The Challenge of Establishing World-Class Universities Jamil Salmi Astana 13 June 2009

2

3

4

5

6 natural lab experiment: U. of Malaya vs. NUS early 1960s: 2 branches of University of Malaya today: NUS ranked # 19 UM only # 192

7 outline of the presentation defining the world-class university the path to becoming a world-class university

8 how do you recognize a world-class university? everyone wants one no one knows what it is no one knows how to get one Philip G. Altbach

9 defining the WCU self-declaration

10

12 vision of the University of Bath to be a world class university, comprising an international community committed to partnerships with other world class institutions, inside and outside academia, to produce research of global significance and value and graduates with commitment and skills for life and work in the global community.

13 defining the WCU self-declaration reputation rankings

14

15

16 top 50 universities

Autonomy Academic Freedom Students Teaching Staff Researchers Leading-Edge Research Dynamic Technology Transfer Concentration of Talent Abundant Resources Favorable Governance Leadership Team Strategic Vision Culture of Excellence Public Budget Resources Endowment Revenues Tuition Fees Research Grants WCU Supportive Regulatory Framework Top Graduates Characteristics of a World-Class University Alignment of Key Factors Source: Elaborated by Jamil Salmi

18 concentration of talent teachers and researchers incoming students undergraduate / graduate students balance

19 weight of graduate students

20 concentration of talent teachers and researchers incoming students undergraduate / graduate students balance international dimensions

21 international dimensions foreign students –Harvard (19%) –Cambridge (18%) foreign faculty –Harvard (30%) –Oxford (36%) –Cambridge (33%)

22 abundant resources government funding –US spends 3.3% of GDP ($54,000 per student) –Europe (E25) only 1.3% ($13,500 per student) endowments

23

24 US Institutions Endowments Assets (2005 million $) UK Institutions Endowment Assets (2005 million $) Harvard University25,460Cambridge6,080 Yale University15,200Oxford5,320 Stanford University12,160Edinburgh340 University of Texas11,590Manchester228 Princeton University11,210Glasgow228 Comparison of US and UK Endowment Levels

25 abundant resources government funding endowments fees research funding

26 impact of the crisis resources flows government policies

27 resources flows reduced government funding for teaching, research and student aid reduced resources for institutions as demand falls (new domestic and foreign students, dropouts)

28 resource flows (II) fewer resources from private sector (donations, contracts) fall in stock market values reduces value of endowments and pension funds

29 implications for governments increase scholarships and establish / strengthen student loan programs include tertiary education in economic stimulus plans –R&D –capacity building –entrepreneurship for innovation

32

33 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

34 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

35 U. Of Malaya vs. NUS (II) – finance UM: $118 million, $4,053 per student NUS: $750 million endowment, $205 million, $6,300 per student –

36 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)

37 France and Germany low in the rankings civil service status and mindset no tradition of competition

38 Germany Excellence initiative –competition –additional resources governance reform

39 France world rankings have forced to ask questions dual structure –Grandes Ecoles with best students, more resources and favorable governance, but no research –universities: second best students, but research vocation autonomy reform

40 outline of the presentation defining the world-class university the path to becoming a world-class university

41 the path to glory upgrading existing institutions mergers creating a new institution

42 upgrading approach less costly challenge of creating a culture of excellence focus on governance

43 mergers approach China, Russia, France, Denmark, Ireland potential synergies –1+1=3 clash of cultures

44 creating a new institution University of Astana, Olin College of Engineering, KAUST, MMU, PSE, U of Luxembourg higher costs getting the right culture from the beginning

45 common mistakes / elements of vulnerability focus on the physical infrastructure –what about the programs, curriculum and pedagogical approach? heavy reliance on foreign partners, especially faculty –need to attract / prepare national teachers and researchers

46 common mistakes / elements of vulnerability (II) capital costs covered, but little attention to operational costs and long-term financial sustainability

47 who takes the initiative? role of the State favorable regulatory framework funding role of the institutions leadership strategic vision culture of excellence

48 Clemson University land grant university focused on agricultural and mechanical crafts changing region strategic partnership with BMW to become premier automotive and sports car research U aims to become # 20

49

50

51

52

53 evolution of Nokia income

54

55 Upgrading & Fixing Universities Upgrade your knowledge – enhance, repair, connect, and adapt your universities!

56 a word of caution need for diversified tertiary education system not all institutions can be world-class what kind of institution will be world class?

57 US Carnegie Classification evaluates and groups institutions, categorizing like with like, based on outputs Doctorate-granting Universities Includes institutions that award at least 20 doctoral degrees per year RU/VH: Research Universities (very high research activity) RU/H: Research Universities (high research activity) DRU: Doctoral/Research Universities Masters Colleges and Universities Generally includes institutions that award at least 50 master's degrees and fewer than 20 doctoral degrees per year. Masters/L: Masters Colleges and Universities (larger programs) Masters/M: Masters Colleges and Universities (medium programs) Masters/S: Masters Colleges and Universities (smaller programs)

58 a word of advice a few select world-class research universities time dimension alignment

59 money is not enough the most expensive universities in the world are not world-class George Washington U (Washington, DC) Kenyon College (Ohio) Bucknell U (Pennsylvania) Vassar College (NY) Sarah Lawrence College (NY)

Autonomy Academic Freedom Students Teaching Staff Researchers Research Output Technology Transfer Concentration of Talent Abundant Resources Favorable Governance Leadership Team Strategic Vision Culture of Excellence Public Budget Resources Endowment Revenues Tuition Fees Research Grants WCU Supportive Regulatory Framework Graduates Characteristics of a World-Class University Alignment of Key Factors Source: Elaborated by Jamil Salmi

World Class University Recipe Lots of Talent A Touch of Governance Shake Well! Plenty of Resources