UNESCO SCIENCE REPORT

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UNESCO SCIENCE REPORT 2016 International students studying alongside Indian students at the Bangalore campus of the Indian Institute of Management. Photo: © Atul Loke 2
Universities: increasingly global players Patrick Aebischer, President, Ecole polytechnique fédérale de Lausanne, Switzerland Perspectives on emerging issues Global competition but also a global family As I am writing this essay in June 2015, 9.5 million students are simultaneously taking the gaokao ( 高考 ), the Chinese National College Entrance Examination giving access to university. What better illustration of the formidable importance of higher education at the beginning of the 21st century? More than ever, people are convinced today that knowledge and skills obtained at universities are crucial to personal well-being, as well as to the social and economic health of cities, nations and regions. Universities have become institutions of a global world, in addition to assuming their traditional local and national roles. The answers to global challenges (energy, water and food security, urbanization, climate change, etc.) are increasingly dependent on technological innovation and the sound scientific advice brokered to decision-makers. The findings contributed by research institutes and universities to the reports of the Intergovernmental Panel on Climate Change and the Consensus for Action 1 statement illustrate the decisive role these institutions are playing in world affairs. Research universities also attract innovative industries. The Googles and Tatas of this world only thrive in proximity to great research institutions and it is this winning combination that fosters the emergence of dynamic entrepreneurial ecosystems such as Silicon Valley in the USA and Bangalore in India which are at the root of innovation and prosperity. Universities themselves have become global players. Increasingly, they are competing with one another to attract funds, professors and talented students 2 . The reputation of a university is made at the global level. This trend will accelerate with the digital revolution, which is giving worldclass universities an even greater global presence through their online courses. As testimony to this evolution, global university rankings have appeared in the last ten years. They reflect both the existence of global competition and a global family of universities. The annual Academic Ranking of World Universities (ARWU) was first published in June 2003 by the Center for World-Class Universities of Shanghai Jiao Tong University, China. Quickly, other international rankings followed: the QS World University and the Times Higher Education rankings. International university rankings may often be debated but they never go unnoticed. 1. A message of scientific consensus addressed to world leaders on the need to maintain humanity’s life support systems; the project is hosted by Stanford University (USA). See: http://consensusforaction.stanford.edu 2. Malaysia, for instance, hopes to become the sixth-largest global destination for international university students by 2020; between 2007 and 2012, the number of its international students almost doubled to more than 56 000. See Chapter 26. What makes a university world class? A world-class university has a critical mass of talent (both faculty and students), selfgovernance and administrative autonomy; academic freedom for faculty and research, which includes the right to critical thought; the empowering of young researchers to head their own laboratories; and sufficient resources to provide a comprehensive environment for learning and cutting-edge research. Some of the top-ranked institutions are seasoned Western universities, from which younger universities might learn a few things. Most universities do not feature in these world-class rankings but they nevertheless fulfil important educational roles at the local level. In the past ten years, many new universities – most notably from Asia– have entered ARWU’s top 500, even though US universities still dominate the top positions. The past decade has seen the advent of an increasingly multi-polar academic world, as noted already in the UNESCO Science Report 2010. If competition between universities is one hallmark of this new league, co-operation and collaboration between scientists is another. In recent years, long-distance scientific collaboration has become the rule: scientists now live in a hyper-connected world. One way to measure this is by examining the co-authorship of scientific papers. The 2015 European Leyden ranking of universities for their capacity to engage in long-distance collaboration shows that six of the top ten universities come from Africa and Latin America, with the University of Hawaii (USA) in the lead. Explosive growth in brain circulation Student numbers are exploding around the world, as there has never been a greater need for a good tertiary education. Emerging economies will have around 63 million more university students in 2025 than today and the number worldwide is expected to more than double to 262 million by the same year. Nearly all of this growth will take place in the newly industrializing world, more than half of it in China and India alone. Student migration, brain circulation and the internationalization of universities has never been higher. There were 4.1 million students enrolled at universities abroad in 2013, 2% of all university students 3 . This number could double to eight million by 2025. Given this small percentage, brain drain should generally not represent a threat to the development of national innovation systems, so brain circulation should remain as unencumbered as possible in higher education. Universities will remain in high demand around the world, at a time when public financial support is 3. This global figure masks strong variations from one region to another. See Figure 2.12. 3
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RUSSIAN FEDERATION UNESCO Figure 14
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