Prof., Dae Joon Hwang, Ph.D. College of ICT, Sungkyunkwan University

1. 9th ICED Conference 2012 on Across the Globe Higher Education Learning and Teaching, 22-25 July 2012, Bangkok, Thailand Clustering and Networking in Education across the Globe 25th July 2012 Prof., Dae Joon Hwang, Ph.D. College of ICT, Sungkyunkwan University Secretary General of Korean Council for University Education (KCUE), Seoul, Korea djwang@kcue.or.kr Cluster_25Jul12_DJHwang

2. Content • Background • Practices of Clustering in Education • Implications of Contemporary Clustering • IV. New Approach to Clustering • V. Conclusion Cluster_25Jul12_DJHwang

3. I. Background Cluster_25Jul12_DJHwang

4. Networking is the Keyword in the Future Higher Education Global Open Networking Higher Education Inc. • Competing globally on commercial base • Customer centered, recruit students and research funds through different strategies, fierce competition in recruiting star professors and researchers • Global raking becomes an important factor • Global networking (University, Industry, Scholars) • Cooperation rather than competition (open research/ • development/education/access) • Tailored course design/design of ubiquitous courses • based on new pedagogy Market State New Public Responsibility Serving Local Communities • Higher Education Institutions serve to missions of state and local community • Contribution to local industry oriented research, education, and life-long education • Quite a few elite university are focused on global networking and research • Consolidate university’s common society responsibility • and expand their autonomy, operated by market driven • and financial incentives • Diversify funding resources(government, corporation, • students, parents, technology utilization fees) • Secure funding resources through differentiation in education and research Local/National *Source: Future Scenarios for Higher Education, OECD, 2009. Cluster_25Jul12_DJHwang

5. Overview of Clustering and Networking in Education • Open networking became the keyword to internationalization and global competitiveness of Higher Education and sustainable growth of national economy • University clustering based on different context in both the region and the globe became equally important as academic mobility keeps increasing: ERASMUS and ERASMUS Mundus programs, CAMPUS Asia, CONAHEC • University clustering became diversified on the basis of its context: the physical space, the cyber space, and the cases to achieve their own contexts • International recognition on foreign accreditations demands universities to collaborate to address this issue: UNESCO National Information Center (NIC) Network • Holistic approach to University-Industry-Government clustering became critically important to Nation’s economy and its sustainable growth • Open access to educational resources promotes university clustering in e-Learning, course ware, and practices • Pay attention to harnessing technology and resources to change university clustering more dynamic, scalable, and responsive Cluster_25Jul12_DJHwang

6. Networking vs.Clustering • Networking is gathering of the independent organizations that are linked by a • value added productive chains, final consumers, and productive organizations • from a viewpoint of productive activity. • Clustering is a fundamental feature of human society to congregate into relatively • small, tight, and bounded groups. It is a structured network among homogenous • groups of actors densely connected among themselves and loosely • connected to other groups. • Cluster is nation’s competitive power and its "spatial proximity" and the "anchoring • of firms in their home base" are important. It forms a competitive environment which • is an important matter of economic development. (by M. Porter in 1990) • Innovative cluster is a collective approach to clustering to • challenge the competency of industry and local economy • by harnessing available resources and participation • from the stakeholder: university, the public research • facility and institutes, the consulting company, and the • knowledge intensive business, and the service company. • (by OECD) Global Region Cluster Value system University Cluster_25Jul12_DJHwang

7. What Clustering Brings… • Sociological and economic aspects • Variety of favorable outcomes • Spanning material gain • Lucrative information • Social obligations • Material and emotional support • Academic aspects • Academic mobility and collaboration: joint/multiple degrees, cooperation in • research and education, exchange of students and the faculty, internationalization, • recognition of foreign accreditations • Collaboration with university, industry, and government based on different context • Open access aspects • Consortiums of Open Educational Resources (OER), Open Course Ware (OCW), • and practices • e-Learning service cluster and network Cluster_25Jul12_DJHwang

