GHAUTH JASMON

Entrepreneur    

CRITICAL FACTORS IN DEVELOPING A SUCCESSFUL

EDUCATION HUB: The Malaysian Case

WHAT IS AN EDUCATION HUB?

A designated region intended to attract foreign investment, retain local students, build a regional reputation by providing access to high-quality education and training for both international and domestic student, and create a knowledge-based economy. An education hub can include different combinations of domestic/international institutions, branch campuses, and foreign partnerships, within the designated region.

 

Educational Hubs (Updated September 26, 2013) Education Hub: A designated region intended to attract foreign investment, retain local students, build a regional reputation by providing access to high-quality education and training for both international and domestic student, and create a knowledge-based economy. An education hub can include different combinations of domestic/international institutions, branch campuses, and foreign partnerships, within the designated region. The following is a list of entities that have described themselves as current or developing education hubs. For each entry we provide a basic description based upon news reports, information from the organization, and, when possible, our own visits. Inclusion below does not mean that the entity currently operates as a hub, but merely that there is evidence that it is intended to be a hub. United Arab Emirates Abu Dhabi Dubai Dubai Knowledge Village / Dubai International Academic City Dubai International Financial City Dubai Health Care City Dubai Silicon Oasis Bahrain Kuala Lumpur Education City Iskandar (Malaysia) Singapore’s Global Schoolhouse Incheon Free Economic Zone (South Korea) Education City (Qatar) Republic of Panama - City of Knowledge Jeju Global Education City

TRANSFORMATION OF HIGHER EDUCATION:(PSPTN)

Source: Ministry of Higher Education

Malaysian    Educa-on    Blueprint    (Higher    Educa-on)  

MALAYSIAN HIGHER LEARNING INSTITUTIONS 20  Public  Universi-es  70  Private  Universi-es  34  Private  University  Colleges  410  Private  Colleges  14  High  Ins-tu-ons  COE  33  Polytechnics  91  Community  Colleges  Public  Univ  Academics(33,199  Acad  with  37%    PhD)(560,000  students)  Private  Univ,  UC  &  Colleges(24,476  Acad  with  13%  PhD)(485,000  students)  Polytechnics(7,256  Acad  with  0.6%  PhD)(90,000  students)  Community  Colleges(2,826  Acad  with  0.1%  PhD)(22,000  students)  Total  Student  Enrolment:  1.2  million  Interna-onal  student:  85,000  

 SUSTAINABLE  EDUCATION  HUB  •  Existence  of  Autonomous  Top  Class  Universi-es    •  Academic  System  that  Holds  Ethics,  Professionalism  and  Quality  as  its  Core  Value  

•  Conducive  Environment  that  Welcomes  Interna-onal  Top  Academics  and  Quality  Students  

•  Large  Funds  To  Support  Research  &  Academic  Ac-vi-es  •  Opportuni-es  for  Employment  &  Internship  •  Suppor-ve  Infrastructure  for  Global  Networking  &  Collabora-on  •  Ac-ve  Innova-on  &  Commercializa-on  •  Vibrant  Industry  &  Community  •  Excellent  Academic  &  Entrepreneurial  Leadership  

•  Academic Excellence •  Leadership •  Serious Financial Sustainability Issues

•  The National Higher Education Study Loan Disaster •  Loan cut of up to 30% •  Private Inst Fees has risen by more than 30% •  OPEX of Public Inst is 5 times the OPEX of Private Inst

FUNDAMENTAL ISSUES FOR SUSTAINABILITY

STANFORD UNIVERSITY: A Role Model

•  It takes more than just great laboratories and facilities to build a great research center. Stanford also has some of the finest minds in the world working for it. The school’s faculty currently include 22 Nobel Laureates, 51 members of the American Philosophical Society, three Presidential Medal of Freedom recipients, 158 National Academy of Science members, five Pulitzer Prize winners, and 27 MacArthur Fellows.

• With a $20 billion endowment Stanford has access to numerous world-class research resources.

Stanford University’s Economic Impact via Innovation and Entrepreneurship

•  A 2011 survey by Sequoia Capital, estimates that 39,900 active companies can trace their roots to Stanford. If these companies collectively formed an independent nation, its estimated economy would be the world’s 10th largest. Those companies have created an estimated 5.4 million jobs and generate annual world revenues of $2.7 trillion.

