Watch the closing remarks here. To watch the full closing plenary please visit the closing plenary session page.

Day 3, Wednesday 24 May 2017

SESSION RESOURCES

View videos, podcasts, powerpoint slides and more from each session via the session pages.

PICTURES

Why not look through photographs from the conference via our Going Global Flickr page.

.Key highlights

  • The Honourable Tan Sri Dr. Noorul Ainur Mohd. Nur, Secretary General, Ministry of Higher Education, Malaysia, said she was delighted and proud that her country been chosen to co-host Going Global in Kuala Lumpur next year, the year that marks the 70th anniversary of the British Council’s presence in Malaysia.  It will also be the first Going Global conference to be held in one of the 10 countries of the Association of Southeast Asian Nations (ASEAN).
  • A report on the conclusions of a British Council study into Universities, cities and the future of internationalisation was launched, including case studies of four European cities.
  • An update was presented on the study The shape of global higher education, launched at Going Global in 2016, which has now been extended to capture details of the policy landscape in a total of 38 countries.
  • Dr Jean-Paul Addie, Marie Curie Research Fellow - Department of Geography, University College London, UK, presented his paper Universities in the Urban Age: old and new opportunities for town and gown – part of the British Council’s cities research series.
  • For the first time, Going Global delegates were asked to vote for the most innovative and inspiring poster. The joint winners were Dr Daniel Dauber, assistant professor at applied linguistics and Professor Helen Spencer-Oatey, director of applied linguistics, both at the University of Warwick, UK; and Ms Hind Talal, a graphic designer and lecturer at Hekma School of Design and Architecture, Department of Visual Communication, Dar Al Hekma University Jeddah, Saudi Arabia. The runners up were Dr William Mitchell, strategic projects and partnerships manager, and Christine Bateman, head of international development, both at the University of Liverpool, UK.

Key points arising from sessions:

Watch a brief summary video of the highights of Going Global 2017:

Univer-cities of Sanctuary

Is it time for universities to be more empowered to welcome refugees? Dr Helena Barroco, Diplomatic Adviser, Global Platform for Syrian Students, Portugal, proposed the idea of a “Rapid Response Mechanism for Higher Education in emergencies”. The mechanism would be part-funded by endowment and allow young refugees to receive information and support.

Subhe Mustafa, Syria-Turkey Country Manager, SPARK, said the work of his organisation with Syrian refugees in Turkey, Lebanon, Jordan and Iraq/KRG was not just focused on language, but on culture. He said that the organisation wanted to instil the cultural dimension, encouraging students to “live English, not just learn English”

Subhe Mustafa said that 95% of those who received SPARK scholarships pursued majors needed for the re-construction of Syria, but it was important to educate global citizens as it was uncertain how long the conflict may last. Dr Barroco said there was limited data on the proportion of scholarship students that remained or returned home, and added that universities could assist in gathering insight on this.

Professor Koen Lamberts, Vice-Chancellor, University of York, UK, talked about the work that his institution was doing to help refugees, including Equal Access scholarships that included living costs and a fee waiver. York also welcomes refugee academics, and has refugee forums as well as student access groups. It also set up the “York Accord” in 2015 to establish principles to protect and rebuild Higher Education in conflict. This was a natural move for a university with its core values of internationalism and openness, he said.

More info and resources from session: Univer-cities of Sanctuary

World Access To Higher Education Day

What is World Access To Higher Education Day? The University of Edinburgh’s Sue Welburn, Director of Global Projects, introduced it as a way to “flag and showcase best practice” in increasing access to Higher Education. She says that it would provide a platform to promote success, share evidence and build momentum.

Sue Welburn stated that increasing access and diversity should not be considered an act of charity, but “an investment”. “It’s investing in the next generation, in the future”. 

Dr Graeme Atherton, Director, National Education Opportunities Network (NEON), UK, argued that in many cases, Higher Education was complicit in widening inequality. He stressed that access was more than just about participation, and included factors such as whether a student graduated or achieved their potential. Rural, poor and female citizens were less likely to be able to access Higher Education globally than their rich, male, urban counterparts. 

Dr Sijbolt Noorda, President, Magna Charta Observatory, Italy, said that addressing access issues was a matter of “equity and integrity”. He said that in many countries, getting into a university was a matter of money, and that improving access was a complex issue requiring more engagement and commitment. 