8. What Clustering and Networking Look like Cluster_25Jul12_DJHwang

9. Potential Partnerships of University Facilitate student and academic mobility. Cooperate for research, administration, and education. Contribute to industry oriented research, product development, training and education. Cooperate for doing research and assimilating technology and research outcomes. Corporate and compete for recruiting students and learners In education, learning, and training. Serve to the missions for the state and regional government. Contribute to life-long learning and education. Consolidate university’s social responsibility. Cluster_25Jul12_DJHwang

10. Degree of Partnership High Coalescence C Collaboration Cooperation A A Competition B A Low B B Low High *Source: Mauro Caetano and D. C. Amaral, Roadmapping for technology push and partnership, Tecnnovation, 2011, doi:10.1016. Cluster_25Jul12_DJHwang

11. Overview of Contemporary University Partnership • Physical space based clustering • Partnership is focused on collaboration in research and development • Practices: RIS (Regional Innovation System), Research Complex, Industrial • Complex, University-Industry partnership, Joint venture, University corporation, • Regional cooperation, University Campus Town project (Mongolia) • Logical space based clustering • Partnership is focused on academic mobility: credit, degree, student, faculty • Practices: Multiple-degree, global/regional/inter-university cooperation, • exchange program for students and the faculty, UNESCO NIC network • Cyber space based clustering • Focused on accessibility, open access to educational resources, and e- • Learning service • Practices: Open access community (OCW, OER, and clustering for e-Learning, • e-ASEM network Cluster_25Jul12_DJHwang

12. Theories on Clustering • Why does a cluster emerge? • A cluster will be formed in the process that relevant organizations voluntarily move in a • way in which the transaction cost is relatively low. (Transaction cost theory) • Why does a particular type of a cluster emerge? • A particular type of an organization or a group of organizations (cluster) will emerge • as the environment forcing such type to be established. (Population ecology theory) • Why would organizations in a cluster be abiding? • A cluster will be established centering around the scarce-resource holder. • (Resource-dependence theory) • . • Why does a cluster get grow? • Growth of a cluster is affected by both externality and adaptation. • (Social Network theory) • How to choose a partner • Selection of exchange partners is based on calculations regarding anticipated gains • from exchange. (The exchange theory) • Selection of partners is based on similarity-actors choose to interact with those that are similar to them. (The homophile principle) Cluster_25Jul12_DJHwang

13. Evolution of a Cluster Cluster Evolution Cluster_25Jul12_DJHwang

14. II. Practices of Clustering in Education • Regional Innovation System (RIS) • Research Complex and Science Park • University Consortium and Network • Open Access Community • Industry Cluster Cluster_25Jul12_DJHwang

15. Regional Innovation System (RIS) System • Regional Innovation System (RIS) is conceived as the set of economic, political and institutional relationships within a given geographical area that generates a collective learning process, leading to the rapid diffusion of knowledge and best practice. • RIS promotes rapid diffusion of knowledge, skills, and best practices within a geographic area larger than a city, but smaller than a nation. • Major practices include the RIS of University of Waterloo, Canada, the RIS of ERICA campus of Hanyang University, Korea, and Ontario Network on the Regional Innovation System (ONRIS) which is dedicated to the study and understanding of this pattern of interaction in Ontario in Canada. The purpose of the network is to investigate how the interaction of firms and regional institutions in Ontario promotes the process of innovation and social learning critical for success in the new global economy. Cluster_25Jul12_DJHwang

16. The RIS of UW (Univ. of Waterloo) in Canada (1) • A partnership between Univ. of Waterloo (UW) and Waterloo City • UW maintains close ties with the high-tech industry through its large co-op program (the largest in the world) and many spin-off companies. And UW came to have a long-standing intellectual property policy that leaves ownership rights on the inventor rather than the university, which helped to create many spin-off companies with strong ties with UW • Strong connections with Research In Motion (RIM) and the Blackberry • Microsoft co-founder Bill Gates stated during his visit to Waterloo in October 2005, "Most years, we hire more students out of Waterloo than any university in the world, typically 50 or even more” Cluster_25Jul12_DJHwang

