“For a company to be successful over the long term and create value for shareholders, it must also create value for society. At Nestlé, this begins with the creation of superior long-term value for shareholders by offering products and services that help people improve their nutrition, health and wellness.” Peter Brabeck-Letmathe, Chairman of the Board, Nestlé
Within the past decade, an increasingly pervasive view argues that“the world is flat”, and that location matters less and less whenit comes to economic activity (Friedman, 2005). Information and communication technologies are said to be the key to understanding this trend, since they dramatically reduce the cost and increase the ease with which one moves information between geographically distant sites.
Recently I took on the challenge of teaching a course to Undergraduatestudents at Singapore Management University. It had been more than20 years since I had taught any Undergraduates, having spent most of my career at Graduate Business Schools. I did it partially because many of my younger colleagues had told me that teaching had changed tremendously.
Two years ago, one of the authors (PJP) was at a conference in Seoul on“The Role and Responsibilities of Research Universities”, moderatinga session on “Higher Education and Strategic Knowledge Creation”. It was an intensive session, with ten papers, in which university presidents and senior academic officers from around the world
In “The Usefulness of Useless Knowledge”, written in 1937, (Flexner, 1955) Abraham Flexner described a conversation with George Eastman:tured to ask him whom he regarded as the most useful worker in science in the“I venworld. He replied instantaneously, ‘Marconi’. I surprised him by saying: ‘Whatever pleasure we derive from the radio or however wireless and the radio may have added …
Massive Open Online Courses (MOOCs) have attracted a lot of attention in the academic world in general and presidents’ officesmore particularly. But some worry that this model of teaching is a step back to a vertical and unidirectional model of knowledge transmission and that it breaks down the Humboldtian contract of mutual enrichment between teaching and research.
Any top-rated research university has two core missions, namely, education and scholarly research. The primary focus of the institutionmust be on maintaining quality in these two areas, since the external reputation of the university depends upon its ability to serve students well and on the research reputation of its faculty.
Federal and State-level support for higher education and research played a fundamental role for Brazil to develop a graduate schools system that awarded 13,912 doctoral level titles in 2012. The number of scientific articles authored by scientists working in Brazilian higher education institutions and published in international journals grew from 2,000 in 1980 to 38,000 in 2012. …In the Brazilian …
Research — the generation or collection of knowledge — is of the greatest importance. It can affect individual lives, society at large and even the fate of our planet. Uncountable sums of money are spent, and usually well spent, on moving forward our understanding of academic disciplines. Researchers access these funds in a variety of ways and account for their …
The research university in its current form represents a remarkable and successful model where education and research and its application are brought together in synergistic ways that produce valuable new ideas, insights, products and services, as well as thought-leadership that informs policy and action (National Research Council of the National Academies, 2012). However, the world in which research universities have …
We have reached a critical moment in time when the digital revolution — brought on by ubiquitous personal, mobile and affordable information devices — is challenging the historical missions of education and research; a challenge for our universities that constitutes a disruptive force and an opportunity for world-class European universities….This IT revolution has given rise to a new generation of …
More than ever, research universities live in an environment heavily impacted by the forces of globalization. Their strategic thinking continues to be influenced by robust competition in critical areas such as funding, enrolment, recruitment and reputation, as well as by developments beyond their national higher education systems.
As president of a German university and chairman of the League of European Research Universities (LERU), it is my special interest to discuss the role of research intensive universities and their impact on global sustainability from a European point of view. One may wonder why the perspectives of European universities should
Obviously, the world is changing rapidly, and not only for the better: Grand challenges for society are arising and demand solutions. Some challenges can be foreseen, some may occur without warning. When societal problems can be predicted, responsible governments have to address their solutions. Early research has to contribute to
Last year, I chaired the U.S. National Academies’ Committee that produced the report, “The Hidden Costs of Energy” (2010). Using the most advanced methodology and the best available data, the Committee estimated a lower bound of US$120 billion per year in non-climate damages to Americans from producing and using energy in America.
In the framework of the demographic evolution foreseen up to 2050, major issues related to sustainability include: food, natural resources (water in particular) and energy. These “grand societal challenges” affect all aspects of our lives and are not contained within geographical borders or specific scientific disciplines.
Universities are a key player in the “knowledge society”. But this increased influx of knowledge and the exponential rate of technical progress also generate anxiety and fear that could undermine the fundamental role of universities to elaborate and disseminate knowledge. Universities should not be locked into the sterile debate of
This paper intends to renew certain paradigms that tend to limit the vision and functions of universities and advance towards the University 2.0, a scheme focused on society and that brings about concrete changes. The University 2.0 works in two great aspects: economic development models and social development models,
The two-way interaction of societal activity with environmental processes now defines clear and present challenges to our well-being. Human activity is changing the climate system and the ecosystem services that support human life and livelihoods. The changes are occurring at an unprecedented and often bewildering pace.
We live in a time of great change, an increasingly global society, driven by the exponential growth of new knowledge and knitted together by rapidly evolving information and communication technologies. It is a time of challenge and contradiction, as an ever-increasing human population and invasive activities of humankind are now altering the fragile balance of our planet.