1. Envisioning the Asian Flagship University: Past and Future
Concept Paper
John Hawkins (UCLA) and
John Douglass (UC Berkeley)
APHERP Senior Seminar
Zhejiang University
May 23, 2016
John A. Douglass - CSHE UC Berkeley

2. Asia’s Leading National Universities
The Context in Asia
John A. Douglass - CSHE UC Berkeley

3. Asia’s Leading National Universities
The Context
Traditional FSU History
Most nations in region have one or more elite, leading, FSUs.
History of being more “inwardly” focused on national service, preparation of civic elites, national business leaders etc.
Little external pressure or internal desire to substantially change
John A. Douglass - CSHE UC Berkeley

4. Asia’s Leading National Universities
The Context
Some New Realities
Rankings and WCU goals
Increasing expectations of a much more expanded role in society and more competitive
Complex interplay of neoliberalism, globalization, and internationalization in 1990’s
Now looking “externally” for benchmarks
John A. Douglass - CSHE UC Berkeley

5. Asia’s Leading National Universities
The Context
Debate on the Value of WCU
Critique of this model
Looking for more creative ways to address the role of teaching, community service, R&D, scholarship and so on.
Creates a predicament: increase in research productivity, income, publications, citations, etc. AND seek innovative approaches to teaching, research and community engagement
John A. Douglass - CSHE UC Berkeley

6. Asia’s Leading National Universities
The Context
Imitative or Innovative
Difficult to avoid the temptation of being imitative of other WCUs and seeking higher rankings
Is it an erroneous understanding of the Emerging Global Model (EGM)?
Critique of US research HEIs “research is the primary product” model which limits innovative change
John A. Douglass - CSHE UC Berkeley

7. Asia’s Leading National Universities
The Context
The “New” FSU in Asia
Is there a place for both NFSU ideals and practices to co-exist?
Current top ranked research HEIs on the ARWU were not built around a narrow band of quantitative measures of research or reputation
What have we learned thus far about the characteristics of a new approach to the FSU idea?
John A. Douglass - CSHE UC Berkeley

8. The Flagship University
For What Purpose?
John A. Douglass - CSHE UC Berkeley

9. The Purpose and Objectives of the New Flagship University
John Aubrey Douglass
Center for Studies in Higher Education - UC Berkeley
John A. Douglass - CSHE UC Berkeley

10. The Purpose and Objectives of the New Flagship University
WCU Focus
John Aubrey Douglass
Center for Studies in Higher Education - UC Berkeley
John A. Douglass - CSHE UC Berkeley

11. The Purpose and Objectives of the New Flagship University
WCU Focus
John Aubrey Douglass
Center for Studies in Higher Education - UC Berkeley
John A. Douglass - CSHE UC Berkeley

12. New Flagship University as an Aspirational Model
In the face of the dominant WCU and ranking paradigm, most academic leaders and their academic communities have had difficulty conceptualizing, and articulating, their grander purpose and multiple engagements with society.
John A. Douglass - CSHE UC Berkeley

13. New Flagship University as an Aspirational Model
In the face of the dominant WCU and ranking paradigm, most academic leaders and their academic communities have had difficulty conceptualizing, and articulating, their grander purpose and multiple engagements with society.
The New Flagship University model attempts to provide an alternative narrative via a holistic and ecological vision of what constitute the best and most influential national universities.
John A. Douglass - CSHE UC Berkeley

14. New Flagship University as an Aspirational Model
In the face of the dominant WCU and ranking paradigm, most academic leaders and their academic communities have had difficulty conceptualizing, and articulating, their grander purpose and multiple engagements with society.
The New Flagship University model attempts to provide an alternative narrative via a holistic and ecological vision of what constitute the best and most influential national universities.
The NFSU is not intended as a set of required attributes and practices or a single template or checklist, but an expansive array of characteristics and practices that connects a selective group of universities—an aspiration model.
John A. Douglass - CSHE UC Berkeley

15. The Flagship University
Hard Part #1
How to Define it?
John A. Douglass - CSHE UC Berkeley

16. Flagship Assumptions
Leading National Universities Are Evolving – Their importance, range of programs and activities, and expectations of stakeholders is larger then ever before.
John Aubrey Douglass
Center for Studies in Higher Education - UC Berkeley
John A. Douglass - CSHE UC Berkeley

17. Flagship Assumptions
Leading National Universities Are Evolving – Their importance, range of programs and activities, and expectations of stakeholders is larger than ever before.
Only So Many - A nation/region can realistically achieve a limited number of research-intensive universities.
John Aubrey Douglass
Center for Studies in Higher Education - UC Berkeley
John A. Douglass - CSHE UC Berkeley