17. The RIS of UW (Univ. of Waterloo) in Canada (2) Cluster_25Jul12_DJHwang

18. The RIS of ERICA Campus, Hanyang Univ. in Korea (1) Vitalize industry through developing technology and nurturing experts on research Consolidate Industry - university cooperation: Regional Innovation System Parts material cluster in engineering and science fields ERICA, Hanyang Univ. (Educational Research, International CollaborAtion) Campus Strengthening national and global competitiveness Nurturing students with global competence International collaboration reinforcement and international competitive power reinforcement Cultural industry cluster (social science and art field) Support for regional renovation enterprise (Administration, finance and infra construction) Cluster_25Jul12_DJHwang

19. The RIS of ERICA Campus, Hanyang Univ. in Korea (2) Cluster_25Jul12_DJHwang

20. II. Practices of Clustering in Education • Regional Innovation System (RIS) • Research Complex and Science Park • University Consortium and Network • Open Access Community • Industry Cluster Cluster_25Jul12_DJHwang

21. Major Research Complex Cluster_25Jul12_DJHwang

22. The Silicon Valley, US • The Silicon Valley of the United States is built without artificial creation effort and is growing by knowledge ecosystem. • After world war II, scientists participated in commercialization research at SRI (Stanford Research Institute) founded in 1946 • SRI includes Stanford Research Park established in 1953 and 40 companies moved in. • Participation of enterprise: 150 enterprises of middle standing and 23,000 workers • Participation of universities: 7 universities and 20 community colleges are within 40Km of the Silicon Valley, CA in US • Enterprise: Honor Cooperatives Program, Industrial Affiliate Program, etc. Cluster_25Jul12_DJHwang

23. The Uli Techno Park, Finland: Oulu Univ. • The first science park established in Oulu city with its population of 120,000. • Started in 1958 by Oulu university and further expanded to Oulu Techno-polis in 1999 • Participation of enterprise: 200 companies and 4,500 IT specialists • Participation of universities: Oulu university and Oulu Polytechnic • Policy: “Centre of Expertise” program by government Cluster_25Jul12_DJHwang

24. The ZhongguancunResearch Complex, China • Called Chinse Silicon Valley and known as the largest science park in China started from the 1980’s electronics plaza at Zhongguancun street • Participation of universities: 68 universities (Peking university, Tschinghua university ) and 300 Research institutes (China National Science Center etc.), • Participation of enterprise: 10,000 companies, and 400,000 workers • Developed as “High technology industrial development sector” by government, within 355 Km2 area Cluster_25Jul12_DJHwang

25. The Kista Science Park, Sweden • The center of Swedish Information Communication Industry Cluster started by Ericsson in 1976 • R&D cluster: University - Laboratory – Enterprise (KTH (Swedish Royal university)’s IT university, Laboratory (SICS, Acreo, SITI, FRAMKOM etc.), and Enterprises (Ericsson, IBM, Nokia, Compaq, HP, Motorola, Oracle etc.) • Participation of enterprise: 375 high-tech companies and 700 venture business of wireless communication, internet, and GSM tech and 28,000 workers in Wireless Valley, and Mobile Valley. • Network: basic research - product development - production - sales – service phases are linked Cluster_25Jul12_DJHwang

26. The Silicon Wadi, Israel • Benchmarked the Silicon Valley in US • Hi-tech Technopolis: Kiryat Weizmann Science Park, Herzliya Industrial Zone, Matam R&D Park • Participation of universities: Technion, Telaviv, Gebrew, Bar-Ilan, Bengurion, and Weizmann laboratory • Participation of enterprise: 3,000 Hi-tech enterprise, 1,000 venture of DSP communication, Indigo, Nexux, Geotech, Vocaltech, and Java etc. • Policy: supported by government Cluster_25Jul12_DJHwang

27. II. Practices of Clustering in Education • Regional Innovation System (RIS) • Research Complex and Science Park • University Consortium • Open Access Community • Industry Cluster Cluster_25Jul12_DJHwang

28. Kyoto University Consortium, Japan (1) • Universities linking system • Universities’ expectations of the future human resource development and declines of school-age population • Universities’ needs for self-effectiveness management system • Beginning of university consortium • From TAMA academic consortium, 1995 • Starting from 4 universities “The Library joint-use contract” of west Tokyo area • Utilization of universities’ facilities and compatibility of credit • Kyoto University City university in1993 • Strengthening links between universities: joint-use of land, facilities, research infrastructure • Strengthening links between university and regional community • Strengthening links between university and local company • Kyoto-University Center: exchange credits among universities in Kyoto area • Extension of the consortium: Academy-Industry-Government Cluster • University consortium, Kyoto • Campus Plaza Kyoto • Building construction project • Place for exchanging universities and citizen • Extend credit exchange in 2007: 535 curriculum, 10,186 students participated • Consortium’s income: 560,000,000 Yen in 2009 Cluster_25Jul12_DJHwang

