free thought will inspire greater creativity and innovation.

IMAGINE a university that is not only for scholars to study and do research in but allows people from broader society to get together and design our future society based on free thought, ardent spirit and unbounded creativity. A university where collaboration between a rich variety of stakeholders contributes to social transformation and human well-being.

105 IMAGINE a Has it ever been more obvious that Public trust in university research universities are a profound force for remains far less secure than it should University Truly good in the world? be – actively undermined by people like current US President Donald Connected to Its From the international teams of Trump, who in May 2020 dismissed Local biomedical scientists racing against one of the world’s most respected time to develop tests, treatments universities, Colombia, as a “dis- Community and vaccines to tackle the COVID-19 graceful institution” after it published pandemic, to the social scientists research suggesting the poor US helping us to understand and miti- response to the pandemic had cost Phil Baty gate the profound socio-economic lives. Editor of Times Higher fall-out of the crisis, to the arts and Education (THE) World humanities scholars bringing vital In France, a survey by the National University Rankings critical thinking and communications Political Science Foundation found skills to help us all imagine a differ- that the French public actually lost ent future for humanity itself – the confidence in scientists during the extraordinary events of 2020 demon- pandemic, as frustration and confu- strate the broad and powerful impact sion around lock-downs mounted. universities have on society. In the UK, The Times newspaper And yet, it seems like universities published a leader item in June 2020 are under attack. which suggested that the closure, though bankruptcy, of some UK universities would not be “particularly regrettable”. We have witnessed“ the But I imagine universities whose rise of populist nation- demise would be an obvious matter alism, with politicians of profound and widespread regret. across continents chal- These are thriving universities that lenging the core values of are fully appreciated, highly valued globally-focussed, out- and properly supported – by their lo- ward looking universities, cal communities, the wider taxpaying championing restrictions public, and by our political leaders. to the open, international These universities are truly open to flow of talent and ideas talent. Access is based on students’ that are the lifeblood of future potential, not the prior attain- universities. ment that can be so heavily shaped by privilege. Admission is driven by ability, not ability to pay.

106 These universities have an inclusive curriculum, and clear and robust policies enabling true equality of opportunity for all students and staff. The diversity of their campus community, and notably their leadership team, demonstrates this.

These universities have truly em- Phil Baty is an international author- braced their local communities. De- ity on university performance and spite a global footprint, they under- strategy, with more than 23 years of stand the needs of their immediate experience in global higher education, neighbours, welcoming them onto a including a decade as Editor of the campus designed to be porous and prestigious Times Higher Education offering their facilities and resources (THE) World University Rankings to all. They provide solid and secure and its derivative analyses. He is an award-winning journalist and editor, a employment for locals, their students sought-after speaker and commenta- volunteer in the community, their tor and the creator of the prestigious research has global impact, but is THE World Academic Summit. He informed by local issues. tweets from @Phil_Baty

These universities have an excellent communications culture. They are not shy to show-off and champion the great work they are doing. They embrace a diverse, multi-media communication strategy to ensure that they reach and engage all members of society – including those who have not personally benefited from a higher education but who understand that they have benefitted in so many ways from the work of their local university.

They are full of academics who are proud to be public intellectuals, media-friendly advocates and ambassadors, who help us all celebrate the profound public good of our universities.

107 IMAGINE a New The world is faced with several have been introduced: such as grand challenges such as climate the emergence of interdisciplinary Network of change, chronic infections and centres, flipped classrooms and pandemics, food insecurity, drug/an- massive open online courses. But Research tibiotic resistance, peace and human there has not been a re-think of the Universities rights. These challenges threaten fundamental mission of the univer- the very existence of human civiliza- sity with the exception of the United Partnering to tion as we know it today. Although Nations University founded in 1972. Solve Global thousands of universities around the This global university, with locations world host research teams working in five continents, is a postgraduate Grand on these challenges, there is insuf- university focused on five interde- ficient coordination between these pendent clusters: peace/human Challenges universities to leverage this expertise rights, socioeconomic development, to overcome these challenges with global health, sustainability and sci- Santa J. Ono the expediency that is required to entific innovation in society (the areas address these threats. In addition, of focus for the UN). These clusters President and competition not collaboration, is too are ideally conceived to address the Vice-Chancellor of the University often the dynamic between teams world’s grand challenges. Unfor- of British Columbia working to solve these challenges. tunately, the UN University has a student body of ~335 and an annual budget of ~$120 million. Although the UN University has research This requires“ that we re- teams in 12 countries carrying out think part of the mission important work to address grand challenges, the university is not large of our comprehensive enough to significantly solve these research universities challenges. and re-imagine how they interact. This has hap- Imagine integrating a similar UN University model/framework as a pened several times dur- key part of the mission of an ex- ing the history of human isting network of comprehensive civilization. And this must research universities. So many more happen again now for the students: undergraduate, graduate and professional could become world to survive the grand involved in solving the world’s grand challenges we face today. challenges. And the collective impact of large network of comprehensive research universities could undoubt- For the past 130 years, there has edly accelerate the resolution of the not been a major transformation in global grand challenges we face. the post-secondary sector, despite The number of students involved in many such predictions. There have grand challenge work would increase certainly been innovations that from 335 to tens of thousands and

108 the annual budget focusing on grand host nations are invested in the work challenges from $10-20 million to of the network via universities located perhaps $10-20 billion. And more in their countries. importantly, the efforts of the distributed teams could be coordinated and benefit from synergies that do not optimally exist today.

