50 Chinese tycoons donated US$ 146.5 million to universities

februar 5, 2010 af povltiedemann

From China Daily / Asia News Network

A ranking of Chinese tycoons’ donations to their alma maters has been released, following the controversy over entrepreneur Zhang Lei who gave a record US$8,888,888 to Yale University, China Daily-Asia News reports. The ranking, published by an independent Chinese website, included more than 50 tycoons who donated a total of over one billion yuan (US$146.5 million) to the Chinese universities they attended.

The website www.cuaa.net, which focuses on alumni affairs, carried out research on tycoons listed in five rich lists, including Hurun and Forbes, from 1999 to last year, and found alumni from Zhejiang University “the most generous”.

Duan Yongping, 49, a tycoon involved in the electronic appliance business, topped the list for having donated 248 million yuan to Zhejiang University. Duan, who studied at Zhejiang University from 1977 to 1982, ranked 71st on the Forbes rich list in 2003 and 340th with a fortune of three billion yuan on last year’s Hurun rich list.

Povl Tiedemann

February 2010

EUA promotes Full Cost university collaboration

februar 4, 2010 af povltiedemann

By Alan Orborne, University World News

Two projects aimed at improving the ability of European universities to meet the challenges posed by the EU’s Lisbon Strategy for increasing the union’s technical competitiveness are to be launched by the European University Association.

The programmes reflect a need for new tools and methodologies if Europe’s higher education sector is to play its part in equipping the EU to compete successfully in tomorrow’s world.

With the backing of the European Commission, the EUA will launch a range of activities to help universities manage their funding by developing full costing and promote successful collaborative research projects between universities and a wide range of external partners including other research organisations, businesses and agencies of regional government.

Both projects are part of a two-year project by the European Universities Implementing Modernisation Agenda and will run against the background of a third theme – the identification of requirements for the further development of human resources in universities so as to enhance the attractiveness of university careers.

Under the “full costing” heading, the EUA will organise five country workshops over the two-year duration of the project attended by university leaders, funding bodies and responsible government ministries.

The association said in a statement the aim was to raise awareness about full costing as a crucial tool in the financial management of universities and to achieve added value through working together to coordinate its implementation in the national or regional environment.

It defined full costing as “the ability to identify and calculate all direct and indirect costs of a university’s activities, including projects, while allowing for a variety of approaches”.

The workshops will draw on best practice examples and expertise from across Europe, while allowing workshops to best suit the specific needs and conditions in each country.

To promote collaborative research projects, eight workshops will develop monitoring tools and indicators for the assessment of university-based collaborative research building on experience from previous and current EUA work “looking at building strong relationships between universities and industry for doctoral education and the professional application of PhD holders.

The statement said the EUA would cover the costs of participants’ travel, accommodation and subsistence costs for the one-day events. One factor in assessing applications would be the ability of the institution to attract a substantial amount of relevant stakeholders (between 60 and 120 participants), including representatives from other universities in the region.

The deadline for expressions of interest is 26 February 2010.

More information at http://www.eua.be

Povl Tiedemann

February 2010

Tuition fees part of broader university reforms in Denmark

februar 4, 2010 af povltiedemann

By Jan Petter Myklebust – University World News.

Tuition fees for foreign students from outside the European Union and the European Economic Area were introduced in 2006 and form part of a broader globalisation strategy for Danish universities as well as a desire to strengthen market mechanisms in higher education.

The number of foreign students in full degree programmes and student exchanges had grown significantly in the first years of the new millennium. The number of full degree students grew by 141% in just six years, while the number of exchange students went up by 80% in the same period.

But after the introduction of tuition fees, the number of new full degree students from outside the EU fell from 1,366 to 753 in two years while the percentage of exchange students grew by 11% The total number of foreign students in Denmark reached an all-time high of 15,262 students in the academic year 2007/2008.