29. Kyoto University Consortium, Japan (2) • Co-work plan for university consortium Cluster_25Jul12_DJHwang

30. DG Consortium, Korea (1) • Consortium of university aiming for providing competitive workforces to local industry in association with local government of Daegu Metropolitan city and local government of Gyoungbuk in Korea • Aiming for establishing an infrastructure for nurturing professionals through implementation of major programs • Internship program • Building job network • Establishing job plaza, etc. • Benchmarked Kyoto university consortium, Japan • Concerning “Daegu 2010 job creation plan” by local governments of Daegu and Gyoungbuk Cluster_25Jul12_DJHwang

31. Internship Supporting center DG Consortium, Korea (2) Promoting Internship for university students in Daegu-Gyoungbuk province Dedicated Administrative Authority (Department of Labor, Office of Education) Local universities • A consortium of universities in the Daegu-Gyoungbuk region Committee of Regional Development The Chambers of Commerce and Industry in Daegu Local governments Local industry and companies University consortium Councils Local media agencies Cluster_25Jul12_DJHwang

32. University Consortium: DG in Korea (3) Establishing Internship Supporting System Providing students with more job opportunities by promoting the internship in the region Fostering high-tech industries in the region: medical technology industry, IT convergence industry contributes to create job opportunity and the competency of local economy through sustainable growth of the local company Create an ecosystem for sustainable growth of local economy through university-industry-local government cooperation University nurtures competitive workforces to support local industry with competitive expertise and skills that the high-tech companies require in manufacturing and assimilating research outcomes High-tech companies provide students with opportunities for experiencing and challenging on-site issues to secure professionals in advance before their graduation Regional government, companies, and university have been in collaboration to establish Internship Supporting System University consortium in collaboration with regional governments and industry to create knowledge ecosystem in Daegu-Kyongbuk region Cluster_25Jul12_DJHwang

33. Field Consortium of University in Europe: CLUSTER (1) • CLUSTER (Consortium Linking Universities of Science and Technology for Education and Research) is a consortium of 12 elite European Universities in Science and Engineering (and architecture) with associate members from around the world. In 2010, CLUSTER celebrated the twentieth anniversary, a long path where the role of Engineering Education has been questioned and best practices and policies for running our institutions to breed talent have been defined. CLUSTER represents a Multi-location European University of Science and Technology with about 3.000 professors, 11.000 academic staff, 14.000 PhD students , with a total of more than 140,000 students. • In a world facing unprecedented challenges, engineering, science and technology play a central role. The well being of our society depends on our answers to such challenges, that cannot be founded by a single nation or engineering discipline. Instead, they call for truly international, multi disciplinary collaboration and a new mind set. It is thus largely in our hands to breed a new generation of engineers with leadership and entrepreneurial skills. CLUSTER is an active platform in the promotion and creation of frameworks aiming to tackle these societal issues. • CLUSTER evolved from being focused only on Engineering Education to be, nowadays, acting on the so-called knowledge triangle comprising Education, Research and Innovation. Cluster_25Jul12_DJHwang

34. Field Consortium of University in Europe: CLUSTER (2) • Dynamical systems, control, and optimization (DYSCO) • Bio & life sciences • DYSCO is a Belgian inter-university research network of +/- 250 researchers active in modeling, control and optimization of networks and dynamical systems. It has been funded for 20 years by the Federal Government through a program called Interuniversity Attraction Poles (IAP) and coordinated by UCL. • PROSPECTS • Bio & life sciences • The PROSPECTS consortium aims to integrate mass spectrometry- and antibody-based proteomics technologies with structural biology, bioinformatics and computational modeling to provide a protein localization map of the human cell. Cluster_25Jul12_DJHwang