I propose that the UN identifies Santa J. Ono is the 15th President university presidents from 50 global and Vice-Chancellor of the University research universities (from both de- of British Columbia. He has served veloped and developing nations) to at UBC since 2016 and also currently embrace this new “network” model serves on the Board of Directors of of grand challenge solutions. With Universities Canada, as Vice-Chair each institution being represented on of the U15 Group of Universities strategic committees around the five in Canada and Chair of Research Universities of British Columbia. He areas of the UN University and de- served the Province of British Colum- velop a global strategy to accelerate bia as its Chief Innovation Advisor and progress on addressing grand chal- serves Keio University as a member lenges. An additional group of 12-18 of its International Advisory Board. leaders from academia, government, He serves on the Boards of Fulbright business and NGOs would oversee and MITACS and has served on the the creation of the network and the Boards of ACE and the Council on work of these 50 universities. Competitiveness. Prior to UBC, Dr. Ono served as the 28th President of This network would be interdiscipli- the University of Cincinnati and Senior nary from its inception and structured Vice-Provost and Deputy to the Prov- ost at Emory University. so that teams are incentivized to collaborate, not compete. It would have to be truly engaged across the entire ecosystem, beginning with K-12 up to lifelong learners whilst being integrated into the regions the universities serve. All 50 universities embrace values such as integrity, openness, tolerance and global citizenship which are embedded into principles of this global coalition. The UN lever- ages its global influence to create a new global fund of $5-10 billion/year to catalyze and incentivise collaborative work across the network, with a “match” mechanism similar to the Vaccine Alliance (Gavi) to ensure that

109 The Pandemic in There are striking differences be- 5. Because online higher education tween countries and cultures in the can effectively provide only part of Higher Education pandemic experience, in general and the full product inherent in face to in higher education. face education in common institu- Tests Our Social tions – for example, online education Values To appreciate this, let us consider provides cognitive learning, informa- the ideal higher education response tion and credentialing but not full so- - what happens in higher education ciability with other students, in-place Simon Marginson when social values aligned to the student-teacher interaction, physical ‘common good’ are uppermost. facilities, the full suite of extra-cur- Professor of Higher Education According to the UNESCO notion ricular activities and academical- at the University of Oxford of education as a ‘global common ly-nested work experience – then in good’, higher education should con- countries that charge students fees, tribute to solidaristic social relations, tuition cost is discounted. including shared welfare, inclusion, 6. On reopening in a country or tolerance, and mutual respect, while locality institutions, establish stronger also contributing to universal individ- public health protocols than existed ual rights and freedoms on the basis prior to the pandemic, and probably of equality. In a common good higher modify the extent of travel by staff system, under conditions of the and students, especially travel across COVID-19 pandemic, these proto- national borders. cols are followed: It is too early to have tested proto- 1. Government emphasises cols 5 and 6 but we do know where isolation, social distancing and countries stand on protocols 1-4. mask-wearing as acts of social sol- Some have properly managed the idarity. People must protect not just health of students and sustainability themselves but the lives of others. of higher education, but not others. 2. Government announce that because the health and the lives of stu- The countries that have handled the dents and staff take absolute priority, overall pandemic best are those in all higher education remains solely East Asia, such as Taiwan, Singa- online until it is fully safe to reopen all pore and South Korea, in which each institutions for everyone. person learns from birth that we live 3. Government guarantees the in a society and our behaviour affects financial sustainability of institutions others. The toll has also been low in for as long as necessary, just as it China outside Hubei province where underpins sectors such as health or the pandemic began. Not by coinci- finance. dence, these countries have centrally 4. Institutions develop and provide managed the closing and opening the best possible quality of online of higher education and reopened educational provision and admin- solely on the basis of health advice, istration, consistent with economic not financial or political factors. delivery. Institutions have reopened only when

110 new cases in the community are at near zero.

In contrast, in the UK at the time of writing, almost every university was promising to reopen face to face in September and October despite the high death toll. The UK government, which sees higher education as a Simon Marginson is Professor of business market, will not provide Higher Education at the University of guarantees of funding and institution- Oxford and Director of ESRC/OFSRE al survival. If institutions say that they Centre for Global Higher Educa- expect to be solely online early in the tion. Previously, he was Professor of 2020-21 academic year, they risk a International Higher Education at UCL collapse of enrolment and the loss of Institute of Education and Profes- both core funding and competitive sor of Higher Education in CSHE at the University of Melbourne. He is position. Given this kind of thinking it Editor-in-Chief of Higher Education, is not surprising the high number of the principal world journal in higher UK COVID-19 related deaths. education studies, and a member of 15 other journal board. Marginson is one of the world's most highly cited scholars in higher education studies and international and comparative Some countries“ have education. shown the pandemic can be handled in a socially responsible manner with good outcomes. Oth- er countries have done badly. But the good news is that all countries can learn from each other, and policies can be changed.

