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University of The Future 2012 PDF
University of The Future 2012 PDF
of the future
A thousand year old
industry on the cusp of
profound change
Over the next 10-15 years, the current
public university model in Australia will
prove unviable in all but a few cases
Ernst & Youngs view is that the higher education sector is 3. Digital technologies Digital technologies have transformed
undergoing a fundamental transformation in terms of its role media, retail, entertainment and many other industries
in society, mode of operation, and economic structure and higher education is next. Campuses will remain, but digital
value. To explore these themes and future directions, we have technologies will transform the way education is delivered
conducted an industry-wide study of the main forces impacting and accessed, and the way value is created by higher
the higher education industry globally and locally, and the education providers, public and private alike.
opportunities, challenges and implications for Australian 4. Global mobility Global mobility will grow for students,
universities. We conducted a mix of primary and secondary academics, and university brands. This will not only intensify
research, including interviews with more than 40 leaders from competition, but also create opportunities for much deeper
public universities, private universities, policy makers and global partnerships and broader access to student and
sector representative groups. Our interviewees included academic talent.
representatives from more than 20 universities, including
15 Vice-Chancellors. The topic attracted immense interest 5. Integration with industry Universities will need to build
around Australia. significantly deeper relationships with industry in the decade
ahead to differentiate teaching and learning programs,
Our primary hypothesis is that the dominant university model support the funding and application of research, and
in Australia a broad-based teaching and research institution, reinforce the role of universities as drivers of innovation
supported by a large asset base and a large, predominantly and growth.
in-house back office will prove unviable in all but a few cases
The university sector is critical to Australias future. Universities
over the next 10-15 years. At a minimum, incumbent
educate our leaders and entrepreneurs of the future, create
universities will need to significantly streamline their operations
new ideas and knowledge, and earn much needed export
and asset base, at the same time as incorporating new teaching
income. Universities provide opportunities for students of all
and learning delivery mechanisms, a diffusion of channels to
backgrounds to increase standards of living for themselves and
market, and stakeholder expectations for increased impact.
future generations. But, to succeed, universities will need to
At its extreme, private universities and possibly some forge new business models that are dynamic, modern and fit for
incumbent public universities will create new products and the decades ahead.
markets that merge parts of the education sector with other
We see university business models becoming more diverse, and
sectors, such as media, technology, innovation, and venture
anticipate three broad lines of evolution.
capital. Exciting times are ahead and challenges too.
1. Streamlined Status Quo Some established universities will
We have summarised the drivers of change of this brave new
continue to operate as broad-based teaching and research
world into five key trends:
institutions, but will progressively transform the way they
1. Democratisation of knowledge and access The massive deliver their services and administer their organisations
increase in the availability of knowledge online and the mass with major implications for the way they engage with
expansion of access to university education in developed and students, government, industry stakeholders, TAFEs,
developing markets means a fundamental change in the role secondary schools, and the community.
of universities as originators and keepers of knowledge.
2. Niche Dominators Some established universities and new
2. Contestability of markets and funding Competition for entrants will fundamentally reshape and refine the range of
students, in Australia and abroad, is reaching new levels of services and markets they operate in, targeting particular
intensity, at the same time as governments globally face tight customer segments with tailored education, research and
budgetary environments. Universities will need to compete related services with a concurrent shift in the business
for students and government funds as never before. model, organisation and operations.
Justin Bokor
Ernst & Young
Drivers of change
device MOOCs and the rise of
Fiercely competitive
online learning
domestic and international
student markets Bringing the device to the
university the use of digital
Challenges to
technologies in campus-based
government funding
learning
Competing for new
Blended learning
sources of funds
Teaching methods have 1. Democratisation of knowledge education participation rate more than
and access trebled from 8.0% to 25.9% in the first
to change. We cant rely decade of this century, and is likely to
Traditionally, universities held the key to
on delivering content knowledge, in both a physical and
double again in the next 10-15 years1.
