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Carnegie honours APRU Chairman and USC President C.L. Max Nikias with Academic Leadership Award

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APRU Chairman and University of Southern California President C.L. Max Nikias during the APRU Presidential Retreat and 19th Annual Presidential Meeting.
(Photo: Osaka University)

The Carnegie Corporation of New York honoured APRU Chairman and University of Southern California (USC) President C. L. Max Nikias today with its Academic Leadership Award. Dr Nikias is the organisation’s first awardee in Southern California.

The foundation established in 1911 by industrialist Andrew Carnegie bestows the accolade every other year, which comes with a $500,000 grant to further academic initiatives. The award is granted to a select number of university presidents “demonstrating vision and outstanding commitment to excellence and equity fulfilling their administrative and managerial roles with dedication and creativity.”

“The contributions of C. L. Max Nikias, both as provost and president, of the University of Southern California have been phenomenal,” said Vartan Gregorian, president of Carnegie Corporation. “Under his leadership, the quality of the student body and of the faculty continues to reach new heights. Today, USC ranks among the nation’s and indeed the world’s most outstanding private research universities. This award recognises not only the excellence President Nikias has affected, but also his vision of boosting global engagement and scaling up various community initiatives. What has impressed me as a former provost and president is that he has been able, in a relatively brief period, to establish 77 endowed faculty chairs. We are very proud of USC’s progress under and look to its continued success in the future.”

Read the full story here.

(Source: http://www.president.usc.edu/carnegie-honors-usc-president-c-l-max-nikias-with-academic-leadership-award/)

02 October 2015
Published in APRU News

Opportunities at UNDP

UNDP is pleased to announce collaborative opportunties for researchers and academic institutions:

Consultant for Study into the Motivation of Public Officials in Pakistan and Kazakhstan
http://jobs.undp.org/cj_view_job.cfm?cur_job_id=59803

Review of Global Trends in Civil Service Reform
http://procurement-notices.undp.org/view_notice.cfm?notice_id=25065

14 September 2015
Published in APRU News

Multi-Hazards Program launches new website

The APRU-IRIDeS Multi-Hazards Program (MHP) has recently launched a new website.  The website features past and upcoming activities under MHP as well as information on APRU and IRIDeS. The Campus Safety Report 2015 and the MHP Statement are also available for download. View the MHP website here.

10 September 2015
Published in APRU News

APRU engages in APEC meetings on Science and Technology

APRU was among key organisations invited to the APEC High Level Policy Dialogue on Science and Technology on Higher Education (HLPDSTHE) held in Manila, the Philippines on 13 to 14 August. The meeting featured presentations on:

Ensuring Relevance, Utilisation & Contribution of Science and Technology in Higher Education to Economic Development in the APEC Region;

Science and Technology Concerns of the Future: Implications for Future Careers; and

Innovations in Higher Education Delivery Modalities and Strategies.

Key recommendations that were put forth by participating APEC economies included:

Cross Border Education & Inter-University Collaboration;


  • Science and Technology Mobility Card: Talent Mobility for Scientists and Researchers; and


Capacity Building through Twinning Programs (Joint & Double Programs for Ph.D. degrees in Science and Technology, Engineering, Agriculture, Marine Sciences and Fisheries).

These areas can be of particular interest to APRU member universities as these could bolster greater mobility and knowledge exchange among universities. A number of APRU members were in attendance at the meeting - Chulalongkorn University, Far Eastern Federal University, National Taiwan University, and the University of the Philippines.

Prior to the HLPDSTHE, APRU also attended the APEC Policy Partnership on Social, Technology and Innovation (PPSTI) Meeting from 10 to 12 August, in which APRU presented its current collaboration with APEC Cooperation for Earthquake Simulation (ACES) through its Multi-Hazards Program.

26 August 2015
Published in APRU News

Announcement of Postdocs Fellowship in FEFU, Vladivostok, Russia


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Far Eastern Federal University is happy to invite postdoctoral researchers to fill the positions of Research Fellows to work within one of the University Schools:

- School of Engineering
- School of Biomedicine
- School of Humanities
- School of Natural Sciences
- School of Arts, Culture and Sports
- School of Education
- School of Regional and International Studies
- School of Business and Public Administration
- School of Law

The ideal candidate should have a PhD degree in related disciplines from leading universities and should be highly motivated to conduct research in a challenging research environment. This program is supported by the Ministry of Education and Science of the Russian Federation Academic Excellence Project 5-100.

Please contact Ms Olesya Sadovaya (This email address is being protected from spambots. You need JavaScript enabled to view it.) for full details- application forms, candidate requirements, etc. 

11 August 2015
Published in APRU News

Call for Proposals for the 2016 AIEA Conference

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I am delighted to announce the Call for Proposals for the 2016 AIEA Conference “Building a Better World: The Academy as Leader” (Feb 21-24 in Montreal, Canada).   The conference description and subthemes are outlined below, but you can find the full information on the AIEA website at http://www.aieaworld.org/2016-call-for-proposals. The actual proposal form can be accessed at www.aiea-cfp.com 
 
Please be sure to read all information on the proposal form thoroughly and have all session information ready to enter including abstract (75 words), proposal description (up to 500 words), bios of chair and presenters (75 words each). Session proposals can be in the form of standard proposals (maximum of 3 presenters including chair with at least 30 minutes of discussion time) or discussion roundtables (maximum of 2 facilitators including chair and NO formal presentations).   Incomplete proposals will not be considered, especially given the number of proposals received each year.   Complete proposals will be reviewed by the Conference Committee and notifications will be sent out by early November.  If you have any questions, please contact AIEA at This email address is being protected from spambots. You need JavaScript enabled to view it..
 