•  29 % reported being entrepreneurs who founded an organization (for profit or nonprofit)

•  32 % described themselves as an investor, early employee or a board member in a startup at some point in their careers.

•  25 % of faculty (some are also alumni) reported founding or incorporating a firm. •  55 % chose to study at Stanford because of its entrepreneurial environment.

•  Stanford graduates created some 30,000 nonprofit organizations such as The Special Olympics, and Kiva, a microfinance organization.

•  The nonprofits include: Acumen Fund, global venture fund aimed at alleviating poverty, MentorNet, to help university science-based students achieve their career goals by matching them with mentors over the Web.

•  The majority are small grassroots organizations that collectively have had impact in education, global healthcare, the arts, economic development, human rights and many other areas.

•  At the same time, many have pursued social innovation – the idea of doing well by doing good. Two of the best-known of these enterprises are Sally Ride Science, a science education company founded by astronaut Sally Ride, and Embrace, providers of an affordable infant warmer for the developing world that was created by four students.    

STANFORD’S NONPROFITS AND SOCIAL INNOVATION

The fundamental strategic choices or priorities of Stanford are: • Attract the very best and most promising students globally • Attract the very best faculty globally • Educating the whole student • Strongly link education and research • Cutting edge, frontier research • Encouraging interdisciplinary research while maintaining strong

disciplines • Maintain healthy and mutually beneficial interchanges with other

universities, the government, corporate sectors, and society at large. • Healthy Endowment

STANFORD PRIORITIES

GREAT BRAIN RACE Ben Wildavsky - Princeton University • Today, many nations are involved in the GREAT BRAIN RACE:

Term to describe the increasing competition among nations for new knowledge and innovation.

• Governments increasingly adopt comprehensive competitiveness strategies designed to improve their economic position in the global economy.

• As governments around the world have accepted that the key to economic competitiveness is an educated, innovative and enterprising labour force, so has been ushered in a growing desire to establish "world-class" universities, expand the number of graduates, import overseas providers and drive up quality.

The economic prosperity of a nation in the 21st century would be created, not inherited – “A nation’s competitive advantage in the global marketplace is based upon its industries’ ability to innovate and upgrade.” [“The Competitive Advantage of Nations”, Michael Porter, Harvard Business School]

This new paradigm of economic development positioned colleges and universities as primary engines of economic growth.  -­‐  Paul  Romer,  New  York  University.  

INNOVATION  AS  THE  ENGINE  OF  ECONOMIC  GROWTH  

•  Rankings  have  received  increasing  a1en2on  worldwide  because  of  the  way  in  which  they  can  tell  a  complex  story  of  higher  educa2on  performance  in  a  simple  yet  effec2ve  manner.  

•  USERS:  students,  parents,  policymakers,  employers,  founda2ons  and  benefactors,  poten2al  collaborators,  partners,  alumni,  other  HEIs  etc.  At  governmental  and  ins2tu2onal  level,  there  is  a  strong  belief  that  performance  in  global  rankings  can  bring  tangible  benefits  to  a  country  or  university.    

•  USE:  To  “short-­‐list”  university  choice;  business  and  industry  use  it  to  influence  investment  decisions  and  employee  recruitment;  HEIs  use  rankings  to  help  iden2fy  poten2al  partners,  assess  membership  of  interna2onal  networks  and  organiza2ons,  and  for  benchmarking.  

•  Thus  rankings  can  provide  an  important  branding  and  adver2sing  value.  Doing  well  in  rankings  can  help  maintain  and  build  na2onal  and  ins2tu2onal  reputa2on—essen2al  elements  in  a  compe22ve  marketplace.    

IMPORTANCE  OF  UNIVERSITY  RANKING  

Striving  for  World  Class  Excellence,  Ellen  Hazelkorn,  Dublin  Inst  of  Technology  

WORLD CLASS UNIVERSITIES

•  Although some of the world's top-ranked institutions such as Harvard, Cambridge and Oxford are hundreds of years old, a series of case studies of successful world-class research universities, prepared by the World Bank, shows that a faster and more effective approach to achieving world-class status is to establish a new institution. The just-released World Bank study, titled The Road to Academic Excellence: The making of world class research universities, found that new universities can grow into top quality research institutions within two or three decades when academic talent, financial resources and governance - particularly autonomy and academic freedom - are present from the start

Altbach & Salmi, World Bank Report The  Road  to  Academic  Excellence:  The  making  of  world  class  research  universi;es

•  Top-performing research universities share 3 common characteristics: (1) concentration of talented academics and students (2) significant budgets (3) strategic vision and leadership.

