2011 International Presidential Forum
on Global Research Universities:
Borderless and Creative Education
November 8, 2011
Millennium Seoul Hilton Hotel, Korea
Organized
By
Nam Pyo Suh
President
Korea Advanced Institute of Science and Technology (KAIST)
Sponsored
By
i
Organizers:
Chairman: President Nam Pyo Suh
Co-Chairman: Associate Vice President Yong-Taek Im
Organizing Committee:
Prof. Yong Hoon Lee
Prof. Dae Joon Joo
Prof. Kyoung-Wook Paik
Prof. Dongho Cho
Prof. Yong Hee Lee
Prof. Sang Yup Lee
Prof. Seung Bin Park
Prof. Dong-won Kim
Prof. Byungtae Lee
Forum Secretariat:
Ms. Hyunsook Min
Ms. Younghye Cho
Mr. Jungil Lee
Ms. Yurina Song
Ms. Dabit Jung
Ms. Jiyoon Im
Mr. Joe Oh
Ms. Eunkyung Cha
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
CONTENTS
Preface..............................................................................................................................................................
Nam Pyo Suh
vi
Acknowledgments..........................................................................................................................................
Yong-Teak Im
vii
Congratulatory Speech................................................................................................................................. viii
Hee-Beom Lee
Forum Program..............................................................................................................................................
ix
Morning Session
Addressing Global Challenges in the 21st Century...................................................................
Robert J. Birgeneau
How Can Institutes of Technology Participate in the Problem Solution Process to Societal
Challenges?.......................................................................................................................................
Jörg Steinbach
Innovations in Education for a Start-Up Institution: Early Faculty Experiences with New
Learning Environments and Strategies for International Education for
Students.......................................................................................................................................
Tod A. Laursen
For the Dialogue Between Philosophy and Empirical-Formal Sciences Viewing the Reinvention
of the University in the Information Era.....................................................................................
Marcelo Fernandes de Aquino
Open Innovation: A Successful Example from Québec........................................................
Christophe Guy
2
4
6
8
9
Increasing the Capacity of Developing Countries in Research Through Innovation
Model of Cooperation.............................................................................................................
Akhmaloka
10
Teaching Entrepreneurship & Innovation Management: A Necessity for Leading Research
Universities..................................................................................................................................
Jean-Luc Koning
11
The Role of Interdisciplinary Research in Higher Education Institutions - the NTU’s
Perspective....................................................................................................................................
Khin Yong Lam
12
Innovation in a Borderless World: Ewha Womans University’s Experience..........................................
Chan Kil Park
Building Science & Engineering Laboratory Capacity in Africa Through Remote
Laboratories..................................................................................................................................
Robert A. Baffour
13
14
Afternoon Session - 1
The I-Four Education at KAIST..............................................................................................
Nam Pyo Suh
17
Crossing Borders in Education..............................................................................................
Lars Pallesen
28
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
A Modern University’s Role in Global Capital Formation................................................
Paul F. Greenfield
Roles and Strategies of KU in Borderless and Creative Education to Produce World
Leaders............................................................................................................................
Isao Taniguchi
30
31
New Academia: The Experience of UTM on Borderless & Creative Education.........
Zaini Ujang
33
From Local Wisdom to Globalization: Lesson from Khon Kaen University, Thailand..................
Kittichai Triratanasirichai
35
21 st Century University Model for Developing Countries – Inclusive and Creative
Education.....................................................................................................................................
Sakarindr Bhumiratana
37
Borderless and Creative Education: Identifying Challenges and Opportunities.......................
Muhammad Mushtaq
38
Programs on Borderless and Creative Education for Students in Tokyo Institute of Technology.....
Kiyoshi Okada
39
Afternoon Session - 2
Role of Virtual Research Institutes in Promoting Interdisciplinary Research & Collaboration
Across International Boundaries.....................................................................................................
David Morrison
41
Going Global & Creative the HKUST Way...........................................................................
Eden Woon
43
World-Class University: The University of York as a Case Study...................................
Jane Grenville
44
The Education of Equipping Outstanding Students with International Competence................
Xiaofei Xu
45
Re-Arranging the Borders: Cultural & Creative Industries Research and Design-Led
Innovation.....................................................................................................................................................
Rod Wissler
47
Learning Opportunities at Kyushu University in a Global Context...............................................
Kotoku Kurachi
49
Creating a Future Beyond Borders: R2020 Vision of Ritsumeikan University............................
Yoshihiro Taniguchi
51
Borderless and Creative Education: Japan’s Case........................................................................
Masao Homma
53
Globalization of Higher Education...........................................................................................................
Seong-Geun Bae
54
Automation in Shipbuilding Processes....................................................................................................
Jae Hoon Kim
55
Scientific Collaboration: Supporting Researchers and Academic Decision Makers Through
Innovation.......................................................................................................................
Michiel Kolman
iv
56
2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Dinner Speech..................................................................................................................................................
Dong-geun Seol
57
Other Participants..........................................................................................................................................
58
Index of Authors.............................................................................................................................................
65
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Preface
Dear Colleagues,
In a world of rapid change, higher education today encounters enormous and
exciting challenges. With information accessible worldwide, communications
more advanced than ever before, and distance learning a daily reality,
opportunities arise to build global networks. The global university, characterized
by branch campuses in foreign countries and a strong presence in cyberspace, is
quickly becoming commonplace. At the same time, the increasingly knowledgebased global economy requires that students be proficient at assimilating new
information and finding creative ways to solve problems.
More than ever before, global research universities are being called upon to
develop new teaching strategies and educational frameworks to address the changes brought about by
technological transformation. Today’s research universities strive to foster interdisciplinary learning,
educate a more diverse student population, and cultivate the potential for the kind of leadership that
turns ideas into accomplishments. To strengthen their impact and their distinctive legacies, our
institutions must provide an environment conducive to a kind of education that is borderless and
creative.
Over the past four decades, KAIST has played a crucial role in industrializing the country and
developing the nation’s economy, particularly in the fields of science and technology. KAIST will
continually move forward in establishing and solving problems in order to make further progress by
diversifying and discovering new methods to establish a firm foundation in creating a sustainable
world for the future. In order to do so, KAIST’s new mission is to create a “Borderless and Creative
Education” for the global research university and has adopted this concept as the theme of the 4th
International Presidential Forum on Global Research Universities.
Since 2008, KAIST has hosted this annual forum on the pressing issues that our institutions face as
they work toward the betterment of human knowledge. Representatives of leading global research
universities from around the world gather in Seoul to share their ideas and expertise toward the
overall goal of serving human needs through the advancement of science and technology education.
I would like to thank all of you for joining us at this year’s forum and look forward to your
participation, both to help us celebrate the 40th anniversary of KAIST and to share your insights on
Borderless and Creative Education for the next generation of global leaders.
Nam Pyo Suh
President
KAIST
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Acknowledgments
It is with great pleasure that I welcome all of you, old and new, to the 4th International Presidential
Forum on Global Research Universities. For the past four years we have gathered to share our ideas
and expertise on issues crucial for our future. In 2008, the focus was placed on innovative efforts of
universities to better utilize their resources through such methods of roaming professorships, dual
degree programs, facilities sharing and consolidation of international networking. In 2009, leaders of
the world’s major research universities discussed the impact of the global economic crisis on
institutions of higher learning and their research activities in particular and exchanged opinions and
visions on ways to increase cooperation with governments and industry. Last year’s forum, examined
how global research universities could meet the expectations and responsibilities as humanity’s
problems grow more difficult and daunting, making the role of the research university increasingly
important. This year’s theme, “A Borderless and Creative Education,” focuses on the direction
education should take as we voyage into the future.
Now that education has become borderless through globalization, we must place an emphasis on
creativity. Education must think beyond boundaries and come up with bold ideas for viable and green
solutions. The focus on why things won’t work and why not to do things must be ignored. Institutions
must motivate their students to be full of inspiring aspiration and hopeful thinking, so that they don’t
limit themselves to limitations. Creativity essentially pushes the boundaries of possibility and it is our
responsibility to provide a new platform in which students can do so. I believe that this shift in
educational paradigm will utilize both creativity and the lack of educational boundaries, in order to
nurture global leaders of the future.
Due to the immense support, we have over 140 participants from 27 different countries. I’d like to
express my heartfelt appreciation to all the international and domestic guests representing academia,
industry, and government for sacrificing their time, in order to come and share their ideas and
expertise. I would also like to specially thank all the sponsors: Ministry of Education, Science and
Technology, POSCO, Hyundai Motor Company, Samsung Heavy Industries, S-Oil, and Elsevier
Korea for their generous support. Last but not least, many thanks to Chancellor Robert J. Birgeneau,
Chairman Hee-Beom Lee, and Vice Minister Dong-geun Seol for taking the time to come and share
their thoughts.
Thank you very much.
Yong-Taek Im
Co-Chair of IPFGRU
Associate Vice President
Office of Special Projects and Institutional Relations
KAIST
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Congratulatory Speech
Hee-Beom Lee, Chairman of STX Heavy Industries, Construction and the Korea Employers
Federation
Good morning, ladies and gentlemen.
It is with great pleasure that I welcome you to the fourth International Presidential Forum on Global
Research Universities. I am honored to address a group of distinguished scholars representing
prominence in academia, government, and industry. I would like to send my heartiest appreciation to
President Suh and all of you who have committed to share your expertise and experiences in order to
provide guidance and direction to research universities around the world. It is my sincere desire that
this forum will identify issues and explore solutions associated with the globalization of education and
research. Last but not least, I would like to thank Chancellor Robert J. Birgeneau for attending this
year’s forum as the plenary speaker.
Globalization manifests itself in increased interconnectedness across the spectrum of human endeavor.
Universities around the world must pursue a shared purpose and ambition to solve the global
problems that mankind faces. Only then, we will produce professionals willing to dedicate and
commit their careers for common and essential long-term goals. This necessity coincides with the
theme for this year’s Forum. Borderless and creative education is crucial in order to enhance
cooperation and collaboration among the world’s research universities and to maximize our potential
to address issues with worldwide reach. “Borderlessness” represents the duality of having no
boundaries in the field of study or in geographical capacity; creativity is the bridge that turns ideas
into reality. Together these two principles will lead to dynamic interaction and to implementation of
interdisciplinary methods in acknowledging and tackling global needs. Academic institutions,
government agencies, and industry must form a coalition and converge in this common goal. Funding
and support from government agencies and industry is a key to transforming the knowledge obtained
at universities and research institutes into reality.
Simon Sinek’s lecture, “How Great Leaders Inspire,” raises an issue vital to our success. In order to
inspire institutions around the world, we must change our process of thinking. Typically, people tend
to think in an outward-in direction. This is to say that we decide what we are doing, then how we will
accomplish it, then come up with a reason for doing so. But, in reality, we must think in an inward-out
direction. We must know why we are doing what we do before we can decide how to do what we do.
Global research universities must challenge the status quo by thinking innovatively. We will do that
by fashioning a borderless and creative education system that will allow us to lead the world toward a
sustainable and promising future.
Once again, I would like to thank the global leaders, eminent scholars, and administrators of research
universities, industries, and governments for their diverse perspectives from a broad variety of sectors.
I hope that the presentations and discussions will provide ideas, solutions, and direction to help us
fulfill our responsibility as research universities. Let this forum be an opportunity to enlighten
ourselves as we chart the future course of an effective higher education system for the world.
Thank you.
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Forum Program
 November 7, 2011, Monday
Time
13:00 - 17:00
Program
Cultural Excursion
17:00
On-Site Registration Opens (Junior Ballroom, BF 1)
17:30 - 20:30
Reception and Welcoming Dinner (Junior Ballroom, BF 1)
 November 8, 2011, Tuesday
Time
08:00 - 09:00
09:00 - 09:10
09:10 - 09:20
Program
On-Site Registration and Coffee (Grand Ballroom, BF 1)
Opening Remarks by Nam Pyo Suh, President of KAIST
Congratulatory Speech by Hee-Beom Lee, Chairman of STX Heavy Industries, Construction and
Chairman of the Korea Employers Federation
Morning Session, Moderated by President Lars Pallesen and President Nam Pyo Suh (10 speakers)
Time
Topic
Speaker
Institution
Position
Country
09:20 - 10:00
Addressing Global Challenges
in the 21st Century
Robert J.
Birgeneau
UC Berkeley
Chancellor
USA
10:00 - 10:10
How Can Institutes of Technology
Participate in the Problem Solution
Process to Societal Challenges?
Jörg Steinbach
Technische
Universität Berlin
President
Germany
10:10 - 10:20
Innovations in Education for a
Start-Up Institution: Early Faculty
Experiences with New Learning
Environments and Strategies for
International Education for
Students
Tod A. Laursen
Khalifa University
of Science,
Technology and
Research
President
UAE
10:20 - 10:30
For the Dialogue Between
Philosophy and Empirical-Formal
Sciences Viewing the Reinvention
of the University in the
Information Era
Marcelo
Fernandes de
Aquino
Universidade do
Vale do Rio dos
Sinos - UNISINOS
President
Brazil
10:30 - 10:40
Open Innovation: A Successful
Example from Québec
Christophe Guy
École
Polytechnique de
Montréal
Rector
Canada
10:40 - 10:50
Increasing the Capacity of
Developing Countries in Research
Through Innovation Model of
Cooperation
Akhmaloka
Institut Teknologi
Bandung
Rector
Indonesia
10:50 - 11:00
Teaching Entrepreneurship &
Innovation Management: A
Necessity for Leading Research
Universities
Jean-Luc
Koning
Grenoble Institute
of Technology
Vice President
France
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
11:00 - 11:10
The Role of Interdisciplinary
Research in Higher Education
Institutions-the NTU’s Perspective
Khin Yong Lam
Nanyang
Technological
University
Chief of Staff
Singapore
11:10 - 11:20
Innovation in a Borderless World:
Ewha Womans University’s
Experience
Chan Kil Park
Ewha Womans
University
Vice President
Korea
11:20 - 11:30
Building Science & Engineering
Laboratory Capacity in Africa
Through Remote Laboratories
Robert A.
Baffour
Ghana Telecom
University College
Vice President
Ghana
11:30 - 12:10
Open Discussion
12:10 - 13:30
Luncheon (Grand Ballroom, BF1)
Afternoon Session - 1, Moderated by President Jörg Steinbach and Rector Christophe Guy (9 Speakers)
Time
13:30 - 14:00
Topic
The I-Four Education
at KAIST
Speaker
Institution
Position
Country
Nam Pyo Suh
KAIST
President
Korea
14:00 - 14:10
Crossing Borders in Education
Lars Pallesen
Technical
University of
Denmark
President
Denmark
14:10 - 14:20
A Modern University’s Role in
Global Capital Formation
Paul F.
Greenfield
The University of
Queensland
President
Australia
14:20 - 14:30
Roles and Strategies of KU in
Borderless and Creative Education
to Produce World Leaders
Isao Taniguchi
Kumamoto
University
President
Japan
14:30 - 14:40
New Academia: The Experience of
UTM on Borderless & Creative
Education
Zaini Ujang
Universiti
Teknologi
Malaysia
President
Malaysia
14:40 - 14:50
From Local Wisdom to
Globalization: Lesson from Khon
Kaen University, Thailand
Kittichai
Triratanasirichai
Khon Kaen
University
President
Thailand
14:50 - 15:00
21st Century University Model for
Developing Countries – Inclusive
and Creative Education
Sakarindr
Bhumiratana
King Mongkut’s
University of
Technology
Thonburi
President
Thailand
15:00 - 15:10
Borderless and Creative
Education: Identifying Challenges
and Opportunities
Muhammad
Mushtaq
National University
of Sciences and
Technology
Pro-Rector
Pakistan
15:10 - 15:20
Programs on Borderless and
Creative Education for Students in
Tokyo Institute of Technology
Kiyoshi Okada
Tokyo Institute of
Technology
Executive Vice
President
Japan
15:20 - 16:00
Open Discussion
16:00 - 16:20
Coffee Break
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Afternoon Session - 2, Moderated by President Paul F. Greenfield and President Tod A. Laursen (10 Speakers)
16:20 - 16:30
Role of Virtual Research Institutes
in Promoting Interdisciplinary
Research & Collaboration Across
Int’l Boundaries
David Morrison
NASA
Ames Research
Center
Senior Scientist
USA
Vice President
Hong Kong
16:30 - 16:40
Going Global & Creative
the HKUST Way
Eden Woon
The Hong Kong
University of
Science and
Technology
16:40 - 16:50
World-Class University: The
University of York as a Case
Study
Jane Grenville
The University of
York
Pro-ViceChancellor
UK
16:50 - 17:00
The Education of Equipping
Outstanding Students with
International Competence
Xiaofei Xu
Harbin Institute of
Technology
Assistant
President
China
17:00 - 17:10
Re-Arranging the Borders:
Cultural & Creative Industries
Research and Design-Led
Innovation
Rod Wissler
Queensland
University of
Technology
Executive Dean
Australia
17:10 - 17:20
Learning Opportunities at Kyushu
University in a Global Context
Kotoku Kurachi
Kyushu University
Executive Vice
President
Japan
17:20 - 17:30
Creating a Future Beyond Borders:
R2020 Vision of Ritsumeikan
Yoshihiro
Taniguchi
Special Aide to
Chancellor
Japan
Korea
Ritsumeikan &
Risumeikan APU
Universities
Ministry of
Education, Science
and Technology
Director
General of
International
Cooperation
Bureau
17:30 - 17:40
Globalization of Higher Education
Seong-Geun
Bae
17:40 - 17:50
Automation in Shipbuilding
Processes
Jae Hoon Kim
Samsung Heavy
Industries
Executive Vice
President
Korea
17:50 - 18:00
Scientific Collaboration:
Supporting Researchers and
Academic Decision Makers
Through Innovation
Michiel Kolman
Elsevier
Senior Vice
President
The
Netherlands
18:00 - 18:40
Open Discussion
18:40 - 18:50
Wrap Up & Closing Remarks by Nam Pyo Suh, President of KAIST
18:50 - 19:00
Photo Session
Dinner (Grand Ballroom, BF 1)
19:00 - 20:30
Dinner Speech by Dong-geun Seol, Vice Minister of Education, Science and Technology
* This program is subject to change without prior notice.
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Morning Session
Moderated by President Lars Pallesen and President Nam Pyo Suh
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Addressing Global Challenges in the 21st Century
Robert J. Birgeneau
Chancellor
University of California, Berkeley
University of California, Berkeley, CA 94720, USA
E-mail: chancellor@berkeley.edu, http://berkeley.edu/
Summary
In the knowledge-based economy of the 21st century, finding solutions to the world's most challenging
problems will depend on our ability to cross borders–national borders, borders between different fields of
research, and borders between academe, government and industry. Discovering new energy sources, abating
global poverty, mitigating life-threatening diseases, all rely on the growth of basic research best carried out in
universities that can lead to innovations, technologies and products that improve the health, social well-being
and economic welfare of all populations.
Increasingly, global research and teaching universities must be prepared to drive innovation and
competitiveness not only by advancing human knowledge of nature and culture but also by educating a highly
trained workforce that will have the critical skills necessary to solve problems, to innovate and lead in an
interdependent world. The information and biotechnology revolutions have been fueled by the basic science and
education of excellent academic institutions in the United States. In today's global world, the notion of "brain
drain" is outdated. As today's highly skilled migrants circulate between the US and other countries, they engage
in cross-regional collaborations from which both the US and other economies benefit.
This talk will describe how the University of California, Berkeley, is positioning ourselves to address some
of the great global challenges in the 21st century through "borderless" research and education. I will give
several examples of how we are extending our leadership in a rapidly globalizing world. These include: entering
into an innovative global partnership with BP in the production of biofuels to help create a sustainable energy
future; creating new facilities that promote multi-disciplinary research in biosciences and biomedical research;
establishing a Center for Information Technology Research in the Interest of Society that is focused on how
information technologies can address global concerns in energy, transportation, health care, etc.; and, forming a
Center for Developing Economies that engages our faculty and students in generating economic development
and new technological innovations to alleviate global poverty. I will also address our increasing efforts at
internationalization of our student body and a new Global Education requirement being instituted by our
College of Letters and Science and other new approaches to Berkeley's international research, teaching and
service activities.
Biographical Information
Robert J. Birgeneau became the ninth Chancellor of the University of California, Berkeley, on
Sept. 22, 2004. An internationally distinguished physicist, he is a leader in higher education and
is well known for his commitment to diversity and equity in the academic community.
Before coming to Berkeley, Birgeneau served four years as president of the University of
Toronto. He previously was dean of the School of Science at the Massachusetts Institute of
Technology, where he spent 25 years on the faculty. He is a foreign associate of the National
Academy of Sciences, has received many awards for teaching and research, and is one of the most cited
physicists in the world for his work on the fundamental properties of materials.
March 18, 2006, Birgeneau received a special Founders Award from the American Academy of Arts and
Sciences. President John Hennessy of Stanford University and filmmaker George Lucas also received the
Founders Award on the same date. Established in the 225th anniversary year of the academy, this award honors
men, women, and institutions that have advanced the ideals and embody the spirit of the academy’s founders —
a commitment to intellectual inquiry, leadership, and active engagement.
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2011 International Presidential Forum on Global Research Universities:
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Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
A Toronto native, Birgeneau received his B.S. in mathematics from the University of Toronto in 1963 and his
Ph.D. in physics from Yale University in 1966. He served on the faculty of Yale for one year, spent one year at
Oxford University, and was a member of the technical staff at Bell Laboratories from 1968 to 1975. He joined
the physics faculty at MIT in 1975 and was named chair of the physics department in 1988 and dean of science
in 1991. He became the 14th President of the University of Toronto on July 1, 2000.
At Berkeley, Birgeneau holds a faculty appointment in the department of physics in addition to serving as
chancellor.
He and his wife, Mary Catherine, have four grown children.
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
How Can Institutes of Technology Participate in the Problem Solution
Process to Societal Challenges?