18. Flagship Assumptions
Leading National Universities Are Evolving – Their importance, range of programs and activities, and expectations of stakeholders is larger then ever before.
Only So Many - A nation/region can realistically achieve a limited number of research-intensive universities.
It Is About Internal Culture - While ministries of education can positively or negatively influence the quality of university academic programs and activities, ultimately top tier institutions require sufficient independence to develop internal cultures of quality and excellence and incentives.
John Aubrey Douglass
Center for Studies in Higher Education - UC Berkeley
John A. Douglass - CSHE UC Berkeley

19. Flagship Assumptions
Leading National Universities Are Evolving – Their importance, range of programs and activities, and expectations of stakeholders is larger then ever before.
Only So Many - A nation/region can realistically achieve a limited number of research-intensive universities.
It Is About Internal Culture - While ministries of education can positively or negatively influence the quality of university academic programs and activities, ultimately top tier institutions require sufficient independence to develop internal cultures of quality and excellence and incentives.
Role In Nurturing National HE Systems – “Flagship” universities should help nurture and have practices that influence the quality and performance of other HEI’s.
John Aubrey Douglass
Center for Studies in Higher Education - UC Berkeley
John A. Douglass - CSHE UC Berkeley

20. Flagship Characteristics
Research intensive, but equally committed to teaching/learning and public service
Comprehensive Institutions – seeking strength across the disciplines.
Internationally engaged, but focused first on Regional/National Economic development and public service across the disciplines
Broadly Accessible – selective but also representative of the population they serve.
Sufficiently Autonomous and Publicly Financed – easy to say!
Internal Culture of Evidence-Based Management and focused on Institutional Self-Improvement
A Common Narrative – but not all the same – Flagship’s are necessarily tied to the political, cultural and socio-economic world they serve
John A. Douglass - CSHE UC Berkeley

21. The Flagship University
Hard Part #2
The Ecology of the Flagship University – Its Culture, Policies and Practices
John A. Douglass - CSHE UC Berkeley

22. The Flagship University Profile and Policy Realms
National HE System
Position in HE System
Defined Service Area
Selective Admissions
Core Mission – Teaching/Learning and Research
Undergraduate Education
Graduate Education
Research
International Engagement
Public Service and Economic Engagement
Engaged Scholarship and Service
Regional Economic Engagement/Tech Transfer
Life-Long Learning
Relations with Schools
Management and Accountability
Institutional Autonomy
Governance
Academic Freedom
Quality Assurance
Leadership
John A. Douglass - CSHE UC Berkeley

23. Flagship Conundrums
Implies High Level of Policy and Practice Convergence -
Is there a Russian way to have a research-intensive University?
A Chinese way?
An German way?
John A. Douglass - CSHE UC Berkeley

24. Flagship Conundrums
Implies High Level of Policy and Practice Convergence -
Is there a Russian way to have a research-intensive University?
A Chinese way?
An German way?
Again, not meant as a Litmus Test – different answers and configurations
John A. Douglass - CSHE UC Berkeley

25. Flagship Conundrums
Implies High Level of Policy and Practice Convergence -
Is there a Russian way to have a research-intensive University?
A Chinese way?
An German way?
Again, not meant as a Litmus Test – different answers and configurations
But there has to be enough commonality in intent, effort, and practice to give it meaning – An HEI would need to embrace the Flagship title and articulate its version
John A. Douglass - CSHE UC Berkeley

26. Flagship Conundrums
Implies High Level of Policy and Practice Convergence -
Is there a Russian way to have a research-intensive University?
A Chinese way?
An German way?
Again, not meant as a Litmus Test – different answers and configurations
But there has to be enough commonality in intent, effort, and practice to give it meaning – An HEI would need to embrace the Flagship title and articulate its version
Therefore a self-appointed designation? Or eventually Ministerial designation in the race for resources and prestige?
John A. Douglass - CSHE UC Berkeley

27. Flagship Final Thoughts
My Hope:
That the Flagship model provides a path for some universities to explain and seek a revised institutional identity, to help them build a stronger internal culture of self-improvement and, ultimately, a greater contribution to economic development and socioeconomic mobility rates that all societies seek.
John A. Douglass - CSHE UC Berkeley

28. Flagship Final Thoughts
My Hope:
That the Flagship model provides a path for some universities to explain and seek a revised institutional identity, to help them build a stronger internal culture of self-improvement and, ultimately, a greater contribution to economic development and socioeconomic mobility rates that all societies seek.
But for that to happen, some groups of institutions will need to embrace some version of the model on their own terms and articulate it clearly and loudly.
John A. Douglass - CSHE UC Berkeley

29. John A. Douglass - CSHE UC Berkeley