NSBM Green University

The Story of an Educational Milestone of Our Age | 1

CopyrightŠ2017 NSBM Green University Town, All rights reserved.

ISBN 978-955-3931-01-6

No part of this publication may be reproduced, stored in a retrieval system or transmitted in any from or by means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the NSBM Green University Town, Pitipana, Homagama, Sri Lanka

Published by: NSBM Green University Town, Pitipana, Homagama, Sri Lanka 011 544 5000 www.nsbm.lk | info@nsbm.lk

Dedicated to the Pioneers of NSBM who added a new dimension to Higher Education in Sri Lanka through the Green Concept.

Contents

01

Introduction

31

NSBM: Idea into Reality

05

NIBM: A Case for Transformation

53

A City Presence

22

Envisioning a University

69

NSBM Green University Town

89

113

151

159

A Campus in the Making

A Destination Reached

133

Cutting Edge Education

Profile of a Leader

Making Lasting Impacts

171

Afterword

Acknowledgements There are many to whom I owe a debt of gratitude for their encouragement and support in writing this book: Dr. E A Weerasinghe, Dr. D M A Kulasooriya and Mr. Chaminda Ratnayake; people’s representatives of the political authority; past and present officials of state administrative and affiliated organizations; spokesmen from stakeholder organizations and staff of NIBM and NSBM. A special word of thanks goes to Mr. Carlton Samarajiwa and Mrs. Daleena Samara for their valuable editorial inputs.

I thank them all.

Prof. Mangala Fonseka

Introduction

The

NSBM (National School of Business Management) Green University Town is a landmark achievement. An experience like no other in the annals of higher education in Sri Lanka, it is an educational milestone of our age.

A Sri Lankan state-of-the-art institute of higher education, it was conceptualized, designed and constructed on the lines of world-class universities of the Anglo-American model. It is a fully-owned subsidiary of the National Institute of Business Management (NIBM), a pioneer organization in management development and training, productivity improvement and management consultancy in Sri Lanka, and showcases a novel experiment of public-private partnership within the neo-liberal policy framework1 of a developing country. Significantly, it has to do with the socially and politically sensitive area of higher education in Sri Lanka and offers an organizational study in the execution of an emergent strategy2 with foresight and fortitude by a dedicated team led by an inspiring leader, the Chief Executive Officer of NIBM3 and NSBM. Furthermore, it enters contemporary history as a

great project of national importance completed under two political regimes, with the second embracing it with equal or even greater enthusiasm, a rare occurrence in Sri Lankan society.

Why the story of the NSBM Green University Town should be told This story of collaboration between many actors in executing this mammoth project of organizational and national significance will be of relevance to policy makers, administrators and managers. It will give them ideas to ponder over, learn from and be inspired by. For students of management, it will be an interesting case study, for the general reader a pleasurable account of an epochal educational phenomenon and for posterity a lasting legacy in a context where many a local story worthy of remembrance is buried in the sands of time.

The Story of an Educational Milestone of Our Age | 1

What it is all about The story begins with the arrival of a new Chief Executive Officer at NIBM and his measures to align the strategic direction of the institution with the vast changes taking place in the socio-political fabric of the country. Under his initial stewardship of five years, NIBM is transformed into a modern and highly profitable organization ready for strategic expansion. The physical and other limitations of its location in Colombo nurture the idea of a separate university culminating in the birth of the National School of Business Management (NSBM) as a fully-owned subsidiary of NIBM. A state-of–the-art institute located amid the lush greenery of an idyllic countryside in Pitipana, Homagama, the NSBM Green University Town offers the perfect environment for holistic teaching, learning and research.

Meanwhile, the strategic move to inaugurate NSBM as a City Campus in the outskirts of Colombo lays the foundation for a full-fledged institute of higher education in Sri Lanka. After considerable test and trial, the NSBM Green University Town is now ready to serve the present generation of students and researchers and to shine a beacon of light for future generations.