Jörg Steinbach
President
Technische Universität Berlin
Strasse des 17. Juni 135, 10623 Berlin, Germany
E-mail: joerg.steinbach@tu-berlin.de, http://www.tu-berlin.de
Summary
Our society is facing severe challenges threatening future generations. To name a few: climate change,
urbanization, resource management, especially the intelligent handling of water, which is supposed to be the
“gold of the future.”
Climate change has finally caught our attention. The occurrence of more extreme weather situations, think
of the recent flooding in Thailand, have convinced even the last skeptic, that global warming caused by our own
industrialized doing is not to be denied any more. None the less we experience a renaissance of coal and
governmental decisions to get away from atomic energy production without consolidated knowledge on how to
handle the necessary transition process. The answers to be found will have to go hand in hand with the other
challenge mentioned, which is to make use of the resources available in a responsible manner in order to ensure
the existing quality of life in developed countries on a world wide scale and in a sustainable manner for future
generations.
The common denominator of all these challenges is their interdisciplinary character. This will be
demonstrated giving two examples in detail: climate change and electromobility.
Science is requested to provide answers. Science is conducted at universities and in industry by our
graduates. In other words, we as schools of engineering have a double responsibility: to provide adequate
education for graduates and to conduct excellent research ourselves.
The strategy to respond adequately to this responsibility is to introduce problem and research based on a
system engineering approach on an international scale.
Currently, faculties and schools represent adequate structures for future research. Research today is done in
interdisciplinary teams sometimes forming new transdisciplinary sciences. In order to bring change, we must
combine researchers project-wise from all relevant faculties and different institutions and provide them with
their own budget.
This must be amended by the cultivation of risky research. For this purpose thematic research networks
based on strategic international partnerships should be formed to reduce the financial risk by sharing it.
Both steps demand a change of paradigm regarding bench marks of rankings. Not those, who acquire the
biggest amount of third party funding in areas of "hype" research must be awarded, but those who obtain this
money based on this kind of joint approach beyond the individual borders and with the aim of enabling system
solutions.
In the future, the organization of universities should be made more flexible while supporting the
development of young scientists. Education must place methodological skills based on a sound basis of
fundamentals in the center of undergraduate curriculum development and must embed entrepreneurial aspects
into the program. Curricula must be adopted as well as research and university governance structures have to be
modified accordingly. Last but not least, this approach also emphasizes the necessity to integrate innovation
management in the academic culture more intensively.
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2011 International Presidential Forum on Global Research Universities:
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Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Biographical Information
Jörg Steinbach, President of the TU Berlin, is a participant of the University Advisory Council
of KAIST. He received his Ph.D. in chemistry in 1985 and his habilitation in 1994 at the
Technische Universitaet Berlin. Since 1996, he has been a professor of Plant Safety of
Industrial Systems and Chemical Process Safety at TU Berlin. From 1999 to 2000, he was dean
of Department 6. From 2000 to 2001, he was dean of Faculty III and from 2001 to 2002, he
was vice dean of Faculty III Process Sciences. From June 2002 until March he was the first
vice president of TU Berlin. Since April 2010, he has served as the president of TU Berlin.
Since 2007, he has been chairman of Akkreditierungsverbund für Ingenieurstudiengänge e. V. From October
2007 to September 2009, he was president of the European Society of Engineering Education (SEFI - Societe
Européenne pour la Formation des Ingénieurs). Since 2009, he has also been deputy chairman of the executive
board of Accreditation Agency for Degree Programs in Engineering, Informatics/Computer Science, the Natural
Sciences and Mathematics (ASIIN), a member of the Technical Committee on Plant Safety at Federal
Environmental Ministry (BMU), a board member of the section "Process Safety" at Dechema, a certified expert
according to § 29a of the federal law on protection (Bundesimmissionsschutzgesetz - BImSchG), and a member
of the American Institute of Chemical Engineers and member of the New York Academy of Science.
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Innovations in Education for a Start-Up Institution: Early Faculty
Experiences with New Learning Environments and Strategies for
International Education for Students
Tod A. Laursen
President
Khalifa University of Science, Technology and Research (KUSTAR)
PO Box 127788, Abu Dhabi, UAE
E-mail: tod.laursen@kustar.ac.ae, http://www.kustar.ac.ae
Summary
Khalifa University of Science, Technology and Research (KUSTAR) is a new institution of higher
education in Abu Dhabi, United Arab Emirates, with approximately 1000 students enrolled on two campuses as
of Fall 2011. It is an independent public university owned and supported by the government of Abu Dhabi and
currently focuses on undergraduate and graduate programs in engineering, with offerings also being planned in
medicine, sciences, and management.
Currently the university is growing very rapidly, having added some 40 faculty members in the late
summer and early fall of 2011. As current and future faculty join our team (and indeed, the planning process
leads to their recruitment) we have a unique opportunity as an institution to shape the type and quality of our
students’ educational experience through the culture and attitude toward educational innovation established in
our faculty ranks. As an example, an Institute of Educational Innovation is in the early stages of its formation at
Khalifa. As a precursor to this activity, our faculty chairs have led an active series of seminars and workshops
throughout the 2010-2011 academic year, in which such topics as first year design education, vertical
integration of design experience, and problem-based learning strategies are discussed, vetted, and designed for
incorporation into a comprehensive undergraduate curriculum framework currently being developed.
As another distinguishing factor of our educational experience, we have made a strong commitment to
exchanges, study experiences, field trips, seminars, and faculty development courses together with a number of
international partners and affiliates. Particularly now, as our focus broadens to aggressive development of
graduate programs, such international partnership on the student level will be key in Khalifa’s development.
This talk will share experiences gained through the activities undertaken to date, all contributing to our answer
to the question, “How does an engineering leader need to be educated in today’s world? And how does a young
Emirati engineer have a unique opportunity to contribute?”
Biographical Information
Tod A. Laursen has been the President of Khalifa University of Science, Technology and
Research (KUSTAR) in Abu Dhabi, United Arab Emirates since August of 2010. Prior to
becoming president of Khalifa, Dr. Laursen was professor and chair of the department of
mechanical engineering and materials science at Duke University (USA). While at Duke, he
also held academic appointments in civil engineering and biomedical engineering and served
as senior associate dean for education in engineering from 2003-2008. In the latter capacity, he
had oversight responsibility for all undergraduate and graduate engineering programs at Duke
University, representing a student body of nearly 2000.
Dr. Laursen gained his Ph.D. and M.S. postgraduate degrees in mechanical engineering from Stanford
University and a B.S. in the same subject from Oregon State University. He specializes in computational
mechanics, a subfield of engineering mechanics concerned with the development of new computational
algorithms and tools used by engineers to analyze mechanical and structural systems. He has published over 100
refereed journal articles, conference papers, book chapters, and abstracts in this field, as well as authoring and
co-editing two books. His particular focus is the development of methods to analyze contact, impact, and
frictional phenomena in highly nonlinear and complex systems.
He is a fellow of both the American Society of Mechanical Engineers and the International Association of
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Computational Mechanics and belongs also to the American Society of Civil Engineers, the American Society
for Engineering Education, the United States Association for Computational Mechanics, and Tau Beta Pi. He
served as an at-large member of the Executive Committee for the United States Association for Computational
Mechanics between 2007 and 2010 and has served on the scientific advisory committees of several prominent
national and international congresses in computational mechanics.
7
2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
For the Dialogue Between Philosophy and Empirical-Formal Sciences
Viewing the Reinvention of the University in the Information Era
Marcelo Fernandes de Aquino
President
UNISINOS - Universidade do Vale do Rio dos Sinos
Av. Unisinos, 950, São Leopoldo, RS, Brazil - 93022-000
E-mail: reitor@unisinos.br, http://www.unisinos.br
Summary
The focus of the lecture of Prof. Dr. Young-Gil Kim at the 2010 forum was the reinvention of the
university in the XXI century, having as back-cloth the dialogue between philosophy and empiric-formal
sciences. The first portion of this speech ponders the impact of Newtonian mechanics on the European
continental philosophy in the XVIII century and on the formation of the so-called social sciences. The second
portion makes an epistemological transition of the principle of the cause and effect search for the complex
principles of system and synchrony. The third portion poses the problem of the humanistic significance of
science and arrives to the task of reinventing the universities in contemporaneous information societies.
Biographical Information
Marcelo Fernandes de Aquino, SJ, has been the President of Universidade do Vale do Rio dos
Sinos - UNISINOS since 01.02.2006 and a professor of this university since 1998.
He majored in philosophy at Faculdade de Filosofia Aloisianum and in theology at the
Pontifícia Universidade Gregoriana, both in Italy, and philosophy at the Hochschule für
Philosophie in Germany. He concluded the M.A. and Ph.D. in philosophy at the Pontifícia
Universidade Gregoriana, where he also obtained his M.A.in theology. He holds a Ph.D. degree
from Boston College in the United States.
He is a member of the Scientific Council of the Catholic University of Portugal Portuguese Magazine.
At UNISINOS, besides serving as vice president, from 2002 to 2004, he was executive coordinator of the postgraduation program in philosophy of the university. He was a visiting professor at Boston College in the United
States, and of Federal University of the State of Minas Gerais, besides serving as dean (from 1992 to 1998) of
the Higher Studies Center Companhia de Jesus in Belo Horizonte and professor of philosophy at Faculty Cristo
Rei.
He is the first vice president of the Rio Grande do Sul State Community Universities Consortium, vice president
of the Catholic Education National Association of Brazil – ANEC, member of the Superior Council of the Rio
Grande do Sul State Program of Quality and Productivity, member of the Board of Universia Brasil, and
member of the Deliberative Council of the Non-Governmental Organization Parceiros Voluntários (Volunteer
Partners).
He has more than 30 articles published in magazines and books.
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Open Innovation: A Successful Example from Québec
Christophe Guy
Rector
École Polytechnique de Montréal
Montréal, Québec, Canada
E-mail: christophe.guy@polymtl.ca, http://www.polymtl.ca
Summary
“Open innovation” is a new buzz-word that seems to be the panacea to all the problems encountered by our
industries and technological companies. Universities have been, for a long time, adept of this concept, whether
among themselves or even in their partnerships with industry. Polytechnique-Montréal has been at the forefront
of the implementation of open innovation between university and industry in Canada. This will be illustrated by
the description of CRIAQ, the Consortium for Research and Innovation in Aerospace in Québec, which is an
industry-university-government organization that supports precompetitive research for the benefit of the
aerospace industry. Based on the strong aerospace industrial cluster in Québec (Montréal is the #3 aerospace
city in the world after Seattle and Toulouse), CRIAQ comprises 44 industrial members and 18 universities and
public research organizations. After nine years of existence, CRIAQ has conducted 80 projects for a total
investment to date of 130 million USD. These two to three year projects are jointly performed by a minimum of
two industries and two universities and involve the training of graduate students. The keys to CRIAQ’s success
will be presented: the role of industry (from large OEMs to SMEs), the role of universities, governance, the
process for project selection and follow-up, intellectual property, and the training of graduate students. CRIAQ
is also presently supporting 17 international projects involving companies and universities from outside of
Canada, mainly India, Europe, and China. The way these projects are undertaken will also be presented.
Christophe Guy, CEO of Polytechnique-Montréal, is also vice president (Universities) of the board of
CRIAQ. His co-author, Dr. Clément Fortin, the former chair of the mechanical engineering dept. at
Polytechnique-Montréal is the CEO of CRIAQ.
Biographical Information
Christophe Guy holds a B.S. and a Ph.D. in chemical engineering. He is chief executive
officer of École Polytechnique de Montréal. As Polytechnique’s chief innovation officer from
2001 to 2007, he intensified the partnership with industry, established an international-caliber
research infrastructure and positioned the university as a Canadian leader in engineering
research and innovation.
An ardent proponent of technology transfer, Prof. Guy has supported the start-up and
development of Québec firms emerging from university research and is the author of eight invention patents. He
has been a member of the board of Odotech, Inc., twice selected as a top ten clean tech. company in Canada,
and Biosyntech, Inc., a public medical devices company, both spin-offs of Polytechnique.
Prof. Guy is currently vice-chair of the board of the Consortium for Research and Innovation in Aerospace in
Québec (CRIAQ). He also sits on the boards of many other organizations, including the Conference of Quebec
Universities Presidents, the Montreal Science Centre Foundation, Angus Techno-Park.
As a professor, researcher, and expert in environmental engineering, Prof. Guy has authored more than 110
scientific publications. He has supervised 37 Ph.D. and master students. He is a fellow of the Canadian
Academy of Engineering and an officer of the National Order of Québec.
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Increasing the Capacity of Developing Countries in Research Through
Innovation Model of Cooperation
Akhmaloka
Rector
Institut Teknologi Bandung
Jalan Tamansari no 64, Bandung, Indonesia
E-mail: rector@itb.ac.id, web: http://www.itb.ac.id
Summary
Education, research, and community services have been of the responsibility of all universities in
Indonesia. We all agree that producing good human resources as well as creating and sustaining the knowledge
have been the tasks of universities. Today, the task of the university is actually much larger. Issues of global
concern are arising with increasing frequency. The world must stand hand in hand to seek solutions to global
problems. Universities in developed countries cannot work on their own, although resources to do research are,
for the most part, available. Meanwhile, universities in developing countries are, in most cases, lacking in terms
of research infrastructure, but somehow have good researchers, closer access to natural resources, and
geographical advantages.
A model cooperation involving universities and industries owned by developed countries operating in
developing countries, universities in developed countries, and universities in developing countries must be
efficiently designed. The traditional mobility of human resources is no longer sufficient to support research that
has a global impact. Human mobility that allows the sharing of research infrastructure must be enhanced in the
future. Establishing a research centre in a university, where either industry or researchers from developed
countries can work closely with their partners in developing countries, must be encouraged. By doing so, the
role of universities in developing countries will be more effective and such global issues can also be researched
in a much wider perspective.
Biographical Information
Ahkmaloka, Ph.D., is the Rector of Institut Teknologi Bandung (ITB) and professor of
biochemistry. He is currently member of the national and international association in
microbiology, biochemistry and molecular biology. As a scientist, he has been received
domestic and international funding to support his interests and research. The molecular biology
of yeast saccharomyce cerevisiae and the molecular biology of thermophylic microorganisms
and thermostable enzymes have become his research interests since 1987. As rector, he is
actively promoting the idea that universities must put more effort into addressing domestic
problems. Thus, every researcher must not only focus on how to create new knowledge, but also how it can
have a direct impact on society.
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Teaching Entrepreneurship and Innovation Management:
A Necessity for Leading Research Universities
Jean-Luc Koning
Vice President for International Affairs
Grenoble Institute of Technology
46 avenue Félix Viallet, 38031 Grenoble Cedex 1, France
E-mail: Jean-Luc.Koning@grenoble-inp.fr, http://www.grenoble-inp.fr
Summary
Higher education in the twenty-first century should definitely be looking at innovative education programs.
Teaching mere knowledge has become insufficient in today’s world of rapid changes and development. The
traditional way of teaching and learning will not continue to be the mode of education. One of the key features
research universities have to integrate in any curriculum is a mix of entrepreneurship and innovation.
The aim is already to provide students with the ability to create start-up companies or at least empower
them with capacities to innovate. It is our duty to prepare them for working on innovation management in both
high-tech and non-high-tech companies, to be competent in focusing on research and research centers to the
market (e.g., turning scientific knowledge into real assets and innovation) and ultimately have an innovative
mindset in order to be able to turn this type of knowledge into products.
This presentation surveys, from three different perspectives, how the Grenoble Institute of Technology
(Grenoble, France) tackles this issue. Firstly, we are going to focus on how the institution offers specific
teaching and training in its own curricula. Our main teaching objectives are to instill an entrepreneurial spirit,
provide an understanding of the business world, to conduct projects under real conditions, to create an
environment of experiment teamwork, with a pedagogical approach going from idea inception and
implementation to a full business plan report defended in front of business professionals. In this approach,
which we are experimenting with both the Masters and Ph.D. levels via inter-disciplinary projects, actors get to
choose leads to actual startups
Secondly, we will look at how the Grenoble Institute of Technology deals with teaching innovation in
European Masters programs within the EIT (European Institute of Technology) initiative and more particularly
within the KIC (Knowledge and Innovation Community) on Energy. It turns out that Grenoble is the collocation
center for this KIC in charge of the innovation aspect. Technology and science universities in Europe are
increasingly expected to contribute to the vitality and growth of the European economy. This is also evident in
the KICs recently awarded by the EIT board. Our master program encompasses four weeks that specifically deal
with innovation in mature industries, emerging market management, project design, IP, and property rights.
Thirdly, we will look at how such best practices are shared and implemented among the European network
called Cluster (consortium of leading universities of science and technology). Cluster's working group on
technology entrepreneurship is a platform for exchanging experiences and collaborating in a more systematic
manner in entrepreneurship, new business creation, and related issues. The question raised is “How can one
facilitate and reinforce the momentum towards more entrepreneurial universities?”
Biographical Information
Jean-Luc Koning is Vice President for international affairs at the Grenoble Institute of
Technology. He joined Grenoble Tech in 1993 having composed his Ph.D. dissertation in
computer science at the French National Research Center on Aerospace (Onera) in Toulouse,
France, in 1990. He then held a post-doctoral position at Carnegie Mellon University
(Pittsburgh, USA) in computer manufacturing decision systems. As a research scientist in
computer science, Professor Koning published over 60 scientific papers in international journals
and conferences, as well as book chapters, and contributed significantly to the field of
engineering interaction protocols in distributed multi-agent systems. In 2001, he became the founding director
of a research team on complex cooperative systems and served from 2003 till 2006 as the vice-head of the LCIS
research laboratory. In 2006, Prof. Koning was appointed deputy vice-president for academic affairs of the
Grenoble Institute of Technology, and in 2007, he was named vice-president for International Affairs.
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
The Role of Interdisciplinary Research in Higher Education Institutions –
the NTU’s Perspective
Khin Yong Lam
Chief of Staff
Nanyang Technological University
50 Nanyang Avenue, Singapore 639798
E-mail: lamky@ntu.edu.sg, web: http://www.ntu.edu.sg
Summary
Fast-paced and ever-changing, the world we live in today has become very different. With immense global
influences and pressing concerns, nations across the globe increasingly face multi-challenges, both at the
national and international levels. Globalization is one such impactful global influence – economic and trade
issues as well as engagements in international relations in a borderless world have been dramatically changed.
Higher education has, likewise, undergone significant changes.
Over the years, research has become more interdisciplinary, involving a melding of traditional disciplines
into new fields of endeavors such as global sustainability issues. New scientific and technological
breakthroughs increasingly reside in the interdisciplinary domains, resulting in the generation of broad new
research initiatives with different sets of requirements.
Using Nanyang Technological University as a case study, the presentation will focus on how
interdisciplinary research is the new way forward for the institution. Key topics include the role of
interdisciplinary research in NTU’s strategic vision, particularly in its establishment of the Five Peaks of
Excellence – Sustainable Earth, New Media, Future Healthcare, the New Silk Road, and Innovation Asia. In
addition, it will highlight the establishment of a new university-wide Interdisciplinary Graduate School (IGS)
and how it has led to significant research funding and milestone initiatives such as joint Ph.D. programs with
leading overseas universities.
Biographical Information
Khin Yong Lam is the Chief of Staff at Nanyang Technological University (NTU). In his role
as associate provost for Graduate Education & Special Projects from 2008 to 2011, he
spearheaded NTU’s graduate programs and launched joint Ph.D. programs with top universities
overseas. He is responsible for the positioning of NTU in the Campus for Research Excellence
And Technological Enterprise (CREATE), an initiative under the National Research Foundation
that brings together world-class international research universities, corporations, Singaporebased universities and research institutions to collaborate and work together. He is also the coscientific advisory director for the Technical University of Munich (TUM) – CREATE Centre on
Electromobility in Megacities.
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Innovation in a Borderless World:
Ewha Womans University’s Experience
Chan Kil Park
Vice President for Global Affairs
Ewha Womans University
52, Ewhayeodae-gil, Seodaemun-gu, Seoul 120-750, Republic of Korea
E-mail: ckpark@ewha.ac.kr, http://www.ewha.ac.kr
Summary
I. Nurturing Global Citizens: Ewha has done much to stand at the forefront of educating tomorrow’s great
thinkers. Our vision for Ewha’s future in education is—“to nurture creative talent equipped with ‘multi-cultural
and multi-lingual capacities.” To this end, Ewha has undertaken many initiatives to ensure that the university
remains at the center of creativity and innovation in this borderless world. Four years ago we opened the doors
at Scranton College, named after Mary F. Scranton, the missionary who founded Ewha 125 years ago. Scranton
offers comprehensive interdisciplinary courses that allow more freedom, creativity, and individuality to
students.
II. Global Partnership in Research: Ewha has recently undertaken a variety of research initiatives, and
entered new partnerships which will allow the university to maximize its research potential and make significant
contributions across a variety of disciplines. One recent example is the collaboration between Ewha and Solvay,
a chemistry research group headquartered in Brussels. This innovative partnership between a non-Korean
private company and a Korean university will allow Solvay to base its Korean Research, Development and
Technology (RDT) Center and the Headquarters of the Global Business Unit Special Chemicals on our campus
here in Seoul. This partnership allows Solvay to enhance research collaboration with the academic world and
creates a five-year collaborative research fellowship with Ewha.
III. Non Nobis Solum (Not for Our Selves): EGPP, KOICA, and EGEP: Ewha launched a very special
program named the “Ewha Global Partnership Program (EGPP)” in 2006. EGPP is a global initiative that selects
and educates promising females from developing countries with an aim to nurture them into top professionals
and global leaders of the 21st century. EGPP commemorates the founding spirit of Mary F. Scranton as it
acknowledges and affirms what we have received from friends outside Korea by educating underserved young
women around the globe. Ewha has also made great efforts over the past years to educate and foster excellence
in young women who are beginning or are in the middle of their professional careers. Ewha-KOICA Master’s
Program, for example, offers a Master’s Program in International Studies focusing on the theme, “Women and
Development,” to female government workers and corporate professionals. We will expand and intensify these
global initiatives to create the Ewha Global Empowerment Program (EGEP) designed for talented females who
work in the public sector, non-governmental organizations, or non-profit organizations in developing countries.