anymore its all about philosophical sense. University libraries, Participation rates are growing rapidly in
faculty domains and research institutes a host of other economies and regions:
contextualisation, ways were where knowledge was created, Latin America, ASEAN, the Middle East
of thinking, and the stored and shared. The staff working in and North Africa. Participation rates are
student experience. those domains typically held a privileged also now growing steadily in sub-
status as originators and keepers of Saharan Africa, after decades of
University Provost knowledge. Now knowledge is open to negligible growth.
anyone globally with a device and
This expansion of access will drive a
connectivity not just facts and figures,
global education revolution of an
but also analysis, interpretation, and
unprecedented scale, transforming
curation of knowledge.
societies by creating opportunities for
Access to universities has traditionally millions of people and their families to
been dominated by a modest proportion increase their standards of living. For
of society in developed markets 20-30% universities, this will drive new
of post-secondary students and a very approaches to teaching and learning,
narrow proportion of society in emerging create opportunities for entry to new
markets, typically the elite. markets and new global partnerships,
stimulate new distribution approaches
Today, access is expanding both in
such as low-cost distribution in rural
developed markets, such as Australia,
areas and also create new sources
and even more fundamentally in
of competition.
emerging markets. Chinas tertiary
Figure 2: Tertiary education participation rates (Proportion of 18-22 years olds in post secondary education)
80.0%
Note that the OECD figure represents an
75.0%
approximate average across developed
2000 countries within the OECD and excludes
OECD developing countries such as Mexico.
2010
40.5%
29.0% 30.0%
25.9%
22.6% 21.0%
17.9%
15.8%
OECD East Asia & Pacic China India Latin America MENA Sub-Saharan Africa
Source: World Bank, Ernst & Young analysis. MENA Middle East & North Africa; OECD Organisation for Economic Co-operation & Development
1 See, for example, Outline of Chinas National Plan for Medium and Long-term Education Reform and Development (2010 2020), China Ministry of Education (www.moe.gov.cn).
We will come under 2. Contestability of markets Contestability of funding for teaching and
and funding research will likewise deepen, both in
increased pressure on
The introduction of a demand-driven Australia and internationally. Mining
Government funding, funding model in Australia in 2012 has boom Mark I drove the 2006-07 and
whichever way you driven whole new levels of competition. 2007-08 Australian budget surpluses
A number of universities that had that filled the coffers of EIF2. However,
look at it. previously felt secure in their market the fiscal boost of mining boom Mark II
appears over before it even began. The
Head of university shares found themselves confronted by
losses in share of 5-10% or more as government faces a mighty task to return
representative group the budget to surplus, and both sides of
2011 first preferences and 2012
enrolment data started to come politics have spending commitments that
through. In Victoria, for example, four will take every spare dollar and more well
universities lost 3.5% market share or into the next political cycle.
more see Figure 4 below. Universities in Australia will need to
While future Australian governments prepare for an environment where every
may seek to limit the fiscal implications dollar of government funding is
of growth in enrolments, the deepening contestable and any growth in funding
of market contestability is unlikely to be comes from non-government sources
reversed, either in Australia or students, industry, philanthropists, and
internationally. The genie is well and global collaborations that are all
truly out of the bottle. fiercely competitive.
21 21.4%
17
15
11
13.8%
3
FY09 FY10 FY11 FY12*
FY05 FY06 FY07 FY08 FY13*
6.2%
4.6%
1.6%
0.1% G H I J
A B C D E F
-30
-3.8% -4.2%
University
-42 -7.7%
Our major competitor in ten 3. Digital technologies Digital technologies will also
fundamentally transform the way value
years time will be Google Digital technologies and innovation have
is created within higher education and
disrupted all manner of established
if were still alive! industries media, retail, entertainment
related industries. For example, new
technologies will enable public and
University Vice-Chancellor and many others. While online education
private providers to specialise in parts
has been around since the 1990s, it has
of the value chain content
been in the last 2-3 years where the
generation, content aggregation, mass
pace and disruptiveness of change has
distribution, certification,
really accelerated.
commercialisation and so on.