How the book is organized This book consists of ten chapters and a conclusion.

It covers many facets of NSBM and its socio-political environment. Tables provide statistical evidence, photographs record the key events and the conclusion lists learning points arising from the story.

2 | The Story of an Educational Milestone of Our Age

Endnotes A theory of political economic practices that proposes that human wellbeing can best be advanced by liberating individual entrepreneurial freedoms and skills within an institutional framework characterized by private property rights, free markets and free trade. The role of the state is to create and preserve an institutional framework appropriate to such practices (Harvey 2009).

1

Strategy is “a pattern in a stream of decisions or actions�, the pattern being a product of whatever intended (planned) strategies and of any emergent (unplanned) strategies that are realized (Mintzberg 1985).

2

3

Both positions were held by the same official until the end of October, 2016.

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Chapter 1 NIBM: A Case for Transformation

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6 | The Story of an Educational Milestone of Our Age

Our

story begins in the latter part of the year 2005, which was not the best of times in Sri Lanka.

A long drawn-out devastating war against terrorism was being waged; terrorist acts of varying proportions but all of them equally tragic were creating an atmosphere of uncertainty and insecurity; the national economy was in the doldrums; investment in the development of human capital was steadily declining; and a brain drain was in relentless progress. It was a time of doom and gloom; a winter of despair and discontent. Nevertheless, the indomitable human spirit prevailed and people hoped for better times; it was not the worst of times, for hope springs eternal in the human breast.

A new Director General for the NIBM In December 2005, within this larger socio-political landscape, Dr. Endera Arachige Weerasinghe1 assumed duties as Director General of the National Institute of Business Management2 (NIBM), Wijerama Road, Colombo 7. A senior academic from the University of Jayewardenepura, he got down to business immediately.

In his short stint of two months3 previously as Chairman, NIBM, he understood the organization’s strengths and weaknesses and the need to take action for the progress of this conservative giant, which had served the nation for long years with distinction in the areas of management development and training, productivity improvement and management consultancy.

Dr. Weerasinghe noted a few interesting trends in the past performance figures of NIBM (Table 1.1).

Table 1.1: Performance of NIBM: 2000-2005 (Rs. mn.)

Performance Indicator

2000

2001

2002

2003

2004

2005

Operating income

69.8

82.8

93.1

90.9

91.0 118.1

Expenditure

67.6

75.5

82.0

87.5

100.7 134.7

2.2

7.3

11.1

3.4

-9.7

-16.6

Non-operating income

22.9

33.3

35.6

29.0

23.6

26.9

Net profit

25.1

40.6

46.7

32.4

13.9

10.3

Taxes paid

5.0

5.2

7.8

9.3

6.6

4.5

20.1

35.4

38.9

23.1

7.3

5.8

Operating profit

Net profit after tax Source: NIBM Annual Reports

According to the above figures, NIBM, having recorded marginal operating profits during the period 20002003, had begun to incur operating losses by 2004. The moderate net profits were largely attributable to nonoperating income earned as interest on a fixed deposit base of around Rs. 300 million, giving a yield rate as high as 20-25% of the total income. Further, the performance of the four divisions of NIBM and the two regional centres revealed the following (Table 1.2): Table 1.2: Divisional Surpluses: 2004 and 2005 (Rs. mn.)

Division

2004

2005

Productivity Facilitation

-2.6

-4.4

Management Development

-0.5

-4.0

Management Information Systems (MIS)

29.4

-3.3

Consultancy

-1.2

-2.7

Kurunegala Branch

-

-5.1

Kandy Branch

-

-1.9

Source: NIBM Annual Reports

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Thus, in the year 2004 the MIS division alone recorded profits, which also turned into losses in the subsequent year. Dr. Weerasinghe traced the following reasons for the losses:

• The period under consideration was a turbulent one nationally as the final onslaught on the LTTE was about to commence. It was a time when budget allocations for management development, training and consultancy in the state sector, which formed the major segment of NIBM’s business, were being severely slashed.