111 IMAGINE The challenge of restructuring the In the longer term, we recognise that economy is one faced by many restructuring the regional economy Universities That regions, whether due to structural also requires a concerted effort, changes in the global economy, which must involve the university. Help Restructure loss of competitiveness or climate Green restructuring is therefore the Regions change. The recession in the wake main headline of the university’s of COVID-19 has made this more strategy for the next ten years. acute, being the straw that may Rune Dahl Fitjar break many declining industries’ backs. To cope with this, regions Pro-Rector for Innovation and need to attract new industries and The university“ needs to be Society at the University of transform existing ones into more an active partner for the Stavanger competitive and sustainable activities. A complex task, which requires region in the development workers, companies, investors and of new industries and the policy-makers to develop new types transformation of existing of skills and competencies. This ones. gives universities an important role to play in restructuring regions. Many universities and regions look The University of Stavanger is in to Stanford and Silicon Valley for a region with a dominant offshore inspiration on how to do this. And oil and gas industry, which due to the credentials of Stanford in the both climate change and declining development of the IT and biotech reserves is not sustainable in the industries are impressive indeed. long run. The region therefore faces But we are not sure this is the best a massive challenge of restructuring approach for a university and a its economy towards a more diver- region such as ours. Most regions sified and sustainable industry mix. are not like Silicon Valley, and most Besides the challenges imposed industries are not like IT or biotech. by lockdown for many industries, Hence, new industry creation is only COVID-19 also led to a steep fall in very rarely the result of new scientific oil prices and a rapid drop in invest- breakthroughs. More often, it is the ments in the industry, with many result either of internal processes of companies going bankrupt or laying branching from related industries in off workers. the region, where knowledge from different industries is combined in At the university, we sought to ad- new ways, or of the region attracting dress the short-term consequences new activities from outside. of the lockdown by creating new educational offerings for laid-off workers In these processes, we see the and by collaborating with regional university as a connector across dif- companies on innovation projects to ferent stakeholders and as a magnet help them find a way out of the crisis. for new talent. The university can

112 be a neutral arena, independent of industries and between the private and public sector. We can enable collaboration between diverse actors to stimulate new combinations. We are also embedded in global knowledge networks which can bring knowledge from the outside into the regional innovation ecosystem. All Rune Dahl Fitjar is the Pro-rector for these roles require broad and mean- Innovation and Society at the Uni- ingful engagement with society. versity of Stavanger. He has been a Professor in Innovation Studies at the Alongside this support function, UiS Business School since 2013. Fitjar we also need to provide an arena received his PhD in Government from for critical reflection on the conse- the London School of Economics in quences of restructuring. Econom- 2007. He was the project leader for the EU-funded network on The Role of ic restructuring can be a painful Universities in Innovation and Regional process, and its costs are not evenly Development (RUNIN) from 2016 to distributed. The university must also 2020. do research on how to manage restructuring fairly and with regard for its social costs.

This adds up to a multi-faceted role, involving technical as well as social sciences and humanities research, education, innovation and outreach activities. Mobilising all branches of the university will therefore be crucial for the success of the university and the region in this process.

113 ‘IT IS THE LONG HISTORY OF HUMANKIND (AND ANIMAL KIND, TOO) THAT THOSE WHO LEARNED TO COLLABORATE AND IMPROVISE MOST EFFECTIVELY HAVE PREVAILED.’

– Charles Darwin

114 115 ENTREPRENEURSHIP AND UNIVERSITY- INDUSTRY INTERACTION

116 117 The University We are currently in the midst of The university's traditional role as the COVID-19 crisis. A crisis that a developer of in-depth disciplinary, As A Catalyst For paradoxically has strengthened both scientific expertise needs to be en- the local and global role of universi- riched with attitudes and skills aimed Entrepreneurial ties. On the one hand, universities at creating new value and improving Ecosystems have gained a more global reach. tomorrow's society. Universities The crisis has accelerated their digital should show in their curriculum and Locally And transition. Education and research overall communication that it can be Globally have never been as intensively digital attractive for students and staff to as in this crisis, which has made the get involved in the identification and global reach of universities possible. pursuit of new opportunities for value Erik Stam We teach students locally and glob- creation, and should also enable the ally at the same time, in the same development of skills to do so, with- Professor of Strategy, digital classroom, and it has never in, or perhaps even better, outside Organization & Entrepreneurship been easier to meet research staff the university. Talent and knowledge and Dean of the Utrecht worldwide. creation must become increasingly University School of Economics multidisciplinary in order to create On the other hand, universities are new combinations of knowledge and becoming an anchor in their local skills needed to meet global chal- economy: a stable employer in the lenges. Creating these new combina- business turbulence of the crisis, and tions and making them work requires students prefer to commute a short students and researchers equipped distance from their university rather with the right entrepreneurial skills than from other regions. We do not and attitudes. yet know what the long-term effects of this crisis will be, but it will certainly Universities should encourage lead to new articulations of the local bottom-up initiatives, combined with and the global. What role can we a university vision. Universities need expect the university to play in such to become aware of their role in en- an increasingly digital and fragile trepreneurial ecosystems, namely to knowledge economy? train students who can create value in organisations, the economy and We already knew that we live in a society. And universities are a source society that faces global challenges. of knowledge that stimulates curiosi- Tackling these challenges, locally ty and is relevant to society. has become even more prominent in the COVID-19 crisis. Challenges for which solutions must be discovered and created. This requires attitudes, skills and behaviours that stimulate the pursuit and realisation of new value creation.

118 The future“ is not something that exists out there, but something that we create. Entrepreneur- ship is key to creating the Erik Stam is the Professor of Strat- future, and universities egy, Organization & Entrepreneurship must be a catalyst to en- and Dean of the Utrecht University able entrepreneurship by School of Economics. He has held positions at Erasmus University Rotter- being a source of talent dam, the University of Cambridge, the and knowledge locally, Max Planck Institute of Economics, but also to connect with the Netherlands Scientific Council for Government Policy, and the Univer- other enterprising eco- sity of Oxford. He is a leading scholar systems globally. on entrepreneurial ecosystems. His broader research interests cover the societal and organizational contexts Universities have an extremely of entrepreneurship and the rela- important role to feed entrepre- tion between entrepreneurship and neurial ecosystems with talent and economic development. He has (co-) knowledge, and can also enable the authored more than hundred books, book chapters, and articles in a variety creation of an entrepreneurial culture of disciplines, including economics, and act as a connector between geography, business/management public and private actors. They will and public administration. do this primarily via the core tasks of research and teaching. There is no one way to do this right. Being an effective feeder is something that can be learned via trial-and-error, in collaboration with (alumni) entrepreneurs and other key actors in the regional entrepreneurial ecosystem and of other entrepreneurial ecosystems.