Abigail Lanceta, Head of Education, Youth, and Sports Division, Association of Southeast Asian Nations (ASEAN) Secretariat, Indonesia, said that ASEAN was attempting to promote movement of professionals and skilled labour, focusing on both access and quality. She flagged up ASEAN’s Credit Transfer System, which enabled students to participate in exchanges and gain credits from the host university. She added that it was vital to gather data on who has access and who does not, and to gather evidence of return on investment in HE to convince politicians to take action. She pointed out it was important to note that not everyone has to go to university, and possibly look at the role of institutions such as polytechnics in providing education access.  

More info and resources from session: World Access To Higher Education Day

Connecting (second) Cities Across ASEAN Through HE

His Excellency Vongthep Arthakaivalvatee, Deputy Secretary General for Socio-Cultural Community, ASEAN Secretariat, Indonesia, began the session Connecting (second) Cities Across ASEAN Through HE by talking about ASEAN’s mandate to strengthen the Higher Education sector, implementing robust quality assurance, celebrating diversity and solidarity across the ASEAN community, and ensuring inclusive and equitable education. 

Among the projects ASEAN is undertaking is SHARE, an initiative designed to enhance co-operation between the EU and ASEAN. SHARE undertakes policy dialogues, initiatives such as the Credit Transfer System, and scholarships for Intra-ASEAN and ASEAN-EU mobility.

Of the 32 universities participating in the SHARE scholarship scheme, 15 are from “second cities”. But panellists from Thailand, Malaysia, Myanmar and Vietnam admitted there were challenges for non-capital cities. Some can be geographically remote or lacking resources, while others are far from the industry and infrastructure that can provide jobs. 

The Honourable Tan Sri Dr. Noorul Ainur Mohd. Nur, Secretary General, Ministry of Higher Education, Malaysia, said that – while she wouldn’t say there would be no competition at all – she welcomed the “harmonisation” between ASEAN community members, and the chance to look at ways to work together.

Dr Pichet Durongkaveroj, Minister of Digital Economy and Society, Ministry of Digital Economy and Society, Thailand, said his country was installing broadband networks in 75,000 villages by the end of 2018. He was upbeat about the positives of digital investment, and said that ASEAN economies should deploy innovation wherever possible. But he added that this should be done while being wary of creating “a digital divide”. 

The Honourable Tan Sri Dr. Noorul Ainur Mohd. Nur said that Malaysia was keen to develop students that would be “marketable” to companies considering bringing in revenue to Malaysia. This would be “demand-driven Higher Education”. 

Dr Pichet Durongkaveroj asked whether Thailand now had “too many” universities, and whether universities needed to consider how relevant they were to the next generation. He observed that some businesses complained about a lack of “soft skills” such as decision-making and teamwork, and added that “classroom-based teaching” was not a good fit for students considering starting innovative businesses. He suggested that – in future – several governments may think about “re-packaging the budgeting system” in HE, from “generic and distributed” to “more focused”, putting more research money into certain universities that could “be excellent and compete with the world”. 

The Honourable Tan Sri Dr. Noorul Ainur Mohd. Nur also said that there was a question over whether “classroom-based learning” was the best fit for modern students. Malaysia is delivering education programmes through MOOCs, and its 2u2i programme encourages students to spend two years studying and two years in industry. 

More info and resources from session: Connecting (second) Cities Across ASEAN Through HE

Social good: academic rhetoric or business reality?

Patti McGill Peterson, Presidential Advisor for Global Initiatives, American Council on Education, USA, chaired and introduced the session Social good: academic rhetoric or business reality?, focussing on how HE institutions pursue and balance their social missions at local and global level, and the challenges that this presents.

Professor Paul Boyle, Vice-Chancellor of the University of Leicester, UK, introduced PROUD, a campaign which is part of his institution’s approach to corporate social responsibility in the local community, and also showed how it is engaging with communities in other countries such as China and Iraq. He said it was important and also a real challenge to apply the same principles of civic engagement and social responsibility overseas “where we are not so much on the ground as we are in Leicester”. 

Professor Derrick Swartz, Vice-Chancellor, Nelson Mandela Metropolitan University, South Africa, said often local social good goals were uncoupled from a university’s global priorities, yet they were not necessarily mutually exclusive, especially as local issues were becoming global issues. Therefore “social good initiatives should best be located within both local and global goals of universities,” he said. 

