University Report 2011
Nurturing Global Citizens

Making friends abroad, preparing for living and working in a globalised world, and being exposed to exciting research relevant to the world we live in – these concerns may be on your mind as you consider university options for yourself or your child. As universities today become more international, the learning experience at university is no longer just about hitting the books.

That’s why in this special tertiary education report, we explore how choosing a college can become a passport to global citizenship. We’ve included a special ranking report of Asia’s top universities based on the most sophisticated analysis ever performed by Times Higher Education, insights into how universities can give students an “international” edge, and how students can benefit from an international exchange programme.

Selecting a university is an important choice affecting one’s future professional and social life. The quality and reputation of a university course, and the affordability of the degree will remain key considerations when choosing a university. But you may also be considering how the university experience can prepare you or your child for meeting the challenges of navigating today’s globalised environment. As the world becomes more connected, learning and working may increasingly demand skills such as cross-cultural interaction and understanding of global issues.

Enter the rise of the 21st century global university. Academics and experts agree global universities are regarded as centres for producing new research and innovation. Simon Marginson, a Professor of Higher Education at the University of Melbourne, says global universities share similar characteristics, including a university’s research capacity, a high degree of international collaborations, and the status and recognition awarded to the university at a global level.

The Best In The World

As a global authority of higher education performance, the 2011 Times Higher Education (THE) World University Rankings offers a comprehensive overview of the top 200 “globally-focused, research-driven” universities. This year, THE has embarked on its most sophisticated analysis yet, employing 13 performance indicators (instead of six in previous years), across five broad categories: teaching, research, citations, industry income and international mix. Most notably, research volume and research quality count for a staggering 60 percent when making comparisons of top universities globally. “Universities are the key to driving the knowledge economy,” explains Phil Baty, Editor of the Times Higher Education World University Rankings. “They can be the key to future national economic prosperity and global competitiveness, through the education they give their students, but also, to a very significant degree, through their research.”

As Marginson elaborates, global research universities create research that address problems affecting the whole of humanity, such as climate change, environmental management, epidemic diseases, and food and water issues. Students studying at these institutions are, arguably, offered the richest learning environment by being taught by professors making key research contributions to the society at large. “The top universities are pushing forward the boundaries of knowledge, bringing together the best minds to solve some of the world’s most pressing problems,” says Baty. “The rankings recognise this.”

It is important to understand your own aspirations and criteria when considering whether to attend a global research university. While a university’s overall reputation and ranking may confer prestige to a degree, as Marginson explains, the amount and quality of research produced by universities don’t necessarily equate to a better teaching and learning experience. “There are many excellent universities serving local needs,” says Baty. These universities may not be considered “global players” – in the sense that they are recognised for cutting-edge research, an international faculty and student population, or are aggressively promoting their international reputation – but they nonetheless offer quality education to many graduates.

When it comes to university selection, students should also take into consideration the quality of the course they are pursuing. “The subject ranking is more important to me than the overall university ranking,” says 21-year-old Ong Clinton, who is currently weighing his options to pursue a degree. More important, says Ong, is to get a sense of the quality of teaching and learning at the university based on feedback from existing students. “They would be the best people to tell you if a programme’s curriculum is too diluted, or if there’s too much independent learning and not enough teaching,” says Ong.

The International Perspective

For Kenneth Goh, choosing to study abroad in Japan was a chance to test his capacity for cultural adaptation. “I wanted to go somewhere where the culture was completely different from my own,” says 25-year-old Goh, who spent a semester in Tokyo’s Rikkyo University. The third-year Singapore Management University Accountancy student envisioned that adapting to a new culture would be an invaluable experience. “If you go to a country where you don’t need to adapt, you lose a part of the learning experience,” says Goh.

Opting to stay at an external hostel within the city instead of university accommodation, Goh was exposed to a larger community of Japanese working adults who lived at the hostel. “The biggest learning curve was understanding how people interact,” says Goh. His friends helped him gain insights into the norms of cultural interaction with the Japanese. “Japan is a key economy in Asia,” says Goh. “If I ever wanted to work there, I’m sure this experience will help prepare for my future working life.”

Goh’s experience highlights an increasingly sought-after – and common – part of university life. Consider this: universities across Asia are now actively building exchange partnerships with other universities across the world. For instance, more than 10 percent of undergraduate students at Hong Kong University will have gone on exchanges overseas or to mainland China. The National University of Singapore counts more than 1000 students on exchange alone. “Given the challenge of our new world order, a well-rounded education can no longer be confined to the classroom setting,” suggests Prof Maleeya Kruatrachue, Dean of Thailand’s Mahidol University International College. The university recently received a “Best Practice Award” for its thriving study abroad programme from the Office of the Higher Education Commission, the Ministry of Education, Thailand.

But what makes an international student exchange attractive and beneficial? For most students, it’s a great opportunity to travel and see the world. For 24-year-old Serene Tan, going on exchange to Germany was a way to explore the rest of Europe. “My motivation was personal, it wasn’t for the academic units. I wanted to experience the culture of Europe,” says Tan. In certain cases, potential employers and society may also look upon favourably on graduates with international experience. “Having international experience is a big plus in the Philippines,” says 23-year-old Miguel Ortilla, a recent graduate from the Philippines’ Ateneo de Manila University. “It’s an extra credential. It means you’ve been recognised to be selected to go overseas, and may even be considered prestigious.”

For others, an exchange programme may help develop positive personal traits. “I learnt to be more independent and outgoing,” says 22-year-old Chai Yuek Ling who embarked on an exchange to Korea University without any companions from her own university. “I had to be brave and try to make new friends.”