•  Global talent search is the MOST POWERFUL ACCELERATING FACTOR towards world-class status for leading research universities whether they are in a poor or rich country, small or big. It is all about TALENT.

•  World-class universities thrive in environments that foster competitiveness, unrestrained scientific inquiry, academic freedom, critical thinking, innovation and creativity. In addition, institutions that have complete autonomy are more flexible because they are not bound by cumbersome bureaucracies and can quickly respond to the demands of a rapidly changing global market.

Altbach & Salmi, World Bank Report The  Road  to  Academic  Excellence:  The  making  of  world  class  research  universi;es

BUILDING WORLD CLASS UNIVERSITIES

UNIVERSITIES RISING AT TOP SPEED

You  dont  need  200  or  300  years  to  become  a  World  Class  University.  These  TOP  Performers  did  it  in  2  to  3  decades:  • Hong  Kong  University  of  Science  and  Technology  • Shanghai  Jiaotong  University  • Pohang  University  of  Science  and  Technology  • Na-onal  University  of  Singapore  • Nanyang  Technological  University  • Indian  Ins-tute  of  Technology  • Monterrey  Ins-tute  of  Technology,  Mexico  • Universi-es  des  Chile.    

“Malaysia  is  on  track  to  becoming  a  regional  educa-on  hub  judging    from  the  posi-ve  feedback  in  various  countries  which  already  have    their  students  here.”  

Na-on  –  The  STAR  Published:  Saturday  June  21,  2014  MYT  12:00:00  AM    

Malaysia  as  educa-on  hub  looks  posi-ve  

RECENT DEBATE ON THE QUALITY OF MALAYSIAN HIGHER EDUCATION

MINISTER’S STATEMENT •  “Malaysian  universi2es  are  world  class  because  they  are  a  popular  des2na2on  for  interna2onal  students  and  Universi2  Malaya  has  a  decent  spot  on  the  QS  university  rankings.”[Idris  Jusoh]  

• While  rankings  are  useful  indicators,  they  are  not  the  only  exhaus2ve  and  defini2ve  indicator.  We  always  have  to  be  mindful  as  there  are  many  ranking  bodies,  each  vying  to  be  conclusive  and  authorita2ve.  

•  I  have  also  said  in  the  past  that  rankings  are  not  the  “be  all  and  end  all”  as  they  are  not  always  able  to  capture  the  more  subtle  values  of  higher  educa2on,  such  as  priori2zing  access  over  outcomes,  teaching  over  research  and  publica2ons,  building  infrastructure  or  the  capacity  of  young  lecturers  and  so  forth.  

•  The  above  said,  rankings  nonetheless  give  us  a  yards-ck  and  benchmark  as  to  where  our  strengths  lie  and  how  we  can  improve,  and  we  find  it  useful  for  this  purpose.  The  key  is  to  strike  a  balance  between  se\ng  our  ins2tu2onal  objec2ves  and  conforming  to  ranking  criteria.  

•  -­‐  See  more  at:  hip://www.themalaysianinsider.com/sideviews/ar-cle/what-­‐it-­‐means-­‐to-­‐be-­‐world-­‐class-­‐idris-­‐jusoh#sthash.yzbCN1WP.dpuf  

OPPOSITION STATEMENT – [Ramakhrishnan]

•  It’s a brutal fact that foreign students are not in Malaysia because of its education standards. “It is the third world countries’ students who come here to study. Australian students in Malaysia are few and far between. The reverse instead is true. “Many had rightly expressed their reservation and disagreement over his claims,” said Ramakrishnan. “It is the foreign affiliations and twinning arrangements that bring foreign students to Malaysia.”

OPPOSITION STATEMENT [Tony Pua] •  Firstly,  said  Pua,  assuming  that  the  QS  World  Ranking  Table  is  a  reliable  measure  of  quality,  there  is  absolutely  nothing  “world  class”  about  UM  being  ranked  151st  in  the  world.  

•  “None  of  the  other  19  local  public  universi2es,  36  private  universi2es  and  30  university  colleges  ranked  within  the  top  250  in  the  world,”  said  Pua.  “Even  if  Malaysia  chooses  to  define  the  151st  ranking  as  being  ‘world  class’,  one  swallow  certainly  does  not  make  a  summer.”  