• Though its mandate was to serve both the public and private sectors, NIBM was largely patronized by state sector organizations. Opportunities for attracting private sector organizations dwindled further with the globalization process in full swing and competition growing among organizations.

threat as shown in its performance in 2005.

• The qualified and experienced staff (consultants) who had joined NIBM as young professionals, having served the Institute with distinction for many long years, were now leaving the organization on reaching retirement age. This void needed to be filled with competent academics and professionals with an awareness of the challenges of the external environment.

• The NIBM premises, a worthy creation of the renowned architect Deshabandu Geoffrey Bawa in 1973, was losing its original appeal due to wear and tear, inadequate maintenance, inappropriate colour-schemes and other shortcomings such as ill-lit passages, stairways and lecture-rooms, broken furniture and outdated fixtures and fittings. In a highly competitive market environment, this was an obstacle to attracting clients to NIBM.

• The MIS division, which offered the B.Sc. in Computer Science degree of the University College Dublin (introduced in 1996) and Advanced Diploma, Diploma and Certificate level study programmes in Information Technology (some of them introduced even before 1996), turned out to be the showcase of its portfolio of activities. With the emerging presence in the country of foreign universities and affiliated institutes offering Information Technology study programmes, the MIS division too came under

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As Dr. Weerasinghe remarked, “ ...In essence, what was preached in various training programmes such as office management, inventory management and work study was not practised at NIBM ... If you recommend an improvement, you should be able to demonstrate it by taking the participants round in your own organization ...

Charity begins at home ...”

All told, the NIBM that Dr. Weerasinghe took over lacked a vibrant culture required for success in those challenging times. Instead, he noted the institute was resting on its laurels and making use of the hard-earned cash reserves from its past labour without an increase of its returns by making appropriate strategic investments. By 2005, a considerable gap had emerged between what the clients demanded and what NIBM offered.

NIBM had excellent men and women at the helm, even though most of them had only been there for a short time. Prof. Lakshman Jayatilleke4 joined as Chairman in July 2006, and together with Dr. D M A Kulasooriya and Ms. Kishani Wijesiriwardene, Executive Directors, and Divisional Heads, Dr. Weerasinghe had a formidable team, who changed the course of the institute and restored its past glory. This team was ably supported by Mr. Tissa Deheregoda (Director, Administration) and Mr. G D Bernard (Director, Finance).

In search of new pathways Dr. Weerasinghe and his team, after much deliberation among themselves and other key members of NIBM, decided on implementing the following:

A Corporate Plan for the period 2007-2011 As a proponent of management excellence NIBM always had corporate plans in operation. Of late, however, their implementation had become ineffective. Thus, in 2006, the corporate plan that had been prepared by the reputable external agency MTI Consulting was revised to cover the period 2007-2011, which served the organization well.

Strategic directions in education and training Dr. Weerasinghe and his team deemed that in the face of growing competition, it would be risky to depend entirely on public and private sector organizations for NIBM’s survival and growth. Over-reliance on the hitherto profitable MIS division too was considered to be risky and thus, NIBM decided to adopt a diversification strategy5 through a major thrust into tertiary-level education6. Prof. Jayatilleke’s and Dr. Weerasinghe’s training and work experience in this sphere are likely to have influenced their decision. This was in contrast to the ideology of past consultants who cautioned against bringing school-leavers to NIBM for fear that they would ‘spoil’ the prevailing industry-based professional environment, and who avoided making changes to training and consultancy activities because they had

Embarking on a voyage: NIBM Council Meeting (2006) with Prof.

Lakshman Jayatilleke, Chairman, NIBM, and Dr. E A Weerasinghe, Director General, NIBM, in the centre.

The Story of an Educational Milestone of Our Age | 9

served the institution well in the past and would continue to ‘be our bread and butter’ in the future.