Biographical Information
Chan Kil Park is a scholar of English Poetry by training. He received his Ph.D. from Glasgow
University, Scotland with a thesis on William Wordsworth in 1993. He has published many
articles and reviews on Wordsworth and other English Romantic poets, some of which were
recently collected and published as a monograph entitled "Poet and Revolution: Life and
Poetry of William Wordsworth" He is also a devoted computing humanist who has done 6
major digital projects of literature in the last 10 years, which made him one of the leading
figures of digital humanities in Korea. He started his teaching career at Ewha as an assistant
professor of English Literature and became a tenured professor in 2005. While working at Ewha, he has carried
out quite a few administrative duties: the first associate dean of Graduate School of Translation and
Interpretation, director of General English Program, director of BK21 Project of English Literature, chairperson
of Graduate Program of English Literature.
13
2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Building Science and Engineering Laboratory Capacity in Africa
Through Remote Laboratories
Robert A. Baffour
Vice President
Ghana Telecom University College
Private Mail Bag 100, Accra North, Ghana
E-mail: rbaffour@gtuc.edu.gh, www.gtuc.edu.gh
Summary
Africa has seen little growth in the development of science and engineering education over the years.
One of the major contributory factors to this slow pace of development is the educational system. Most science
and engineering education in African universities is highly theoretical with limited hands on experience. Most
universities are still practicing legacy curricula left over by the colonial masters. For most African institutions,
the infrastructure to support laboratory work is in a state of decay. The few which are in good condition are
outdated considering the curriculum and the requirements of the job market. With advancement in ICTs, the use
of archaic laboratory equipment, or the lack of it, thereof, should not be a hindrance to the provision of practical
based science and engineering education. Today, most institutions especially, in developed nations, use
simulation based systems such as Matlab, Multisync, etc. to provide students with a feel of laboratory
experience without physically touching real equipment. E-labs, iLabs, virtual labs, and remote labs are new
generation laboratory techniques that institutions are using to offset the need for physical laboratories to provide
quality science and engineering education. Through the use of various ICT platforms, students on one side of
the globe, say in Ghana (Africa), can conduct laboratory work in a remote location, for example the United
States.
Various academic institutions in developed and developing countries, such as the Massachusetts Institute of
Technology (MIT) in the United States, University of Malawi, and Obafemi Awolowo University (Nigeria), are
using remote laboratories to support teaching and learning of science and engineering programs. This
presentation discusses the opportunities of remote laboratories for science and engineering education in Africa.
Ghana Telecom University College’s (GTUC) experience in using the MIT (USA) iLab infrastructure is
showcased in this presentation. Established in 2005, Ghana Telecom University College (GTUC) is one of the
leading ICT institutions in Ghana. The University College’s primary academic focus is telecommunications
engineering and information technology. As in most institutions, the number of students outweighs the number
of physical laboratory seats available. To overcome this challenge, GTUC has partnered with MIT to extend the
MIT iLab project to GTUC. Students at GTUC have remote access to labs at MIT. With access to some
laboratory experiments at MIT, GTUC students are able to conduct and prepare laboratory reports just by the
click of a mouse.
The RLC Circuit (Figure 1) laboratory experiment was conducted at GTUC via the MIT iLab server. This
experiment focuses on band stop filters. A band stop filter is a circuit that allows most frequencies to pass but
blocks or attenuates a certain range or band of frequencies. It is also known as a band-elimination filter or a
band-rejection filter. Figure 2 shows some results of the experiment.
Figure 1: RLC Circuit
Figure 2: Results
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
The paper concludes that there are numerous prospects for the increased emergence of remote labs for
Africa. With concerted efforts and effective collaboration among various higher institutions and other relevant
stakeholders, remote laboratories would have an appreciable importance and relevance in science and
engineering education in Africa.
Biographical Information
Robert A. Baffour is the Vice President of Ghana Telecom University College (GTUC) in
Ghana. He came to GTUC from the Southern Polytechnic State University (Marietta, Georgia,
USA), where he served as an associate professor of engineering and the coordinator of the
transportation engineering program at the department of civil engineering technology from
2007 to 2008. During this same period, Dr. Awuah-Baffour served as an engineering consultant
to Corporate Environmental Risk Management in Atlanta, GA, where he directed and managed
several civil and environmental engineering projects with engineering firms such as
CH2MHILL, PARSONS, JACOBS, and ARCADIS. Before that, he served for one year as an Eminent Scholar
in Geographic Information Systems, Engineering and Technology at Gainesville State College in Georgia, USA.
Dr. Baffour began his career on the faculty at Bradley University (Peoria, IL, USA) from 1997 to 1999. He then
spent six years on the faculty of Clark Atlanta University (Atlanta, GA, USA), including five years as the
director of the Center for Environmental Policy, Education and Research (CEPER) and four years as the
associate director of the Computation and Modeling Laboratory at Clark Atlanta University.
Dr. Baffour received his M.S. and Ph.D. in civil engineering from Georgia Tech in 1996 and 1997, respectively,
as well as another M.S. in civil engineering from Iowa State University (1993) and a B.S. (Hons) in geodetic
engineering from the Kwame Nkrumah University of Science and Technology in Ghana (1989).
Dr. Baffour has received several grants and developed research programs with such agencies as: NASA, US
EPA, USDOD, USDOE, USAIC, and the US Federal Highway Administration (FHWA). For over four years,
Dr. Awuah-Baffour was one of a handful of researchers involved in the US Army High Performance Computing
Research Centers (AHPCRC). Here, he was actively involved in the development of complex network models
used for Computational Fluid Dynamics (CFD) based contaminant dispersion simulation to support tactical
battlefield engagement using the world’s fastest computer at that time, the Cray X1. Dr. Baffour has written
several proposals and has received several grants. One of his major accomplishments was a $1 million USD
grant received from the National Science Foundation (NSF) with three other colleagues in 2003 while serving
as an associate professor of engineering at Clark Atlanta University in Atlanta, GA, USA. Dr. Baffour is
currently the project manager of an $800,000 USD World Bank Curriculum Content and a trainer for a training
project on the BPO industry in Ghana.
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Afternoon Session - 1
Moderated by President Jörg Steinbach and Rector Christophe Guy
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
The I-Four Education at KAIST
Nam Pyo Suh
President
Korea Advanced Institute of Science and Technology (KAIST)
291 Daehak-ro (373-1 Guseong-dong), Yuseong-gu, Daejeon 305-701, Republic of Korea
E-mail: npsuh@president.kaist.ac.kr, http://www.kaist.edu/
Summary
A fundamental goal of higher education is to enable the student to acquire, understand, and incorporate a
given set of knowledge as the basis for rational reasoning and thinking, for personal intellectual growth, and for
use in dealing with unforeseen problems, issues, and opportunities. To facilitate the learning process, the
professor uses various pedagogical tools: lectures, recitations, homework, laboratory exercises, and involvement
in research. However, lecture-based education -- the traditional mode of knowledge transmission from professor
to student -- may not be the most effective means of educating young people in the IT-dominated 21st century.
Traditional lectures involve two inherent mismatches: mismatch in “impedance,” between the level of
knowledge delivered by the professor and the students’ knowledge level, and the mismatch in “frequency,”
between the teacher’s knowledge-delivery rate and the rate of student’s ability to learn new subjects. To
overcome these mismatches, we need to consider new teaching and learning paradigms. At KAIST, we are
evaluating the I-Four Educational Program, an educational process that is based on the four I’s: information
technology (IT), independent learning, integrated knowledge acquisition, and an international learning
environment. In this format there are no formal lectures. A group of five (or so) students learn together on their
own – the main element of the educational process – using the materials available on the Internet, doing
homework together, and conducting experiments together. They consult with the professor-in-charge on specific
problems when they need assistance. Final examinations are taken individually.
Keywords: Education, learning, teaching, IT-based education
Biographical Information
Nam Pyo Suh received B.S. and M.S. degrees from Massachusetts Institute of Technology,
Cambridge, MA, USA in 1959 and 1961, respectively and Ph.D. degree from Carnegie-Mellon
University, Pittsburgh, PA, USA in 1964.
After finishing his Ph.D., he taught as an assistant and associate professor at the University of
South Carolina in Columbia, South Carolina, USA from 1965 to 1969 and moved to MIT as a
faculty member in 1970. At the department of mechanical engineering, he has served as head of
the department from 1991 to 2001 and as an assistant director for engineering at the National Science
Foundation for four years since 1984.
He founded MIT-Industry Polymer Processing Program and Laboratory for Manufacturing and Productivity.
From 1990 to 1999, President Suh also established the Manufacturing Institute at MIT to provide an educational
mechanism for teaching engineering systems and to strengthen the interaction between MIT and industry, by
conducting industrially funded research in the field of large systems and by creating more effective technology
transfer mechanisms.
He was appointed as the Ralph E. & Eloise F. Cross Professor of Manufacturing for 17 years since 1989 and as
the director of Park Center for Complex Systems from 2005 to 2006 before joining KAIST as the president of
the university in 2006. In 2008, he was named the Ralph E. & Eloise F. Cross Professor Emeritus. After taking
up presidency at KAIST, he went on to carry out services for the government of Korea as well, serving as the
member of Korean National Science and Technology Council and the Director of Korean Presidential New
Growth Engine Search Group.
He has earned six honorary doctorate degrees from Carnegie-Mellon University, Israel Institute of Technology,
the University of Queensland, Royal Institute of Technology, University of Massachusetts at Lowell, and
Worcester Polytechnic Institute. His research interests are related to the areas of axiomatic design principles and
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methodologies, complex theory, functional periodicity, delamination theory of wear, solution wear theory,
friction space and friction theory, reaction injection molding, solid state forming, mix-alloy process,
microcellular plastics, and engineering education.
He has received many awards such as ASME Medal, Gustus L. Larson Memorial Award of ASME and Pi Tau
Sigma for pioneering work in the field of tribology, Blackall Award of ASME for the solution wear theory, SPE
Award for contribution in Tribology of Polymers, and the F. W. Taylor Research Award from the Society of
Manufacturing Engineers among many others.
He has published seven books and edited four books so far. The total number of registered patents is more than
60 and more than 300 scholarly papers are published in internationally renowned journals.
Copyright © Nam Pyo Suh, 2011
The I-Four Education at KAIST
Nam Pyo Suh
President
KAIST
Korea
Introduction
Irreversible changes in the world around us and within the university itself are forcing research universities to
re-examine their educational processes:
- Entering students’ skill sets are different from those in the past.
- Information technologies (IT) have introduced new pedagogical tools.
- We have a better understanding of the knowledge transfer process.
- Education must now prepare the student to function in a global environment.
- Costs have risen drastically, requiring education to become more cost-effective.
With these changes as the driving force, KAIST is re-examining its educational process.
Students today are fundamentally different from students of two decades ago. They are proficient in the use of
information technology and are more inclined to be intuitive, relying less on written materials. They
instinctively figure out what to do with hardware and software without ever reading manuals. They get
information from the Internet as needed rather than storing it in the biological memory bank in the brain. They
depend on computers for answers rather than solving fundamental governing equations and mathematical
problems. Students are also more interested in synthesis because analytical results are readily available in the
computer. Some of these traits may or may not necessarily be desirable in educating future leaders, but we have
to be cognizant of these alterations in human behavior as we chart the future direction of education.
Although our students now have different skill sets when they enter universities, university education
throughout the world has not changed much for decades. Meanwhile, new technologies have transformed almost
every other facet of human endeavor, including business, medicine, transportation, communication, and
manufacturing. The current mode of university education entails low productivity, high cost, and long
maturation times. Now it may be the university’s turn to undergo major transformation, adopting more efficient
and enlightened educational enterprises. The field is ripe for major innovation in both educational practice and
institutional operations. This unique opportunity is both exciting and challenging. We need fundamental changes
in the delivery and acquisition of knowledge, incorporating modern computational and information technologies
(IT), as well as a more effective instructional infrastructure.
Today, education at many universities centers on lectures delivered by professors, a system that forces students
to follow the instructor’s directions and understand the lecture materials in the classroom. The ultimate forcing
function is the testing of how well the student can meet the professor’s expectations. In this mode of learning,
students do not have the time and the intellectual bandwidth to construct their own knowledge of the subject
matter through independent step-by-step reasoning processes. Many students are forced to accept professors’
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lecture materials through memorization and recitation rather than through logical development of knowledge
and thorough comprehension based on rational reasoning. This form of education neither demands nor utilizes
students’ innate creativity. Unless the current mode of teaching and learning is replaced by more effective
educational paradigms, the raison d'être of universities in the current form may be questioned, given the major
advances in our ability to deliver knowledge by using modern information and communications technologies.
New educational software and hardware -- as well as new institutions that deliver knowledge more effectively -may replace the current mode of education practiced at most tradition-bound universities. The prospect of this
transformation offers both exciting opportunities and challenges.
In the current global economy, the universal language in science, technology, and business is English. Journals,
international conferences, emails, and most information on the Internet are in English. The ubiquitous use of
computers and digital communication systems requires proficiency in English. Global trade, banking, and
manufacturing use English as the basic language of communication. Many universities and industrial firms are
global institutions where diverse nationalities work together to achieve common goals, using English as their
primary language of communication. Commonly used keywords generated in many fields are in English. It is no
longer possible to rely on translating books and papers written in English into Korean because of the exponential
increase in the volume of published materials. Since our graduates must be able to communicate with their
international counterparts in English, KAIST has become a bilingual campus, where all lectures, except those
that must be taught in Korean, are taught in English.
KAIST has initiated significant research on the process of knowledge transfer from the teacher to the student.
Our preliminary conclusion is that the traditional method (which may be referred as the “analog” method),
where knowledge transfer requires the pattern matching of knowledge delivered by the professor and the
knowledge possessed by the student, has low effectiveness. We must seek a better pedagogy. The traditional
lecture format (i.e., 50 minutes of lecture given by a lecturer on the podium) may not be the most effective
means of conveying knowledge from professor to student.
We believe that our educational process must overcome the fundamental mismatches in impedance and
frequency in the knowledge transfer process. The purpose of this presentation is to introduce our new proposal
for KAIST education – the I-Four Educational Program -- to the attendees of the 2011 International Presidents
Forum.
The I-Four Education Program
The I-Four Education Program will provide individualized, IT-based, integrated, and internationalized
education that can transform a teacher-centric learning environment to one that is student-centric. It uses
Internet-based educational materials, creates individualized learning environments for small groups of students,
utilizes recorded lectures delivered by some of the most eminent lecturers in the world, and encourages
cooperative and collaborative learning processes among students under the supervision and guidance of a
KAIST professor-in-charge of the course. There are no formal lectures. All instruction is in English.
In the I-Four Education Program, the professor-in-charge assigns the topics to be learned by the student each
week and problems or tasks the student must solve or perform. Students take the initiative in learning and
control their own schedules. The student acquires the necessary knowledge by listening to pre-recorded lectures
and accessing other reference materials. The student solves the assigned problems in cooperation with four other
students in a pre-selected group. Cooperation and collaboration are actively promoted to develop leadership,
citizenship, and entrepreneurship (Senor and Singer, 2009). The students submit homework solutions jointly, but
each takes the final examination individually. The professor meets with students in a recitation format to review
the most difficult parts of the homework and suggest various ways of solving the problem. For courses with
laboratory assignments, the group of students works together in the laboratory. During the freshman year, the
grading will be either Pass or Fail.
Purpose of the I-Four Program
The overall purpose of the I-Four Educational Program is to achieve the following: (a) teach the student to be
self-motivated and learn independently, (b) expose the student to best lectures delivered in English by the most
eminent professors of the world, (c) accelerate the development of a global frame of reference in the student by
dealing with information available throughout the world, (d) provide an integrated learning environment by
using diverse examples from many disciplines to achieve understanding of basic principles, (e) develop the
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ability to cooperate and collaborate through group learning, and (f) teach the student how to use IT-based
technologies to enhance comprehension.
One of the major goals of the I-Four Program is to develop an IT-based educational program for a limited
number of KAIST students in order to explore whether KAIST can transform its undergraduate education from a
traditional lecture-based format to a self-study format under the guidance of professors. The goal is to promote
learning through independent study under the guidance of faculty members, using pre-developed lectures and
educational materials and information available on the Internet. The role of the professor-in-charge of the course
at KAIST is to outline weekly topics the student must learn and pose problems that the student must solve
through self-study, and also to review and guide the students’ work each week. All courses in the I-Four
Program will be taught in English.
The self-learning process is enhanced through exposure to important basic concepts (conservation laws, for
example) that are used in many scientific and engineering fields, and through the use of integrated scientific and
technological paradigms and problems. The lecture materials will be adopted from those already delivered by
eminent international faculty members (including KAIST faculty) and stored on the Internet. These professors
will respond remotely via the Internet, Skype, etc. when the student has questions on the lecture materials they
delivered. The international faculty at other universities who agree to participate in the I-Four Program will be
hired as Consulting Professors of KAIST.
Students will work in groups of four or five, cooperatively and collaboratively, and listen together to the lectures
given by international consulting professors. The KAIST professor-in-charge of the course will outline the
overall goal of the course and the expected output of each group. The professor will also assign homework
problems and conduct recitation classes for those who need extra help.
Broad Outlines of the I-Four Educational Program
1.
There are no formal lectures.
2.
Each week the professor-in-charge of a required subject lists a set of topics the students must learn and
gives a short talk on the topic to be studied by the students during the week. The professor provides
pre-recorded lectures and reference materials stored on the Internet. Students learn by listening to prerecorded lectures delivered by the KAIST I-Four Professors (both KAIST professors in Korea and
international consulting faculty residing in other countries), from reference materials available on the
Internet, and by performing simple experiments when necessary. The pre-recorded lectures are
delivered in English by the I-Four Professors, some of them regular KAIST professors and some
professors in other countries who participate in the KAIST I-Four Educational Program as Consulting
Professors.
3.
Students communicate with the I-Four Consulting Professors in other countries through the Internet
and Skype when they have questions on the lecture materials.
4.
Students consult with the local KAIST faculty (e.g., for clarification of difficult concepts) when they
have questions after listening to the pre-recorded lectures.
5.
Students formally get together with the faculty advisor and fellow students once a week to review
what they have done.
6.
Grades are either Pass or Fail during the first year.
7.
Students in the I-Four Program must choose a thesis topic and a thesis advisor during the second term
of the sophomore year. The thesis must be completed in two years before graduation (nine credit hours
will be awarded for the thesis work). Students will be allowed to change the thesis topic once if the
original topic chosen is deemed to be inappropriate or unsuitable.
8.
The number of credit hours the student in the I-Four Program must earn will be approximately
equivalent to those required of other KAIST undergraduate students.
9.
All students in the I-Four Program must take the Freshman Design Course (FDC).
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10. To defray the cost of providing this special education program, the students in the I-Four Program will
be asked to pay tuition. Scholarship funds will be provided to those students who need financial
assistance.
Process
Students in the I-Four Program will be selected from those admitted through KAIST’s regular admissions
process. About 100 students will be accepted on a voluntary basis into this experimental program. They will be
required to earn the same number of credit hours required of KAIST’s regular undergraduate students and to
take subjects similar to those taken by the students in the regular departmental program.
Professors who want to participate in the I-Four Program will be selected from among those who volunteer for
the I-Four Faculty. It is expected that these I-Four Professors will devote a great deal of effort to developing
teaching materials, etc. The Consulting Professors of KAIST, who are regular faculty members at other
institutions, will be appointed formally as consultants through contracts.
After the freshman year, those students who want to transfer to traditional departmental programs will be
allowed to do so.
Expected Results of the I-Four Educational Program
The expected outcome of the I-Four Educational Program is as follows:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Students will learn better, since lectures will be given by the most eminent lecturers in English,
making it easier for the student to understand the content.
A group of students will take the initiative for their own learning.
Students will make friends and learn to cooperate and collaborate with other students, since their
individual performance will depend on the group performance.
Students will learn in a global environment since they will interact with professors in many
countries.
Students will be more closely supervised by KAIST professors, since a small group of students
will interact with the professor after they have tried to learn and solve problems on their own.
Professors’ time will be more effectively utilized, since they will not have to prepare the lectures.
Students will be able to learn anywhere at any time.
Students will learn to manage their time better.
Students will understand the context of their learning by engaging early in thesis work.
Students will access the necessary information for learning on their own from the Internet.
The I-Four Program will basically change university education from the teacher-centric system to
a learner-centric system.
It will improve the efficacy and efficiency of university education.
The I-Four Education Plan is an initial subset of KAIST’s long-term educational plan, which is called the
EDDKA plan (See Appendix A).
Conclusions
The amount of knowledge to be taught has been exploding in all fields, especially in science and engineering.
We have dealt with this exponential growth in knowledge through specialization and through the generalization
of knowledge, in addition to extending the number of years of education required for professionals. However,
little progress has been made in increasing the efficacy and effectiveness of higher education through adoption
of fundamentally different learning and teaching processes.
At KAIST, we are planning to examine educational processes through a series of educational experiments. The
first is the I-Four Educational Program, which replaces traditional lectures with pre-recorded lectures available
on the Internet. Under this plan, a group of five students takes the initiative to learn together by listening to the
lectures on the Internet, doing the homework together, and conducting experiments together. Professors provide
guidance, assign homework problems, and assess the performance of students. Professors may also pre-record
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their lectures for wide distribution on the Internet. When lectures given by professors at other institutions are
used, suitable arrangements must be made for our students to contact them using various information
technologies.
A more ambitious educational program than the I-Four Educational Program is the Education through Digitized
Discrete Knowledge Acquisition (EDDKA) plan, which is described in Appendix A. This program is designed to
match the impedance between the teacher and the student and to adjust the rate of learning to each individual’s
ability to acquire new knowledge. The ultimate goal is to improve the process of decomposing a high-level set
of knowledge to a lower-level set and let the student re-assemble the decomposed knowledge into the higherlevel knowledge. This will change the current educational paradigm that involves pattern matching to an
educational process that promotes better basic understanding and reasoning processes. EDDKA can incorporate
the good features of the I-Four Educational Plan.