•  Secondly,  he  said,  while  all  ranking  methodologies  are  imperfect,  why  did  Idris  Jusoh  choose  to  cite  only  the  QS  rankings  out  of  several  reputable  global  university  rankings  tables  out  there?  

•  “In  fact,  of  the  handful  of  rankings  tables,  QS  is  perhaps  the  most  cri2cized  for  its  lack  of  rigour  and  consistency  in  its  methodology.”  

•  “Let  me  emphasize  here  again  that  no  ranking  system  is  perfect,”  said  Pua.  “Such  tables  do  however  provide  indica-ve  rela-ve  quality  rankings  between  global  universi-es.”  

•  The  ques2on  to  ask  is  therefore,  why  is  the  Ministry  of  Educa2on  selec2vely  interested  in  the  QS  Rankings,  and  why  did  it  fail  to  cite  any  of  the  other  studies?  

The 3 Paramount Characteristics: (1)  Concentration of talented academics and students (2)  Significant budget (3)  Strategic vision and leadership. World-Class University Environment: (1)  Competitiveness (2)  Unrestrained Scientific Inquiry (3)  Academic Freedom (4)  Critical Thinking (5)  Innovation & Creativity. (6)  Full Autonomy

CHECK LIST FOR MALAYSIAN UNIVERSITIES TRANSFORMATION – THE WORLD BANK

ISSUES IN PUBLIC UNIVERSITIES

POSITIVE •  Government Guaranteed & Protected •  Huge Funding & Low Tuition Fees •  More Facilities •  Extensive Networking •  Always Given Preference Compared to Private NEGATIVE •  Bureaucratic, Slow •  Directionless Board •  General Prejudices •  Government-Controlled •  Policies That May Not Support Academic Excellence •  Political Intervention •  Dead Woods •  Vision and Motivation •  Weak Leadership  

ISSUES IN PRIVATE UNIVERSITIES

POSITIVE: •  Autonomous and Self-Determination NEGATIVE: •  Mostly Financially Motivated •  Financial Sustainability •  Lack of Understanding of Academic Excellence •  Poor Vision & Roadmap •  No Proper Action Plan •  Quality of Academic Staff & Students? •  Low Research Level & Quality? •  Quality of Teaching? •  Facilities

PUBLIC UNIVERSITY TRANSFORMATION

•  Selection of Top Management & Board Members to be made by an Independent Committee, NOT by the Minister.

•  Visionary and Capable Leadership with Business & Entrepreneurial Experience

•  University Board to be More Effective & Not Just A Sleeping Board [Read “Why is Harvard No. 1”]

•  VC, DVC, Board Members Must Have Performance Targets. •  Improve Financial Capability. •  Top Performing Universities Should Receive Higher Funding. •  University to Create Its own Autonomous Scheme of Service •  Greater Staff and Student Mobility.

PRIVATE UNIVERSITY TRANSFORMATION

•  Private Universities Should Transform to “Not for Profit” In Order to Get Public Funding

•  University Management Must Realign Their Vision, Mission and Practices to participate in Global Ranking

•  Ministry Must be Serious In Taking Action Against Fraudulent and Dishonest Practices. [“Weeding Out Process”]

•  Government Funding Should be Open to High Performing Private Institutions

•  Greater Staff and Student Mobility. •  Create a New Act that Combines the University and University Colleges

Act and Private Higher Educational Institution Act Into One New Act.

QS   TIMES  HE   SHANGHAI  JIAOTUNG  

Australia   8   3   2  China   6   3   4  Hong  Kong   5   3   2  Japan   9   4   4  Korea   6   4   1  Malaysia   1   0   0  Singapore   2   2   2  Taiwan   2   1   1  New  Zealand    

2   1   0  

TOP  200  UNIVERSITIES  -­‐  EAST  ASIA  &  AUSTRALASIA  

ATTEMPTS AT ACHIEVING FINANCIAL SUSTAINABILITY:

The University of Malaya

•  Interna-onal  University  of  Malaya-­‐Wales  •  In-­‐Campus  Commercial  Development  • Health  Metropolis  • Malaysian  Innova-on  Hub  •  Planta-on  

TERIMA  KASIH    

THANK  YOU  ALL    FOR  YOUR  ATTENDANCE