Tag: china

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Universities

Are interregional relations the new international relations?

Relations between regions will be the new international relations. The diplomats of the future will represent cities. That, at least, is my hypothesis based on two trends:

  1. The focus on cities as emerging units of governance, taking on the problem-solving responsibilities traditionally held by nations. I’ve written about this before (for example here). The focus on cities is due to more than population growth and new buildings, which we often associate with the term urbanisation. Yes, cities are growing. But they are also political actors and centres of ideas and innovation.

  2. The need for these cities to work with each other. I’ve written about this here. Agglomeration economics are not new – the northeast megalopolis in the US is a prime example – but relations also need to stretch beyond individual clusters.

Similarly, there has been quite a lot of attention paid recently to universities and place, but not so much on how universities work with other universities and partners across and between places, and the connecting role they have between local, national and international. The focus on cities and their connections magnifies the importance of universities in cities, and the connections they can help broker.

Two recent articles in Times Higher Education mirror this. The first frames universities as problem solvers. Michael Crow writes:

…universities should take responsibility for the betterment of society; that we can and should be measured by the impact that we have on the public good… Education should move beyond singular academic disciplines as the point of focus and towards multidisciplinary programmes and schools capable of understanding and solving complicated real-world problems.

Second, Clare Melhuish references historian Thomas Bender, who

has compared urban universities to immigrant neighbourhoods in US cities, where residents live in both local place and in a trans-local, diasporic culture at the same time – grounded, while globally connected. From this perspective, universities need to develop a long-term view of how they nurture and evolve those everyday interactions.

In a recent post I asked what might happen if we were to frame development in terms of cities (and the towns in their orbit and the spaces that separate them) rather than nations. Here are four initial thoughts:

  1. Networks of cities (such as this one or this one) will greatly increase in importance. Most people would struggle to name a group that brings together city or regional leaders, but there are countless well-known examples of gatherings for heads of state. I think international networks of cities are in their infancy and will greatly grow in profile and influence.

  2. Similarly, bilateral relationships between cities and regions become more significant. There is growing evidence of this. To take an example of relationships between British and Chinese cities: earlier this month a Confucius Institute opened at Coventry University, a new collaboration between the university and a longstanding partner – Jiangxi University of Finance and Economics (JUFE) in Nanchang. And there are already smart city collaborations between Bristol and Guangzhou, and between Manchester and Wuhan.

  3. Freed from the constraints of nations, we start to think about groups of people. For example, the pioneering work of Andy Sumner found that 72% of the world’s poorest people live in middle income rather than low income countries (in particular India). In part this work helped increase the focus on inequality and highlighted that poverty is often a distribution problem between regions in countries rather than an international distribution problem.

  4. Development issues don’t conform to nation states. Simon Maxwell, the former director of the UK-based Overseas Development Institute, recently gave a speech exploring development agency choices in a new landscape. Reflecting on the shrinking number of low-income countries, he talks about development agencies focusing less on specific ‘target’ countries (except, perhaps, the small group of ‘fragile’ states) and more on the ‘essential building blocks’ of global public goods. These include preventing the emergence and spread of infectious disease, tackling climate change, enhancing international financial stability, strengthening the international trading system, achieving peace and security, and generating knowledge – all challenges that cross borders and require extensive cooperation. He concludes:

the emphasis on global public goods suggests turning an old mantra on its head: not ‘think global, act local’, but ‘think local, act global’.

Universities already have strong links across regions, and in particular international links that aren’t solely between one capital city and another. They link between the important second-tier cities that are often growing faster and are more innovative, but have a lower profile. They draw on alumni, research, staff and institutional relationships. They think local and act global. They can play an important role in facilitating new regional connections.

Photo Credit: Shenzhen cityscape by BBC World Service on Flickr

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Universities

How universities can help ‘smart cities’ become transformative (and why leapfrogging is difficult)

We are some way from realising the transformative effects of smart cities,1 and further still from these effects benefiting the poorest in society. I have a couple of thoughts on their potential:

  1. Can smart cities be to cities what smartphones are to ‘dumb’ phones? A button (non-smart) phone today seems closed and antiquated compared to the limitless panoply of apps and the functionality of touchscreen phones. Or will the ‘wide experiential gulf’ between the top-end smartphones and generic low-end smartphone handsets be replicated in tomorrow’s smart cities? I suspect there will be wide variations in effective implementation, and I suspect the impact will be far less dramatic and sudden than the shift from ‘dumb’ to smart phones. Cities have been developing for thousands of years and smart infrastructure needs to be embedded and layered upon existing foundations. But a transformative, positive wave of impact is possible.
  2. Can this wave of possible impact enable some cities to ‘leapfrog’ their development? Comparing cities again to phones, think of a country with limited phone networks skipping the installation of telegraph poles and landlines and instead building a fast mobile network. Kenya, for example, has excellent mobile phone reception in remote areas but limited landlines. So could a smart city allow urban areas with poor healthcare, high crime, limited access to, for example, banks and bus routes, and areas of general deprivation to leapfrog some of the traditional, slower means of development? Unfortunately, smart cities are no shortcut, and mobile phones are an unusually effective leapfrogger. Instead, you usually need to have gone ‘medium tech’ before you can go ‘high tech’.