Digital technologies will not cause the
New technologies will enable media
disappearance of the campus-based
companies to enter the university
university. Campuses will still exist as
sector, either in partnership with
places of teaching and learning,
incumbents, or potentially in their own
research, community engagement, and
right. The so-called Massive Open
varied forms of student experience
Online Courses (MOOCs) are an early
assuming universities can deliver a rich,
stage example of the search for new
on-campus experience. But digital
models. Some of these models will
technologies will transform the way
decline and fail, others will create very
education is delivered and supported, for
substantial economic value. Winners
example through applications that
are likely to be a mix of new, pure play
enable real-time student feedback, and
online businesses and traditional
the way education is accessed in remote
businesses with powerful online models
and regional areas both in the
and capability.
developed and developing world.
Figure 5: Top 10 source and destination countries for Figure 6: Top 10 source countries for tertiary education students
international branch campuses in 2011 (2009 figures and comparison to 2005)
(total established IBCs = 200; total planned IBCs = 38)
Source country Destination country
Malaysia
Australias share of students
35% 58
from the country (2009)
USA 78 13 UAE 37
UK 25 8 China 17 7 25%
The big game will be 5. Integration with industry established by the University of
Queensland4 and the University of
co-investment with the The relationship between industry and
Western Australia5.
the higher education sector is changing
private sector. and deepening. Industry plays multiple Research commercialisation will go
Head of university roles: as customer and partner of higher from being a fringe activity to being a
education institutions and, increasingly, core source of funding for many
representative group as a competitor. For universities to universities research programs.
survive and thrive, they will need to build Already, venture capitalists, industry,
significantly deeper relationships with and entrepreneurs are increasingly
industry in the coming decade. Scale and being brought together to
depth of industry based learning and commercialise university research; for
internships, for example, will become example, the Knowledge and Innovation
increasingly critical as a source of Communities being established by the
competitive advantage for those European Union6.
universities who have the industry
Finally, industry will increasingly
partnerships and pedagogy to do it well.
compete with universities in a number
Research higher degree programs and of specialist professional programs.
applied research will increasingly be run Accounting industry bodies already
in partnership with industry like for provide a range of specialised post-
example the Australian Technology graduate programs (CPA, CA, CFA etc).
Network of Universities new industry- Other industry groups, for example
based PhD program3, and the mining engineering associations and pharmacy
industry research partnerships guilds, may play an increased role as
certifiers and deliverers of content.
100 new products b) Develop and launch innovative sustainable energy technologies
6 See eit.europa.eu/kics
Universities face their Given the forces of change impacting the We side with the latter. We cite the
higher education sector, we expect a Darwinian force of the market and
biggest challenge in significant transformation of university innovation. The printing industry
800 years. business models in the coming decade prospered for the better part of six
and beyond. However, the industry centuries after the invention of the
University Vice-Chancellor leaders we spoke to were divided in their printing press but there is not a single
views on the extent of change that part of that industry that has not been
Australian universities will undergo. disrupted in the last decade. Longevity
is no guarantee of permanence.
A number of industry leaders felt that
Australian universities, especially public At a minimum, incumbent higher
universities, will continue with broadly education institutions will need to
similar models to those of today. They significantly streamline their operations
cited the slow pace of change: and asset base, at the same time as
universities havent changed much in a incorporating new teaching and learning
thousand years was a common refrain. delivery mechanisms and a diffusion of
They also believe that policy and funding channels to market, and adapting to
uncertainties make it difficult for stakeholder expectations of increased
universities to adapt their business impact and 24/7 engagement.
models with confidence about the likely
The following section explores how the
outcomes. Several university executives
current model might evolve in the
also highlighted the new regulatory
following decade and beyond.
regime being implemented by TEQSA as
a potential brake on the speed of change.
Others saw change as inevitable, citing
drivers of change similar to those
described in this paper, as well as the
economically fragile state of many
incumbent institutions in the sector.