Until 2006, universities were strictly government-funded, receiving a negotiated fee per registered student regardless of their nationality. The situation was the same in Sweden and on paper it made these two countries a very attractive target for non-EU students. In practice the language barrier and very high costs of living limited the influx of foreigners.

Universities are now encouraged to set fees for non-EU students at or above the level of government support for fully funded students. No upper limit is set, but universities no longer receive public funds for these students.

The processes that govern tuition fee setting and the availability of scholarships are not transparent. Prospective students thinking of studying in Denmark have to do their homework because conditions are prone to change quite abruptly. It may, however, still be more attractive to study in Denmark as elite universities in the US and the UK typically charge considerably higher tuition fees.

The language barrier has become less of an issue as today there are more than 100 masters programmes taught fully or partly in English and some attractive cross-scientific degrees. The cost of living, however, is still high.

The normal annual fee for such programmes is around EUR6,000 per year but fees can go up to as much as EUR24,000 for experimental clinical subjects.

One priority for the government is to have foreign students to remain in Denmark after graduation. Today, less than 30% of foreign students still live in Denmark one year after graduation.

University World News asked Danish Science Minister Helge Sander if he was satisfied with the introduction of tuition fees for foreign students.

“We feared that with free education also for students coming to Denmark from outside Europe, the Danish universities would risk being flooded by non-EU/EEA citizens and that this would put a massive strain on the state educational expenses,” Sander replied.

“But although Denmark introduced tuition fees, we secured the opportunity of studying for free in Denmark for highly qualified students by introducing a scholarship scheme. Through the funding for this scheme, the Danish state can control expenses associated with educating foreign students in Denmark.”

Sander said that about the same time as tuition fees were introduced, the government had initiated a major national initiative to promote the country as an attractive study and career destination for international students. The national campaign, which started in 2007, helped ensure Denmark continued to attract highly qualified international students from all over the world, despite the introduction of fees.

“So yes, I see the introduction of tuition fees for students from countries outside the EU and EEA as successful. In fact, I can tell you that Sweden right now is also considering the introduction of tuition fees and for that purpose they are looking at our Danish model,” he said.

Integrating the issue of tuition fees with a new privatisation drive, the Ministry of Science, Technology and Innovation has proposed an arrangement where private companies pay foreign students a salary during their studies while the government covers the tuition fees. Students participating in this scheme will then have to commit themselves to work in the Danish company for at least two years after graduation.

Povl Tiedemann

February 2010

Danish quest for world-class universities

februar 2, 2010 af povltiedemann

Jan Petter Myklebust – University World News.
 
Denmark’s goal of 1% of GNP spending on public research will be achieved next year, according to Minister for Science, Technology and Innovation Helge Sander.

Sander has promised to strengthen the taximeter payment for humanities and social sciences with DKK5,000 a year in 2012 and said laboratories would also be modernised at a cost of DKK6 billion over the next six years. As the present budget proposal for 2010 covers 80% of this, he is thereby targeting 50% of the underfunding of the humanities and social sciences, as proposed by a McKinsey report recently.

But opposition parties want more tangible results. Kirsten Brosbøl, spokeswoman on research for the opposition Social Democrats, proposed appointing a national commission to investigate how universities might reach world-class level.

Brosbøl said the focus should be on the relationship between research and higher education: “Research has always received most of the budget increase, but it’s time to discuss what is meant by world class universities and how to finance this,” she said.

She is dissatisfied that the DKK13 million McKinsey report did not tackle the issue of the quality of higher education, even if this were Parliament’s intention when requesting the analysis. The proposed national commission would qualify the definition of world-class higher education and the costs needed for realising this goal.

Compared with other European countries and even neighbouring states, Denmark is in a favourable position to continue its higher education reforms. The government, most of parliament and industry are calling for improvements and they monitor the government’s actions closely.

But the complex budgetary system giving the ministry detailed control has also come under fire with universities claiming greater autonomy would be the solution. Denmark separates the budget for higher education from that of research while the taximeter system links allocations directly to the number of students passing their examinations.