So what is needed? Cities will need to be both adaptable and smart. Underpinning both is social capital. The World Economic Forum has developed a four part taxonomy of city competitiveness, with ‘soft connectivity’, a city’s social capital, a critical factor. Education is the ‘ultimate soft connectivity’, and cities can specialise in knowledge intensive niches by capitalising on education. Education and soft connectivity make investments in hard infrastructure and new technology more productive.

Cities are constantly in states of flow, and can easily be locked into patterns of behaviour that over time can have serious consequences. A city with a highly skilled workforce, with access to continuous education and training opportunities, is also a highly adaptive one.

An adaptive city is a resilient city. Work by Nesta has shown that 87 percent of highly creative workers are at low or no risk of automation compared with 40 percent of jobs in the UK as a whole. You can complete an online survey to determine whether your job is at risk of being taken by a robot. Whilst automation is likely to solve many more problems than it creates, a successful city in future years will adapt to these changes, attracting creative industries and highly skilled jobs.

The objectives of ‘smart’ and ‘adaptable’ cities are mutually reinforcing, with a smart city a more responsive one, and an adaptable city more likely to benefit from the insights delivered through data and technology. Universities play an important role in developing and testing new technologies, curating and understanding data (and the infrastructure behind it), and conceptualising and operationalising the ‘Internet of Things’ – a network of physical objects that collect and exchange information.

City leaders and universities will need to work together to harness the benefits of smart cities. The UK Future Cities Catapult is a good example of this, bringing together businesses, universities and city leaders to turn ideas into prototypes, including developing sensor networks and unlocking urban data. There is particular focus on smart cities in emerging economies. The Catapult has just signed an MOU with the China Center for Urban Development, building on smart city collaboration two years ago between Bristol and Guangzhou, and last year between Manchester and Wuhan. And in 2015 India set a target of 100 smart cities, focussing on satellite towns of larger cities and modernising existing mid-sized cities. It will be interesting to see whether any ‘leapfrogging’ takes place within these cities, and how inclusive the benefits are.

  1. There are many definitions of smart cities, but I like the European Commission one: ‘a place where the traditional networks and services are made more efficient with the use of digital and telecommunication technologies, for the benefit of its inhabitants and businesses’. ↩
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Universities

The myth of the dying university

I’m struck by how often people predict the death of universities. I was at an event recently when a director of a very large education company compared universities today to the music industry in 2002: unwilling to embrace innovation, with the education equivalent of a Napster – perhaps online learning – waiting around the corner to smash the sector to pieces. The analogy of university campuses as CDs and MOOCs (Massive Open Online Courses) as MP3s is a nice marketing trick for management consultancies, but it dangerously underplays the important role of universities in their locality (more on that here).

Most recently such predictions (often found in the comments sections of online newspaper articles) have been in response to the rise of higher-level apprenticeships and government targets of creating 3 million apprenticeships by 2020. A common narrative is that ‘traditional’ degrees don’t provide workplace skills, going to university is a waste of time, and there are too many graduates. The evidence disagrees.

Such comments aren’t new. Back in 1997 Peter Drucker, the famous business and management author, predicted that

Thirty years from now the big university campuses will be relics. Universities won’t survive. It’s as large a change as when we first got the printed book.

Admittedly we won’t know whether he’s right until 2027. However, I’m quietly confident we’ll see big university campuses for centuries to come. Some may close and others will expand. But ‘going to university’ – physically going to a set of buildings and a space with an identity and lots of other students and teachers from many different places and with different perspectives and ideas – is a huge draw for students.1 But the main reason I think he’s wrong is the role of universities in their cities and regions, and the importance of knowledge institutions in knowledge economies. Universities are brokers and coordinators and ideas machines and leaders at a time when decision making is becoming more local, and powers and decisions are being devolved to towns and cities and regions.

We can also look at what’s happening in the most populated countries in the world. If universities are dying, surely the most vibrant and ambitious nations would be investing their resources elsewhere? Just last week it was reported that China is opening a new university every week. India’s February 2016 budget proposes a scheme to create 20 world-class universities.