Dr Ahmad M Hasnah, President of Hamad bin Khalifa University, Qatar, agreed that global engagement was in part driven by local goals that benefitted the public at home, and equally local and national initiatives led to benefits abroad. For example, his university’s medical work on important health issues for Qatar also helped tackle the same diseases everywhere in the world. But he added that he felt universities needed to do better at communicating the benefits of globalisation to the public. 

Shirley Atkinson, Vice-Chancellor of the University of Sunderland, UK, said that as her institution was located in a region with one of the UK’s least diverse populations, its international students played a key role in demonstrating the social good that internationalisation can bring to local life by engaging with the community. 

More info and resources from session: Social good: academic rhetoric or business reality?

Global collaboration: research, TNE, and mobility

In the session Global collaboration: research, TNE, and mobility Dr Janet Ilieva, Founder and Director, Education Insight, UK, presented an update on the study The shape of global higher education, launched at Going Global in 2016, which has now been extended to capture details of the policy landscape in a total of 38 countries. The research showed that international student mobility is the most developed policy area, with 28 countries and territories having a strong focus here. In contrast, only 7 countries had opened their labour markets to international students.

Dr Ilieva said the study also showed that transnational education had seen increased recognition globally, with most countries regulating TNE to some extent. However, while most countries allow TNE to take place, still 37% of the sample did not recognise TNE degrees. 

Michael Peak, senior advisor for education research at the British Council, announced that a new interactive international HE data resource is due to be launched by the British Council on 12th July 2017, which would allow users to drill down to discover information such as which countries allow branch campuses to be set up. 

Dr Ethel Agnes P. Valenzuela, Deputy Director for Programme and Development (SEAMEO), Thailand, gave an overview of TNE developments in her region and argued that it was important for established players to support countries that wished to establish TNE but were unable to do so because they did not have the resources. She said she was optimistic that TNE would continue to move forward because of the strong relationship with countries’ student mobility policies. 

Krista Knopper, Senior Advisor to Executive Board on International Strategic Partnerships, Delft University of Technology, Netherlands, said that explored the conditions for successful international education and research partnerships, arguing that while it was important to establish “bottom up” faculty relations, partnerships were more likely to succeed if there was “top down” support from national governments and institutional management. 

Professor Mohamed Loutfi, Pro Vice-Chancellor, International Cardiff Metropolitan University, UK, said it was the responsibility of universities to create global citizens by investing in and supporting student mobility and TNE. “I understand it is a funding challenge, but it has to be in everything we do,” he said. 

More info and resources from session: Global collaboration: research, TNE, and mobility

Forecasting city futures: a university challenge

In the session Forecasting city futures: a university challenge Professor Mark Tewdwr-Jones, Director, Newcastle City Futures, Newcastle University, UK, gave a presentation showing how his project was tackling the challenge of harnessing the assets and intellectual resources of the university to join up internally across disciplines and go out into the community to create links between businesses and citizens. He said that while finding the space for innovation within a large organisation can be problematic “you need to step out and take a risk if you are going to make a difference”.

Dr Yulia Grinkevich, Director of Internationalisation, National Research University Higher School of Economics (HSE), Russia, described how HSE was reaching out and opening doors to its local community. Rapid progress has been made in a short space of time, but she asked whether university staff were always agile enough and prepared to keep up with the pace of change.

H.E. Teerakiat Jareonsettasin, Minister of Education, Ministry of Education, Thailand, suggested it was impossible to accurately predict the future of cities or even to plan them effectively especially as the world grows more complex. The important thing for universities was to ensure that they were equipping students to cope and thrive in this complexity.

More info and resources from session: Forecasting city futures: a university challenge

Education as a catalyst for regeneration

Universities have a dual role in regeneration, both in the provision of education and collaboration on projects, and in the impact of their own institutions on their surroundings, delegates heard in the session Education as a catalyst for regeneration.