Degree awarding status for NIBM NIBM initiated moves to obtain degree-awarding status, which turned out to be a long and arduous process including institutional and subject reviews conducted by the University Grants Commission (UGC).

The Gazette Extraordinary of the Democratic Socialist Republic of Sri Lanka of October 20, 2009 announced that NIBM had been granted degree-awarding status for the conferment of the BSc. in Business Management (Areas of specialization: Human Resource Management, Logistics, Project Management and Industrial Management) and BSc. in Management Information Systems degrees. This marked a new phase in the growth of NIBM as large numbers of Advanced Levelqualified school leavers joined the institute for their undergraduate studies.

New degree and postgraduate programmes In 2009, the MOU signed with University College Dublin, Ireland, and Northumbria University, UK, opened opportunities for students to read for a BSc. (Management) degree with specialization in Industrial Management and Human Resource Management.

Alternative paths were also defined for Diploma and Certificate holders to join these degree programmes.

Similarly, in 2011, under the MOU signed with Limkokwing

10 | The Story of an Educational Milestone of Our Age

University, Malaysia, a new degree programme was inaugurated in Interior Design and Facility Management.

The year 2011 also saw the commencement of postgraduate degree programmes (MSc. in Information Technology and MSc. in Management) in collaboration with University College Dublin.

Other growth strategies Steps were also taken to introduce a variety of Diploma and Certificate programmes and short-term training programmes on topics of current interest in the areas of Management and MIS. A prospectus was launched well in advance of the period covered, in the presence of prominent politicians, government administrators, industry representatives, the media and the public. These were always conducted with much fanfare.

An English Language Unit was established to enhance the English proficiency of school-leavers, working people and participants in various programmes. The unit was to be expanded to cover other languages such as Tamil, Japanese and Chinese.

NIBM – the imposing structure of yesteryear

Modernizing NIBM and expanding its branch network A massive modernization project was carried out at NIBM, Colombo 7, at a cost of Rs. 147 million, which included the addition of a new wing with an auditorium, lecture rooms, student study areas and a spacious cafeteria. It served two purposes. Firstly, it solved the problem of congestion by providing a congenial environment for study, rest and relaxation for the growing student population. Secondly, it greatly enhanced the image of the organization. The project also included improving the interior dĂŠcor, replacing furniture and equipment, upgrading the computer laboratories and providing other facilities.

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New strategic directions: commencing its own degree programmes Management and affiliated studies

12 | The Story of an Educational Milestone of Our Age

Operational level strategies The operational-level strategies to supplement higher level strategies by enhancing general effectiveness and efficiency included:

• Keeping NIBM open from 8:30 am-4:30 pm on Saturdays, Sundays and public holidays;

• Installing an efficient front-desk to serve visitors; New strategic directions: Computing and Information Technology studies

Meanwhile, the branch network was also modernized and expanded. For instance, the Kurunegala Regional Centre was refurbished at a cost of Rs. 139 million in 2009 while the Kandy Regional Centre was relocated at a cost of Rs. 54 million in 2013. Further, Regional Centres were established in Galle in 2010 at a cost of Rs. 302 million, and in Jaffna in 2011. Each of these centres was equipped with well-appointed lecture rooms, computer laboratories, a library and other amenities to provide a congenial learning environment.

Funds for the modernization project were secured largely from the long-term fixed deposits of NIBM, which had from time to time been utilized to pay employee incentives, and were thus not being prudently utilized.

The management negotiated to obtain tax exemptions for the deposits while ensuring a better return on them by way of increased organizational cash flows in the medium- and long-term.

• Maintaining an active and up-to-date website www. nibm.lk;

• Enabling prospective students to apply via the website and make payments by cheque and credit card;

• Interacting constantly with state and private sector organizations;

• Creating public awareness through participation in exhibitions and seminars;

• Launching effective publicity campaigns through the press and television;

• Issuing certificates on the last day of short-term workshops and training programmes;

• Extending the popular study programmes that were confined to Colombo to the Regional Centres;

• Paying greater attention to the specific needs of clients when offering services; and

• Conducting convocations and award ceremonies on a formal note and on a timely basis.