References
1.
2.
3.
4.
5.
6.
7.
8.
Clayton M. Christiansen, The Innovator’s Dilemma, Harvard Business School Press, 1997
Jeffrey Parker, Private Presentation, 2010
Nam P. Suh, The Principles of Design, Oxford University Press, New York, 1990
Nam Pyo Suh, Axiomatic Design: Advances and Applications, Oxford University Press, New York,
2001
Nam P. Suh, Complexity: Theory and Applications, Oxford University Press, New York, 2005
Walter Issacson, Einstein: His Life and Universe, Simon & Schuster Adult Publishing Group,
2008, ISBN-13:9780743264747, ISBN 0743264746
Nam Pyo Suh, “Design of Wireless Electric Power Transfer Technology: Shaped Magnetic Field in
Resonance (SMFIR)”, Proceedings of the 2011 CIRP Design Conference at KAIST, Korea, March
28, 2011
Dan Senor and Saul Singer, Start-up Nation: The Story of Israel’s Economic Miracle, Twelve,
2009
Acknowledgment
The author is deeply indebted to his colleagues at KAIST, who have provided many important ideas and inputs
in developing these educational plans. I am particularly indebted to Vice President Min-Ho Kang, Dean HeeKyoung Park, Dean Gyun-Min Lee, Vice President Dae-Joon Joo, Provost Yong-Hoon Lee, Vice President
Dong-Ho Cho, and Associate Vice President Yong-Tack Im.
Appendices
Appendix A:
Education through Digitized Discrete Knowledge Acquisition (EDDKA)
Current teaching practice may be characterized as “analog education.” It uses pattern matching and
superposition of the teacher’s knowledge and understanding of subject matter on students’ existing knowledge
and experience base. The student is expected to acquire the professor’s knowledge as delivered through lectures.
Under the current educational system, a professor prepares a synopsis of the course and delivers lectures based
on whatever he has prepared and what he wishes to deliver to students. The student is expected to follow and
replicate the lecture materials so as to learn the subject matter in the format delivered by the professor. However,
a student who tries to understand the content of the lecture may not be able to comprehend the materials as the
lecturer has intended, since the student’s database, prior knowledge, and state of mind may not match those of
the lecturer.
To learn a new subject, the student must construct his own knowledge structure for the subject matter based on
his unique logical thought processes, his prior knowledge, and the new information received. The thought
process of the student is likely to follow paths of comprehension that differ from those of the professor. The
student will learn the new subject matter based on his own unique knowledge-acquisition structure developed
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prior to taking the course. Furthermore, while trying to acquire and structure the knowledge related to the
subject matter, the student may have many questions on topics that were not specifically covered in the lecture.
The answers to specific questions raised in the student’s mind may not be available in the lecture materials. The
student may spend many hours trying to learn even simple things on his own until his way of reasoning and the
lecture materials click. There may be no structured way of knowing what one needs to know to understand a
given subject matter.
Ultimately, to learn a new subject matter, everyone has to develop an understanding of the subject by
reconstructing the knowledge step-by-step in terms of one’s own intellectual framework, database, and
comprehension. Many people skip this process by simply memorizing the answer without fully comprehending
the subject matter -- a consequence of analog education -- until the time of the examination. This form of
learning has dominated in many parts of the world.
Today, many students are already bypassing the professor’s analog method of teaching by obtaining the
information they need directly from other sources such as the Internet (e.g., Google, etc.) and reference books.
What universities must do is synchronize and convert their teaching methods to the individualized learning
processes of students by creating a new pedagogical and learning system, which will here be called Education
by Digitized Discrete Knowledge Acquisition (EDDKA). As discussed in a later section, information
technologies and computers will enable the implementation of EDDKA.
What we are proposing for the transformation of education using IT and a new learning paradigm (presented in
a subsequent section) is the creation of “disruptive technologies” for education (Christensen, 1997). I-Four and
EDDKA may face the same experience that most disruptive technologies have undergone before achieving full
acceptance. There are four typical phases: (1) ridicule, (2) denial by experts, (3) slow penetration of the new
technique in some easy applications, and (4) total displacement of old technologies (Parker, 2010). The
resistance among educators to any kind of change can be emotional and abusive, but eventually transformation
will hold because there are many problems and inefficiencies in the current and traditional means of teaching
and learning. To be competitive, leading research universities must be the first to adopt new educational
paradigms.
How does a student learn from a professor?
For knowledge transfer to occur from the professor to the student, the following two conditions must be
satisfied: (1) matching of the “Impedance of Message” between the professor and the student, where the
impedance may be defined as a measure of the difficulty of transmitting and absorbing of a given set of
knowledge, (2) matching of the “Natural Frequencies of Knowledge Transmission” of the professor’s delivery
and the student’s ability to absorb the knowledge. The “impedance of message” may be measured using
Shannon’s information content, which is a measure of the fidelity of the information transmitted and acquired.
The “natural frequency of knowledge transmission” refers to the rate at which the professor transmits the
information and the rate at which students can absorb the knowledge. Both of these conditions of matching are
hard to satisfy in most educational settings, especially when the main means of knowledge transfer is in the form
of formal lectures given by professors.
Knowledge transmission is normally done by teaching and learning, which may involve the following processes:
(a) Decomposition of the knowledge into lower-level components that are already well understood by
the learner
(b) Integration, by the learner, of the lower-level concepts (or knowledge) to form the higher-level
knowledge to be learned (i.e., covered in the lecture)
(c) Binary Education, which involves acquisition of the concept to be learned through comparison
(d)
(e)
(f)
(g)
showing “similitude” or “contrast” with well understood topics
Experimentation, testing one’s understanding of the subject by conducting experiments
Extraction of knowledge from the Internet or from other references
Structuring knowledge into a consistent set
Prediction of an unknown outcome based on the knowledge acquired
Some of the above teaching/learning processes are described in the following sections.
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The V-Model: Decomposition and Integration of knowledge
Education consists of “TEACHING” (T) and “LEARNING” (L). T involves the top-down decomposition and
deconstruction of knowledge into components (or lower-level elements) that can be understood. It is followed
by the bottom-up process of L, the integration of the components in order to re-create the higher-level
knowledge and teach the basic concept. The purpose of decomposition is to enable the student to acquire the
knowledge by breaking it down into simpler parts. The purpose of integration is to complete the intended
process, the acquisition of the original knowledge by the student.
Education can be conceptually represented by the V-Model as shown in Figure 1. The left branch of the V is the
T Leg, representing teaching, and the right branch is the L Leg, representing learning. The T Leg is the
decomposition branch. The L Leg is the integration of an ensemble of lower-level elements to create the higherlevel knowledge that was to be taught and learned. The professor may assume that most students in the class
already know the lower-level subjects and thus may not cover them.
For the basic knowledge to be successfully conveyed to the student, it must be decomposed to the lowest-level
concepts with full explanations of the concepts along the way for comprehension by the student, as depicted in
the left branch of Figure 1. For example, suppose the professor wants to teach the basic knowledge associated
with “The Most Efficient Mixing Method for Two Highly Viscous Liquids”, e.g., mixing of white paint with red
paint in a bucket. The knowledge associated with mixing can be taught by going down the T Leg of the VModel.
The highest-level basic concepts involved in the mixing of viscous liquids are: (1) increasing the interfacial area
between the red and the white fluids, and (2) promotion of the diffusion of each pigment into the other. After
explaining diffusion mechanisms and various ways of increasing the interfacial area between two fluids, the
professor may go down to the next level of detailed concepts of increasing diffusion and the interfacial area. At
an even lower level of instruction, the professor may show that the rate of the increase of the interfacial area,
which determines the efficiency of mixing, is a function of the relative direction of the interface between the two
fluids with respect to the streamlines of fluid motion during mixing. This process of teaching may continue until
the basic knowledge of mixing can be decomposed into the lowest-level physical and chemical concepts to
explain mixing of viscous liquids.
The learning takes place in the L Leg of the V-Model, as shown in Figure 1. The student reconstructs the
knowledge on “mixing” by understanding the lowest-level concepts of the T Leg and by constructing the overall
knowledge from the ensemble of lower-level concepts. This decomposition and integration process is further
explained later in this section using the mapping process used in axiomatic design later.
The role of technology and IT in the EDDKA system is to facilitate both the decomposition process and the
integration process depicted in Figure 1. It provides the database and suggests plausible decomposed
components from which the teacher and the student select the lower-level knowledge elements in the T Leg. In
the L leg, the computer and IT are used to come up with various different ways the lower-level concepts and
knowledge can be combined and integrated.
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Figure 1 The V-Model for Teaching and Learning (adapted from Nam P Suh. Axiomatic Design: Advances and
Applications, Oxford University Press, 2001) The teaching takes place on the left leg -- the T Leg – the
decomposition branch, and the learning takes place on the right leg -- the L Leg – the integration branch. In the
EDDKA system, technology – computers and IT – can be used to facilitate both the decomposition and the
integration process.
Various forms of the V-Model have been used to design complex products, commercial software systems, and
organizations (Suh, 2001). In this sense, the teaching-learning process is similar to the processes used in
designing other complex systems, such as software and hardware products. The decomposition of the
knowledge by breaking it down to the lowest-level concepts in the T Leg is followed by reconstruction of the
highest-level knowledge by combining the lowest-level concepts in the L Leg. In the EDDKA system, this
process will result in the design of an individualized knowledge structure, which will be stored in computermanaged software. In many cases, the student may acquire the lowest-level concepts from other sources to
reconstruct his personal understanding of the knowledge taught by the professor. The individualized creation of
a knowledge structure through the V-Model will create a library for each individual, which can be maintained
throughout one’s career.
The V-Model can also be explained using Axiomatic Design Theory (Suh 1990, 2001). Figure 2 shows the
decomposition of the functional requirements (FRs) and design parameters (DPs) in the functional domain and
the physical domain, respectively. The highest-level FR in the functional domain is, for the previous example,
“Mix two highly viscous liquids” and the highest-level DP in the physical domain that can satisfy the FR is a
“laminar mixing method.”1 To achieve the laminar mixing, we come back to the functional domain and
decompose the highest-level FR, i.e., “Mix two highly viscous liquids” into the next level FRs. The FRs at this
next level may be stated as follows: FR1 = maximize the interfacial area between the white and the red paints,
and FR2 = maximize the diffusion rate of pigments. The DPs that can achieve the corresponding FRs may be
chosen as follows: DP1 = Laminar motion of the liquids, DP2 = Shorten the diffusion path. Through further
decomposition of lower level FRs and DPs, we come to the conclusion that to maximize the mixing efficiency,
the orientation of the streamlines must be made to be 45 degrees with respect to the direction of the fluid
interface by changing the direction of mixing at regular intervals and by determining the optimum particle size
of the pigments.
Figure 2 Decomposition of functional requirements (FRs) and design parameters (DPs) in the functional and
the physical domain, respectively. (From Suh, 2001) Through this decomposition process, we create the T Leg.
When we integrate in the L Leg, we combine a number of the lowest-level FR-DP pairs to understand the
highest-level knowledge associated with “Mixing two viscous liquids.”
Once we understand the teaching and learning processes better, through further research and development we
should be able to come up with various IT tools and pedagogical means to accelerate the teaching and learning
1
We may choose “turbulent mixing.” Then, the following decomposition of FRs and DPs will be significantly
different than those presented in this section.
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process depicted in Figures 1 and 2. Ultimately, we can teach all aspects of education through EDDKA. We need
to develop software systems and IT technologies to enable EDDKA.
Expected Outcome of EDDKA
The proposed work on EDDKA will yield many diverse results. Some of the possible consequences of the
project are as follows:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
New educational paradigms – EDDKA -- that will displace the current teaching methods based on
the inefficient format of a lecture delivered by a professor in the classroom
New IT-based teaching and learning materials and modules that are suited for EDDKA
Creative ideas that can replace the archaic teaching methods that are costly and inefficient
New software systems for EDDKA learning
Change in the role of professors from lecturers to conductors who orchestrate individual learning
processes
Elimination of the private tutoring for high school students that thrives under the current analog
teaching methods of forced memorization and pattern matching
Change of the professorial occupation from lecturer to mentor of the learning process
More time for creative thought processes of professors and students
New patents and copyrights for materials based on EDDKA ideas
New business opportunities to enable lifelong learning for all people
Export of service industries based on the proposed innovation of educational enterprises
A newly enlightened university education and system
Appendix B
Bimodal Education at KAIST
In recent years, KAIST has undertaken a number of important educational initiatives that will complement the
proposed I-Four Educational Program and the EDDKA initiative.
KAIST has created two new educational programs to emphasize bimodal thinking by teaching analysis and
synthesis concurrently. The goal is to generate future leaders who can function equally well in the worlds of
design (i.e., synthesis) and analysis. Toward this goal, KAIST has created the required Freshman Design Course
(FDC) and a five-year Ph.D. M.S. program -- the Renaissance Ph.D. Program. Both of these highly successful
educational programs will augment the proposed EDDKA programs.
1.
Freshman Design Course (FDC)
One of the important functions of a leader in all fields of human endeavor is the design (i.e., “synthesis”) of
systems that can satisfy societal needs. Yet many universities teach primarily analysis and optimization. Even in
engineering schools, they do not sufficiently emphasize the design of systems, although the ultimate task of
engineering is the creation of systems solutions to satisfy the customer’s needs. The analysis and optimization of
systems is important in engineering, but the design of systems must precede the analysis phase, and design has
not been sufficiently emphasized in education.
At KAIST, we require all freshmen (about 1,000 students a year) to take the Freshman Design Course (FDC).
The idea behind FDC is to make students bimodal in their thinking as early as possible by teaching them both
the design and the analysis of systems. In FDC, they learn the theory of design and develop design solutions by
working with other students. At the end of the term, they present their designs of products to many external
examiners. The Freshman Design Course is one of the most successful courses at KAIST. It has changed the
way the student thinks and learns. Through FDC, students also develop an informed perspective on their longterm professional careers. Even the participating professors have benefited as they experienced the teaching of
FDC. Professor Mary Kathryn Thompson has been in charge of FDC from the beginning.
FDC consists of lectures on fundamental theories of design (i.e., Axiomatic Design), actual project work in
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
teams of five or six students, the presentation of their designs at the end of each term, and the submission of
written reports. Some students actually make the product they designed. For many students it is the first time
they have ever designed and made anything; before taking FDC they have only analyzed well-defined
homework problems.
2
The Renaissance Ph.D. Program
Many Ph.D. theses deal with analysis and optimization of an element of a system. Therefore, many Ph.D.s are
treated as narrow specialists and do not assume important functions in companies that require the ability to deal
with design and operation of complex systems. In order to generate engineers who have both intellectual depth
and breadth, KAIST has created a five-year Ph.D./M.S. program – the Renaissance Ph.D. Program. Students in
this program spend the first two years of their graduate study designing systems solutions, followed by three
years of the analysis and optimization of their own design. This program is designed to produce Ph.D.s who can
become future leaders by being able to function effectively in the bimodal world of synthesis and analysis.
Professor Dong -Yul Yang was initially in charge of the course.
27
2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Crossing Borders in Education
Lars Pallesen
President (former)
Technical University of Denmark (DTU)
Anker Engelunds vej 1, Building 101A, DK-2800 kgs. Lyngby, Denmark
Email: rektor@adm.dtu.dk, http://www.dtu.dk
Summary
Borderless education has several connotations:
1. borderless in relation to time and space
2. borderless in relation to theory and applicability
3. borderless in the sense of crossing national boundaries.
Creative education may be viewed as education where borderlessness is used creatively in study programs
and courses. At DTU, we are working constantly with developing our curricula to attract the brightest students
of Denmark and abroad and to keep the strongest professors engaged in teaching the students from the B.S. to
Ph.D. level. Three examples of borderless and creative education, as carried out at DTU, will clarify and
highlight what DTU sees as its most distinguished tasks.
E-learning in Mathematics: throughout the past ten years, this large mandatory mathematics course for all
freshman students on 13 B.S. study programs has been constantly developed and refined in order to
accommodate different learning styles for students and at the same time to use modern e-learning tools. The
course video transmits lectures and uses podcasts and e-Notes as learning objects to put the lecture's subject into
perspective. The course is based on the applicability and use of complicated models and calculations in the real
world and uses the professional tool Maple as an integrated part of the teaching. The student benefits greatly
from the interactive set-up of the course that accommodates learning in relation to their specific B.S. study line.
Ecocar/DTU Roadrunners: this advanced project course for B.S. and M.S. students is a very successful
course using the Conceive - Design - Implement - Operate (CDIO) approach, and students are thus responsible
for the development, construction, and operation of the vehicles. CDIO was first introduced by MIT and a small
number of European universities. Now, more than 50 universities around the world have adopted the principles
and have introduced it to selected courses or curricula. In essence, ECOCAR/DTU Roadrunners is a studentdriven project competing in the Shell Eco-Marathon races every year. The team usually participates in the two
classes of the European Shell Eco-Marathon, the Urban Concept class and the Prototype class, with the cars
Dynamo and Innovator, respectively. The team has 20 to 30 members, primarily second-year to fourth-year
students plus tutors.
Nordic Master in Maritime Engineering: This new Nordic Master program was launched in 2011 and is a
unique international collaboration between the five universities represented in the Nordic Five Tech alliance:
Aalto University, Finland; Chalmers Tekniske Högskola, Sweden; Danmarks Tekniske Universitet (DTU),
Danmark; Kungliga Tekniska Högskolan (KTH), Sweden; Norges Teknisk Naturvidenskabelige Universitet
(NTNU), Norway. The program offers five specializations, one from each university:
Ocean structures (NTNU)
Passenger ships (Aalto)
Ship design (Chalmers)
Ship operation (DTU)
Small craft (KTH)
The Nordic Master in Maritime Engineering is based on the expertise of the participating universities
within naval architecture, offshore engineering, and maritime engineering. The program targets international
students wishing to profit from the Nordic Five Tech universities' long standing tradition and competence in the
field and Nordic students wishing to specialize in a specific area of expertise offered within the alliance.
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Biographical Information
Lars Pallesen received his M.S. degree (chemical engineering) from the Technical University
of Denmark in 1971 and an M.S. degree in applied statistics from the University of WisconsinMadison in 1974. Moreover, an M.B.A. (international business) as well as a Ph.D. degree in
mathematical statistics were obtained at the University of Wisconsin-Madison in 1975 and
1977, respectively. In 2010, he was awarded an honorary doctorate degree of science and
technology from KAIST.
Lars Pallesen worked for Carlsberg Breweries in 1977-78; in 1978-88, he was faculty member at the dept. of
mathematical statistics and operational research, DTU, and served as head of the department in 1986-88; Lars
Pallesen was employed at Chevron Research Company in California from 1980-82. After that, Lars Pallesen
was the Technical Director at a Danish pharmaceutical company (Nordisk Gentofte) 1988-89 followed by an
employment as executive director & CEO at the Statens Serum Institut in 1989-98; He was then managing
director in Danmarks Apotekerforening and DA Invest and Development A/S 1998-2000, followed by a period
as managing director of the Danish Rail (DSB S-tog a/s) 2000-2001; In 2001 Lars Pallesen was appointed as the
president of DTU, the Technical University of Denmark, by the DTU Board of Governors.
Lars Pallesen has been honored with the Shewell Award by the American Society for Quality Control in 1976
and 1981. He was an honorary fellow at the University of Wisconsin-Madison in 1980 and was visiting
professor, University of Wisconsin-Madison in 1983. Lars Pallesen became a member of The Danish Academy
of Technical Sciences in 1995; he has been a member of the Governing Board of Trustees for the International
Vaccine Institute (UNDP), Seoul from 1995-2001 and served as the treasurer from 1997-2001. In 2008, Lars
Pallesen was appointed as a member of KAIST PAC (Korean Advanced Institute of Science and Technology,
President’s Advisory Council) as well as a member of Board of Trustees for TUM-IAS (Techniche Universität
München’s Institute for Advanced Study).
Moreover, Lars Pallesen has been chairman of the board, Frederiksberg Gymnasium (high school) since 2006,
chairman of the board, the Royal Danish Theatre since 2008, a member of the board of the shipping company
A.P. Moller-Maersk A/S since 2008, chairman of the Mogens Balslev’s Foundation since 2009, and ex officio
chairman or member of many foundation boards.
29
2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
A Modern University’s Role in Global Capital Formation
Paul F. Greenfield
President
The University of Queensland
Brisbane St Lucia, QLD 4072, Australia
E-mail: p.greenfield@uq.edu.au, http://www.uq.edu.au
Summary
To varying degrees, modern universities are generators of intellectual, social, and economic capital. They
are also significant economic entities in their own right as focal points of regional investment and consumption.
The following diagram depicts these multiple roles.
These roles increasingly intersect with the global nature of higher education, which is demonstrated by
ambitious national graduate targets, ever increasing international student and staff mobility, international capital
mobility leading to international campuses and joint ventures, and the rise of international for-profits in the
higher education sector.
This talk examines the impact of globalization on modern, research-intensive universities with particular
emphasis on the opportunities and challenges created.
Biographical Information
Paul F. Greenfield was appointed Vice Chancellor from 1 January 2008 and was senior deputy
vice-chancellor from 2002 to 31 December 2007. Professor Greenfield has extensive experience
as a board director and is currently a director on a number of company boards. He has also
consulted and worked widely with industry on a range of projects spanning biochemical
engineering, wastewater treatment, and waste and environmental management, as well as
economic evaluation of projects (particularly in the biotechnology and environmental fields).