In 2008, when other government institutions received a 2% budget cut, universities received an incentive grant for students who passed their examinations within the normal time requirements for the degrees.

Universities argue the taximeter payments, and the separated funding for research, do not provide enough flexibility for effective use of budgets. In a letter to government, Universities Denmark stated, “International research indicates the world’s top-ranking universities have large degrees of freedom and that increased autonomy, with sufficient funding, are conditions required to develop strong and competitive universities.

“Globalisation demands the ability to act quickly and make long-term plans. Old-fashioned regulation-controlled management does not allow flexibility and encourages short-term solutions.”

A more favourable situation has prevailed since 2006 when an agreement was reached between the major political parties and the government to establish a funding scheme for globalisation measures until 2012. This so-called “globalisation funds” is re-negotiated annually, involving many stakeholders.

The total globalisation funds for 2006-2012 might exceed DKK39 billion (0.5% of GNP), which has given higher education new energy and laid the foundations for attaining world- class status for universities.

At the annual meeting of the Liberal Party, Prime Minister Lars Løkke Rasmussen launched an ambitious goal to have at least one Danish university among the top 10 in Europe by 2020, as measured by the THE ranking. At present,Copenhagen is 15th in Europe on the list while Aarhus is 20th.

Povl Tiedemann

February 2010

Chinese university facts and fees

januar 24, 2010 af povltiedemann

Tuition costs in China are not high by western standards

By John Richard  Schrock – University World News

 No country in history has ever expanded its university capacity as fast as the People’s Republic of China over the last 20 years. Each year, more programmes become available at more universities for the international student considering studying there. The Chinese university system is markedly tiered and costs can be higher at the most prestigious schools in urban centres, but generally fees and housing are not expensive by Western standards.

Chinese language and culture, medicine, engineering and business are by far the most common courses pursued by foreign students. A major factor is a prospective student’s fluency in Chinese although programmes completely in English are available at some schools.

By the mid-1990s, China took advantage of a missing generation caused by the shutdown of schools for a decade during the ‘Cultural Revolution’ of 1965-75 to reorganise its university system.

The ageing university leadership and professoriate, trained to a USSR-style system, was retiring and younger academics had not risen to positions to resist change. The leadership seized this gap to reorganise universities, closing some weak colleges, merging many and putting others under provincial management.

The new system models the US with assistant, associate and full professors, a four-year bachelors degree and academics evaluated by publications ranked on citation indices.

China adopted English as the second language to be taught nationwide from kindergarten upward. Thus, any foreign student who can speak English will have little difficulty speaking socially with Chinese students on campus.

Admission of Chinese students to their universities is controlled by the ‘gao kao’ or leaving examination, and the highest-scoring students attend the most prestigious universities and generally are fluent in English. The next tier of universities will have more students honing their English at designated campus corners, and native English-speaking students may still find themselves used for conversational practice.

Of some 2,000 colleges and universities, about one in four admit foreign students. China has designated a top tier of universities for substantial funding and also specified certain institutions as ‘key universities’ in specific areas of study.

For instance, East China Normal University in Shanghai is a key university in optics and Henan Normal University has a key lab in molecular biology. This status provides more resources to bring in visiting professors and underwrite research teams and masters and doctoral programmes.

But universities and colleges for training elementary teachers or serving minority nationalities lack courses of use to foreign students. New ‘university cities’ outside Xi’an, Guangdong and Chongqing, with 10 to 30 universities on these mega-campuses, accommodate 100,000 to 300,000 academics, students and supporting staff.

Many of these new universities, however, are narrowly specialised and offer electrical engineering, or language translation, or art. Chinese students must target their career and do not have the leeway to change majors or stay in college for seven years as a ‘professional student’. Fortunately the internet allows foreign students to locate those campuses that have programmes in their area of study.