Architect and urban designer Pooja Agrawal, of the Greater London Authority, said she had encountered several universities who were looking to consolidate faculties and sell land for development. She said that rising land value created tension within cities. “How do we create that right tension and mix between culture, industry and housing?” she said. (Education as a catalyst for regeneration)

Dr Melanie Dodd, programme director of Spatial Practices at Central Saint Martins’ UK said: “Universities do have a cultural and ethical relationship with the neighbourhood they sit in.” She said there were many examples in London where a university that had been in a neighbourhood for a long time before it had sold up and moved, and the land it leaves is ‘devoid of the cultural impact that it once had’.” (Education as a catalyst for regeneration)

Professor Lawrence Zeegen, Dean - School of Design, Ravensbourne, UK, said that there could be limitations in public and private partnerships but universities should enter into such agreements with “eyes open”. He said such arrangements also needed to be particular to the education experience, and that it was “not about undercutting business”, and added: “Sometimes industry has some reluctance to be informed by education, and that’s where there’s sometimes tension.” 

More info and resources from session: Education as a catalyst for regeneration

Global students: the lifeblood of cities

Universities around the world are seeking to become more international but how can they measure their progress?  A new index in Sweden seeks the answer. Drawn up by STINT, the Swedish Foundation for International Cooperation in Research and Higher Education, the index ranks the country’s universities from 1* to 5* based on six weighted factors: research in international publications, students in and out, international PhD students, share of credits given for work in languages other than Swedish, faculty PhD studies or research with a foreign university and leadership. 

Hans Pohl, STINT’s programme director, said the index introduced last year was devised to encourage universities to become more international.  “If you measure something it becomes more visible and you are going to increase activity,” he said.  The star system was based purely on the international indicators and not on academic quality. While it is easier for universities in large cities with international links to recruit students the index shows it is possible for those in small towns to reach high scores for their international nature, he added. 

Why is it that Mexico, as a developing country, should develop globally competitive students?  Not for income generation but for the individual student and because the future labour force is going to come increasingly from developing countries said Dr Fernándo León-Garcia, President, CETYS University, Mexico.  It aimed to give students not just a global perspective but also a global relevance. The proportion of graduates with an international experience has gone up from 20% to 48% last year and will be over half this year. 

Professor Richard Williams, Vice-Chancellor of Heriot-Watt University in Edinburgh said as a research-intensive university globally distributed, it was giving students an international experience by linking cities together.  Of its 30,000 students two-thirds are out of the UK and 73 per cent of students are non-UK so it is a highly internationalised university.  Students had the chance to spend two weeks, a semester or a year studying or gaining work experience between its campuses in Scotland, Malaysia and Dubai.

More info and resources from session: Global students: the lifeblood of cities

Reimagining the city: arts in the public realm

The way cities think about the role of art and artists have been shifting over the last 15 years, moving away from the commissioning of permanent public art towards an understanding of embedded artistic and socially engaged practice with participants, according to Claire Doherty, the Director of Situations Trust UK.  Research is beginning to understand how to articulate the social impact of the arts and the value of the arts beyond embellishment or urban design, for example, and the way it can unsettle a sense of place.  “What you start to see is a link between, for example, the commissioning of festivals and temporary arts alongside public permanent art works,” she said.  

The University of Leeds set up a Cultural Institute in October 2016 to co-ordinate and bring together researchers and cultural creative sector partners from the city and beyond interested in developing work together. Before that cultural partners were finding it very difficult to navigate the university when they wanted to find a researcher or have access to resources and it was to act as a gateway or open door into the university, said Sue Hayton, associate director, Cultural Institute, University of Leeds, UK.

More info and resources from session: Reimagining the city: arts in the public realm  

The eastward innovation shift: China’s triple helix

China is both a developed economy and a developing economy and it is both of those things at scale, Patrick Horgan OBE told delegates.  Mr Horgan, the regional director north-east Asia for Rolls Royce in China, warned universities wanting to collaborate with Chinese institutions that they had to do their homework.  “Only by getting down into the detail of your specific area of activity and the specific geographical area and the partner you are addressing can you really start to make intelligent statements about how you should engage,” he said. 

Matt Durnin, the British Council’s regional head of research and consultancy in China, echoed the warning saying that UK universities had to scale up their ambitions and might need to consider working with institutions previously conceived as competitors.  “This is China’s moment and China has a lot of suitors so any of its large, successful universities is going to have a lot of suitors from across the world.  Important as our institutions may be, it may take more to engage their full attention,” he said.  It was important to understand centrally driven policy in terms of industrial and regional development in China but not to assume that the policy objectives were always being met.