His interests lie in biotechnology, environmental management and R&D management and
commercialization. He was chair of the Scientific Advisory Group of the SEQ Healthy Waterways Partnership
until 30 June 2011, is currently chair of the Science Integration Panel for the SEQ Natural Resource
Management CEO’s Committee, and was appointed chair of the Expert Panel on Purified Recycled Water. He is
also chair of the International Riverprize Committee and the International Water Centre. In 2006, he was
appointed to the board of ANSTO and served as chair in 2011. In 2008, he was appointed to the Defense
Science and Technology Organization (DSTO) Advisory Board, representing the academic and research
community. He is currently chair of the Group of Eight research intensive universities.
30
2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Roles and Strategies of KU in Borderless and Creative Education to
Produce World Leaders
Isao Taniguchi
President
Kumamoto University
2-39-1, Kurokami, Kumamoto 860-8555, Japan
E-mail: taniguch@gpo.kumamoto -u.ac.jp, http://www.kumamoto-u.ac.jp
Summary
In this presentation, our recent activities related to international borderless education will be introduced. In
the global society, leading universities in the world are expected to play significant roles to lead our (local,
national, and international) society to be more innovative for a promising future, through educating students
internationally to be global human resources. New world-leaders are required to have enough abilities to
produce not only research products, by which new businesses can be creative for the innovative society, but also
to work with other world-leaders with different backgrounds in culture and academic aspects. Kumamoto
University (KU) has been encouraging research and educational activities related to environmentally-friendly
science and technology.
Namely, these are projects of green energy (solar cell and its new applications including smart-grid
technology, bio-fuel battery, new organic thin-films etc.), powerful pulsed-power energy, water management,
new magnesium alloy as a new energy-saving material, and many other green sciences and technologies, which
are some of Japan’s strongest fields worldwide. Such research and educational projects are conducted together
with the central and local governments and various industries of Japan, including those of the Kumamoto area.
Through these activities, we believe, we will be able to educate students to be innovative world-leaders in the
globalizing borderless society under international collaboration. KU is willing to act as a center of research and
education for not only the region, but also for the nation and the world.
Any research and educational activity in KU, as a world-leading university, is required to be very
fundamental to be applied. We have some typical international projects in the graduate school in fields such as
pulse-power energy, new magnesium-alloy, and water management, which would be introduced briefly in the
presentation. All these studies and educational programs are conducted internationally (with a student ratio of 1
to 1 or 2 to 1 of international to domestic students with many international post-doc researchers and professors
and international collaboration with various organizations in Asia and other areas in the world). On such bases,
we have been organizing the Kumamoto University Forum around the world (e.g., Shanghai, China in 2005,
Daejeon, Korea in 2006, Surabaya, Indonesia in 2008, Hanoi, Vietnam in 2010 and Kumamoto in 2009 etc. and
other places in Japan) and many international student meetings (in Korea, China, Turkey etc.).
Some fundamental research activities (and their applications) are leading the world and have enabled many
international students to become world-leading scientists and engineers working all over the world. Typical
examples are bio-electrochemistry and surface electrochemistry, for which my group and I have been involved.
All these research projects and educational programs are aiming to solve the present problems and future
challenges of the world for a promising future.
KU is one of Japan's oldest and most prestigious national universities, having more than 10,000 students,
including around 400 international students (aiming initially to increase to 500 and then to 1,000 international
students). The university provides a world-class excellent education and research experience to students from all
over the world. We will, as one of the leading research universities in Japan, continue to educate students
internationally through solving the present challenges in the world.
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Biographical Information
Isao Taniguchi has served as the 12th President of Kumamoto University since 2009. He
obtained degrees from Tokyo Institute of Technology (TokyoTech) in applied chemistry in 1970
(B.S. in Eng), 1972 (M.S. in Eng), and 1975 (Ph.D.), respectively. After conducting postdoctoral research with the department of electronic chemistry of Tokyo Tech, he was appointed
as a research associate of the department of industrial chemistry, faculty of engineering of
Kumamoto University in 1977. At Kumamoto University, he was promoted to lecturer in 1979,
associate professor in 1981, and professor in 1990 in the department of applied chemistry. Prior
to his current position, he served as dean of the faculty of engineering of the university from 2002 to 2008.
Since 1996, he has served as professor at the department of applied chemistry and biochemistry, and at the
graduate school of science and technology of the university as well. He joined Texas A&M University as a postdoctoral research fellow in 1982-83 and was a visiting professor at the Institute for Protein Research of Osaka
University in 1997 and at Institute for Molecular Sciences in Okazaki, Aichi Prefecture, Japan, in 2000-2001.
He received the Divisional Award of the Chemical Society of Japan (CSJ) in 1995 for his research activity on
Protein Electrochemistry using Modified Electrodes. He also received the Outstanding Paper Award of the
Electrochemical Society of Japan (ECSJ) in 2005 for his findings on the Electro-catalytic Oxidation of Glucose
at a Single Crystal Gold Electrode. He received the Japan Society of Coordination Chemistry (JSCC) Award in
2009 for the study on the Electrochemistry of Biologically Related Metal Complexes and its Applications. He
has published approximately 210 papers, more than 25 books, more than 30 proceedings, and so forth.
32
2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
New Academia: The Experience of UTM on
Borderless and Creative Education
Zaini Ujang
President
Universiti Teknologi Malaysia
81300 Skudai, Joho. Malaysia
E-mail: zaini@utm.my, http://www.utm.my
Summary
The changing dynamics of university education in response to a competitive global environment call for a
redefinition of the role of universities in relation to institutional goals, functional operations, and service
offerings. Within the context of a knowledge-based economy, universities are expected to play a significant role
in wealth generation and economic development and not just a role confined to knowledge creation and human
capital development. This paper presents a comprehensive institutional transformation occurring in Universiti
Teknologi Malaysia (UTM) that promotes a mindset change and more impactful working functions and strategic
engagements within and across disciplines, institutions, and geopolitical boundaries.
Based on the concept of “New Academia,” UTM is set to become an Entrepreneurial Research University
characterized by quality education rooted in deep knowledge culture, high impact contribution, and value-driven
initiatives. The notion of the New Academia adopted by UTM promotes new and fresh dimensions to a
knowledge culture that views knowledge not as a mere “commodity” or ”technique” towards achieving short
term goals, but as an integrated model of knowledge advancement across disciplines and beyond boundaries,
where knowledge acquisition, application, and dissemination happen in a more dynamic, vibrant, and enriching
way based on practicality, smart partnership, meaningful engagements, and relevant exposure that would bring
benefits beyond conventional paradigms. “New Academia” aims to make higher education more efficient and
effective and to integrate it into socio-economic development for many countries, particularly developing
nations. The criteria of “New Academia” are summarized in the table below:
Criterion
Criteria of New Academia
Conventional
New Academia
Academia
Professor
Professors, entrepreneurs, inventors, policy
makers, practitioners.
1.
Faculty
2.
Teaching
Materials
Books, journals
Books, journals, experience, case study,
failures, internet, field work.
3.
Knowledge
Philosophy
Specialization, subspecialization, expertise
Integration, meaning, wisdom
4.
Funding
Government grants, study
fees
Government grants, study fees, endowment,
venture capital, investment income, joint
ventures.
5.
Students
School-leavers, mid-career
School-leavers, mid-career, early career,
businessmen, professionals, life-long learning.
6.
Learning
Location
Campus, internet
Campus, internet, incubators, companies, field
work, brand.
7.
Learning Mode
Lecture, tutorial, labs,
studio
Lectures, tutorial, labs, studios, internship,
incubator, experiential learning, “5 Minds.”
8.
Academic
Output
Academic certificates,
expertise
Academic certificates, expertise, business
model, networks, work culture
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
“New Academia” thus entails the importance of good governance, steady funding sources, and
entrepreneurial spirit to become a reality. In other words, the New Academia attempts to create an
organizational culture that is geared towards impactful performance supported by diverse and interdisciplinary
knowledge integration, strong entrepreneurial spirit, intense innovation, and creative culture aimed towards
capacity building in advancing UTM as a premier entrepreneurial research university.
Biographical Information
Zaini Ujang is a professional environmental engineer cum scientist who integrates studies on
water ecology with engineering systems towards pollution control and sustainability, especially
with regard to river rehabilitation in developing countries. His interest in the field leads him to
collaborate with leading scholars worldwide, particularly in membrane bioreactors, granulation
process, and biofouling control. At present, he is leading the oldest technical university in
Malaysia and Southeast Asia, Universiti Teknologi, Malaysia. He also sits on various boards,
such as the Chemical Companies of Malaysia (CCM), Institute of Sultan Iskandar for Urban
Habitat and High Rise Buildings, private universities, Multimedia Technology Enhancement Operations Sdn
Bhd (METEOR), and is the chair of the Proton Technology Advisory Council, a leading car manufacturer in
Southeast Asia. For his remarkable contribution to the nation, he became the first recipient of the prestigious
Malaysia Merdeka Award 2009 for the category of Outstanding Scholastic Achievement. Zaini obtained his B.S.
in chemical engineering from UTM, and M.S. and Ph.D. in environmental engineering from the University of
Newcastle, UK. He is also an alumnus of the Harvard Business School (AMP 177). He was appointed as
chairman of the Environmental Quality Council, Malaysia from 2009-2012, the national agency regulating
environmental control and management, as well as policy initiatives. He is currently a fellow of the Academy of
Science Malaysia, an honorary fellow of ASEAN Engineers, and a fellow of the Institute of Chemical Engineers
(FIChemE, UK), as well as a senior advisor to the Prince Khalid bin Sultan Chair on Water Research, King
Saud University, Saudi Arabia. He has registered more than 20 intellectual property rights, published more
than 250 technical papers and 30 books.
34
2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
From Local Wisdom to Globalization:
Lesson from Khon Kaen University, Thailand
Kittichai Triratanasirichai
President
Khon Kaen University
Khon Kaen, 40002, Thailand
E-mail: kittri@kku.ac.th, http://www.kku.ac.th
Summary
Khon Kaen University (KKU) was one of four regional universities established in 1964 as part of a
decentralized development plan for higher education in Thailand. The campus is located in the center of
Northeast Thailand. Situated in the most attractive park, the campus covers approximately 900 hectares. KKU is
the largest education and learning center in the Northeast of Thailand and is recognized as the leader of new
innovations in teaching and learning and research in the region. Khon Kaen city is the trade and administrative
hub of the Northeast and is on a main transport route between the South and the Mekong Sub-region, and thus
KKU is ideally placed to support the development of the Northeast and its neighboring counties.
Khon Kaen University (KKU) has a vision to reach world-class levels as a research-based, learning-based,
quality-based, and community and national development-based university. Through the past 48 years, the
university set a strategy to achieve this vision. In particular, research is a crucial task that the university
emphasizes to create works or new knowledge in each field in response to the needs of the community and
society. The vital mechanism to drive KKU to become a research-based university in the past years includes
various activities. Bridging the research activities with the communities, the 40th year Anniversary Research
Fund of KKU was established, etc. There are 25 centers of excellences, and 30 research groups were established
to cover three major fields: Science and Technology, Health Sciences and Humanities, and Social Sciences. In
addition, some centers of excellence have tied up collaborations with other universities or private organizations.
Utilizing the research results is regarded as one of the crucial tasks that KKU has played a great role in its
operation. The university set up departments to take responsibility for each mission, such as the Academic
Services Centre, E-Saan Software Park, and Sciences Park Khon Kaen University. KKU has entered into
collaborations with over 200 organizations, educational institutes, and international research institutes covering
more than 25 countries including cooperation with international organizations such as the Mekong Institute,
Greater Mekong Sub-region Academic and Research Network (GM-SARN), and Greater Mekong Sub-region
Tertiary Education Consortium Trust (GMSTEC). Creating cooperation with communities for sustainable
development is another crucial task that the university continues to engage in. In addition to the communities in
the Northeastern region, there is cooperation with other regions of the country as well as neighboring countries.
KKU has transferred knowledge and research experiences to the communities, which have to participate in
operating for sustainable development.
“From Local Wisdom to Globalization,” is the direction that KKU has been focused on in order to bring
KKU to a world-class level. Many researchers concentrate on solving local problems by bridging academic
knowledge and local wisdom with multidisciplinary activities to strengthen the research of KKU. Recently,
Yukun Harsono, Senior Vice President of Product Management, Elsevier, Inc., at the 4th QS University
Rankings and Evaluation Workshop held in Singapore (November, 2010) revealed that KKU had the greatest
number of fractional publications in Tropical Medicine and Parasitology in Thailand and Asia Pacific countries
and also KKU was ranked in the world’s top five organization in terms of publications on cholangiocarcinoma.
This is due to the success of the collaboration among the academic institute and its communities.
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Biographical Information
Kittichai Triratanasirichai is the President of Khon Kaen University (KKU). He received his
B.S. degree from KKU, Thailand in 1978, M.S. Eng. in agricultural machinery from the Asian
Institute of Technology (AIT), Thailand in 1984, and Ph.D. degree in machine design and
manufacturing from Niigata University, Japan in 1991. He joined KKU in 1978 as a lecturer
staff of the department of mechanical engineering, faculty of engineering. He is interested in
conducting research on agricultural machinery and renewable energy, especially in biofuels
such as bio-ethanol, bio-diesel, bio-gas, and bio-mass. He has developed many studies that can
be utilized to develop the society and industry such as a pineapple transplanter, peanut sheller, agricultural
product dryer, etc. He has conducted research on bio-ethanol from sweet sorghum and its utilization with
automotive engines which was published in various compositions since 1994, when the price of gasoline was
still very low. He has published over 50 refereed journal articles and conference papers in interesting subjects.
Dr. Kittichai was appointed as an administrator of the department, faculty, and university. During 1994-1997
and 2001-2003, he served as the head of the department of mechanical engineering and served as assistant to the
president during 2003-2004. He was elected as the dean of the faculty of engineering during 2004-2007, and he
became the vice president for research and technology transfer Affairs during 2007-2010 (February). While Dr.
Kittichai was the vice president for Research and Technology transfer affairs, he guided the research of the
university until KKU was recognized both nationally and internationally. Finally KKU was selected as one of
nine research universities in the country. Dr. Kittichai was appointed to be the president of KKU in 2011. He
was a fellow of many academic societies such as the Japanese Society of Agricultural Machinery, the
International Society for Terrain-Vehicle Systems, Society of Automotive Engineers, and American Society of
Agricultural Engineering. Dr. Kittichai currently serves as the director of the Science Park of KKU since 2004.
36
2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
21st Century University Model for Developing Countries –
Inclusive and Creative Education
Sakarindr Bhumiratana
President
King Mongkut's University of Technology Thonburi (KMUTT)
126 Pracha-utit Rd.,Thung Khru, Bangkok, 10140, Thailand
E-mail: sakarindr.bhu@kmutt.ac.th, http://www.kmutt.ac.th
Summary
Being in a developing world with weak overall infrastructure, particularly the STI (Science Technology
and Innovation) infrastructure, the Higher Education (HE) of developing nations is being challenged to provide
a basis for the competitive sustainability ecosystem. As a normalcy, high quality human resources lead these
expectations, and the HE system is asked to provide not only a skilled and knowledgeable workforce, but also to
supply adequate high quality researchers and change agents for sustainable development. HE must lead the role
in developing skills for the non-age group, those who are already in the work force but need new skills
appropriate for a sustainable development ecosystem. The research university must be excellent in relevant
ways and must resist the temptation to strive to be a top university where excellence itself is the only main
criteria, at least until we have a better system of evaluation. Science and technology development must answer
the needs of the masses at the bottom of the pyramid (BOP) while leading the service and manufacturing
industries towards sustainable competitiveness. In the process of development, developing countries cannot
imitate the path of developed countries. STI must not just reduce costs, producing novel processes and products,
but must also help to improve the deteriorating environmental situation towards an appropriately healthy
sustainable ecosystem; moreover, STI must also assist in closing the societal gaps, another key factor in
achieving the goal of sustainable development. Universities must raise and stimulate new generations to think
and create, stimulating interest and aptitude in science, technology, engineering and mathematics (STEM). This
will call for the development of research schools for teachers, providing tools for teachers to play the role of
coaches in research-based learning, so the scientific method is stressed in order to impart "thinking like a
scientist" rather than just learning the achievements of science and technology. The 21st century university must
meet those challenges by being well equipped to mentor high quality graduates, future leaders from the
multifaceted, multitasked internet generation.
Biographical Information
Sakarindr Bhumiratana, Ph.D., is the president of King Mongku’ts University of Technology
Thonburi (KMUTT). He received his B.S. (Highest honor) in chemistry and chemical
engineering from the University of California, Davis, U.S.A. in 1971 and Ph.D. from the
University of Wisconsin-Madison, U.S.A. in 1975. His postdoctoral project (chemical
engineering) at the University of Wisconsin was Dynamic of Polymeric Fluid. In 1976-1979 he
joined the department of chemical technology, Chulalongkorn University, before joining the
department of chemical engineering, KMUTT, where he served as chair of the department in
1979. He was the associate dean for academic affairs, school of energy and materials in 1982 and was the
associate dean of academic affairs, faculty of engineering, KMUTT in 1987. From 2000-2004 he was a senior
vice president for administrative affairs, KMUTT. He also served as the executive director of the National
Center for Genetic Engineering and Biotechnology (BIOTEC) from 1991-2000 and president of National
Science and Technology Development Agency (NSTDA), Thailand from 2004-2010. He received the ASEAN
Science and Technology Meritorious Service Award in 2005 and was a fellow of the International Academy of
Food Science and Technology (IAFoST) in 2006. He is a member of the Thailand National, Economic and
Social Development Board, the Science Technology and Innovation Policy Agency, and the National Science
and Technology Development Board. He has a keen interest in applying S&T to the improvement of rural
quality of life and is actively involved in several rural development projects. His research interest is in systems
biology, industrial biogas development, and transport phenomena of food & biological materials.
37
2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Borderless and Creative Education:
Identifying Challenges and Opportunities
Muhammad Mushtaq
Pro-Rector (RIC)
National University of Sciences & Technology (NUST)
H-12, Islamabad, Pakistan
E-mail: pro-rector@nust.edu.pk, http://www.nust.edu.pk
Summary
In recent years, the concept of distance education, called “transnational education,” has become prevalent.
Transnational education, known as overseas education, describes all programs and courses in which the learners
are located in a country different from the one where the awarding entity is based. The terms “transnational
education,” “cross-border education,” “overseas education,” and “borderless education” are often used
interchangeably.
Transnational education, learning, and training programs are often referred to as the key to an
organization's international development. It nurtures international mind-sets, develops mobility, and helps to
capitalize on diversity. Such initiatives expose both learners and trainers to pressures that remain unexplored.
They enhance intercultural development processes that can help learners face the challenges that transnational
mobility implies.
Online education is one of the emerging features of the changing educational landscape that cuts across
traditional borders and boundaries of education. Given the rapid growth of online education, it is imperative that
institutions of higher education provide quality online programs.
Borderless education is a concept that is still in its nascent stages in Pakistan.While we do have successful
models of higher education that revolve around the concept of virtual education and distance learning, mostly
brick and mortar HEIs have still not modified their structures and resources enough to inculcate concepts of
transnational and creative education. This talk is focused on exploring the main challenges in adopting the said
concept in HEIs in Pakistan, as well as the recommendations for overcoming them. Some examples of Elearning initiatives being undertaken at NUST will also be shared.
Biographical Information
Muhammad Mushtaq is currently the Pro-Rector (Research, Innovation and
Commercialization) at the National University of Sciences & Technology, where he has served
for the last 14 years in various capacities related mostly to the management of university
research, planning, and the development of educational facilities, research labs, as well as
educational programs. He has an M.S. in industrial engineering from the University of
Melbourne, Australia, and over twenty-five years of industrial experience. He has been honored
with awards of excellent achievement from presidents of Pakistan, including but not limited to,
Hilal-e-Imtiaz, Sitara-e-Imtiaz, Tamgha-e-Imtiaz, and Sitara-e-Basalat.
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Programs on Borderless and Creative Education for Students
in Tokyo Institute of Technology
Kiyoshi Okada
Executive Vice President
Tokyo Institute of Technology
2-12-1, Ookayama, Meguro-ku, Tokyo 152-8550, Japan
E-mail: pm-vicepresident@titech.ac.jp, http://www.titech.ac.jp/english/
Summary
Tokyo Institute of Technology seeks to contribute to civilization, peace and prosperity in the world, and
aims at developing global human capabilities par excellence through pioneering research and education in
science and technology, including industrial and social management. To achieve this mission, we have an eye on
educating highly moral students to acquire not only scientific expertise but also talent in the liberal arts, and a
balanced knowledge of the social sciences and humanities, all while researching deeply from basics to practice
with academic mastery. Through these activities and with our educational missions, we nurture knowledgeable,
skilled, ambitious, peace-minded and harmony seeking scientific creators and wish to contribute to global
sustainability of the natural world and the support of human life.
Biographical information
Kiyoshi Okada is Executive Vice President for Planning and Finance of Tokyo Institute of
Technology. He received his B.S. in inorganic materials, M.S. in chemical engineering and
Doctoral degree from Tokyo Institute of Technology in 1971, 1973 and 1976 respectively. After
one year of postdoctoral experience at Tokyo Institute of Technology in 1978, he was assistant
professor of the Laboratory for Engineering Materials of Tokyo Institute of Technology. After
this, he moved to the department of inorganic materials of Tokyo Institute of Technology as
assistant professor in 1979, associate professor in 1986 and professor in 1992. He served as
assistant dean of the Graduate School of Engineering of Tokyo Institute of Technology from 2002 to 2007 and
also as councillor of Tokyo Institute of Technology from 2007 to 2008. Subsequently, he moved to the Materials
and Structures Laboratory (MSL) of Tokyo Institute of Technology in 2009, serving as director of the MSL from
2009 to 2011. He has been editorial board member of Applied Clay Science and Ceramic International. He
received the Tejima Memorial Award in 1995, CerSJ Award for academic achievements in ceramic science and
technology in 1996 and CSSJ Award in 1998. He has been vice president of AIPEA since 2009.
