The Challenge of Establishing World-Class Universities
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The Challenge of Establishing World-Class Universities
Jamil Salmi
Tbilisi 14 December 2009
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natural lab experiment:
U. of Malaya vs. NUS
• early 1960s: 2 branches of University of Malaya
• today, stark difference:
• THES: NUS # 30, UoM # 180
• SJTU: NUS 101- 151, UoM not in top 500
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outline of the presentation
• defining the world-class university
• the path to becoming a world-class university
• implications for Georgia
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how do you recognize a world-class university?
• everyone wants one
• no one knows what it is
• no one knows how to get onePhilip G. Altbach
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defining the WCU
• self-declaration
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defining the WCU
• self-declaration
• reputation
• rankings
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top 50 universities
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AutonomyAcademic Freedom
StudentsTeaching StaffResearchers
Leading-Edge Research
Dynamic Knowledge & Technology
Transfer
Concentration of Talent
Abundant
ResourcesFavorable Governance
Leadership TeamStrategic VisionCulture of Excellence
Public Budget Resources
Endowment Revenues
Tuition Fees
Research Grants
WCU Supportive Regulatory Framework
Top Graduates
Characteristics of a World-Class UniversityAlignment of Key Factors
Source: Elaborated by Jamil Salmi
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concentration of talent
• teachers and researchers
• incoming students
• undergraduate / graduate students balance
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weight of graduate students
University Undergraduate
Students Graduate Students
Share of Graduate
Students (%) Harvard 7,002 10,094 59
Stanford 6,442 11,325 64
MIT 4,066 6,140 60
Oxford 11,106 6,601 37
Cambridge 12,284 6,649 35
LSE 4,254 4,386 51
Beijing 14,662 16,666 53
Tokyo 15,466 12,676 45
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concentration of talent
• teachers and researchers
• incoming students
• undergraduate / graduate students balance
• international dimensions
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international dimensions
• foreign students– Harvard (19%)
– Cambridge (18%)
• foreign faculty– Caltech (37%)
– Harvard (30%)
– Oxford (36%)
– Cambridge (33%)
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abundant resources
• dependence on government funding
– US able to spend 3.3% of GDP ($54,000 per student) – 1/3 public 2/3 private
– Europe (E25) only 1.3% ($13,500 per student)
• endowments
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Comparison of US and UK Endowment Levels
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US InstitutionsEndowments
Assets(2005 million $)
UK InstitutionsEndowment
Assets(2005 million $)
Harvard University 25,460 Cambridge 6,080
Yale University 15,200 Oxford 5,320
Stanford University 12,160 Edinburgh 340
University of Texas 11,590 Manchester 228
Princeton University 11,210 Glasgow 228
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abundant resources
• government funding
• endowments
• fees
• research funding
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impact of the financial crisis
• reduced government funding for teaching, research and student aid
• reduced resources for institutions as demand falls (new domestic and foreign students, dropouts)
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impact of the financial crisis(II)
• fewer resources from private sector (donations, contracts)
• fall in stock market values reduces value of endowments and pension funds
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opportunity for institutions
• impact of crisis linked to management approaches
– Harvard vs. MIT
• stimulus packages
• attraction of talented young faculty
– “Ministry recruits 2,000 foreign scholars” (May 2009)
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favorable governance
• freedom from civil service rules (human resources, procurement, financial management)
• management autonomy
– flexibility and responsiveness with power to act
• selection of leadership team
• independent Board with outside representation
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U. Of Malaya vs. NUS
– talent
• UM: selection bias in favor of Bumiputras, less than 5% foreign students, no foreign professors
• NUS: highly selective, 43% of graduates students are foreign, many foreign professors
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U. Of Malaya vs. NUS (II)
– finance
• UM: $118 million, $4,053 per student
• NUS: $750 million endowment, $205 million, $6,300 per student
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U. Of Malaya vs. NUS (II)
– governance
• UM: restricted by government regulations and control, unable to hire top foreign professors
• NUS: status of a private corporation, able to attract world-class foreign researchers
– 52% of professors (9% from Malaysia)
– 79% of researchers (11% from Malaysia)
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outline of the presentation
• defining the world-class university
• the path to becoming a world-class university
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the path to glory
• upgrading existing institutions
• mergers
• creating a new institution
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upgrading approach
• less costly
• challenge of creating a culture of excellence
• focus on governance
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mergers approach
• China, Russia, France, Denmark, Ireland
• potential synergies
– 1+1=3
• clash of cultures
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creating a new institution
• University of Astana, Olin College of Engineering, KAUST, MMU, PSE, U of Luxembourg, Singapore
• higher costs
• getting the right culture from the beginning
• creating a deep tradition of research40
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common mistakes / elements of vulnerability
• focus on the physical infrastructure (U and science park)
• what about the programs, curriculum and pedagogical approach?