119 IMAGINE Smart Entrepreneurship might be one of the most misunderstood concepts in Policymakers the university world. The typical inter- What would“ be truly novel pretation is that entrepreneurship is and Funding about developing startup companies is a university taking en- Organisations that are spun out from the universi- trepreneurial competence Stimulating ty. But that interpretation is far too as the pivotal point of narrow, and it hampers the societal departure when defining contributions from universities. Entrepreneurial its mission and strategies. Competence of Imagine that we chose to see it It seems attractive at first Universities AND differently and viewed entrepreneur- glance but is difficult to ship instead as a competence and do in practice since uni- Improving Their recognized that it is applicable to university research and education as versities generally are Investment Yield well as to innovation and other forms large, old and quite con- at the Same Time of utilisation. servative organisations. In fact, this is not a novel view at all. Nevertheless, the potential is For some time already, researchers, Fredrik Hörstedt significant since the societal contri- practitioners and public organisations butions of universities would increase Vice President for Utilisation and have been debating what should in multiple ways. Research questions Innovation at Chalmers and what should not be regarded would be formulated differently, yet University of Technology as entrepreneurial competence. The fully independent by academics, concepts vary a bit across the board based on understanding of how the but there is a fair agreement that results might be applied in practice. entrepreneurial competence is about Teaching would be conducted mobilising the resources necessary differently, with a value-centric per- to taking ideas and opportunities into spective on students and their future action while creating value for others. employers. Innovation and other forms of utilisation would naturally be reinforced including, but not at all limited to, the spinning out of startup companies. Many non-commercial routes utilisation of would also be favoured, including those that will impact norms, beliefs, rules and standards.

Entrepreneurial competence of faculty and students is key to have universities respond even more strongly to the paramount challenges society today is facing. Policy

120 programs like Horizon Europe are not Entrepreneurial competence is a vital more powerful than the reaction they part of those condition and policy- trigger. I am convinced that entrepre- makers and funding organisations neurial universities create more value plays a key role in stimulating its for society compared to non-entre- development within universities. preneurial ones.

Hence, entrepreneurial competence is a mean for policy makers and Dr. Fredrik Hörstedt is Vice Presi- funding organisations to increase the dent for utilisation and innovation at return on investments in research Chalmers University of Technology. He and higher education. And note that is responsible for Chalmers' innovation entrepreneurial competence is not ecosystem including venture creation, exclusive to engineering or business research technology organizations and schools, but of vital importance to all science parks. He holds the overall scientific disciplines including natural responsibility for Chalmers’ interfaces with business, research institutes, sciences, medicine, social sciences public authorities and politics. He is and humanities. a board member of the European Innovation Council, a member of the Investing in the development of uni- EUA Innovation Ecosystems Expert versities’ entrepreneurial competence Group, and an advisor to the Swedish is therefore a smart thing for policy- Government on research, innovation makers and funding organisations to and digitalisation. do. The reason is simply that they will get more societal impact from universities without allocating more money to research and higher education. Making sure that some resources are reserved for the long-term development of entrepreneurial competence will improve how universities go from “input to impact” in general and with regards to societal challenges in particular.

We are facing a future where the world needs to recover from the coronavirus pandemic and at the same time prepare for a green, digital and resilient sustainable future. With such an outlook we would like to be sure that universities provide their outmost contributions and that they have the right conditions to do so.

121 IMAGINE Europe IMAGINE a green, healthy and Technologies are evolving rapidly, sustainable future for the planet and and whilst this means some jobs will with its people. How do we power the disappear, new ones will be created change necessary to turn such a with entire industries transformed. Entrepreneurial vision into reality? At the European We need to ensure that skills and Lifelong Institute of Innovation and Technol- competences are adapted and that ogy (EIT), we believe entrepreneurial future talent is equipped to thrive at Learners education is essential to enable this the forefront of innovation. Univer- societal transition. We believe in the sities must continue as they always power of lifelong learning, continu- have to push the boundaries of Martin Kern ously upskilling our knowledge to de- knowledge forward, but also to facili- Director at European Institute of liver innovative solutions for Europe. tate technology transfer and contrib- Innovation and Technology (EIT) ute to upskilling through continued Universities are key partners to education. By doing so they drive achieve the EIT’s vision and critical to innovation, ensuring that learners equip students with creativity and en- across Europe have the skills to keep trepreneurship skills, but also to drive up with the pace of advances in regional ecosystems as innovation society. leaders. With universities we push knowledge forward, expose students The switch to blended education to new ideas and turn these ideas enables students to choose location, into reality. Together with universities time and pace, catering their learn- and the EIT, budding entrepreneurs ing to a more flexible approach. By can bring their innovative ideas to the widening blended education options, market and spark change. we can foster collaboration between different learning perspectives and The current crisis requires us to approaches and boost the impact reflect on education and the role entrepreneurial education brings universities play in our societies. With to Europe. We also usher in much many universities around the world needed digital skills to underpin the closing their ‘physical’ doors, online ongoing digital transformation. and blended education present a new era of learning. Yet, what does blended education mean for universities? It can:

• lead to higher student retention through personalised educational We must leverage“ the tracks, shift to digital learning, • rethink traditional classrooms, recognising the opportu- giving access to groups with differing nities it opens to upskill abilities, • share resources faster and more knowledge and the bene- easily with more digitalised content fits it can bring. and archiving, and, • enable more students to become

122 active lifelong learners, returning to education to upskill their knowledge.