Road-
Sales Schools Open days Agents Digital Partnerships Other
shows
Were not businesses Most universities have ample scope to Organisations in other knowledge-based
streamline their business and operations. industries, such as professional services
but we need to be run Figure 9 charts the ratio of support staff firms, typically operate with ratios of
in a business-like way. to academic staff across a sample of 15 support staff to front-line staff of 0.3 to
Australian universities three from each 0.5. That is, 2-3 times as many
University Vice-President of the four representative groups, and front-line staff as support staff.
three non-aligned universities. Universities may not reach these ratios
in 10-15 years, but given the hot
Only one of the universities a Group of
breath of market forces and declining
Eight university has a ratio less than
government funding, education
one. All the rest have more support staff
institutions are unlikely to survive with
than academic staff. Four of the
ratios of 1.3, 1.4, 1.5 and beyond.
universities have 50% or more support
Where does your staff than academic staff, and more than Use of assets is also an area with scope
half (8 of the sample of 15) have at least for much greater efficiency. Most
institution fit in this chart? 20% more support staff. universities own and maintain a sizeable
Is your institutions ratio of asset base, much of which is used only
for four days per week over two
support staff to academic
13-week semesters not much more
staff sustainable? than 100 days per year.
University A
Universities
Innovative
Research
University B
University C
University D
Group of Eight
University E
University F
University G
Technology
Australian
Network
University H
University I
University J
Universities
Regional
Network
University K
University L
University M
Non-aligned
University N
University O
Road-
Sales Schools Open days Agents Digital Partnerships Other
shows
The big change will be The drive towards this model will come However, this constraint assumes the
from the challenge of maintaining a current asset base and operating model
partnerships with industry competitive position in domestic and of the typical Australian university.
around niches international markets across a broad Universities that move to a significantly
range of disciplines and segments. Jack streamlined asset base and operating
University Vice-Chancellor Welchs rule of two will increasingly model for example, utilising physical
come to bear: youre either number one assets across the year rather than two
or number two in your chosen field, or 13-week semesters will make the Niche
you exit either by choice or driven by Dominator model increasingly feasible.
market forces8.
Private providers and new entrants will
Some leaders we spoke to raised the also carve out market positions using
need for scale as an inhibitor of the Niche Dominator models, building fit for
growth of the Niche Dominator model, purpose, segment-focused businesses
citing 20-25,000 students as a base without the constraints of legacy assets
number to maintain an economically and workforce structures; for example,
viable Australian university. BPP University College in the UK.
8 See The Competitor: Jack Welchs Burning Platform by Amir Hartman, ftpress.com, 2003
Potential areas of focus for The model in Figure 11 represents a range of possible market positions to be pursued
Legend
new models by innovators, rather than representing a model of a single institution. In this world,
the innovators:
Extend the definition of a higher Build a sales model that is
education customer to include predominantly digital and build delivery
content wholesalers, content models that combine digital services
consumers, financiers, employers and specialist face to face services
and parents. sourced from partners.
Disaggregate the value chain to create Outsource student services, while
new areas of specialisation, such as retaining ownership of their customer
content aggregation, mass distribution, relationships, using cloud-based
assessment and certification. customer relationship management
Combine traditional education services
tools and techniques.
with services in related industries, such Outsource their full suite of back-
as media and entertainment, financial office functions.
services and venture capital.
Were all looking In our view, the evolution of the The challenge for public universities in
Transformer model will be led by private this world is to cut the right deal a
for additional sources providers and new entrants, not deal that builds in brand protection and
of income. incumbent public universities. This level a reasonable share of the value created.
of disruption is hard to lead from the The answer might lie in a consortium
University Vice-Chancellor inside. However, savvy public approach, especially if the prospective
universities will seek opportunities to partner has the market weight of a
create value in this space in partnership global technology or media company.
with private providers and new entrants.