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Afternoon Session - 2
Moderated by President Paul F. Greenfield and President Tod A. Laursen
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Role of Virtual Research Institutes in Promoting Interdisciplinary
Research and Collaboration Across International Boundaries
David Morrison
Senior Scientist
NASA Ames Research Center
Moffett Field, California 94035, USA
E-mail: david.morrison@nasa.gov, http://www.nasa.gov/centers/ames/home
Summary
NASA has experimented over the past decade with establishing virtual institutes to promote
interdisciplinary studies and linking researchers in widely spread geographical locations. The first virtual
institute was the NASA Astrobiology Institute (NAI), created to support the rapid development of the new
science of astrobiology. Astrobiology is the study of the living universe. Its grand challenges are to answer the
fundamental questions of the origin and evolution of life on our planet and elsewhere, and to address the
question of whether we are alone. Astrobiology is fundamentally multidisciplinary, requiring collaboration
among biologists, astronomers, and geoscientists. More recently, we have applied the same organizational
model to create the NASA Lunar Science Institute (NLSI). Lunar science, unlike astrobiology, is not a new
discipline. However, this field had languished over the past 30 years, and special efforts were needed to
reinvigorate and broaden this branch of science. In addition, one goal of the NLSI is to help bridge the science
and exploration communities within NASA. Another is to attract students into this field and to train the next
generation of lunar scientists.
The NASA virtual institutes are co-laboratories, or institutes without walls. Teams of scientists are selected
competitively for 4- or 5-year tenures. Typically, each team represents a dozen or more senior scientist at three
or four institutions. The teams are primarily made up of academic scientists, who remain at their home
institutions with their colleagues, laboratories, and students. The institute functions in a unique way, using
model communication technologies to enable cooperation and collaboration. The institutes foster teamwork
within and among the competitively selected U.S. teams, the broader science community, and multiple
international partners in order to:
€ Conduct collaborative, cross-disciplinary scientific research
€ Provide scientific and technical perspectives to NASA
€ Support the broader science community through in-person conferences, virtual seminars, and
community-driven focus groups
€ Encourage Education and Public Outreach (EPO) through formal education, informal student
programs, teacher workshops, and participatory public events,
€ Train the next generation of scientists with research opportunities at the undergraduate, graduate, and
post doctoral level.
This approach to supporting scientific research, training, and education has a potential for success in many
arenas, including the promotion of international collaboration.
Biographical Information
David Morrison is a Senior Scientist at NASA Ames Research Center, affiliated with both the
NASA Astrobiology Institute and the NASA Lunar Science Institute. He also has a shared
appointment with the SETI Institute in Mountain View, California, where he is director of the
Carl Sagan Center for the Study of Life in the Universe.
Dr. Morrison obtained his doctorate in astronomy from Harvard University, where he was one
of the first graduate students to work with Carl Sagan. He is the author of more than 175
technical papers and has published a dozen books.
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
He has been a science investigator on NASA's Mariner, Voyager, Galileo and Kepler space missions. Morrison
is recipient of the Dryden Medal for research of the American Institute of Aeronautics and Astronautics, the
Sagan Medal of the American Astronomical Society for public communication, and the Klumpke-Roberts
Award of the Astronomical Society of the Pacific for contributions to science education. Morrison was a founder
of the multidisciplinary field of astrobiology, and he is equally well known for his leadership over two decades
in defining the hazard of asteroid impacts and seeking ways to mitigate this risk. Asteroid 2410 Morrison is
named in his honor.
At NASA Ames Research Center, Morrison has been chief of the Space Science Division, director of
Astrobiology and Space Research, and most recently the founding director of the NASA Lunar Science
Institute. The Lunar Science Institute links competitively-selected science teams across the nation working
together to help lead the agency's research activities related to NASA's lunar science and exploration goals.
Before coming to NASA, Morrison was an academic research scientist working in planetary science and space
missions. He was a professor of Astronomy at the University of Hawaii, where he also directed the 3-meter
NASA Infrared Telescope Facility of Mauna Kea Observatory and served for two years as university vice
chancellor for research. He has also made many contributions to teaching astronomy and space science,
including the authorship of leading college undergraduate texts in astronomy and planetary science, and he is a
popular public writer and lecturer.
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Going Global & Creative the HKUST Way
Eden Woon
Vice President
The Hong Kong University of Science and Technology
Clear Water Bay, Kowloon, Hong Kong SAR
E-mail: edenwoon@ust.hk, web: http://www.ust.hk
Summary
Technology has made for a more interconnected and interdependent world. We live in a shrinking global
village, in which the problems are complex. The ability to share and apply knowledge that helps solve these
problems makes cooperation among global research universities important for humanity.
The Hong Kong University of Science and Technology has established itself as a global elite research
university. Recognized as Asia’s No.1* university, HKUST has demonstrated 20 years of research excellence.
Strategically, the strengths of our schools are in science, technology, and business, with the support of
humanities and social sciences. An international faculty and an increasingly international student body together
create an international culture on campus. Another aspect of innovation is our interdisciplinary approach to
research and teaching.
Finally, we are acutely aware of Hong Kong’s special strategic position. Building on our strong ties with
mainland China, HKUST is at the forefront of direct contact with exciting historic opportunities in this Asian
century.
* QS Asian University Rankings 2011
Biographical Information
Eden Woon took office as Vice President of the Hong Kong University of Science and
Technology on 1 November 2010.
Prior to joining HKUST, Dr. Woon was with the Li & Fung Group for three years in Shanghai.
He was the managing director of Li & Fung Group's China Corporate Office and managing
director of Toys ”R” Us, China. From 2006-2007, Dr. Woon was a vice-president of Starbucks
Coffee Company in China. Dr. Woon was the CEO of the Hong Kong General Chamber of
Commerce, the oldest and largest business organization in Hong Kong, from 1997 to 2006.
Dr. Woon served in the US Air Force until 1993 when he retired as a colonel. He taught mathematics for six
years at the US Air Force Academy – becoming an associate professor. He acted as an advisor on China to the
US Secretary of Defense from 1989 to 1994. He was the executive director of the Seattle-based Washington
State China Relations Council from 1994 to 1997.
Dr. Woon received his B.A. degree from the University of Iowa and his M.A., M.S., and Ph.D. degrees, all in
mathematics, from the University of Washington in Seattle. He is a member of the Council on Foreign Relations
in New York.
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
World-Class University:
The University of York as a Case Study
Jane Grenville
Pro-Vice-Chancellor
The University of York
Heslington, York, YO10 5DD, UK
E-mail: jane.grenville@york.ac.uk, http://www.york.ac.uk
Summary
The University of York is one of a handful of young universities to reach the world top one hundred before
its 50th year. It is renowned for its research-led teaching and regularly appears in the UK top ten for both
activities. It is a collegiate university whose international population represents 34% of the total student body
and whose postgraduates form 27% of the total. Within the academic faculty, approximately 22% are
international. For these reasons, the issues of borderless research and teaching are central to our mission, and
this paper will describe some of the successful initiatives that have made York the international success we see
today. This paper will examine the degree to which the approaches taken at York are specific to that institution
of whether they are more generally applicable.
Biographical Information
Jane Grenville is the Pro-Vice-Chancellor for students at the University of York and will take
up the role of deputy vice-chancellor in April 2012. She holds an M.A. in Archaeology and
Anthropology form the University of Cambridge and a Ph.D. from the University of York.
After graduation, she worked for several years in heritage management, particularly in the
conservation of historic buildings. She joined the archaeology department at the University of
York in 1991, where she developed master’s courses in the Archaeology of Buildings,
Archaeological Heritage Management, and Conservation Studies (Historic Buildings). She is
the author of Medieval Housing (1997), a standard text on the subject and numerous papers on the subject of
heritage management and the protection of historic buildings. In 2001, she became head of the department and
had moved the department into a highly competitive position nationally by the time she completed her term of
office in 2006. She joined the senior management team of the university in 2007 as a pro-vice-chancellor with
particular responsibilities for the non-academic student experience. In that role, she champions the collegiate
system and ensures that student welfare and the development of skills for employment take a high profile in the
university’s strategic direction. She will continue to hold this position as deputy vice-chancellor. Jane is
prominent nationally in the historic environment sector. Between 2001 and 2008, she sat as a commissioner on
the board of English Heritage, the national heritage agency, and continues to provide advice to them. She has
advised the National Trust and the Council for British Archaeology and has been a trustee of the York Museums
Trust, a member of the Cultural Consortium for Yorkshire and the Humber, and a member of two diocesan
advisory panels (advising on alterations to churches). She is currently the chair of the planning committee of the
York Civic Trust. She is a fellow of the Society of Antiquaries of London, and a member of the Institute of Field
Archaeology and the Institute of Historic Buildings Conservation.
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
The Education of Equipping Outstanding Students with
International Competence
Xiaofei Xu
Assistant President
Harbin Institute of Technology (HIT)
92 West Dazhi Street , Nan Gang District, Harbin, 150001, China
E-mail: xiaofei@hit.deu.cn, http://www.hit.edu.cn
Summary
With the rapid development of the global economy, world trade, information technology, and networking,
globalization becomes the main trend in the current and future world. There are more and more challenges in
human society that need to be coped with by means of global or international approaches. The future world
needs more talented people who have a global concept and international competence. The more students with
international competence a country possesses, the more powerful the country is in the globalized world.
A person with international competence should be able to view things from an international perspective, to
communicate cross-culturally, to possess knowledge of rules and methods of international exchange and
competition, to acquire international information and resources, and to engage in and play leading roles in
international activities. To educate such outstanding students is the task of leading universities.
As one of the top universities in China, Harbin Institute of Technology (HIT), with more than 90 years of
history, is well-known in technology research and engineering education both at home and abroad. In recent
years, HIT has been ranked among the top 100 world engineering universities by Shanghai ARWU Ranking and
in the top 1% list of engineering domains of the world’s universities by Thomson Reuter ESI Ranking. The
international education at HIT dates back to 1920, when the university was first founded. As a Sino-Russian
industrial college, the faculty was all Russian, offering lectures exclusively in Russian. This gave rise to
international education. During the 1920-30s, students from China, Russia, Japan, and Korea were taught by
faculty members from China, Russia, Japan, and European countries. In the 1950s, as one of China’s key
national universities, HIT was modeled on the Russian educational system and provided an important gateway
to send Chinese students to Russia. Many Russian professors taught students in HIT in Russian language and
with Russian textbooks. In the 1980-90s, thanks to the Reform and Open-door policy, HIT sent many faculty
members and students to overseas universities for further studies. Since the beginning of this century, HIT has
sped up its international development. Recently, more than 1,000 faculty members and students have
participated in international activities each year, and more than 1,000 foreign faculty members and students visit
HIT for long or short term programs. So far, HIT has established a collaborative relationship in education and
research with more than 100 universities around the world.
In 2010, HIT established its new strategic and developing objectives, aimed at leading world-class universities
in the future. One of the important tasks of HIT is to educate students with international competence. In order to
realize these educational objectives, it is a must to improve the related aspects, e.g. the international education
ethos and model, the worldwide exchange of students and teachers, international curricula, etc.
With the international education policy, HIT is carrying out a series of actions, such as the following:
‐
International education ethos and model with HIT features
‐
International education partnership network
‐
International and cross-cultural communication competence of students
‐
Worldwide exchange programs for students
‐
Faculty members’ development for international purposes
‐
Flexible curricula and syllabus for international exchange
‐
International teaching approaches and learning strategies
‐
Joint education programs with first-class universities
‐
International standards of education quality assurance and evaluation system
‐
International environment on campus
With continuous development and improvement of the international education system at HIT, we will
educate an increasing number of outstanding students with international competence for the future globalized
world.
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Biographical Information
Xiaofei Xu is the Assistant President of Harbin Institute of Technology (HIT) and a professor
of the school of computer science and technology at HIT.
He received his B.S., M.S., and Ph.D. degrees in the department of computer science and
engineering at Harbin Institute of Technology in 1982, 1985, and 1988, respectively. He has
been a professor in the school/department of computer science and technology in HIT since
1993. He was dean of the school of computer science and technology in HIT during 2000-2010.
Prof. Xu is the vice-chair of the IFIP Working Group on Enterprise Interoperability (IFIP WG5.8), a member of
the Expert Group of Computer Science and Technology in the Academic Degree Committee of the State
Council of China, a standing member of the council of China Computer Federation (CCF), and the Vice
Chairman of the CCF Technical Committee on Service Computing.
His research interests include service computing and service engineering, enterprise computing and enterprise
interoperability, ERP and supply chain management, software engineering, databases and data mining, etc. He
has been in charge of more than 30 Chinese national research projects and international cooperation projects. He
is the author or co-author of more than 300 academic papers in journals or conferences, and 4 academic books.
He is involved in the editorial boards of 10 academic journals. He has been chairman or co-chair of conferences
and program committees in more than 10 international conferences, e.g. ICYCS 2003, CEIS-SIOE 2005-2007,
CEISIE 2008-2011, I-ESA 2008-2009, ICSS 2008, JCIS 2008, etc.
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Re-Arranging the Borders: Cultural and Creative Industries Research and
Design-Led Innovation
Rod Wissler
Executive Dean, Creative Industries Faculty
Queensland University of Technology
Brisbane, Queensland, Australia
E-mail: r.wissler@qut.edu.au, http://www.qut.edu.au/creative-industries
Summary
In this talk, the goals of a major organizational change and the management issues involved provide the
context for a discussion about the role of design and related creative practices in industry renewal and
community resilience.
Queensland University of Technology is undertaking the most profound structural re-alignment in its
history. On January 1, 2012, QUT will launch three new faculties focused on interdisciplinary teaching and
research in science and engineering, health, and design and creative industries.
Underpinning the three new faculties’ research are state of the art facilities - the Institute for Future
Environments will open in mid-2012. http://www2.qut.edu.au/scitechprecinct/
This magnificent precinct will complement the leading edge infrastructure of the Institute for Health and
Biomedical Innovation and its satellite centers. https://www.ihbi.qut.edu.au/
QUT’s third research powerhouse is the Australian Research Council Centre of Excellence for Creative
Industries and Innovation. http://www.cci.edu.au/
All will play a part in driving new approaches to the delivery of multidisciplinary undergraduate education
as well as Ph.D. training over the next five years.
The world faces major challenges from environmental and population factors, pressures on public
infrastructure, and growing health burdens. These challenges, in a time of increased demand for quality of life,
require an educated and informed workforce to produce solutions.
Our scientific knowledge and technological capacities are expanding to address these challenges, but how
do we achieve the creative breakthroughs necessary for real-world problem solving, economic sustainability,
and cultural understanding?
This presentation will use the QUT case study to provide some practical examples of how universities can
contribute to the development of border-crossing capabilities relevant to the graduates and researchers of the
twenty-first century.
Biographical Information
Rod Wissler is the Executive Dean of the Creative Industries Faculty at QUT. He was
previously dean of Research and Research Training at QUT, a role that embraced wide-ranging
responsibilities in the development of QUT’s research culture and research outputs. Rod has
wide experience as a board member of QUT’s nationally-funded research consortia in diverse
fields such as interaction design, construction management, sugar processing, and injury
prevention. He is a graduate of the Australian Institute of Company Directors.
Following completion of his Ph.D. in German Drama (1979), Rod built a successful career as an award-winning
actor, theatre director, and producer, culminating in a seven-year engagement as CEO and artistic director of the
Twelfth Night Theatre Inc., following which he was appointed to the theatre board of the Australia Council in
recognition of his national profile in the industry.
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
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In 1992, he directed the US premiere of Australian playwright Alma de Groen's "The Rivers of China" and
performed his second solo show "Brief Lives" for the Stony Brook International Theatre Festival in New York.
Rod founded QUT’s Ph.D. program in the visual and performing arts, and the multidisciplinary Center for
Innovation in the Arts in 1993 to focus on research at the interface of the arts, media, and design with new
technologies. He established spin-off organizations from this work, including Catalyst Youth Arts Inc. in 1997,
to undertake arts-based youth development work in peri-urban communities and Another Country Intercultural
Performance Group to develop hybrid Asian-Australian theatre works aimed at international festival
distribution.
A particular focus of his scholarly activity over the past ten years has been doctoral education, with particular
emphasis on the employability of Ph.D. graduates. Rod received the Australian Learning and Teaching Council
Award for Postgraduate Education in 2007 for project leadership in LEAP (Learning Employment Aptitudes
Program) and, in 2009, was invited by the US-based Council of Graduate Schools to present this work to a
global audience in Washington DC.
Rod has supervised more than 20 research degrees in the creative arts and media to completion and amongst his
graduates are internationally recognized artists, policy advisors, performers, university academics, managers,
and consultants.
He was the founding director of e-Grad School (Australia) http://www.egradschool.edu.au/. This large scale
research education reform project, funded by the Australian government (Collaboration and Structural Reform
Fund) and the Australian Technology Network of Universities, provides online professional education and
graduate certificates, graduate diplomas, and masters courses for researchers in commercialization, R&D
management, and related fields.
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Learning Opportunities at Kyushu University
in a Global Context
Kotoku Kurachi
Executive Vice President
Kyushu University
6-10-1, Hakozaki, Higashi-ku, Fukuoka, 812-8581, Japan
E-mail: fuku-kurachi@hq.kyushu-u.ac.jp, http://www.kyushu-u.ac.jp/english/index.php
Summary
Worldwide collaborations have become commonplace in almost every academic and research field, and an
increasing need still exists for further promotion of worldwide exchanges of students as well as academicians.
One of the achievements that Japanese universities are eager for is the international mobility of students.
The Japanese government has decided on the national initiative to accommodate more than 300,000
international students on Japanese campuses by 2020. In order to achieve this plan, the government selected 13
venues for the so-called "Global 30" project and began providing them with extensive support. Kyushu
University is among the 13 venues for this G30 Project and has a plan to establish, by 2020, a new
interdisciplinary department, the International School of Liberal Arts and Sciences.
In terms of unique and intriguing programs, Kyushu University has been offering short-term programs,
including JTW, ATW, and AsTW, which have been well established and recognized and attract many
outstanding international students from around the world. Their course term ranges from 2 weeks up to 10
months. JTW and ATW have over 10 years of history. AsTW is unique because four highly prestigious Asian
universities closely collaborate in the program under the strong support of the ASEAN Secretariat.
For educational programs jointly run with international partners, Kyushu University has deeply rooted
collaborations with Mahidol University and Pusan National University. In collaboration with Mahidol
University, Kyushu University offers a short-term immersion program, in which students of both universities
mutually visit each other to study Thai and Japanese cultures. The joint course with PNU on Korea-Japan
Relations has been offered since 2007. Since the 2011Academic Year, both universities offer live classes via a
video conference system.
Among other initiatives, EUIJ-Kyushu was established in April 2011. It offers EU studies diploma
programs, a residential summer course, and an EU study tour.
Furthermore, this year, the Institute of Mathematics for Industry and the Center for Asian Conservation
Ecology were newly established. We also have various strong initiatives for pursuing cutting-edge research in a
global context. They include the International Institute for Carbon-Neutral Energy Research (I²CNER), the
Research Institute for East Asia Environments (RIEAE), the Center for Organic Photonics and Electronics
Research (OPERA), and the Center for Advanced Medical Innovation.
Biographical Information
Kotoku Kurachi earned a B.S., M.S., and Ph.D. in biochemistry from Kyushu University and
began his academic life as a research associate at Kyushu University in 1970. In the same year,
he took up a postdoctoral fellow position in USA, leading to over a 30-year stay in the country.
After spending his time at the University of Washington School of Medicine as a senior fellow
(1970-1986) and Harvard Medical School as a visiting faculty (1983-1986), in 1986, he joined
the University of Michigan as associate professor. He was promoted to professor in 1990 and
was appointed as professor emeritus at U of M in 2002.
In 2001, he moved back to Japan to serve as the first director of the Gene Discovery Research Center, AIST
(2001-2002), and in 2002, he led the Age Dimension Research Center, AIST as its director (2002-2010).
Since April 2010, he has served as executive vice president at Kyushu University. His portfolio includes
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2011 International Presidential Forum on Global Research Universities:
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international affairs and gender equality.
His research interests include molecular genetics/biology, gene therapy, gene regulation, and proteomics. His
recent efforts have been focused on establishing molecular mechanisms of age-related homeostasis.
He was awarded the International Prize of the French Association for Hemophiliacs in 1983 and the Hemophilia
Foundation Excellence in Research Award of the Hemophilia Foundation of Michigan in 2000.
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Creating a Future Beyond Borders:
R2020 Vision of Ritsumeikan University
Yoshihiro Taniguchi
Special Advisor to the Chancellor
Ritsumeikan University
56-1 Toji-in, Kyoto, 603-8577, Japan
E-mail: taniguti@sk.ritsumei.ac.jp, http://www.ritsumei.jp
Summary
In accordance with the spirit of the Ritsumeikan Charter, we show the three pillars of the “R2020 Vision”
as an image of Ritsumeikan University (RU) in the year 2020: "Creating a Future Beyond Borders." The Great
East Japan Earthquake of March 11th and subsequent Fukushima nuclear reactor accident resulted in society
reconsidering the need for major changes to education and research institutions. As a socially-responsible
institution of education and research, RU is engaged to help Japanese society recover completely as a major
theme in the "R2020 Master Plan.”
(1) Developing self-motivated learning within diverse communities
RU will not be bound by the conventional learning style of merely communicating knowledge: we will
promote the development of learner-centered communities to encourage mutual learning and we will transcend
myriad borders including age, discipline, and nationality in order to become a place where learners can learn
and grow in a more self-directed manner. RU aims to establish and strive for a new set of educational goals, and
based on these goals, we will cultivate students who can recognize issues on their own accord, ponder solutions
to those issues, and discuss and implement those solutions with a variety of people in the real world.
(2) Striving to become a unique research university that contributes to humankind, nature, and society
RU will transcend the many borders in research—borders of discipline, organization, age, time, and
nationality—and gather a diverse array of researchers from inside and outside RU to promote the development
of the university in which researchers can work together to hone their skills and create research output. We aim
to become a university in which each and every faculty member maintains a constant positive attitude toward
their research and where young researchers can cultivate their research skills and take them to the next level.