35. Field Consortium of University in Europe: CLUSTER (3) • Hybridization of mobile work machines (HybLab) • Electrical engineering • HybLab project studies hybrid electric power train solutions in mobile work machines. The aim is to half the fuel consumption of existing machines. • Noninvasive instrumentation to monitor and evaluate trends in the cardiovascular system (Home Heart Health Care) • Medical technologies • The Home Heart Health Care (H3C) project aims for devising noninvasive methods to evaluate cardiovascular function by using sensors embedded in common household appliances or furniture, to monitor a subject without the help of any in-house medical professional. Cluster_25Jul12_DJHwang

36. II. Practices of Clustering in Education • Regional Innovation System (RIS) • Research Complex and Science Park • University Network • Open Access Community • Industry Cluster Cluster_25Jul12_DJHwang

37. Major University Networks Cluster_25Jul12_DJHwang

38. CAMPUS Asia Program (1) • Collective Action for Mobility Program of University Students in Asia (CAMPUS Asia) program aims to harmonize Higher Education in the region • East Asia's three big education markets have taken a small step toward integration with the first government-level meeting aimed at increasing the regional mobility of students and professors. • CAMPUS Asia project is intended to harmonize universities in Korea (ROK), China, and Japan and ultimately keep more students in the region, which is a major supplier of undergraduates to American and European countries. • Korea, China, and Japan together send more than 200,000 university students to the United States each year. CAMPUS Asia is the latest attempt to bridge the formidable cultural, linguistic, and structural barriers in the region's higher-education market. Cluster_25Jul12_DJHwang

39. CAMPUS Asia Program (2) • Seoul National University (SNU) consortium provides Cooperative Asian Education Gateway for a sustainable growth of university by expanding collaboration in Science and Technology of Chemistry and Material Science Cluster_25Jul12_DJHwang

40. CONAHEC in North America • The Consortium for North American Higher Education (CONAHEC) advises and connects institutions interested in establishing or strengthening academic collaborative programs in the North American region. • Primary mission is to foster academic collaboration among institutions, organizations and agencies of Higher Education in Canada, Mexico and the United States. It also promotes linkages between North America and higher education entities around the world. • Membership organization of 162 Higher Education Institutions from North America region: Canada(17), Mexico(72), United States(45), and Affiliate Members (28: Korea, Jamaica, Spain, Burkina Faso, France, Colombia, Brazil, Iceland, Costa Rica, Colombia, Chile, Argentina, Guatemala, Ecuador, Honduras, Malaysia) • The student exchange program of CONAHEC is designed for both undergraduate and graduate students, including students at the doctoral level. The program covers all academic disciplines as well as options for students interested in academic coursework and on-the-job training and/or experiential education abroad. Cluster_25Jul12_DJHwang

41. Global University Network Initiative: UNAI (1) • The United Nations Academic Impact (UNAI): a global initiative that aligns institutions of higher education with the United Nations in furthering the realization of the purposes and mandate of the organization through activities and research in a shared culture of intellectual social responsibility. • UNAI is universities’ worldwide program of 192 UN member nations. Now, joined about 700 universities in 104 nations, included 47 universities of Korea (ROK). Cluster_25Jul12_DJHwang

42. Global University Network Initiative: UNAI (2) • UN(United Nations)’s Academic Impact is a program of the Outreach Division of the Department of Public Information. It is open to all institutions of Higher Education granting degrees or their equivalent, as well as bodies whose substantive responsibilities relate to the conduct of research. Its essential frame of reference are: • To bring into higher learning outcomes across the world in association with the United Nation and other institutions. • To provide a mechanism for such institutions to commit themselves to the fundamental precepts driving the United Nations mandate, in particular the realization of the universally determined Millennium Development Goals. • To serve as a viable point of contact for ideas and proposals relevant to the United Nations mandate. • To promote the direct engagement of institutions of Higher Education in programs, projects and initiatives relevant to this mandate. Cluster_25Jul12_DJHwang

43. II. Practices of Clustering in Education • RIS Cluster • Research Complex • Industry Cluster • University Consortium • University Network • Open Access Community Cluster_25Jul12_DJHwang