The depth of these will vary, from Jiao Tong University’s full executive masters in business administration, offered completely in English with visiting professors from top-ranked Western schools, to shorter programmes not earning a degree and requiring two years study of Chinese (very minimal proficiency).

Many foreign students attend those universities that have exchange arrangements with the student’s home institution. Because Western students often have little language study, courses that sample the Chinese language and culture vary from a few weeks of touring to a semester.

This is by far the most common for American students, but some universities have long-standing applied programmes that serve students from other Asian countries, and China is becoming a magnet for more foreign students in the Asian region.

Western students are most likely to enrol in Chinese language and culture, medicine, engineering or business. Tuition fees vary and, disregarding the top tier highly selective schools, currently run from 16,000 to 27,000RMB a year or an average of US$4,500.

Housing also varies widely but is inexpensive by Western standards and a student can usually live on or off campus. For instance, Yunnan Normal University in the beautiful city of Kunming requires several years of prior Chinese language study, offers a short programme but not a full degree and can make arrangements for a student to live with a Chinese family.

The Chinese student dormitories at new campuses now only hold six to eight students to a room, compared with more in the old quarters. But Chinese universities have always housed international students in special dormitories with Western-style accommodations, one or two to a room, winter heating and so on.

Classrooms in the new campuses are modern with state-of-the-art electronics. The library is always the centre of campus and well-stocked with Chinese books and periodicals. The internet facilities are modern but filter inaccurate websites.

Where a Chinese university has a joint degree programme and faculty exchange, Western students may find themselves in a ‘home away from home’ setting. For instance, Liaoning Normal University and Missouri State University have a joint programme, the only degree that can be completed completely in English at Liaoning Normal, with many instructors coming over from Missouri.

Universities accepting large numbers of foreign students will have an Office of International Education. Key university research programmes may provide student financial support. Foreign students seeking aid can sometimes apply for a scholarship through that office, but just for Chinese studies.

Despite tremendous university growth, China still lacks the capacity to accommodate all of its own qualified students. The country has been a major exporter of students to Western universities (more than 98,000 came to the US alone in 2007-08) and, with the recent economic development, many graduated students have returned to China to work in business, education and government.

These hundreds of thousands of travelled students have allowed modern China to understand the Western world, culture and political systems. In comparison, the numbers of foreign students who study in China continues to be a trickle (only 13,000 US students went to China in 2007-08).

This has resulted in an outside world that does not understand China. The Chinese government acknowledges this so foreigners hoping to study in China will have no problem obtaining a student visa.

Povl Tiedemann

January 2010

Common Visions for the Universities of the Future

januar 1, 2010 af povltiedemann

 

The Danish Academy of Technical Sciences (AVT) and the Danish Business Research Academy (DEA) are recommending as follows in Conference Report from August 2009:

Partnerships and Value Creation.

Partnerships between Danish universities and between universities and industry should be expanded, inspired by and using the experience gained at the Flanders Interuniversity Institute of Biotechnology (VIB). This model is a good example of how efficiently partnerships increase transfer of knowledge and technology from the university to the industry.

Branding is necessary.

The branding efforts of the Danish universities can be inspired by foreign universities, which often build their brand on personal development. This should be supplemented with idolisation of academic front-runners characterized by leading researchers and teachers.

Financing of the Danish universities of the future.

ATV and DEA recommend an analysis initiated of the way in which the financing of the Danish universities can be organised on a long term, so that they can achieve a sufficient and socially sustainable economic foundation. The present financing concept for Danish universities which is currently almost 100 per cent paid by the tax payers is under pressure, and challenged on the quality-dimension and on the possibilities for transnational collaborations with universities that have a self-payment-system.

Check:

http://fuhu.dk/filer/DEA/Publikationer/2009/VisionsnotatFU09pdf_final.pdf

Although from 2004 – inspiration concerning above may be nourished by the report from the OECD / IMHE–HEFCE project on financial management and governance of higher education institutions:

On the Edge – Securing a sustainable Future for Higher Education.

