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world class university

Evolution of a World-Class University: Balancing Local Growth and Global Appeal

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How can countries establish world-class universities while avoiding common pitfalls? In my previous posting on how to sustain and grow a top-tier university I focused on the importance of staying true to a core mission, evolving with the times, and selecting visionary leaders.

In today’s blog, I outline a couple more common errors institutions are likely to make as they evolve towards expanding their programs within a local context while also attempting to attract a global student body.

Avoiding these mistakes can help universities successfully evolve in new ways.

Going the Distance: Sustaining and Growing a World-Class University

Jamil Salmi's picture

How do countries establish world-class universities while avoiding common pitfalls? In my previous postings about the Top 10 errors that universities most often make, I focused on obstacles usually encountered at the beginning of the enterprise. In today’s blog, I outline three common errors likely to happen at a later stage, once the new flagship institution has already been operating for a few years and has reached a sort of steady pace. Errors at this stage can impede progress not only in sustaining, but in growing an institution that is well-run and impactful.

What are those three common errors? And how can universities ultimately go the distance?

Call for Action: Help Shape Our Work on Equity in Higher Education

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Co-authored by Roberta Bassett and Jennifer Pye, Tertiary Education Team

We are reaching out to the global tertiary education community to create a forum for discussing equity in access and success. For us, as part of the growing community of bloggers on education at the World Bank, feedback from our readers is important to help fulfill the institution’s mission of fighting poverty and supporting human development. Your views on our work, insights and knowledge contribute to our quest to further our understanding on how best to go about providing equitable access to educational opportunities for all. We hope you will take some time to read this blog entry and explore our web site on Equity of Access and Success in Tertiary Education to learn more. Your comments will feed into our report on the situation of equity in tertiary education that we will be drafting over the next few months based on the background reports and studies found on our website. We hope you will take advantage of this opportunity to help us to drive our work forward and improve equitable access to education for all.

Final Countdown: Top 10 Common Errors when Building a World-Class University

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This is my last post sharing the top 10 common errors when building new world class universities based on my work over the past 17 years at the World Bank and reflecting on my observations from  working with colleagues involved in advising countries keen to establish new tertiary education institutions.  A full version of the lessons can be accessed at Ten Common Errors When Building a New World-Class University

8. Be too ambitious in enrollment targets.  The leaders of new institutions sometimes think that they can rapidly enroll large numbers of students, often in the tens of thousands.  This is rarely achieved without sacrificing quality.  In the 1970s, E.F. Schumacher wrote in his famous book “Small is Beautiful” that successful development projects were preferably of a small size. 

Leadership Challenge: Common Errors when Building a World-Class University

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This week, I’m sharing the top 10 common errors when building new world class universities based on my work over the past 17 years at the World Bank and reflecting on my observations from  working with colleagues involved in advising countries keen to establish new tertiary education institutions.  We started with the magnificent campus and expectation that magic will come from it, followed it with the errors related to the curriculum, content and the overall ecosystem within which universities exist.  Today, we delve into some other common errors, here are common errors 5, 6 and 7. 

5. Delay putting in place the board and appointing the leadership team.  The resolution to establish a new university is often a political decision reflecting a visionary ambition at the highest levels that a ministry or a technical project team is then charged with putting into action.  This typically leads to a centrally managed design and implementation process. 

Countdown of Common Errors when Building a World-Class University

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No Steps leading to front doorThis week, I’m sharing the top 10 common errors when building new world class universities based on my work over the past 17 years at the World Bank and reflecting on my observations from  working with colleagues involved in advising countries keen to establish new tertiary education institutions.  Yesterday I focused on the magnificent campus and the expectation that magic will come from it; today, I delve into some other common errors when building a world class university.  Here are common errors number 2, 3 and-4. 

2. Design the curriculum after constructing the facilities.  It is often assumed that teaching and learning can easily adapt to the physical environment of the institution.  This may be true for traditional lecture-based teaching, but innovative pedagogical practices often require equally innovative facilities.For example, interactive approaches, problem-based learning or pedagogical methods relying heavily on teamwork and peer learning are constrained by the physical limitations of conventional lecture halls or even classrooms. 

Growing Pains: Ten Common Errors when Building a World-Class University

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Tower of BabelDrawing inspiration from the recent post on the World Bank EduTech Blog by Michael Trucano on "worst practices in ICT in education" I was prompted to compile a list of common errors when attempting to build new world-class universities posted on the Inside Higher Education World Views Blog a few weeks ago. Over the next few days, I’d like to share a more extended version of these common errors, reflecting on my observations from  working with colleagues involved in advising countries keen to establish new tertiary education institutions.  I am especially indebted to Richard Hopper for giving me the opportunity to learn a lot and for contributing “error number 6”.  I would also like to thank Roberta Malee Bassett for her insightful comments and helpful suggestions.  Last but not least, I am grateful to Richard Miller, Founding President of Olin College in Massachusetts and Shamsh Kassim-Lakha, Founding President of Aga Khan University in Karachi, for sharing their wisdom and invaluable experience in the most generous manner.