The scope and direction and strategy of higher education will shift in coming years, but universities are here to stay.

Image: “Plan of land under control of Public Wor” (CC BY-NC-ND 2.0) by  State Records SA 
  1. As an aside, a few weeks ago I was fortunate to hear a great presentation by Paul Roberts, who, in a fascinating 30 minute tour through centuries of campus planning, explained that the most competitive universities of the future will be those with a city-centre campus location, and provided a convincing case of the value of universities as physical spaces. I’ll review his book in a future post. ↩
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Universities

The future of Chinese higher education: what we can learn from geopolitics

I’m currently reading two excellent books that cover, in part, the future of China. The first, Inside Out India and China: Local Politics Go Global, argues that we need to understand what happens outside of Beijing and New Delhi – the politics and economics in the localities, and in particular the relationships between periphery and centre – to understand the future. A theme is the settlement of Han Chinese in areas of potential instability, or areas prioritised for growth. For example, Urumqi, capital of Xinjiang province and the scene of violent uprisings in 2009, has seen dramatic expansion:

Xinjiang covers one-sixth of China – the largest province by territory. It borders seven countries and has almost 22 million inhabitants representing thirteen ethnic groups. Most residents are still rural, but the province is quickly urbanising thanks to the Han Chinese settlers who now constitute about 40 percent of the total population… Beijing has been pouring cash and people into the region… Seven new expressways and eleven new railway lines are being planned or built. The goal has been to link Xinjiang not only to central China but to Central Asia and Europe.

This is echoed in the second book, Prisoners of Geography: Ten Maps That Tell You Everything You Need To Know About Global Politics, described by one reviewer as ‘a good bluffer’s guide for the members of the newly elected Foreign Affairs and Defence Select Committees’, and provides insight into the way geography shapes the choices of world leaders. It tells a similar story to Inside Out:

It was long said to be impossible to build a railway through the permafrost, the mountains and the valleys of Tibet. Europe’s best engineers, who had cut through the Alps, said it could not be done…. But the Chinese built it. Perhaps only they could have done. The line into the Tibetan capital, Lhasa, was opened in 2006 by the then Chinese President Hu Jintao. Now passenger and goods trains arrive from as far away as Shanghai and Beijing, four times a day, every day.

They bring with them many things, such as consumer goods from across China, computers, colour televisions and mobile phones. They bring tourists who support the local economy, they bring modernity to an ancient and impoverished land… But they have also brought several million Han Chinese settlers.

I draw from this a maxim: where you encourage migration, you direct political and economic energy.

What could this mean for higher education in China?

  1. The C9 League, regarded as the most prestigious Chinese universities, are largely based on the east coast (see image at top). With the continued ‘rebalancing’ away from the coastal cities to the inland provinces, we will see investment in inland universities, both to attract the best students and provide training and education to suit local needs, and increase local research capacity.
  2. Focus will continue on improving Chinese universities in general. We know that China leads the world in the rate of expansion of investment in higher education and innovation. In 2012, China’s total expenditure on research and development exceeded one trillion RMB – that’s almost $0.5bn per day! 1 10% of this is directed to the C9 League. Until recently, the government encouraged the brightest Chinese students to study abroad. As Chinese universities improve in quality, expect a corresponding increase in the number of the brightest Chinese students studying in China (bearing in mind that the 18- to 22-year-old population will decline by 2025).2 This pivot is symptomatic of China’s increasing confidence in the quality of its research and teaching, and a more general economic focus on innovative, knowledge-driven industries.
  3. In line with this, China will continue to increase the numbers of scholarships and fellowships to students from other countries, following in the footsteps of the extensive scholarship programmes offered by Western countries (for example, the UK has seen year-on-year growth in its Chevening and Commonwealth scholarship programmes, despite widespread government cuts). Scholarships are often regarded primarily as weapons of ‘soft power’, and it certainly helps when an international alumnus becomes president. However, scholarships also encourage the finest minds to develop their ideas in your country, they increase multiculturalism, they lead to academic collaboration, and they are a pretty sound domestic economic investment, given most of the money is spent in the region of the university.
  1. The same Nesta publication reports that in 1998, 830,000 students graduated with a higher education qualification in China. By 2012, graduate numbers hit 6.2 million, and by 2020, they are predicted to reach 10.5 million. This would account for almost a third of the world’s total, and more than the USA and EU combined. Although there are questions over the quality of education, there are longstanding efforts to improve the standard of research and socioeconomic impact of Chinese universities (such as Project 211, focused on a subset of universities). ↩
  2. Interestingly, China will need to sell this shift above all to parents. Traditionally parents save for their children’s education from a young age; education is sold directly to parents rather than through any state financing or loans as seen in many other countries. ↩