To transition to an online learning sphere, innovation is key. When the pandemic began, the EIT Commu- nity reacted quickly and supported educators by sharing knowledge and making key resources available Martin Kern is the Director at Europe- to adjust to teaching and learning an Institute of Innovation and Technol- needs. New digital tools were swiftly ogy (EIT). He joined the EIT in August introduced not only to teach, but also 2014. Prior to that, he worked at the to support the academic community European Commission for 15 years in in adapting to the new conditions. a variety of posts, mainly in the area of enlargement policy and with financial Innovation in higher education and assistance to support economic and social development programmes. He in universities is not new for the EIT has a master's degrees in Economics Community. Through EIT Digital, for and English from the University of Hei- example, we power innovations early delberg and one in European Studies on that contribute to a more digital from the University of Reading. learning environment. They supported start-up, ProctorExam, who as early as in 2015 was creating a highly secure web-based platform for online examinations. The programme has since been bought by universities in Austria, Belgium, the Netherlands and the UK.

At the EIT, we champion lifelong learning through our education programmes that are created in collaboration with the leading higher education, business, and research organisations across Europe. While the transition ahead remains uneasy for educators and students, we must rise to the challenge that the pandemic has thrust up on us. By doing so with universities paving the way, we will contribute to a more resilient and digitally skilled Europe.

123 A Multi- Ten to twenty years from now, However, building meaningful con- companies and universities that have nections that bring these benefits of Dimensional built strong multi-dimensional part- collaboration and agility is not easy. nerships will be better positioned to Future Looks react to ever more dynamic environ- In an exaggerated depiction of Brighter ment. the sometimes difficult relationship between industry and the academic If we have recently learned one world, industry is seen as short term Arianne Bijma thing, it is that the world is changing thinking, money hungry and oppor- fast in unpredictable ways. Disrup- tunistic, while universities are seen Global Manager Talent tions in technology, health, politics, as slow, old fashioned and discon- Programs and University environment and social structures nected to the real world. So how are Relations at ASML have shaken up the dynamics in partners different from this caricature pretty much every organisation. in successful partnerships? And how do successful partnerships grow?

Successful partnerships are first The organisations“ that and foremost based on an alignment not only survive, but thrive of long term goals, both in the content as in the way partners expect to in these circumstances benefit from the partnership. Sec- are those that adapt the ondly, strong partnerships need to be best to change. This is multi-dimensional. true for all organisations, Alignment of content is usually the whether they are com- easiest part, whereas the alignment panies, governmental of goals is less straightforward and organisations or universi- takes more time to discover. The ties. best way to establish if potential partners match is to start small. You The best way to build an agile shouldn’t start with a full partnership organisation that is prepared for right away, you start with a small an ever changing environment is collaboration, for example a small re- building connections with the world search project or internships. When a outside the organisation. These con- mutual beneficial collaboration arises, nections help to develop sensitivity to this engagement can be expand- change and allow the organisation to ed to other fields, e.g. internships, react fast and effectively in collabora- company employees giving guest tion with its stakeholders. For indus- lecturers, collaborative PhD pro- try, it is vital to stay connected to the jects. Too often these collaborations world of knowledge and talent within remain one-dimensional, e.g. only in universities, while for universities it is research. But for a strong partner- vital to stay connected to world of ship to flourish, it is essential to have the application of knowledge and the an array of collaborative activities that future employers of their students. leverage the results and multiply the 124 connections. By seeing all of these activities as building blocks, both parties can build steadily on a strong fundament, ultimately resulting in a strategic partnership that is built for the long term. For a partnership to succeed, both partners need to be open about their own goals and always keep the long term objectives Arianne Bijma is Global Manager Tal- in scope. ent Programs and University Relations at ASML. Coming from an Innovation This also allows to steer away from Management background, Arianne short term objectives, and focus Bijma joined ASML in 2015 to set up on long term objectives of both a new strategy for Talent Engagement partners. All activities should in the and University Relations. Access to end contribute to these long term knowledge and talent is her main purpose, as ASML is playing champions objectives. league when it comes to technology and innovation in the Semiconductor Both companies and universities industry. With over 25000 employees can maintain a large number of ad across the globe and almost two hoc collaborations, but they can only billion euros R&D spending every year, manage a handful of meaningful, innovation is in ASML’s very core. With long term partnerships. That is why, a global team, Arianne is responsible after the exploration phase of a minor for developing and implementing the collaborative project, both parties strategy that defines the technological need to focus on a limited number of domains, the university ecosystem, partners that are well aligned on the and the programs, that enable the interaction with bright minds across long term goals. the globe. Collaborations between industry and the academic world are not just about research funding, or access to talent. They are about people, together enhancing the body of knowledge, the exchange of knowledge and the exchange of people between a company and a university, creating long term value for both organisations and the people involved. If we start building multi-dimensional partnerships now, in ten years we will have incredibly powerful networks of organizations that are well positioned to face the challenges ahead.