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NIBM, Colombo 7, the edifice after modernization

14 | The Story of an Educational Milestone of Our Age

Refurbished Kurunegala Regional Centre

Relocated and modernized Kandy Regional Centre.

Former President Mahinda Rajapakshe, former Minister Dullas Alahapperuma and former Governor – Central Province Tikiri Kobbekduwa in the picture

The new Galle Regional Centre

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Though these measures sound commonplace in today’s context, they were significant moves twelve years ago in that they helped NIBM considerably to achieve its performance targets.

Great strides in performance All Divisions of NIBM showed marked performance improvements in the period 2006-2007 over the previous years (Table 1.3).

Table 1.3: Divisional Surpluses: 2006 and 2007 (Rs. mn.)

Division

2006

2007

Productivity Facilitation

-4.1

0.2

Management Development

4.0

21.6

MIS

11.7

44.6

Consultancy

-1.7

-1.9

Kurunegala Regional Centre

-4.7

-0.4

Kandy Regional Centre

-1.6

0.7

A key structural change The end of 2008 witnessed a major structural change at NIBM. The Productivity Facilitation and Consultancy Divisions that were making constant losses were amalgamated with the Management Development Division and renamed Productivity and Management Development Division. The change transformed NIBM into a sleek and concentrated organization of just two divisions – MIS and Productivity and Management Development – and facilitated substantial annual cost savings and enhanced profits.

The operating profits of the Divisions and Regional Centres for the next four years, 2008-2011, were as follows (Table 1.4): Table 1.4: Divisional Surpluses: 2008-2011 (Rs. mn.)

Division

2008

2009

2010

2011

Source: NIBM Annual Reports

MIS

73.5

105.6

90.2

130.0

During this period, the MIS Division was accredited as an Assessment Centre for International Computer Driving License training. Further, it was awarded ISO 9001: 2000 certification in 2007.

Productivity and Development

42.5

58.7

99.0

185.2

Kurunegala Regional Centre

0.5

4.8

16.2

27.3

Kandy Regional Centre

4.1

2.5

5.2

15.5

Galle Regional Centre

-

-

-1.6

7.3

16 | The Story of an Educational Milestone of Our Age

Source: NIBM Annual Reports

The performance figures indicate an upward trend towards surpluses and by 2011 all the Divisions and Regional Centres recorded satisfactory surpluses.

The overall performance figures for the period 2006-2011 were as follows (Table 1.5): Table 1.5: Performance of NIBM: 2006-2011 (Rs. mn.)

2006

2007

2008

2009

2010

2011

Operating income

159.9

193.0

261.3 357.7

551.1

721.8

Expenditure

155.9

189.8

217.6 276.0

412.2

468.1

Operating profit

3.9

3.1

43.7

81.7

98.9

253.7

Non-operating income

33.5

43.0

36.8

8.4

12.8

46.5

Net profit

37.5

46.2

80.6

90.1

111.7

300.2

Taxes paid

4.9

11.6

18.0

28.8

15.4

48.7

Net profit after tax

32.5

34.5

62.5

61.3

96.3

251.5

New vistas in corporate training

Source: NIBM Annual Reports

Thus, NIBM, which was previously a loss-making institution, was transformed into a profit-making entity earning record profits with an exponential growth rate in the period under review.

Over the years, with the increase in profits, the employees at NSBM were progressively offered a range of benefits including annual incentives, concessionary terms to study at NSBM as well as an annual foreign trip where every employee was treated equally irrespective of their official status. All employees became members of the NIBM Welfare Society, which served as their benefactor. Sources of income for the Welfare Society were also made available by the management. Thus, NIBM underwent a total transformation.