For public universities that get this
Incumbent public universities bring two right, the rewards will be high:
critical assets to this model: credibility increased global reach of the core
and academic capability. In an age of mission and brand, not to mention
ubiquitous content, content is king no much needed incremental revenue to
longer applies. Credibility is king and support internationally competitive
increasingly curation is king. education and research programs.
Universities are uniquely positioned to
bring credibility and to act as curators
of content.
Venture Garage
What impact will
innovation and new models In 2009, a group of students convinced Aalto University in Finland to grant
500,000 to establish Venture Garage, a hub for entrepreneurs and start-ups
in higher education have based on one of Aaltos main university campuses11.
on your institution? What Venture Garage combines physical space and virtual communities to promote
opportunities will they entrepreneurship in Aalto University and to promote venture capital and innovation
in Finland. Venture Garage provides links to venture capitalists in Europe and the
open up? US, links to academics and research within the university, and a space for young
entrepreneurs to develop and launch companies.
Venture Garage runs entrepreneurship programs and competitions to encourage
and find the most-promising start-ups, rewarding them with access to facilities,
investors, and coaching from experienced entrepreneurs.
Coursera
Coursera is an online university enterprise created by two computer science
academics from Stanford University12. In April 2012, Coursera secured $16 million
in venture capital funding, seeking to make the best education in the world freely
available to any person who seeks it13. More than 30 international universities
offer online courses on the Coursera platform, with the University of Melbourne the
first Australian university to sign up. As of September 2012, Coursera claimed to
have 1.4 million students and is growing rapidly. The long-term outcome of
ventures like Coursera, edX and Udacity remains unclear, but the impact on the
sector will be profound.
11 aaltovg.com
12 coursera.org
13 coursera.org/about
14 Hugo, G., The demographic outlook for Australian universities academic staff, CHASS Occasional Papers, 2008.
Universities should be e) Relationship with government Universities will also need to find ways
to become increasingly influential
embedded in Australias Australian governments, regardless of
from an electoral point of view. There
political persuasion, will be increasingly
economic growth but fiscally constrained, at least in the next
are no votes in higher education, was
a common lament in our discussions
were not! 3-5 years, and probably beyond.
with university leaders. A number of
Head of university Government funding as a share of leaders in the sector are endeavouring
university revenue will likely decline. to shift community and government
representative group Universities will need to search for ways mindsets on this point; this needs to
to move beyond the fight for funds continue apace.
relationship with government. Ideally
universities will be seen as key partners
for government in stimulating innovation
and economic growth. For example,
universities might participate in joint
initiatives with industry and government
that promote the development and
commercialisation of new technologies,
and create opportunities and skills for a
new generation of entrepreneurs.
We bring university The implications for the private sector Higher education markets have superb
should at face value be more fundamentals for long-term growth
education to those who straightforward: find opportunities to for example, annual spend on higher
havent had it before and create value and craft the business education in Asia will grow by a trillion
models required to bring them to life. dollars or more over the next fifteen
help them to get a great job. We contend that opportunities exist for years15 and provide links to
Managing Director, more than just traditional private burgeoning middle classes in emerging
providers of higher education. markets. Given the scale of this
Private-sector growth, we encourage potential private
university operator We see a role for media companies,
sector players to put serious resources
technology providers, financiers, and a
into establishing new models and to
range of industry groups to create value
start securing partnerships with
providing services within the higher
leading incumbents.
education value chain, such as content
distribution, commercialisation, industry
placements and certification. Some of
these services might be provided on a
stand-alone basis. More likely, however,
are joint-ventures or partnerships with
incumbent institutions that bring market
credibility and academic capability.
15 Based on Ernst & Young analysis of participation growth rates, populations and annual spend per student,
we are forecasting annual spend on higher education in the Asian region to increase by more than a
trillion USD by the year 2030.