125 Knowledge Transforming Europe into a knowl- These core indicators are appropri- edge-based economy has been ately interpreted considering con- Transfer Metrics: a prime objective of the European textual factors. For example, output Union since the Lisbon European metrics are not viewed in isolation Towards a Council of March 2000. and input indicators are key to shap- Europe-Wide Set ing outcomes. A knowledge society depends for of Harmonised its growth on the production of new Indicators knowledge, its diffusion through education and training, its dissemination I envision universities“ and through information and communi- Public Research Organi- Giancarlo Caratti cation technologies, and on its use through new industrial processes or sations (PROs) that share Head for Intellectual Property services. common indicators to and Technology Transfer at the track their progress in European Commission With 4,000 institutions, over 17 knowledge transfer and million students and some 1.5 million staff, of whom 435,000 are research- are able to benchmark ers, European universities have enor- with similar institutions mous potential, but this potential is working in similar envi- not fully harnessed and put to work ronments. effectively to underpin Europe’s drive for more growth and more jobs. They use a composite indicator/ Universities are unique, due to the scoreboard that allows universities key role they play in the three fields and PROs to measure progress on of: research and exploitation of its re- the different key elements of knowl- sults, thanks to industrial cooperation edge transfer activities. They use and spin-off; education and training, a web-based tool, which can be in particular training of researchers; used for data acquisition, and allows and regional and local development, self-assessment and benchmarking. to which they can contribute significantly. There are several barriers to adoption of core harmonised indicators, I imagine a future university that from the practical through to the places knowledge transfer is as its philosophical. The latter includes a core and that measure its knowledge fear of how such data might be used transfer activities with a wide range and the implications for universities of internationally adopted indicators and PROs and their Knowledge that go beyond the traditional meas- Transfer Offices. This is not without ures of patenting, licensing, number foundation, as there has tended to of spin–offs and revenue including re- be a crude interpretation by com- search collaboration and other “non– mentators, without consideration of academic” users and engagers. context.

126 There is also the issue of how the EU–wide data are collected, curated and reported. The collection and analysis should be managed by a credible organisation that under- stands KT and is recognised by the KT profession. This organisation should be neutral and collaborate with national KT associations and Giancarlo Caratti is Head for In- government agencies as appropriate. tellectual Property and Technology Incentives may be required at a na- Transfer at the European Commission, tional level to stimulate and support managing its intellectual property and the ability to engage at the pan–EU promoting technology transfer. In level. 2015 he was Deputy Commissioner General for the EU participation in the In this context, the European Com- World Expo Milano. He worked in the Universities of Florence and Pisa as mission’s Competence Centre on teaching and research assistant in Technology Transfer, in collaboration mechanical engineering. He spent one with the European Association of KT year as visiting scholar at the Georgia professionals (ASTP), convened an Institute of Technology and worked Expert Group to consider how best in a private engineering firm before to progress towards an EU–wide set entering the EC in 1986. of harmonised metrics for knowledge transfer in PROs (including universities).

The European Commission and ASTP can play an important role in facilitating consensus building for adoption of a European-wide set of harmonised indicators, definitions and implementation mechanisms going forward. In this regard, a crucial element of success will be the engagement of leadership in universities and PROs in addition to their technology transfer offices, and key stakeholders so that the project may be of value to all.

127 Changing Future “The best way to predict the future omy. Over the last decade, IT ex- is to invent it.” – Alan Kay ports have increased fivefold, and in Now 2018 alone employment in this area There is a lot of truth in that state- doubled. In the last 10-15 years, sev- ment and as history shows, includ- eral global ICT giants have entered Janis Vitenbergs ing the recent COVID-19 crisis, the and deepened their presence in future is near impossible to predict. Latvia, and many new startups have Minister of Economics The best we can do, is learn from the emerged. of the Republic of Latvia experience and create a more robust foundation that can provide us with This means that Latvia has devel- agility for a quick adaptation when oped firm foundation for a sector facing new challenges. This is both, a with enormous potential. We strongly big opportunity, but also a challenge believe that cooperation between for universities of the future that will public, private and academic sectors need to prepare society and industry has allowed us to identify and set leaders. goals, which in the future will have a significant benefit for society. For Universities and academic knowl- example, it has already allowed our edge have always had a major role in country to quickly adapt and switch strengthening the democratic values to a fully digital not only private, but and fostering citizens’ participation. also public sector and parliament in a Especially people with excellent matter of weeks. competencies are those who had defined the path of development and It is evident that the IT industry is I see that in the days to come it will generating jobs and demand for be even more important to ensure skilled people at an increasing pace that universities have a strong voice around the world. According to Tal- in time of uncertainty. ent Search People International (TSP International), three of the top 10 I believe that there are two key most in-demand jobs are software things that will shape the success engineers, developers and data sci- for universities of the future, which entists. Additionally, we can see that are interdisciplinarity and fostering IT skills are now a basic requirement innovation. These two founding in any field, be it medicine, biology, elements are crucial to provide an arts, and even agriculture and policy. agile and open-minded approach, allowing to shape quick response to Regarding innovations, the history industry changes and the economic speaks by itself – whenever there is a environment. necessity to tackle complex situations brilliant ideas have found their When it comes to Latvia, we have way to blossom in difficult times and, chosen to base our foundation in in fact, to a large extent the most several core industries, including the useful innovations have been made IT sector, which is one of the fastest in universities – vaccines, solar pow- growing sectors of the Latvian econ- er, ultrasound and many others.