Chairing the session, Professor Alice Gast, the President of Imperial College London, asked the panel when they thought China would stop wanting its best and brightest to go abroad for education.  Patrick Horgan said that while the "guaranteed gravy train" of hundreds of thousands of students coming to UK would not continue indefinitely, students still had their own aspirations for personal development. “China clearly knows which side its bread is buttered.The attitudes overall are pretty positive. When you actually set it against the reality in China, the commitment to open market and a level playing field is not as uniform as the rhetoric would suggest." 

More info and resources from session: The eastward innovation shift: China’s triple helix

Global urbanisation: town vs. gown

Universities have a crucial role to play in cities but they should not behave like bees carrying out the work asked of them, said Dr Jean-Paul Addie, Marie Curie Research Fellow - Department of Geography, University College London, UK, in an opening presentation to the final session Global urbanisation: town vs. gown. Quoting Karl Marx’s comparison from Capital - he said that what distinguishes the worst architect from the best of bees is intentionality, the architect envisions a building before it gets erected.

Professor Jo Beall, Director of Education and Society for the British Council, said she was “on the side of the bees but perhaps with a sheep dog rather than an architect”. She thought things were going to happen organically. “We have talked about areas such as innovation districts where politicians and people with economic interests and universities can all come together and share and facilitate.  But I think we have to let the bees get on with it because if we try and steer it too much it becomes too bureaucratic and we lose the innovation that we are after,” she said.

Marie-Christine Lemardeley, Deputy Mayor for Higher Education in Paris, said as a former university president she hadn’t forgotten how much she hated it when politicians interfered with her policies, so now on the other side she was delicate with the relationship. For example, she did not want Paris to be confined by the centre of the city and a flagship new humanities and social science building in the suburbs would “help sew together the city and the suburbs”.  She wanted to weave students and researchers into the fabric of the city and had invited them into city hall to do research alongside officials.

Luca Bergamo, Vice-mayor of Rome, said Rome did not see its universities as institutional bodies physically situated in one place or several places. “The university is providing knowledge that becomes part of your social change and your cultural world and we are revising the relationship between the city and the university system as part of the process of change and growth in the city. The role of a university is to be part of a process that leads to individual emancipation, the fulfilment of human rights.”

Yerlan Aukenov, Deputy Mayor of Almaty, Kazakhstan, said his city’s university was expected to be a hub, like part of the system of the body.  “We need our university to be a main research centre because nowadays we don’t have money to pay the big research companies.  We expect such results from our university. Second, we want to involve our university in the process of future planning. We have plan for next five years, have made it ourselves from the business end but we want our university to be involved.”

The Honourable Tan Sri Dr. Noorul Ainur Mohd. Nur, Secretary General, Ministry of Higher Education, Malaysia, said Going Global 2018 will seek to build upon this year’s theme towards redesigning excellence in higher education. “As higher education develops rapidly, with new research outputs and teaching innovations driven by new technologies discovered almost daily, it is imperative that we stay focused in ensuring that higher education outcomes have a meaningful and lasting impact for the global society,” she said. 

Going Global 2018 will also address, among other things, the need for higher education to make itself relevant to society as a force for the social advancement of young people, especially in the South-East Asian Region. 

More info and resources from session: Global urbanisation: town vs. gown

Key points from research launched/debated today:

TOWN AND GOWN UNITED CAN REACH OUT TO THE WORLD

The “ivory tower” is a tired label that fails to capture the complex and deep relationship between universities and the cities where they are based, according to a British Council study (from Mutual influence:  Universities, cities and the future of internationalisation, launched and debated in the session Internationalising Cities: Mutual influence?).

Universities can work effectively with cities to build on their mutual strengths and identities and reach out to the world through a strategic internationalism, the analysis of four medium sized European cities concludes.  But effective internationalisation is not inevitable and needs work to find and nurture the areas where collaboration can be most effective.

Although cities can learn much from one another, models for collaboration should be developed locally by university and city leaders rather than imported from “best practice”, says a report on the findings. The make-up of institutions and priorities will differ markedly from one city to another. 

Each of the four cities featured in the report – Amsterdam, Hannover, Dublin and Glasgow - has built a model of working together with universities that is tailored to the nature of the place and environment in which they are based.  Though they differ, there are certain factors that have helped progress, such as a dedicated member of staff in the city office to coordinate relations with universities or an informal network of key figures to co-ordinate activity.