You are welcome to forward this information to other colleagues, especially overseas partners.  As you know, all sessions should be targeted to Senior International Officers (SIOs), their needs, and issues related to comprehensive internationalization -- and in the case of this conference, sessions related to the theme and subthemes (see below for more details) of "Building a Better World: The Academy as Leader.”
 
We look forward to receiving your proposals by the August 15 deadline.
 
Sincerely, 
Gil Latz, 2016 AIEA Conference Chair and President-Elect
 
Building a Better World: The Academy as Leader
 
The tendency to see the local and the global as separate and distinct phenomena has a long history in the academy. And yet today, local-global connections have become apparent for communities and academic institutions alike. In this century of clear and present globalization, colleges and universities are increasingly recognizing that local and global are part of the same system, that one cannot be understood without reference to the other, and that the local communities in which they are located,—urban, rural, and regional—must now be viewed as globally embedded. 
 
As we gather for 2016 AIEA conference, how might our institutions become more effective regional leaders and stewards for enhancing the quality of life and educational, economic and cultural development for our communities? In answering this question, the imperatives are clear: higher education institutions must consider and communicate the ways in which global forces shaped the communities in which they are located in the past, and are reshaping them in the present. They must understand and connect with the international linkages that increasingly connect these localities with others. And they must prepare all graduates, no matter their discipline or profession, to operate in a globalized world with skill, wisdom, and responsibility.To address these imperatives, and to address ways to build a better community, nation and world, it is fitting that we do so through conversations with global scholars and practitioners gathering in 2016 in Canada, a country noteworthy for coining the term internationalization two decades ago, that is, Knight’s classic definition (of internationalization) as the process of “integrating an international and intercultural dimension into the teaching, research and service functions” of a college or university (Knight 1994). This broadened view of international education matched an emerging awareness of the globalization that was visibly reshaping lives, communities, and professions everywhere and heralded a shift calling for international efforts to spread across all aspects of an institution and to be integrated with each other. 
 
Progress has been made these past 20 years, but the urgency of our task and the difficulties associated with the university global leadership role have also increased. Higher education is increasingly challenged to demonstrate its relevance in the face of stagnant economic growth, a world that is increasingly interdependent and therefore often increasingly competitive, and revolutionary advances in communication that bring the far away and unfamiliar closer in time but not necessarily in understanding. A repositioning of global learning in the higher education curriculum and a more intentional engagement with the international dimensions of the communities in which all our academic institutions reside can provide some answers to this challenge.
 
- There is a need to identify and better understand best practices associated with institution-wide dialogue that engages in collective sense-making and goal-setting for and with the places and regions we reside. Twenty-first century knowledge production is extensively global, local, collaborative, and interdisciplinary; how can we think more collectively (across all our differences and similarities) to solve global grand challenges, especially in preparing graduates who can actually perform as globally empowered local citizens. In order to nurture greater understanding of the world, do we need to rethink, from a pedagogical, disciplinary, and faculty scholarship viewpoints the increasingly ambiguous geographies in which we live, learn, work, and conduct research? Refreshed thinking about the meaning and value of such concepts as ‘glocalization’ is needed: what does it mean to ‘think globally and act locally’; what evidence do we have of such thinking and action, through initiatives ranging from the individual to leadership provided by the public, private, or nonprofit sectors?
 
- An increasingly important question facing higher education is that of accountability and agreed upon ways to measure progress toward new campus and community goals for internationalization. The foremost goal of any institutional change initiative, such as internationalization, is improvement, whether the target is student learning, campus climate, or research productivity. How have colleges and universities made good on internationalization by documenting actual student learning that provides evidence that internationalization has made a difference? What are the quantitative and qualitative values associated with improved global understanding and, recognizing that claims for gains as well as comparisons will be made, how can benchmarks be utilized to measure progress or make comparisons? Benchmarks, in turn, call for evidence regarding how much change has occurred; what is different on campus; what strategies have produced change; what has been the impact, intended or unintended, of the changes? Are there standards for assessing attainment that are universal or applicable to all communities around the world? And how are our institutions and communities being transformed by internationalization efforts?
 
- Accountability connotes responsibility and leadership; bringing the local and the global together is essential not merely in terms of cross-cultural understanding and international competitiveness, but a whole host of urgent problems, including climate change, war, terrorism, human trafficking, public health, exploitation of labor, etc. Contemporary examples of the clash of ideological and religious values, fueled by social media, and inimical to notions of free speech on and off our campuses threaten our capacity to contribute to building a more peaceful and just world. Universities are one of the main places where thoughtful, evidence-based analysis can take place to address the most vexing problems facing humanity. What is the role of universities in fostering civil dialogue about contentious issues, dialogue that includes the local, regional and global community? What voice do universities truly have—and who speaks for universities. 
 
The following subthemes are strongly encouraged:
 
- The Role and Effectiveness of the Academy in Addressing Global Grand Challenges: climate change, religious intolerance, war, terrorism, status of women, human trafficking, public health, exploitation of labor, food security, universal education. 
- Higher Education Institutions as Stewards of Place: community and economic development, non-profit collaborations        
- The Role of the Academy and Community Engagement: reports on models found in select world regions
- Global Citizenship: curricula, pedagogies, assessment, innovative models         
- Glocalization: meaning, best practices that preserve local distinctiveness while interacting globally
- International Service Learning: meaning, best practices, assessment, impact
- Internationalization of the Academy: evidence of progress; persistent barriers, optimal practices and structures, innovation
- Funding Opportunities and Challenges: governmental support, philanthropy
- Internationalization and the Liberal Arts: place and purpose amidst increasing emphasis on professional degrees in the Academy
- University Leadership: what does effective leadership look like?
11 August 2015
Published in APRU News