128 We see that“ nowadays all the fields are somehow related to each other and in that regard, I believe that it is crucial that uni- The Minister of Economics of the versities of the future are Republic of Latvia, Janis Vitenbergs able to provide interdis- joined the government in April 2020. ciplinary learning oppor- In May, the government approved the Minister's strategy to reduce the tunities, working closely consequences of COVID-19 crisis with different industries. for Latvia. The Minister believes that export-capable industries with growth From today’s perspective I hope for potential should be supported and a bright future where all great minds adult education should be refocused. are able to come together, adjust to Also, it is necessary to ensure that funding for research and development, the current situation and work with commercialisation and marketing of enthusiasm! the results of R&D is available. Elected to the Saeima in 2018, chaired the Saeima's Economic, Agricultural, Environmental and Regional Policy Commission as of 2019.

129 Balancing There seems to be a convention thinking. As a result, these days the that every higher education policy picture is rather different. In the face Innovation, En- document should start with “in this of an extraordinary global public rapidly changing environment”, and health crisis we have seen how the trepreneurship “there are challenges to be faced”. stately higher education vehicle and Academic Could this be more true than right slowly moving towards its destination now? can actually accelerate in formula Values one conditions, with changes taking In my years of working in higher place in weeks rather than years. education policy, one thing that Rebecca Allinson always struck me was that although In many cases, once again it is Managing Partner universities recognised the changing those innovators and entrepreneurs at Technopolis environment and the challenges, this who have been central to their uni- was generally in retrospect – higher versities’ efforts to get tuition online education was, and is, mostly playing in a week, grapple with issues of catch up. This means adapting at a exams and assessment and respond pace governed and often hindered with agility as the feedback from by administration, culture and the students and staff comes in. “old guard” preserving the ivory tower.

This does not mean there were no Yet at the same“ time, and inspirational innovators and entrepreneurs in higher education. They avoiding nostalgia, we have always been there, fighting to must not lose the essence get things done. The success of of what makes a higher these innovators is often described as “inspirational” in case studies and education experience literature, but seemed seldom recog- great. Great for students, nised within the institution in which teachers, researchers, they made such an impact. employers and all the I remember when I first got involved other players who work in HEInnovate in 2013, attending a alongside these institu- conference on entrepreneurial edu- tions to make them what cation and how the participants saw they are. themselves as the mavericks and the outsiders pushing an agenda which they were struggling to convince their What I mean is that we should hierarchies to value in the way they remember why the “old guard” did. Move on a few years and some care about the university, and not of the same mavericks had become lose what was good about it. This insiders, moved to centre stage and concerns quality, rigour, inspiration, are now considered to be at the good teaching and research, physi- forefront of their university’s strategic cal interaction, the opportunities for students to build lasting professional 130 networks, travel internationally and make new friends.

So the truism of the challenges to be faced in a rapidly changing environment might have a novel twist. The risk is that by the next academic year it could be the “old guard” who are fighting like maver- Rebecca Allinson is a Managing icks on the sideline for maintaining Partner at Technopolis, a Science, and mainstreaming some of the innovation and research consultan- most important parts of the univer- cy. Rebecca heads up the higher sity experience. It is many of these education division and has over 20 experiences which also provide the years experience of working on issues 21st Century skills and competences of higher education policy for the which underpin our ability to adapt, European Commission and National Governments in Europe. Rebecca is be resilient and thrive. passionate about higher education and entrepreneurship and the changes that are happening across the globe to support people, from every walk of life, to access and benefit from the opportunities higher education can bring.

131 The Role of In a rapidly changing, uncertain and component in stimulating entrepre- complex world, the roles that univer- neurial activity, entrepreneurship is Higher Education sities are playing as the engines of seen as a source of employment social mobility, as drivers of the econ- through the promotion of business in Innovation and omy and as generators of new ideas formation. Hence, universities should Entrepreneur- are now more critical than ever. Due strive towards more inclusive and to the universal nature of knowledge, flexible curricula that reflect the real- ship Ecosystems universities are global in their scope – ities of private sector, industry, com- a space that encourages new ideas, merce and the future world of work. controversy, inquiry and argument, A student entrepreneurial value chain Francis Petersen and challenges orthodox views; but approach, focusing on sensitisation, Rector and Vice-Chancellor they are also deeply entrenched in graduate attributes, exposure to of University of the Free State their local environment, influenced entrepreneurs, incubation, introduc- by socio-economic and political tion to proper networks and business dynamics. There is an expectation development, could be a deliberate that universities should exhibit great institutional design so as to maximise levels of responsiveness and must an entrepreneurial culture amongst play a critical role in the betterment graduates. All of this will need to em- of society, both socially and eco- brace digital content with a mixture nomically. The COVID-19 pandemic of remote and on-site teaching and has shown deep fault-lines in our experiential methodologies. society – stark poverty and inequality – universities should actively engage with these challenges, and although they cannot eliminate them on their The future“ world of work, own, they can and should be part of the solution. and perhaps graduate employability, are not only The achievement of an innovative, driven by the digital econ- entrepreneurial and technology-rich omy, but also by busi- economy and society depends on the depth, width and overall quality of ness and private sectors human capital, informed by knowl- re-thinking their own edge and the experience of research business models post – a key role for universities. With an COVID-19. increase in youth unemployment, and a rising number of young people A vibrant relationship between uni- entering the higher education sys- versities and these sectors is not a tem, universities should redefine their ‘nice-to-have’, it is essential. Hence, traditional narrative, which is starting advisory boards for academic to loose validity – that having a de- departments at universities, com- gree means that you are guaranteed posed of representatives from these employment or even worse, that you sectors, coupled with traditional re- are instantly employable. Whereas search engagements and the offering education is seen as an important of short learning programmes (skilling 132 & re-skilling) with these sectors is the type of ecosystem that will promote innovation and entrepreneurship. However, these relationships, whether renewed or initiated for the first time, must be co-created: Building a strong society and economy is a collective responsibility. As COVID-19 has stressed the notion of social Francis Petersen is the Rector & solidarity, emphasing a common Vice-Chancellor of the University of purpose, an innovation and entrepre- the Free State in South Africa. He has neurial ecosystem must embed inte- formerly been Deputy Vice-Chancellor grated linkages with business, public of the University of Cape Town, Dean: sector, civil society and government. Engineering & the Built Environment at the University of Cape Town, the Although innovation is the capac- Executive Head: Strategy at Anglo American Platinum and Executive ity to generate, acquire and apply Vice-President: Research and Devel- knowledge for the advancement opment at Mintek. He has extensive of economic and social purposes, experience of management at various it is also about improving current levels within the university and indus- practices and performing new things try sectors, and has been actively in new and different ways – more involved in strategic planning and collaborative, and more multi-disci- systems thinking with regard to R&D in plinary. As the business sector will the Science & Technology Sectors. reflect and redesign their operational models post COVID-19, the university innovation ecosystem should and must be able to contribute to internal business and process renewal. Universities must interrogate flexible human resource models such as staff who can work remotely, and possible joint-appointments and secondments across the different sectors of the economy. In order to deliver effective teaching and learning, universities will have to develop a continuum from face-to-face to online methodologies. Although globalisation will remain a focus, an urgent need to promote localisation is critical, and with a possible downturn in international travel, universities must re-imagine the realization of their internationalisation strategies.