Cities should recognise the diverse characters and strengths of their universities, while universities should work together to co-ordinate conversations with City Hall rather than working in isolation, the report suggests.   Where there is little or no existing mechanism for university-city collaboration, the British Council may wish to convene an initial meeting and play and active role in promoting links, it says.

While internationalisation activity can be broad in scope, it should be strategic and practical in focus. This means city and university planners should leverage local strengths, including those of industry, and address shared infrastructure bottlenecks such as transport or housing, at the same time as being acutely aware of international positioning.

Effective international activity can lead to increased competitiveness and connectivity.  As internationalisation becomes further integrated into broader strategies, university and city leaders should consider long-term internationalisation planning.

Identifying and understanding areas of overlap is important for effective university-city cooperation. There are areas of mutual influence, such as marketing; there are areas of mutual dependence, such as housing; and there are often opportunities to work together on other strategic issues that make the most of local strengths.

Amsterdam has several focused but interdependent organisations looking at attracting companies and skill workers, marketing and economic growth with the slogan Open Amsterdam, plus the Amsterdam Strategy for International Talent. The University of Amsterdam is collecting information on the international work of its researchers, brokering new connections. Amsterdam Economic Board is organising an “academy” bringing together university and business leaders to share and solve issues.

Hannover draws upon a history of town twinning as a form of ‘municipal foreign policy’ and also its success at holding events such as the world’s leading trade fair for industrial technology. The city is selling itself on its liveability and clusters of excellence in teaching and research.

Dublin City University and Dublin City Council co-organise public lectures by diplomats and other international guests. Trinity College Dublin has built links with the city council’s Greening the City initiative and University College Dublin has “Global Centres” across the world and works with partners and alumni to boost the city’s global links.  The focus for collaboration is Smart Dublin, promoting it as a smart city piloting new technologies.

Glasgow is positioning itself as a cultural powerhouse and will develop and brand the city’s Renfrew Street as a cultural hotspot, home to the Conservatoire and Glasgow School of Art. Higher and further education is one of eight key sectors identified in Glasgow’s economic strategy and a marketing group set up by the City Marketing Bureau brings together university and college senior staff.

Key quotes from Day 3 sessions:

“There’s a shift we have to make from the old way of saying that this has to be decided at the central level at places like UNESCO, and empower universities to do more, better and faster.” - Dr Helena Barroco, Diplomatic Adviser, Global Platform for Syrian Students, Portugal (Univer-cities of Sanctuary)

“Language is not just a matter of words. Language is a culture. We try to instil the cultural dimension that accompanies any language in the world, and encourage students to ‘live English, not just learn English’.” - Subhe Mustafa, Syria-Turkey Country Manager, SPARK (Univer-cities of Sanctuary)

“There are no equitable HE systems in the world. There are just more or less inequitable ones.” - Dr Graeme Atherton, Director, National Education Opportunities Network (NEON), UK (World Access To Higher Education Day)

“Access is a matter of equity, and it’s also a matter of integrity. In quite a few countries, you can buy yourself into a university. In a number of places, the road to university is not at all a fair one. By many it’s seen as a supermarket. If you bring your money you’re entitled to buy whatever is available in the shop.” - Dr Sijbolt Noorda, President, Magna Charta Observatory, Italy (World Access To Higher Education Day)

“If you look at websites of universities worldwide, many of them pretend to be world class. I want to start a movement where you can earn that label by widening access, not by limiting yourself to elites. Let’s re-frame the reasons why you earn the title of world class.” - Dr Sijbolt Noorda, President, Magna Charta Observatory, Italy (World Access To Higher Education Day)

“The positive side of digital is very critical in connecting us. We have so many means today of connecting. The question is: how we can connect so it will not create a digital divide?” - Dr Pichet Durongkaveroj, Minister of Digital Economy and Society, Ministry of Digital Economy and Society, Thailand (Connecting (second) Cities Across ASEAN Through HE)

“We need to offer something relevant in the context of what we are doing now, not just creating graduates but also building something relevant to our socio-economic scenario.” - The Honourable Tan Sri Dr. Noorul Ainur Mohd. Nur, Secretary General, Ministry of Higher Education, Malaysia (Connecting (second) Cities Across ASEAN Through HE)