Check:

http://www.oecd.org/dataoecd/10/63/33642717.pdf

Povl Tiedemann

January 2010

European university development – with Denmark up front

december 4, 2009 af povltiedemann

In May 2006 The European Commission identified 9 areas where changes should be made for Europe’s universities to improve their contribution to the creation of a true knowledge economy. The proposals put forward by the Commission included:

· Boost the proportion of graduates spending at least one semester abroad or in industry.

· Allow students to make use of national loans and grants wherever in the EU they decide to study or do research

· Bring procedures for the recognition of academic qualifications in line with those for professional qualifications and make European degrees more easily recognised outside Europe.

· Introduce training in intellectual property management, communi-cation, networking, entrepreneurship and team-working as part of a research career

· Refocus courses to allow greater participation at later stages of the life-cycle, thereby addressing the skills needs of Europe’s workforce, and ensuring that universities are able to adapt to Europe’s ageing population.

· Review national student fee and support schemes so that the best students can participate in higher education and further research careers whatever their background.

· Review systems for funding universities, to be more focused on outputs and give universities more responsibility for their own long-term financial sustainability, particularly in research.

· Allow universities greater autonomy and accountability, so that they can respond quickly to change.

This could include revising curricula to adapt to new developments, building closer links between disciplines and focussing on overall research areas domains (e.g. renewable energy, nanotechnology) rather than disciplines. It could also include more autonomy at individual institution level for choosing teaching and research staff.

Now, 3 years later, only the “Introduction training in intellectual property” may contain challenges for the Danish universities – well done – and on top of that the ECTS-system is fully implemented together with “Double Degree” possibilities.

However, we still have to develop maximum flexibility for the Danish university community to match the increased international competition – but these details are well under way through adjustments of the Danish University Law, due by mid year 2010.

Check:

http://europa.eu/rapid/pressReleasesAction.do?reference=IP/06/592&format=HTML

Povl Tiedemann

December 2009

Riots could have broken out in connection with banking collapses

november 1, 2009 af povltiedemann

In October 2008 Great Britain was only a few hours away from a banking collapse, which would have triggered massive riots involving military action.

The two leading banks, Royal Bank of Scotland and HBOS, were only a few hours away from a total collapse, which could have resulted in extensive civil unrest in major British urban areas.

David Livingstone, senior research fellow at Royal Institute for International Affairs in London: “The banking collapses would have forced Government to mobilise massive police and military forces to restore general order and to keep the most vital community functions in operation”.

Tom Kichmaister, research fellow at London School of Economics: “This situation would have resulted in absolute panic, a run on the banks and the population left with no money to buy bread. The costs and consequences for the economy would have been catastrophic”.

A similar scenario with possible involvement of martial law as a consequence of the financial crisis was launched in connection with comments from Rep. (D) Paul Kanjorski (USA) in February 2009.

(check: http://www.uddannelse.urbanblog.dk February 2009).

It may intensively be questioned:

Can the basic structures for the existence of populations and nations be maintained by the forces of free financial markets, which to a great extend are left in the hands of individuals making dispositions influenced by incentive- and bonus packages?

The financial crisis may involve consequences way beyond the traditional geo-economical powers. Nations like China, The Arab Emirates and Russia have demonstrated their increased influence on occidental companies and institutions. Premier Gordon Brown’s expectations concerning Saudi Arabian IMF-support certainly gave thought to the influence from energy and cash flow on the geo-political agenda.

Are we facing the end of the American-European dominance with democracy at stake?

Answers and solutions will be complex, and should involve cooperative actions taken by the international University and Business School community, as stipulated in the coming EQUAL Guidelines on Sustainability:

“There is currently considerable global financial instability, widespread economic decline and unprecedented levels of world debt an poverty. These represent huge global challenges, yet at the same time, the opportunity to re-consider our current financial, economic and social models in relation to business and management practice, education and development. The United Nations’ Globally Responsible Leadership Initiative (GRLI) and the Principles for Responsible Management Education (PRME) should act as key reference points for business schools in relation to these guidelines”.