• what about scientific tradition before starting technology transfer?
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common mistakes / elements of vulnerability (II)
• sequencing– concept to strategic plan– governance arrangements to
implementation– academic plan to physical infrastructure– QA and accreditation
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common mistakes / elements of vulnerability (III)
• heavy reliance on foreign partners, especially faculty– copying or creating a new, unified
institutional culture?
– top or second tier?
– need to attract / prepare national teachers and researchers
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common mistakes / elements of vulnerability (IV)
• capital costs covered, but little attention
to operational costs and long-term financial sustainability
• small is still beautiful
• it takes time!– technology commercialization
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who takes the initiative?
• role of the State
favorable regulatory frameworkfunding
• designated universities or competition? political stability
• funding implications
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StudentsTeaching StaffResearchers
Public Budget ResourcesEndowment RevenuesTuition FeesResearch Grants
Top Graduates
Leading-Edge Research
Dynamic Technology
Transfer
AutonomyAcademic Freedom
Leadership TeamStrategic VisionCulture of Excellence
Supportive Regulatory Framework
Concentration Concentration of Talentof Talent
Resources Favorable Favorable GovernanceGovernance
WCU
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who takes the initiative?(II)
• role of the institutions
leadershipstrategic visionculture of excellence
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evolution of Nokia income
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outline of the presentation
• defining the world-class university
• the path to becoming a world-class university
• implications for Georgia
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what about Georgia? talent?
meritocratic entrance selection mechanism to identify the most talented
many institutions of dubious quality (private)
sufficient resources? large increase in 2007 and 2008 (per-student
expenditure has almost tripledbut still very small share of GDP (0.3%)
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governance: centralized control or steering at a distance?
autonomy?
hiring and firing of faculty, salaries decisions about number and academic
profile of students accreditation based on inputs or measuring
results?
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governance: centralized control or steering at a distance? (II)
independent Board with external
representation?selection of rectors?
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a word of caution
need for diversified tertiary education
system
universities and non-universities institutions
not all institutions “world-class”
excellence vs. world-class
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a word of caution (II)
world-class tertiary education system
maybe one world-class research university, and/or a small number of centers of excellence
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money is not enough
the most expensive universities in the
world are not world-classGeorge Washington U (Washington DC)Kenyon College (Ohio)Bucknell U (Pennsylvania)Vassar College (NY)Sarah Lawrence College (NY)
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danger of complacency
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??
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AutonomyAcademic Freedom
StudentsTeaching StaffResearchers
Leading-Edge Research
Dynamic Knowledge & Technology
Transfer
Concentration of Talent
Abundant
ResourcesFavorable Governance
Leadership TeamStrategic VisionCulture of Excellence
Public Budget Resources
Endowment Revenues
Tuition Fees
Research Grants
WCU Supportive Regulatory Framework
Top Graduates
Characteristics of a World-Class UniversityAlignment of Key Factors
Source: Elaborated by Jamil Salmi
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World Class World Class University RecipeUniversity Recipe
Lots of TalentLots of Talent
A Touch of A Touch of GovernanceGovernance
Allow to Simmer for a Long Allow to Simmer for a Long TimeTime
Plenty of ResourcesPlenty of Resources