Universities should assess if We believe the drivers of change Deliberations on future models need to
described above will fundamentally include which customer segments to
their current model is future transform the higher education sector. focus on and what services they need,
proof, and, if not, determine Our hypothesis is that these drivers, over and the universities channels to market
the next 10-15 years, will render the and role within the value chain. Support
where and how to play in the dominant Australian university model of functions will also need to be
future. Ernst & Young is today unviable in all but a few cases. streamlined. Regardless of the path
uniquely placed to assist in chosen, reform will need to align to the
To address the implications specific to
institutions purpose and values.
these deliberations. their institution, public universities need
to consider a series of strategic questions
related to the viability of their institutions
current model, and where and how to
play in future.
Figure 12: Ernst & Youngs framework for assessing and designing a university model for the future
Future model
dimensions
Customers
Students, professionals,
Strategic questions industry, etc Transition considerations
Is our current model Managing the transition
future proof?
Products/services What does the transition
Can our organisation survive and Vocational education and training | Higher education look like as a high-level,
thrive in its current business Research | Employment services | Other multi-year plan?
model and mode of operation?
What capabilities do we need to
Where to play? manage the transition?
Channels
What student, industry or other Managing the brand and
On campus | Digital | Partnerships | Other
customer segments should we market position
focus on?
How do we protect our brand
What will be our point of Role within the value chain and market position during
difference and how do we Education the transition?
sustain this?
Develop Attract and How do we manage changes
Graduate/
How to play? teaching recruit Enrol Teach Assess to our brand as our products,
transfer
programs students services, channels and
Who should we partner with? partners evolve?
Research
What workforce capabilities and Operating the new model
structures do we need? Develop
Secure Conduct
research Publish Commercialise How would we govern
How do we optimise our assets? funding research
projects and administer a model with
new partners?
Support functions How do we know we will
Finance | HR | IT | Facilities management | Other secure the desired benefits
from the new model? And how
Institutional purpose and values will we sustain these?
Justin has 15 years experience as an advisor on strategy to Peter is Ernst & Youngs national Head of Education, and has
public and private sector organisations. Justin has extensive more than 25 years experience as an advisor to Government
experience in the education sector and is a regular presenter and industry. Peters university work has included operating
on higher education reform and the impact on higher education model transformation, financial modelling and cost reduction,
institutions. He has consulted extensively to education sector shared services, and advice on strategic direction. Peters
clients across Australia, including universities, sector clients have included universities across Australia.
representative groups, TAFE providers, high schools
and state and federal departments of education.
Meredith is a Partner in Ernst & Youngs Sydney office and Gerald is an experienced Director in the Brisbane office
works across the technology, entertainment and education of Ernst and Youngs Advisory Practice. Gerald has a wealth
sectors. She has 25 years experience in professional services, of experience in the education sector, and has worked with
focused on compliance and governance. Meredith serves as a a number of universities on a variety of strategic and
member of the Finance and Audit Committee of University of operational challenges. In particular, Gerald has been
the Sydney and as a Council member of one of Australias working on whole-of-student lifecycle diagnostics, business
largest schools, Pymble Ladies College. model redesign, strategy execution at a granular level, and
operating model transformation.
Heidi is a Partner in Ernst & Youngs Perth office. She has Mark is a Partner in Ernst & Youngs Adelaide office. He has
14 years experience providing professional services across 18 years experience as an advisor to Government and industry,
the government, utilities and resources sectors. Her client focused on productivity improvement, operating model
portfolio includes universities, departments of education, transformation, and cost reduction. Marks clients have included
utilities and health providers. universities, education departments, other government
departments and scientific organisations.
Market Analysis
Market analysis included assessment
of the:
Drivers of growth in higher
education internationally
Levels of competition pre and post the
introduction of a demand-driven
funding model in Australia
Drivers of student choice
Justin Singh
Senior Consultant, Advisory
Tel: +61 3 8650 7660
Mobile: +61 404 154 604
justin.singh@au.ey.com
Ernst & Young refers to the global organisation of member firms of Ernst & Young Global Limited,
each of which is a separate legal entity. Ernst & Young Global Limited, a UK company limited by
guarantee, does not provide services to clients. For more information about our organisation,
please visit www.ey.com.
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