RU will communicate the research output achieved through these endeavors to the world and actively contribute
to society.
(3) Developing RU into a place where everyone can experience the joy of learning
We will promote the development of RU as a place where a great number of people can gather and—
having transcended borders of age, gender, nationality, discipline and the like—experience the joy of learning.
The people on our campuses will learn about the interconnectedness of countries, regions, and the world and
gain a sense of relationships between humankind and nature. Through this, they will recognize their own
development and their roles within society. The people of RU will work together to create this kind of RU.
At the IPF forum, I will introduce a typical vision about the translational education and research of RU.
Biographical Information
Yoshihiro Taniguchi is a Special Advisor to the Chancellor, Ritsumeikan Academy and
professor of life sciences, Ritsumeikan University (RU). He graduated from RU with a B.S,
M.S. degree in chemistry (1965), and Ph.D. degree in applied chemistry (1971). He joined the
NRC in Ottawa, where he studied Raman spectroscopy as a research scientist (1975-76) and
the University of British Columbia (UBC) in Vancouver, Canada, as a visiting professor (199697) of the faculty of medicine. He received the 1974 Matsunaga Award for Young Scientists for
his work with polymer catalysis under high pressure. His main research interests lie in
molecular chemistry, especially spectroscopes (FTIR, Raman, NMR, and Computer Simulation) of proteins and
aqueous solutions under extreme conditions. He had contributed to the establishment of the colleges of life
sciences and college of pharmaceutical sciences in 2008. He was the dean of life sciences from 2008 to 2010
and the dean of the institute of science and engineering and the graduate school of science and engineering at
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2011 International Presidential Forum on Global Research Universities:
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RU from 2009 to 2010. He was the president of society for the advancement of science and technology at RU
from 2001 to 2004. For three years, he was the dean of the college of science and engineering and the graduate
school of science and engineering, RU from 1998 to 2001. During his term as dean, he has contributed to the
establishment of the Frontier Science and Engineering Course for Ph.D. degree and the International
Technology and Management for the M.S. degree at the graduate school of science and engineering. He also
served as the vice dean of the college of science and engineering from 1994 to 1996, and director of the
Research Institute of Science and Engineering at RU from 1992 to 1994. During his term as vice dean, he
greatly contributed to the planning and developing of the new campus (Biwako-Kusatsu Campus, Shiga) of RU.
He is a chairperson of the selection committee for the Monbukagaku-sho (Ministry of Education and Science)
Scholarship and a member of the accreditation boards for selection committees for Asian human resources of
the Ministry of Economics and Industry, Japan. He was a member of the accreditation boards for Japanese
National Universities, Ministry of Education and Science, Japan. He was also a member of the selection
committees for the International Cooperation Program of JSPS (Japan Society for the Promotion of Science).
52
2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Borderless and Creative Education:
Japan’s Case
Masao Homma
Vice President
Ritsumeikan Asia Pacific University
1-1 Jumonjibaru, Beppu, Oita 874-8577, Japan
E-mail: apu-sec@apu.ac.jp, http://www.apu.ac.jp/home/?lang=english
Summary
One of the most urgent tasks for Japanese universities is, without doubt, to nurture graduates with the
skills, capabilities, and knowledge required for surviving and indeed leading a rapidly globalized world and a
“knowledge-driven economy.” This is more easily said than done in Japan for several reasons. In the first place,
teaching and learning is not a top priority for most of the faculty, which places much more importance on
writing academic papers. Industries, while stressing the urgent need for producing “internationalized” and
“creative” minds, are not necessarily enthusiastic about the “end results” or learning outcomes of university
education, which in turn implicitly “encourages” the lack of serious concern for internationalizing education on
the part of faculty.
The lack of financial and human resources necessary for internationalizing education is another problem.
To internationalize education is really a costly affair: provision of scholarships for prospective incoming and
outgoing students, provision of language training for both groups of students, counseling and advising services,
deployment of experienced staff proficient in English or Chinese or Korean, provision of suitable housing for
foreign students, and the list goes on. A more serious challenge is to transform a “one-way” style of teaching
and learning in Japanese universities into a more “interactive” style of education since most Japanese faculty
members are not trained as professional teachers. The provision of more courses taught in English is another
challenge for Japanese universities: on average, only 3% of the faculty is international and the majority of the
faculty in Japan is not capable of teaching and supervising in English.
As far as outgoing Japanese students, the number has been rapidly declining as spending several months,
if not a year or more abroad, conflicts with the job-hunting schedule, which starts in December of the 3rd year of
undergraduate study and, in most cases, extends to June and July of the final year. Considering that most of the
Japanese students going to foreign universities are in their 3rd or 4th year, this is a very serious barrier.
How can this seemingly unsolvable impasse be overcome? No omnipotent solution exists: a combination
of a number of measures, such as consistent policies and actions by the government including financial support,
founding of scholarship funds by industries to back front-runner universities in internationalization, training of
both academic and non-academic staff, and, above all, reform of undergraduate programs, especially in
humanities and social sciences based on an interactive teaching model, will be the only way out.
Biographical Information
Masao Homma is Vice President of Administration and Finance and Professor of Ritsumeikan
Asia Pacific University, Japan. He received his LL.B from Nagoya University in 1971 and M.S.
in international relations from London School of Economics and Political Science (LSE) in
1976.
After graduating from Nagoya University, he joined the Ministry of Education, Science, Sports
& Culture (MONBUSHO). He also has careers overseas as program specialist at Centre for
Educational Research and Innovation (CERI) of OECD and deputy head of the Mission at
UNESCO. After his overseas experience, he served as several executive positions at government offices and
also at education institutions including director-general for Educational Reform and Policy Coordination,
minister’s secretariat of MONBUSHO, executive vice-president of Kyoto University, and executive director of
National Institution for Academic Degrees and University Evaluation (NIAD-UE).
In 2007, he joined Ritsumeikan Academy and served as vice-chancellor of Ritsumeikan Trust, and in 2010 he
was appointed to his current position, vice president of Ritsumeikan Asia Pacific University.
He is also founder & president of Association of Innovative University Management.
He specializes in higher education policies, university governance and comparative education.
53
2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Globalization of Higher Education
Seong-Geun Bae
Director General of the International Cooperation Bureau
Ministry of Education, Science and Technology (MEST)
Central Government Complex, 77-6 Sejong-No, Jongno Gu, Seoul, 110-760, Republic of Korea
Email: sgb3207@mest.go.kr, http://www.mest.go.kr/main.do
Summary
Student exchange between countries is gaining greater momentum as the transfer of culture, science and
technology expand. On the contrary, competition among different countries to recruit top talent is getting more
intense as the talent shortage deepens worldwide.
The number of students studying abroad in higher education has been forecasted to increase to 58 billion in
2020 from 21 billion in 2000. Students from educationally advanced countries such as the U.S., the United
Kingdom, France and Germany account for more than half of the student population. Korea attracted about
90,000 international students in 2011, placed between the economic powers including the U.S. and Japan, and
emerging countries like India and China. According to an annual Brain Drain Index published by the
International Institute for Management Development, the brain drain of the emerging countries have shown a
significant improvement for the past 15 years, while the outflow of brain has been slowed down in advanced
countries. However, the situation has worsened in Korea.
In the knowledge-based economy, one of the greatest sources of a country's competitiveness lies in its
human resources. In this regard, countries are waging fierce competition to attract talents, and Asia's major
economies are competitively putting forth policies to recruit outstanding international students. The Korean
government is no exception. It has formulated and enforced the diversity of educational policies to attract
outstanding international students. Those policies are primarily putting priority on strengthening the
competitiveness of Korean universities, increasing diversity of international students studying in Korea,
providing optimum educational environment, expanding support for them, and continuously helping expand
research in core areas by securing greater funding.
In an effort to address the intense competition to recruit top talents worldwide, the Korean government has
also implemented policies for the globalization of Korean higher education. For example, it took the first step to
allow dual degree programs with foreign universities in 2005 and dramatically lowered requirements for Korean
universities to establish branch campuses abroad in 2011. Recently, greater efforts have been put forth on
expanding government scholarships for international students and bringing world-class educational/research
institutions into Korea, encouraging programs to promote the Korean language and culture abroad and
introducing a certification program for bringing in and managing international students. All these efforts are
specifically geared toward attracting outstanding talents from abroad.
For the purpose of promoting communication with other parts of the world, the government is also
supporting Korean universities' bids to open branch campuses abroad, overseas training programs for
outstanding teachers, the expansion of official development assistance for universities, offering joint curriculum
and initiating dual degree programs among universities in Korea, China and Japan, which is called the
"CAMPUS ASIA (Collective Action for Mobility Program of University Students in Asia)" project. These
initiatives the Korean government is pursuing for the globalization of higher education are expected to bolster
the function of universities which are playing a pivotal role in leading the knowledge-based economy.
Biographical Information
Seong-Geun Bae is the Director General of the International Cooperation Bureau at the
Ministry of Education, Science and Technology (MEST) of the Republic of Korea. He is in
charge of international cooperation in the areas of education, science and technology.
Throughout his career, Dr. Bae has built expertise in the area of education working for the
Ministry of Education, one of the previous bodies of MEST, and the World Bank as the senior
education specialist. He obtained his Ph.D. in education policy from the Graduate School of
Florida State University after receiving B.A. and M.A from Seoul National University.
54
2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Automation in Shipbuilding Processes
Jae Hoon Kim
Executive Vice President
Institute of Industrial Technology, Samsung Heavy Industries
530 Jangpyeong Dong, Geoje Si, Gyeongnam 656-710, Republic of Korea
E-mail: jh9131.kim@samsung.com, http://www.shi.samsung.co.kr
Summary
One of the reasons that Korea is top-ranked worldwide in the shipbuilding industry is that Korean
shipyards have been investing so much into production technology and their productivity has improved up to
the limit. Other reasons include well-educated people who have such a diversity of majors as mechanical
engineering, electrical/electronic engineering, industrial engineering, chemical engineering, material science,
computer science, as well as marine engineering. Shipbuilding requires an interdisciplinary approach to
developing ships and offshore structures on demand and to fabricate them economically.
As far as shipbuilding is concerned, the most promising field for the improvement of its overall efficiency
is production technology. The automation and robotization of production processes can lead to greatly increased
productivity and transform shipbuilding from a labor-intensive to a technology-intensive industry. Although,
conventionally, robotics and automation in shipbuilding focused on the improvement of productivity, shipyards
are nowadays shifting to rationalization including improvements in working environments aimed at
compensating for labor shortages and ensuring the workers' safety.
The first part of this presentation reviews the current status of shipbuilding production technology,
focusing on automation and robotization. Some robots and systems recently developed and installed in actual
shipyards are presented in video form. The second part is about dimensional accuracy. Building blocks of ships
and offshore structures have dimensions as large as tens of meters and are normally fabricated by welding. Due
to welding heat, those blocks may be so deformed that they cannot be fabricated as designed. This is why it is
impossible for shipbuilding to use mass production technology. I will present what technologies are used for
solving this dimensional accuracy problem.
Biographical Information
Jae Hoon Kim received his B.S. degree in mechanical engineering from Seoul National
University, Korea in 1980, his M.S. degree in systems engineering from Wright State
University, Dayton, Ohio in 1985, and his Ph.D. degree in aerospace engineering from Purdue
University, West Lafayette, Indiana in 1991. From 1979 to 1987, he was a researcher with the
Agency for Defense Development, Korea, where he worked in the area of structural dynamics.
From 1984 to 1985 he was an exchange engineer with US Air Force Flight Dynamics
Laboratory at Wright Patterson Air Force Base, Dayton, Ohio, where he concentrated upon substructure analysis techniques for large structures. Since 1992, he has been with Samsung Heavy Industries, Co.
Ltd., where he is currently the director of Institute of Industrial Technology. He received the IR-52 Jangyoungsil
Award twice in 1997 and 2003. In 2008, he became a samsung fellow for shipbuilding production technology.
His research interests include structure/control interaction, sensor/actuator selection, autonomous mobile robots,
dimensional accuracy control, and specialized industrial service robots for shipbuilding, for which he owns
more than 40 patents and has published about 50 papers.
55
2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Scientific Collaboration:
Supporting Researchers and Academic Decision Makers
Through Innovation
Michiel Kolman
Senior Vice President - Global Academic Relations
Elsevier
Radarweg 29, 1043NX Amsterdam, The Netherlands
E-mail: m.kolman@elsevier.com, www.elsevier.com
Summary
Elsevier is today the leading science, technology and medical publisher. Globally one-quarter of all articles
are published in Elsevier journals. Moreover, Elsevier has increasingly become active in the area of Research
Performance Evaluation, which is mostly based on bibliometrics. The Scopus database is the underlying source
for the various services we have developed for academic and university leaders, supporting their strategy
planning.
I will present the latest services in the area of collaboration: both for institutes and nations. Based on
SciVal Spotlight data (which comes from the underlying Scopus database), I will share how universities can
map their research strengths, can map their collaborating institutes, and how collaboration patterns are in their
strength areas; finally how we can suggest new collaborating partners exactly in the research strengths of the
university in question.
Biographical Information
Michiel Kolman is Senior Vice President at Elsevier and heads up the global academic
relations team who engages with key stakeholders in the academic community: academies of
science, research councils, and university leaders. He also reaches out to the media with articles
on innovation, in particular research performance metrics. He joined Elsevier in 1995 and has
been in various core publishing positions, including publishing director, during which he
launched one of the first on-line journals, New Astronomy. Michiel was managing director of
Elsevier’s Frankfurt office for four years, during which the much coveted Beilstein Database
was acquired. He holds an undergraduate degree from Leiden University in the Netherlands and a Ph.D. in
astrophysics from Columbia University in New York, where he studied with a Fulbright scholarship. He has
been elected to the executive committee of the International Publishers Association (IPA) to serve for a 3-year
term.
56
2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Dinner Speech
Dong-geun Seol, Vice Minister of Education, Science and Technology, Korea
Distinguished guests, university representatives, and delegates from various sectors of society, I am
honored to extend my greetings at the closing ceremony of this year’s International Presidential
Forum on Global Research Universities. Most importantly, I would like to thank you for your
dedication and commitment to the exchange of ideas for the enhancement and enrichment of higher
education. I believe that the exchange throughout this forum has allowed us to celebrate the gift of
human imagination. I would also like to express my heartiest appreciation to President Suh and
Associate Vice President Im for organizing another successful forum.
The increase of interconnectedness in all aspects of today’s society has freed education from the
restraints of geographical limitations and provided us with numerous options and possibilities in
educating the leaders of tomorrow. It is the responsibility of research universities around the world to
utilize the resources created by the advancements made in science and technology. Now, more than
ever, is the time for various institutions to collaborate on acknowledging and solving global problems
pertaining to all of humanity. In correlation with this year’s forum, “A Borderless and Creative
Education,” it is crucial for us to enhance exchange between the three pillars of society - academia,
industry, and government - in order to reap the greatest benefits from our resources. Now that the
transfer of information is limitless, we need creative ideas to harness this ubiquitous advantage.
Therefore, universities, government, and industry must envision new solutions and, together, find
ways to turn them into a reality.
Society changes quickly and continuously; therefore, education must transform and evolve in
response to these changes. Just as in the book, The World is Flat, we must learn how to learn and
teach ourselves to stay curious and innovative if we are to excel in today’s society. Actions must be
taken by universities around the world in order to remain competitive, and I believe that
differentiating oneself through creative reform is the key to doing so. Now, more than ever, is the time
for universities to make major creative reforms in order to foster the growth of tomorrow’s leaders.
Creativity is an essential ingredient in solving global issues. As discussed in this year’s forum, we
must not only dispose of geographical barriers but also institutional boundaries and come up with new
and creative ways to shift the current educational paradigm. An emphasis must be placed on creativity
and the formulation and execution of bold ideas. Creativity essentially pushes the boundaries of
possibility, and it is the responsibility of institutions of higher learning to provide a new system in
which an emphasis is placed on developing the creativity of students.
Recent events around the world have shown us that we must listen to our youth, as the future is theirs,
not ours. The current global plagues of financial and political instability are issues that we must
inevitably tackle. I believe education must play the leading role in providing the answers to these
current problems. Working together in the arena of a borderless and creative education with a
common purpose will expand our circle of influence and, in the long term, provide our youth with a
better future.
In addition to the exchange of insightful ideas and suggestions, this forum was definitely a pleasurable
and enriching experience that challenged us to rethink the fundamental problems of education and
provided us with direction for the future of education. It is my sincere desire that this forum will
continue to serve as a hub for the exchange of great ideas so that we may, together, create the leaders
of tomorrow and solutions for global issues. Once again, I would like to thank all of the participants
that have taken the time to come and share your expertise in your respective fields. I wish you success
in all your future endeavors because the future critically depends on the education provided by the
universities and institutions you represent.
Thank you.
57
2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Other Participants
* Congratulatory Speaker
Hee-Beom Lee, Chairman of STX Heavy Industries, Construction, received his B.S. in
electronics engineering from Seoul National University, M.B.A. from George Washington
University, Ph.D. in business management from Kyunghee University, and an Honorary
Doctorate degree in public administration from Hoseo University. He was vice minister of
Commerce, Industry, and Energy (2001-2002 and 2003-2006); chairman and CEO, Korea
Productivity Center (2002-2003); president, Seoul National University of Technology (2003);
chairman, the Korea Commercial Arbitration Board (2006-2009); president, of Korea-Arab
Society (2007-2009); chairman and CEO, Korea International Trade Association (2006-2009); chairman, STX
Energy (2009-2011); and non-executive Director, ESKOM (2008-2011). His current positions are vice president,
National Academy of Engineering of Korea; chairman, Haevichi Social Contribution Culture Foundation;
commissioner, National Competitiveness Council; chairman, the Korea Employers Federation. He is a recipient
of numerous awards such as the AMCHAM Award, Order of Service Merit Medal (1st Level Blue Stripes), and
Medal of New Governance Leadership. He is also the author of European Integration (Nov, 1997, 2nd edition in
Jan. 2007).
* Dinner Speaker
Dong-geun Seol, Vice Minister of Education, Science and Technology, received a B.A. in
education at the Busan National University of Education in 1969. In 2004, he completed his
first M.A. in public administration at Dong-A University and completed his second M.A. in
international studies in 2006 at the Graduate School of International Studies of Busan National
University. In 2007, Vice Minister Seol completed his Ph.D. in public administration also at
Dong-A University. Vice Minister Seol began his career as an elementary school teacher after
completing his B.A. in education in 1969. In 1983, he became the CEO of Samyeong Shipping
Co. In 1998, he became a member of the Busan Metropolitan Council and served as the chief superintendent of
Busan Metropolitan City for three terms in 2000, 2003, and 2007. In 2004, he became the chairman of the EBS
Advisory Committee for Broadcasts and Online Lectures on the College Scholastic Ability Test. He became the
chairman of the President’s Commission for Education Innovation in 2005; the chairman of the National
Committee of Metropolitan City and Provincial Superintendents in 2009; the chairman of the EBS Advisory
Committee for School Education also in 2009; and the chairman of the Policy Advisory Committee of the
Ministry of Education, Science and Technology in 2010. He published a book in 2010 called Education is the
Future of the Nation, 1cbook.
* Co-Chair of IPFGRU
Yong-Taek Im, Associate Vice President of Special Projects and Institutional Relations of
KAIST, is a co-chair of the annual KAIST International Presidential Forum on Global Research
Universities. He received his B.S. in mechanics and design and M.S. in mechanical engineering
from Seoul National University in 1978 and 1980, respectively, and Ph.D. in mechanical
engineering at the University of California at Berkeley in 1985.
After one year of postdoctoral experience at Berkeley, he taught at the industrial and systems
engineering department at The Ohio State University until 1989. After that, he joined the
faculty of the department of mechanical engineering, KAIST, where he served as assistant dean of university
planning and coordination in 1991 and established the Office of International Relations in 1993.
He also served in the Korea Institute of Science and Technology Evaluation and Planning as director of the
mechanical engineering division from 2000 to 2002 and editor-in-chief of the Journal of Mechanical Science
and Technology from 2006 to 2008. He received a Humboldt Research Fellowship from Germany in 1996 and
was elected as a fellow of American Society of Mechanical Engineers in 2000. Prof. Im received the R. Staub
Award in 2005, Johnson Gold Medal in 2007, and GCMM Award in 2010.
He was given a designated professorship from POSCO in 2007. He was the dean of external affairs of KAIST
from 2007 to 2010.
* The following participants appear in alphabetical order of the last name.
58
2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Adnan Akay, Vice President of Bilkent University, joined the university in 2009 as the
founding head and vice president of the mechanical engineering department. He joined Bilkent
from the U.S. National Science Foundation where he was the director of the division of civil,
mechanical and manufacturing innovation division. Between 1992 and 2005 Dr. Akay was the
head of the mechanical engineering department at Carnegie Mellon University where he
currently holds the title of Lord Professor of Engineering. Prior to joining Carnegie Mellon, he
was on the faculty at Wayne State University, where he last held the DeVlieg Chair in
engineering, and prior to that he was with the National Institutes of Health. He has held visiting appointments at
MIT, the University of Rome "La Sapienza," and Institut National des Sciences Appliquées (INSA) de Lyon in
France. He continues to serve as an advisor to numerous companies and universities. Dr. Akay’s research area is
in acoustics, vibrations, dissipation theories and friction. He has received numerous awards including the Per
Bruel Gold Medal in Acoustics and Noise Control in 2005. He is a fellow of the American Society of
Mechanical Engineers and the Acoustical Society of America. Dr. Akay completed his education at North
Carolina State University where he received B.S., M.M.E. and Ph.D. degrees in mechanical engineering.