“In higher education we always tend to say what are we good at when instead we should say what are we good for – what do we do to give something back to the place where we are located?” - Professor Mark Tewdwr-Jones, Director, Newcastle City Futures, Newcastle University, UK (Forecasting city futures: a university challenge)

“There is a lot of talk about smart cities. But let’s make them smart and socially inclusive, using technology in a way that is meaningful and visible for citizens.” - Professor Mark Tewdwr-Jones, Director, Newcastle City Futures, Newcastle University, UK (Forecasting city futures: a university challenge)

“The world is getting more complex, but our minds are not developing to match the complexity… If universities leave this to chance without equipping our young people to develop their minds to cope with the future then I don’t think we have done our job properly.” - H.E. Teerakiat Jareonsettasin, Minister of Education, Ministry of Education, Thailand (Forecasting city futures: a university challenge)

“Only 2% of students are internationally mobile, but through programme mobility there is an opportunity to reach the other 98%... TNE has widened access because it is a much more cost effective way to participate.” - Dr Janet Ilieva, Founder and Director, Education Insight, UK (Global collaboration: research, TNE, and mobility)

“We need to be very careful that we don’t continue to be perceived as the elite and benefitting from the global economy at the expense of those who don’t.” - Shirley Atkinson, Vice-Chancellor of the University of Sunderland, UK (Social good: academic rhetoric or business reality?)

“Of course I still have staff in our organisation that say  ‘I am not quite sure why we are working in Dubai’ , people who are not wholly on message, but actually it is deeply affecting our culture, how the students think and how they learn.  The effect of having students from Dubai and Malaysia visiting Edinburgh is massive, they really improve the learning outcomes of the whole class.  Some of our best performing students are those who have been transferring because it gives them confidence, the ability to talk to others, to network. It gets them thinking about their mindfulness and their resilience.” - Professor Richard Williams, vice-chancellor of Heriot-Watt University, Edinburgh. (Global students: the lifeblood of cities)

“How do we measure the outcomes of internationalism?  We measure employment.  The data tells us that our students who gain inter-cultural competence through undertaking international activities do better in employment .”  - Professor Alec Cameron, Vice chancellor and chief executive Aston University, UK. (Global students: the lifeblood of cities)

“One of the main aims of setting up the Cultural Institute was to develop pioneering, inter-disciplinary research into some of our global challenges. The university was very keen to bring artists into relationships with researchers.  For example, we have been pairing colleagues from the biological sciences, chemistry and cancer research with theatre practitioners in the city and that has had a fantastic impact.  Researchers say it has transformed the way they think and approach their work and practitioners say it has provided very valuable material for their new productions.” - Sue Hayton, associate director, Cultural Institute, University of Leeds, UK. (Reimagining the city: arts in the public realm)  

“Aggregate data points for the whole of China don’t help. There are parts that are highly developed with the service economy roaring ahead with a greater capacity for private sector led innovation and other parts that remain reasonable labour cost economies. We are talking about multiple economies simultaneously among the land mass which is China.” Patrick Horgan, regional director, North East Asia, Rolls Royce, China. (The eastward innovation shift: China’s triple helix)

“The number of Chinese universities entering the top 100 globally is on the rise and will continue to rise for a considerable length of time but it’s not just the ranking that matters but also the style of education and the activities and skills that the graduates acquire because there are significant differences between the style of Chinese education and that we have here in the UK.  It is in our corporate interest to hire people from Chinese universities and have them working with people who have done a Bachelors or a PhD at a UK university.  For PhD recruitment our top three favourites are Imperial, Cambridge and Manchester. We have been very successful in recruiting people back into China after they have completed an excellent education in the UK. - Michael Hill-King, Collaboration Director, Huawei, UK  (The eastward innovation shift: China’s triple helix)

“It’s incumbent on the university to engage with social challenges in the city.  We need to think about how to marry civic engagement with local engagement and the society in which universities are located, alongside the ambition of the university to be global, and indeed for the city to be global. There are no easy answers.”  - Jo Beall, Director of Education and Society, British Council. (Global urbanisation: town vs. gown)

“Too often in the past the relationship between universities and cities has been one of the university ‘bee’ constructing the urban honeycomb rather than being actively engaged in the conversation as architects of the city. They should be critical friends not handmaidens for city authorities.” - Dr Jean-Paul Addie, Marie Curie Research Fellow - Department of Geography, University College London, UK (Global urbanisation: town vs. gown)