44. Global Open Era • Open access to educational resources • OCW: MIT, OU, GLOBE, MERLOT, JOCW, KOCW, Curriki, • OER: UNESCO OER platform • OSS: ReCource, Sakai, Moodle, www.sourceforge.com • Best practices: IMS Campus, European Schoolnet • Open to IPR: Creative Commons License (CC), General Public License (GPL) *Source : Dae Joon Hwang, Digital education and Korean policy for promotion of OER, KOCW association symposium, Feb., 2011., Seoul, Korea Cluster_25Jul12_DJHwang

45. OER in the globe MERLOT (USA) ARIADNE (EU) Education.au limited-EdNA online, Australia LORNET, Canada EduCommons European Schoolnet LACRO (Latin-American Community of Learning Objects) NIME- glad (Japan) → GLOSS (Open Univ. of Japan) CCCOER: The Community College Consortium for Open Educational Resources, California, OCCDLA: Oregon Community College Distance Learning Association Practices iTunes Univ.:Less text, more video and animated materials OPAL: Open Educational Practice OLnet – international research community on OER European Schoolnet Open Course Ware MIT OCW initiative in 2002 OCW Consortia founded(Global Consortium now with +250 member universities from +45 countries) China: CORE Consortium Japan: JOCW Consortium Korea: KOCW Consortium Taiwan: TOCWC UNIVERSIA (www.universia.net) : Latin American, Spanish and Portuguese network ParisTech : 12 French institutes of engineering education and research OLCOS (www.olcos.org, Open eLearning Content Observatory Service ) Other projects UK: Open University Australia: AEShare Net Europe: MORIL TPED (Thomas Edison Grants Program Consortium, www.thomaseditionprogram.consortium Open EducationalResources (OER) Cluster_25Jul12_DJHwang

46. Individuals Learn new things Encourage share and discuss Improve performance Access to diverse resources and institutions Faculty (or Teachers) Create courses effectively Share experience in education Create resources in collaboration Participate communities Improve quality of teaching/learning Advertize their activities to potential learners Institutions Showcase their teaching and research Enlarge the pool of applicants Lower the lifetime costs Extend outreach activities Consolidate QA and collaboration among HE institutions Promote internationalization Who Benefits from Open Access Cluster_25Jul12_DJHwang

47. Toward the Connected Learner Cluster_25Jul12_DJHwang

48. Clustering for e-Learning Service (1) • AfricanVirtual University (www.avu.org) • Pan African e-Learning network established in1997 aiming to facilitate the • use of effective Open, Distance and e-Learning in African institutions of • tertiary education • Headquarter located in Nairobi, Kenya and regional office in Dakar, Senegal • 53 partner institutions in 27 countries and trained more than 40,000 since 1997 • edX (www.edxonline.org) • Joint venture between Harvard University and MIT too begin Sept., 2012. • Provide certificate after taking courses by the name of Institute or Venture company • Udacity (www.udacity.com) • On-line learning service initiated Jan. 2012 by the faculty of Stanford University • e-Learning platform is not provided • Provide certificate after taking courses Cluster_25Jul12_DJHwang

49. Clustering for e-Learning Service (2) • MITx (www.mitx.mit.edu) • E-Learning platform providing learning service based on MIT OCW began with 1 subject March 2012 • Provide certificate after taking courses • edX (www.edxonline.org) • Joint venture between Harvard University and MIT too begin Sept., 2012. • Provide certificate after taking courses by the name of Institute or Venture company • Udacity (www.udacity.com) • On-line learning service initiated Jan. 2012 by the faculty of Stanford University • e-Learning platform is not provided • Provide certificate after taking courses Cluster_25Jul12_DJHwang

50. Clustering for e-Learning Service (3) • Coursera (www.coursera.com) • E-Learning platform providing learning service for 40 subjects to be initiated Jun. 2012 by the faculty of Stanford University. • Consortium of Stanford Univ., UC Berkeley, and Princeton Univ. • Stanford Engineering Everywhere (www.see.stanford.edu) • Online learning service initiated by the Faculty of Stanford University in Jan. 2012. Now 6 subjects are available. • No learning platform is provided • Provide certificate after taking courses • Open Yale (oyc.yale.edu) • On-line learning service available around 40 subjects in the Internet, which are mostly in Humanity and Social Science • About 10 subjects are supposed to be updated each year. Cluster_25Jul12_DJHwang