Arden L. Bement Jr. is the Director of the Global Policy Research Institute at Purdue
University. Prior to his current position, he was the director of the National Science Foundation
from 2004- 2010. He served as a member of the U.S. National Commission for UNESCO and
as the vice-chair of the Commission's Natural Sciences and Engineering Committee. He is a
member of the U.S. National Academy of Engineering, a fellow of the American Academy of
Arts and Sciences, and a fellow of the American Association for the Advancement of Science.
He joined NIST from Purdue University, where he was the David A. Ross Distinguished
Professor of Nuclear Engineering and head of the school of nuclear engineering. He has held appointments at
Purdue University in the schools of nuclear engineering, materials engineering, and electrical and computer
Engineering, as well as a courtesy appointment in the Krannert School of Management.
Bement joined the Purdue faculty in 1992 after a 39-year career in industry, government, and academia. His
positions have included the following: vice president of technical resources and of science and technology for
TRW, Inc. (1980-1992); deputy under secretary of defense for research and engineering (1979-1980); director,
Office of Materials Science, DARPA (1976-1979); professor of nuclear materials, MIT (1970-1976); manager,
Fuels and Materials Department and the Metallurgy Research Department, Battelle Northwest Laboratories
(1965-1970); and senior research associate, General Electric Co. (1954-1965). He has also been a director of
Keithley Instruments, Inc. and the Lord Corp. and a member of the Science and Technology Advisory
Committee for the Howmet Corp., a division of ALCOA.
Bement holds an engineer of metallurgy degree from the Colorado School of Mines, an M.S. in metallurgical
engineering from the University of Idaho, a Ph.D. in metallurgical engineering from the University of Michigan,
and honorary doctorates from Cleveland State University, Case Western Reserve University, and the Colorado
School of Mines, as well as a Chinese Academy of Sciences Graduate School Honorary Professorship.
He is a retired lieutenant colonel of the U.S. Army Corps of Engineers, and a recipient of the Distinguished
Service Medal of the Department of Defense, and the French Legion of Honor.
Anders Overgaard Bjarklev, newly appointed President of the Technical University of
Denmark, DTU, obtained his M.S. in electrical engineering (thesis on optical communication,
1985), Ph.D. (thesis on optical fiber characterization, 1988) and doctor techniques (Dr.Techn.)
(thesis on optical fiber amplifiers in 1995) from DTU respectively.
He has worked at DTU since 1985 as professor in optical waveguides at the COM research
center in 1999. In April 2001, he became a member of the Danish Academy of Technical
Sciences. In March 2004, he was appointed as director of COM-DTU (now DTU Fotonik,
Department of Photonics Engineering)DTU and from 2010, Dr. Bjarklev has been provost and he became the
president of DTU as of 1 November 2011,
President Bjarklev serves as a referee on several international journals, and he has supervised more than 35
Ph.D. projects and more than 60 M.S. thesis projects. He is author and co-author of two books (the latest
published in September 2003), more than 155 international journal articles, and more than 200 articles in
international conference proceedings. His research interests are within the areas of dielectric optical waveguides,
rare-earth-doped waveguide components, fiber amplifiers and laser sources, optical communication systems,
planar waveguide structures, electromagnetic field theory, and photonic crystal waveguides. In 1999, he became
a co-founder of the company Crystal Fiber A/S. He is a fellow of the Optical Society of America.
59
2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Sansanee Chaiyaroj is the Vice President for Research and Academic Affairs and professor of
Microbiology at Mahidol University. She obtained a doctorate from Georgetown University,
Washington, D.C. in 1989. She worked as a visiting scientist at the NIAID, NIH, in 1987, and at
the Biomedical Research Institute, Maryland in the US from 1988-1989. In 1990, she became a
staff of faculty of science, Mahidol University and was on a two-year leave for her postdoctoral
training at the Walter and Elisa Hall Institute, Australia. Her research interests center on
immunology of infectious diseases in the tropics. Apart from her responsibility on research and
intellectual property management of Thailand’s most research-active university, Dr. Chaiyaroj is also taken
executive positions in various scientific committees and advisory boards, both national and international,
including the National Research Council of Thailand; the Commission on Higher Education, Ministry of
Education; the Creative Academy Board, Ministry of Commerce; and Council of the Federation of
Immunological Societies of Asia-Oceania (FIMSA).
Miranda Cheng is the Director of the Center for International Experience (CIE) at the
University of Toronto. From 1999 until 2010, she was the director of the former International
Student Exchange Office (ISXO) at the University of Toronto. When the ISXO merged with the
International Student Centre in 2010, Miranda became director of the new centre. CIE has a
dual mandate to support the University of Toronto students going out on exchange or other
international opportunities and to serve the incoming international student population at the
University of Toronto. Under her leadership, several innovative programs have been created
including the Joint Minor Program between the University of Toronto and the National University of Singapore,
and the Summer Research and Internship Programs. In 2007, Miranda was honored with an Internationalization
Service Award by the Canadian Bureau for International Education.
Richard Henry, M.A., M.B. B.S. (Hons) Syd, MD DipClinEpi N'cle NSW, FRACP, is
Deputy Vice-Chancellor (Academic) at the University of New South Wales. His key
responsibilities in the portfolio are to look after students from recruitment to graduation (the
student experience in its broadest sense), the needs of academic staff (recruitment, staff
development, promotions and learning and teaching), and international operations. He acts as
vice-chancellor in professor Fred Hilmer’s absence. He chairs the management committee of
the UNSW Confucius Institute.
Professor Henry joined UNSW in 1997 as the Foundation John Beveridge Professor of Pediatrics. He served as
head of the school of pediatrics and then of the school of women’s and children’s health before moving to the
role of senior associate dean in the faculty of medicine. He was acting dean of the faculty of medicine then
acting pro-vice-chancellor (Education and Quality Improvement).
He obtained his medical degree from the University of Sydney and trained in pediatrics in Sydney and in
Nottingham. His first continuing university appointment was as senior lecturer in pediatrics at the University of
Newcastle, New South Wales, where he worked from 1984 to 1997. During this time, he was promoted to
associate professor and then to professor. He has a strong academic background in research and in teaching and
learning. He also has extensive managerial experience in the university and the health sectors. This includes
serving as clinical director (medical), procedural directorate, Sydney Children’s Hospital, Chair Management
Committee Australian Institute of Health and Welfare National Perinatal Statistics Unit and involvement on
numerous committees of organizations such an NSW Department of Health, National Asthma Campaign,
Asthma NSW, Children’s Hospitals Australasia, Royal Australasian College of Physicians, Australian Medical
Council and Australian Learning and Teaching Council. Currently, he serves on the board of directors of the
Children’s Cancer Institute Australia and as a trustee of Sydney Grammar School. He was a director of the
Cancer Council NSW and UNSW Global.
Professor Henry was appointed a member of the Order of Australia in 2007 for service to pediatric respiratory
medicine as a clinician, researcher, educator, and mentor and serves in a range of roles with professional medical
organizations.
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2011 International Presidential Forum on Global Research Universities:
Borderless and Creative Education
Nov. 8, 2011, Millennium Seoul Hilton Hotel, Korea
Riitta Konkola is the President of Helsinki Metropolia University of Applied Sciences and the
managing director of Helsinki Metropolia University of Applied Sciences, Ltd. She started her
career as an occupational therapist, and during her early career years, her research concentrated
mainly on rehabilitation and work practices of occupational therapy. After receiving her teacher
qualifications, she continued in higher education, where she held the position of principal
lecturer in occupational therapy. During her teaching years, Riitta Konkola’s research interests
were in collaboration between working life and vocational education, developmental transfer
and expansive learning. She was involved in international curriculum design, publishing several articles in the
field of occupational therapy. She received her M.A. in adult education in 2000 from the University of Helsinki
and her licentiate in the respective discipline in 2003, also from the University of Helsinki. Her current research
is in activity theory and development research. She has received both an honourable mention and a thesis award
for her theses. Before starting as president of Metropolia, she acted as vice president and acting president at
Helsinki Polytechnic Stadia. Riitta Konkola has been a member of several ministry-level steering committees
and project groups. Currently, Riitta Konkola serves as a member of the Ministry of Education and Culture
Steering Group of Polytechnic/UAS reform to be implemented in 2014 in Finland. Previously having served as
a board member in the Rectors' Conference of Finnish Universities of Applied Sciences, she now acts as the vice
president of the conference.
Oh-Kyong Kwon, Senior Vice President at Hanyang University, received a B.S. in electronics
engineering from Hanyang University in 1978, and a M.S. and Ph.D. in electrical engineering
from Stanford University in 1986 and 1988, respectively. He was an IEEE IEDM subcommittee
member on solid state devices from 1997 to 1998, the technical program chairman of the 1999
IEEE International Conference on VLSI and CAD, and a workshop co-chairman in the 2000
and 2001 Asia-Pacific Workshop on Fundamentals and Applications of Advanced
Semiconductor Devices (AWAD). He was the program manager of the Korean TFT-LCD
Research and Development Program from 1993 to 1997 and of the Korean Flat Panel Research and
Development Program from 1998 to 2001. He was the technical program chairman of the International SoC
(System-on-a-Chip) Conference 2004 and of the International Meeting on Information Displays/International
Display Manufacturing Conference 2006. He was also a technical program committee member of the Society
for Information Displays from 2003 to 2010 and the International Solid-State-Circuit Conference from 2006 to
2010, and the executive chairman of the International Meeting on Information Displays 2007. He was the vicepresident of the Institute of Electronics Engineers of Korea from 2005 to 2009. He is currently the president of
the Korea Information Display Society and the vice-president of the National Academy of Engineering of
Korea. He has authored and co-authored over 234 international journal and conference papers and holds 94 U.S.
patents.
Yoichiro Matsumoto is Executive Vice President of the University of Tokyo. His professional
career is centered at the University of Tokyo, where he obtained his B.S., M.S., and Ph.D.
degrees in mechanical engineering and where he has been ever since. He was appointed as
lecturer in 1977, an associate professor in 1978 and a full professor in 1992. He was elected as a
vice-dean of the engineering school of the university in 2004, as the dean in 2006, and was
appointed as an executive vice president of the University of Tokyo in 2009.
Professor Matsumoto is well known for his work in a variety of fields, especially related to the
multiscale phenomena in fluid mechanics. His achievements in the field of computational fluid dynamics are
striking, especially related to the numerical simulations of multiphase flows. More recently, he has added a very
impressive new direction to his work, namely the medical applications of fluids engineering. While these have
been his main areas of activity, his work has touched a broad variety of other fields: rarefied gas dynamics,
shock waves, molecular dynamics, granular materials, combustion, sprays, and others as well. Equally unusual
has been the variety of methods and techniques that he has used in his work - theory, numerical simulation, and
laboratory experiments.
The wealth of scientific results obtained by Matsumoto and his collaborators have prompted a large number of
publications. He is a part of the scientific publication enterprise and is the most active journal editor, serving in
the following capacities: chief editor of the JSME International Journal (1996-1998), associate editor of the
ASME Journal of Fluids Engineering (2000-2002), as member of the editorial boards of the Computational
Fluid Dynamics Journal (1998-2001), Experiments in Fluids, Shock Waves, and as editorial advisory board
member of International Journal of Multiphase Flow, (2004-present), Computational Mechanics (2006-present)
and others.
From these achievements in the field of fluid mechanics and computational mechanics, Professor Matsumoto
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2011 International Presidential Forum on Global Research Universities:
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received the ASME Calvin Rice Lecture Award in 2005, APACM Award for Computational Mechanics in 2010,
and ASME Ted Belytschko Applied Mechanics Award in 2010. Furthermore, he is a very prominent figure in the
Japanese scientific and engineering communities, as indicated by more than ten awards and by the prestigious
roles that he has played on the national level. He has acted as president of numerous societies, including the
Japan Society of Fluid Mechanics in 2004, the Visualization Society Japan in 2007, and the Japan Society of
Mechanical Engineers in 2010, and others.
Ian McMahon, Director, Research Group of Eight, Canberra, Australia, commenced with the
Group of Eight (Go8) in June 2009 as the director of research, responsible for research policy
issues such as Australian government research funding, research budget initiatives, research
infrastructure, and research integrity and ethics.
He was previously the director of the research office at the Australian National University, an
office responsible for sponsored research management, research policy, data and analysis,
research system management, research integrity and ethics, and research commercialization.
He joined the ANU after spending ten years in research and science policy in the Australian government
departments responsible for science, research, and education including supporting the Australian Research
Council and serving as an advisor on research policy and an analyst of research data and information.
He is a graduate of the University of Queensland and the Australian National University, holding a doctorate in
chemistry and is a former president of the Australasian Research Management Society.
Abdul-Rasheed Na’Allah is the Vice-Chancellor and chief executive of Kwara State
University (KWASU), just outside Ilorin, Nigeria. He is a poet, scholar, critical thinker, and
recipient of numerous awards including the Witter Bynner Foundation for Poetry Grant for his
Martin Luther King, Jr. Poetry Anthology (2008-2009). He is the author of Cultural
Globalization and Plurality (Africa World Press, 2011), African Discourse in Islam, Oral
Traditions, and Performance (Routledge, 2010), Africanity, Islamicity, and Performativity:
Identity in the House of Ilorin (Bayreuth African Studies, 2009), and poetry books, Almajiri
(2001) and Ahmadu Fulani (2004). Among his most famous books are Ogoni’s Agonies: Ken Saro-Wiwa and the
Crisis in Nigeria (1998), The People’s Poet: Emerging Perspectives on Niyi Osundare (2003), and Introduction
to African Oral Literature and Performance (coauthored with Bayo Ogunjimi – 1991, 2005). He edited with
Harry Garuba and Uzoma Esonwanne a special issue of the Canadian Review of Comparative Literature on
African Literature, 32.3-4 (2005). Prior to joining Kwara State University as pioneer vice-chancellor and chief
executive, he was chair of African American studies department at Western Illinois University in the United
States.
Professor Abdul-Rasheed Na’Allah graduated from the management development program of the Harvard
Institute for Higher Education, Harvard University, in 2009. He was also educated in Edmonton, Canada and in
Ilorin, Birnin-Yauri, Koko, and Sokoto, Nigeria. He received his Ph.D. from the University of Alberta, Canada
in 1999 and his M.A. in English literature and B.A. (Hons) in English and education from the University of
Ilorin in 1992 and 1988, respectively. He was born in Ilorin, Nigeria.
He conducted research and is published widely in peer-reviewed scholarly journals around the world on the
traditional literature and culture of the Ilorin people and on comparative poetics and recently completed a play
manuscript titled “Omokewu.” As pioneer chief executive of a public university in Nigeria, he helps implement
the Kwara State Government’s goal of developing a world-class university where students, as global citizens
and global-reach entrepreneurs, are equipped for major breakthroughs in Nigeria and Africa, in science,
technology, and the humanities, utilizing local resources as the thrust for community development.
A. Neil Pappalardo, Chairman & CEO of Medical Informatiion Technology, received his B.S.
in electrical engineering from the Massachusetts Institute of Technology in 1964. Thereafter, he
worked at the Massachusetts General Hospital where he pursued his interest in clinical
computing. In December 1968, he founded Medical Information Technology (Meditech), one of
the first software companies. As founder, chairman and CEO, he has guided Meditech to its
position as a leading supplier of information system software for hospitals in the US, Canada,
and the UK. In addition to his prime responsibility of leading Meditech, Neil spends much of
his time in product development. His current effort is focused on developing an innovative clinical management
system which guides clinicians through a high-quality yet low-cost treatment process. The system incorporates a
large amount of medical knowledge gathered in part from reference material as well as current procedures used
in over 2,200 customer hospitals. Neil continues his involvement at MIT, where he is a life member of the
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2011 International Presidential Forum on Global Research Universities:
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corporation and serves on the executive committee, the audit committee and three visiting committees. For the
mechanical engineering department, he has funded a full professorship, a book series, and the construction of an
undergraduate teaching laboratory and a nano-technology laboratory. For the physics department, he has helped
fund the construction of a world-class optical telescope observatory on a Chilean mountaintop, and provided the
funds to initiate and sustain a fellowship program supporting the work of nine post-docs. Neil serves as a
director of a medical product company and a medical software company. In 1996 he received an honorary
degree from Suffolk University. In 2000 the International Astronomical Union named an asteroid in his honor. In
2007 he received an honorary degree from the Korean Advanced Institute of Science and Technology. Neil and
his wife Jane live in downtown Boston.
Ching Mey See is the Deputy Vice-Chancellor of the division of industry and community
network at the Universiti Sains Malaysia. Professionally, she is an educational and counseling
psychologist. Dr. See is a prominent leader in the fields of psychology and counseling.
Nationally, she has sat on the Lembaga Kaunselor (Board for Counselors) in Malaysia since
2000. She is the founding president of the Penang Counseling and Psychology Association
(PACP). On the international front, Prof. See is currently the president of the Association of
Psychological and Educational Counselors of Asia-Pacific (APECA), a board member of the
Asia-Pacific Association of Psychotherapists (APAP), a council member of the National Board of Certified
Counselors International (NBCC-I) and its regional director for NBCC Malaysia, an executive council member
of the International Association for Counseling (IAC), and a council member of the International Play
Association (IPA). She has published 7 academic books and more than 100 international and national academic
journal articles. She has also presented over 170 academic papers at national and international seminars and
conferences on counseling, psychology, mental health, and special education.
Moshe Shpitalni (Shefi) is the Dean of the Jacobs Graduate School of the Technion -Israel
Institute of Technology, the holder of the Schlesinger Chair in Manufacturing Systems since
1999, and professor of mechanical engineering. Prof. Shpitalni has been associated with the
Technion throughout his professional career. He received his B.S. in 1972, his M.S. in 1975 and
his Ph.D.in 1980, all in the department of mechanical engineering at Technion. He has been a
member of the academic faculty of the department of mechanical engineering since 1983. In
1983, he founded the laboratory for CAD and Lifecycle Engineering (formerly, Laboratory for
Computer Graphics and CAD), which he proudly continues to lead today.
Over the years, Prof. Shpitalni has held numerous administrative posts, both at the departmental and the
university levels as well in professional organizations and journals. Since 2006 he holds the prestigious position
of dean of the Irwin and Joan Jacobs Graduate School of the Technion. He continues to hold his positions of
vice chairman for research of the EMIRAcle Association (European research Association), head of the
Laboratory of CAD & LCE, and the head of the MINERVA Center for Lifecycle Engineering.
Prof. Shpitalni has published over a hundred papers in journals and academic conferences. He has supervised
over 40 graduate (Ph.D. and M.S.) students, and has excelled in his extensive research activities. He has been
awarded numerous prizes and awards, among them an Honorary Professorship from Shanghai Jiao Tong
University (2005), the WBMiZ Medal from Politechnika Poznanska, Poland (2007) and the German Technion
Society Prize (2006). He is a fellow of the American Society of Mechanical Engineering (ASME), a fellow of
the SME (Society of Manufacturing Engineering) and a fellow of Academy for Production Engineering (CIRP).
Prof. Shpitalni's research interests are primarily in the fields of CAD/CAM, product development and the
application of geometrical modeling and AI techniques to non-polynomial problems in manufacturing, assembly
and sheet metal products. Recently he has begun concentrating his efforts on generic knowledge management
with a special focus on the entire product lifecycle.
Prof. Shpitalni has been especially active within the European Union, both in the Fifth Framework Programme,
where he served as a member of the External Advisory Group for the NMP Growth Program, and currently in
the 7th Framework Programme.
Prof. Shpitalni has served on many journal editorial boards, in particular as editor-in-chief, of the International
Journal for Manufacturing Science and Production until 2005 and since then as honorary editor-in-chief. He is
regularly invited to participate in international program and editorial committees.
Prof. Shpitalni has spent sabbatical years as visiting professor at Rensselaer Polytechnic Institute, Troy, N.Y.(8183); University of California at Santa Barbara (87/88); Technical University of Denmark (DTU) and University
of Tokyo during 1997; and University of Michigan, Ann Arbor MI USA in 2001/2.
Prof. Shpitalni is a great believer in scientific cooperation as a bridge between cultures. During the course of his
career, he has directly cooperated with researchers from many countries and particularly from Germany, and has
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2011 International Presidential Forum on Global Research Universities:
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Index of Authors
A
Adnan Akay......................................................59
Akhmaloka.......................................................10
Marcelo Fernandes de Aquino, SJ...................8
O
Kiyoshi Okada.........................................39
P
Lars Pallesen...........................................28
A. Neil Pappalardo..................................62
Chan Kil Park..........................................13
B
Seong-Geun Bae.............................................54
Robert A. Baffour.............................................14
Arden L. Bement..............................................59
Sakarindr Bhumiratana....................................37
Robert J. Birgeneau............................................2
Anders Overgaard Bjarklev..............................59
S
Ching Mey See......................................63
Dong-geun Seol.......................................57,58
Moshe Shpitalni............................................63
Jörg Steinbach................................................4
Nam Pyo Suh............................................vi,17
C
Sansanee Chaiyaroj..........................................60
Miranda Cheng................................................60
T
Isao Taniguchi..............................................31
Yoshihiro Taniguchi......................................51
Kittichai Triratanasirichai.............................35
G
Paul F. Greenfield............................................30
Jane Grenville..................................................44
Christophe Guy..................................................9
U
Zaini Ujang...................................................33
H
Richard Henry..................................................60
Masao Homma.................................................53
V
Fabrizio Vestroni..........................................64
I
Yong-Taek Im.............................................vii,58
W
Houjun Wang................................................64
Rod Wissler...................................................47
Eden Woon...................................................43
K
Jae Hoon Kim..................................................55
Michiel Kolman...............................................56
Jean-Luc Koning..............................................11
Riitta Konkola..................................................61
Kotoku Kurach.................................................49
Oh-kyong Kwon..............................................61
X
Xiaofei Xu...............................................45
L
Khin Yong Lam................................................12
Tod A. Laursen...................................................6
Hee-Beom Lee...........................................viii,58
M
Yoichiro Matsumoto........................................61
Ian McMahon...................................................62
David Morrison................................................41
Muhammad Mushtaq.......................................38
N
Abdul-Rasheed Na'Allah.................................62
65