133 EDITORS

Balzhan Orazbayeva Arno Meerman Victoria Galán-Muros is the strategic initiatives manager is the co-founder and CEO of is a leading consultant, policy ad- at the University Industry Innovation the University Industry Innovation visor and researcher in the areas of Network. In this role, she designs Network, a leading European net- higher education management and and delivers innovative training, work that facilitates interaction and policy, university-business cooper- consultancy concepts and mod- creates cooperation between higher ation, employability, lifelong learning els to develop more engaged and educational institutions and industry. and future skills. Victoria has worked entrepreneurial universities. Balzhan In this role he has initiated and leads in the interface between universi- has undertaken research around the largest conference on Universi- ties, business and policy makers university-business collaboration ty-Industry Interaction, manages a for over a decade in 30+ countries and social innovation and has run variety of its initiatives, including its and co-authored 60+ consulting a number of training programs and workshops towards professionalisa- reports for the European Commis- workshops around entrepreneurial tion of university-business coopera- sion, OECD, OEI, governments and universities, future of universities and tion and has led a number of UIINs universities as well as 40+ scientific university-business collaboration. research and development projects publications. She has been invited She was an analyst in the consulting for the European Commission. Arno to lecture at 12 universities, speak at project for the European Commis- is also the Director for Business De- 80+ events and deliver professional sion (DG Education and Culture), velopment at the Science-to-Busi- workshops internationally. Previously implementing the largest Europe- ness Marketing Research Centre a policy analyst at the OECD (Paris), an study in the area of universi- at Münster University of Applied a senior associate consultant at ty-business collaboration. Balzhan Sciences in Germany. Besides Technopolis Group (London) and holds a doctoral degree from the project acquisition and strategic the research director at the Global Vrije Universiteit Amsterdam (VU development, he conducts research Institute on Innovation Districts (New Amsterdam). In her PhD research on entrepreneurship, innovation and York); Victoria is the co-founder and she focused on the engagement university-business collaboration. CEO of the Innovative Futures Insti- of academics and businesses in tute and sits on the Advisory Board education-driven university-business of the University Industry Innovation collaboration. Network. Victoria holds a PhD at Vrije Universiteit Amsterdam.

134 EDITORS

Todd Davey Carolin Plewa is an Associate Professor of Entre- is the Deputy Dean (Research) preneurship at the Institut Mines- Faculty of the Professions and Pro- Télécom Business School in Paris fessor in Marketing and Stakeholder and a visiting researcher at Imperial Engagement at The University of College (UK), Technical University of Adelaide. She specialises in the Vienna (AUT) and Adelaide Universi- interaction and value co-creation ty (AUST) in the topics of entrepre- across a myriad of organisations neurship and innovation. Formerly and individuals, with a particular a Senior Manager with Deloitte emphasis on university-business Australia’s Technology Commer- collaboration, as well as service cialisation Group and responsible and social contexts. Her research in part of the executive team for one of the context of univer¬sity-business Australia’s fastest growing start-ups engagement, in par¬ticular, has led in the 2000s, Todd has ‘switched to her appointment to the South sides’ to work within academia, Australian Science Council (2015- completing his PhD at the VU 2018) and to her ap¬pointment as Amsterdam. He was the Project Di- an inaugural co-chair of the Uni- rector of the largest study yet com- versity Industry Innovation Network pleted into cooperation between (UIIN) Australia Chapter. Carolin's European universities and business, achievements have been recognised a study completed for the European by her being shortlisted for the 2019 Commission in 2010 and again in Australian Financial Review High- 2017. Todd is author of the book er Education Awards – Emerging ‘Entrepreneurship at Universities’ Leader Category. Professor Plewa and the creator of TechAdvance™, has published her research in inter- a tool for evaluating technologies. national marketing, management and education journals.

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

– Friedrich Nietzsche

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