Povl Tiedemann

October 2009

Response to the Crisis by Vocational Education and Training

oktober 1, 2009 af povltiedemann

Education systems, and Vocational Education and Training (VET) systems in particular, are often in the centre of policy debates at times of economic crises and rising unemployment, as it is a widely held assumption that a well-functioning training system can protect against unemployment, especially among the young.

Periods of economic crisis can, therefore, be an opportunity for countries to examine how well equipped their VET systems are to deal with change and to innovate. This was addressed in the project on Systemic Innovation in VET, recently completed by the OECD Centre for Educational Research and Innovation (CERI), drawing on empirical findings from 14 case studies in innovation in VET in six OECD countries: Australia, Denmark, Germany, Hungary, Mexico and Switzerland.

Two particular issues would need to be addressed:

-While in the current economic climate there might be a general pressure to cut or rein in expenditures, innovation should not be considered an unnecessary expenditure, but rather the essential ingredient that would differentiate resistant VET systems from those hardest hit by the crisis and should thus be protected to the extent possible.

-The ability to use the elements of the innovative process (planning, monitoring, evaluation) as a cost-effective mechanism to guide product and process development could, in the long run, save money.

Check: OECD imhe INFO June 2009 for the full article.

More information about this project can be found at:

http://www.oecd.org/edu/systemicinnovation

Povl Tiedemann

September 2009

Business Schools and history lessons

september 1, 2009 af povltiedemann

Dan Muzyka, Dean of the Sauder school in Canada, on the challenges facing management education, the role of business schools and why teaching business history to MBAs might just have averted the economic crisis. Extracts from interview by George Bickerstaffe:

Do you think that the way business schools have taught business and management has any bearing on the current global economic crisis?

One area where I’m not sure that business schools have done a good enough job is in teaching business history. In other academic areas you have to go back and study the great works. You had to understand how the field evolved. It’s in the MBA textbooks in bits and bobs and in a PhD degree you really do have to go back and study these things. But in the average MBA programme we teach students the skills but we give them little if any sense of history.

You know, people say “the current situation is unprecedented”. Well, it’s unprecedented if you just look at the last 25 years. Do you remember 1975? (The beginning of a period of recession in response to rising oil prices.) That was pretty dramatic.

Is the current situation unprecedented compared to the Great Depression – running from the Wall Street crash of 1929 pretty much up to the second world war? Should all this be in our collective memory? I think the answer is probably yes.

So I think it’s important that we do bring in some history so that people realise what has happened before, what was driving it and think about how we can learn from it to today.

Also, we teach risk management as a technical subject but it’s clinical, it’s not integrative. So you might study systemic risk if you’re an economics major but I think we have to go back and look at whether we are teaching risk responsibly in a business context.

So business schools have some responsibility?

I think we are all looking at this is in one way or another. Again, I think it is about teaching risk systematically. Not teaching that properly is one of the big things we have probably done wrong. So I do think we have some responsibility. We have educated these people. We taught them about derivatives and algorithms and the rest of it.

The other side of this is that we should not only teach people these tools but we also need to educate them about their use, particularly with regard to the consequences and larger-scale risks. We are doing this in many areas such as sustainability and the impact of business on the environment. 

That’s been evolving over probably the last decade. It’s now in the curriculum and it’s getting stronger. So we are seeing some sort of impact. But I’m not sure we have done as well on the broader topic of risk.

Check for the full article: http://www.efmd.org/globalfocus

For Danish readers – please check for further readings:

Kronik af Rolf Jensen “ En fremtidsforsker ser tilbage”

Berlingske Nyhedsmagasin nr. 22 – 2009 side 22-23

 

Povl Tiedemann

August 2009