Annual overseas trip: NIBM Family in Bangkok, 2013

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Conservative giant meets new management NIBM had been a giant in its designated sphere of specialization, viz., management development and training, productivity improvement and management consultancy. Further, it had played the role of sole provider of these services when Sri Lanka was a closed economy in the 1960s and 1970s as well as in the early years of the open market economy of the 1980s. Affiliations with international bodies such as the International Labour Organization and the Asian Productivity Association, engagement of resourceful local and foreign consultants and receipt of foreign grants and projects enabled NIBM, in its early years, to provide a high quality service for its multifarious clients.

In the process, it transformed itself into a stable and cash-rich organization of repute.

However, NIBM could not maintain this enviable position in the face of globalization in the 1990s and thereafter.

Despite certain innovative measures, such as the introduction of computing education and specialized training, the organization by and large was conservative in outlook and failed to adapt adequately to the vast changes taking place in the external environment. The ravaging civil war in the country too had its share in curtailing the demand for its services. NIBM eventually ran into difficulties caused by falling demand and rising costs, despite a strong cash reserve from the past. It is at this critical juncture that Dr. Weerasinghe joined NIBM as its Director General.

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Dr. Weerasinghe saw the need for early change, which he effected with the support of a small team of associates.

While introducing a new corporate plan, he changed the strategic direction of NIBM by diversifying into tertiary education. In the meantime, current strategies were strengthened through the introduction of new products and extension to new regional markets. Dr. Weerasinghe also paid attention to improving the infrastructure facilities both in Colombo and in the Regional Centres.

This resulted in a modern and streamlined NIBM that facilitated the implementation of new strategies. Further, introducing a range of operational-level strategies changed the culture of the organization to one of care and support for its clients. In essence, over a span of six years, NIBM developed so as to meet the changing needs of the external environment.

Dr. Weerasinghe’s leadership style was principally autocratic7, tending towards confrontational. His close association and networking with the upper echelons of the political leadership of the country, capacity to take risks, and speed of decision making stood him in good stead in transforming NIBM. Though he was close to the political leadership of the country, he resented their interference in the affairs of the institute and rarely accommodated their requests. Dr. Weerasinghe was objective in his outlook and had a great desire for results that could be expressed in quantitative terms. Further, being a product of a state university, he preferred to recruit young men and women with good First Class degrees for academic positions.

Prof. Jayatilleke’s role during this period of transformation was commendable. In addition to discharging his duties as Chairman, he had a strong stabilizing effect on the institution and his advice was sought by Dr. Weerasinghe on various matters of importance. Being a respected senior academic of the university system, a former Vice Chancellor and a member of the University Grants Commission, he made noteworthy contributions to high level negotiations including those related to obtaining degree-awarding status for NIBM. Thus, at the end of this chapter, we leave Dr. Weerasinghe and his team in a transformed NIBM in terms of strategic direction and operational efficiency. By now, NIBM was enjoying an abundance of organizational resources. This is the context that set the stage for the idea of a university to emerge, which is the subject of the next chapter.

In recognition of excellence in performance and service to the nation

National Business excellence award, 2012 and 2013 by the National Chamber of Commerce Silver award, 2013 and gold award, 2014 for the State Corporations and Statutory Bodies Sector at the annual Report Competition of the Institute of Chartered accountants of Sri Lanka

- 26 The Story of an Educational Milestone of Our Age | 19 The Path to Progress: NIBM and NSBM, 2005 - 2015

Endnotes 1

B.Sc. (Special) in Economics with a Second Class (Upper Division) from the University of Sri Jayewardenepura, a Postgraduate Diploma in Development Economics from the University of Colombo, Master’s degrees from Bradford University, UK, and Wakayama University, Japan, and a Doctorate from the University of Osaka City, Japan.

B.Sc. (Engineering) with a First Class from the University of Peradeniya, a Diploma from Imperial College and a Doctorate from the University of London. He is also a MIMechE (London) and a FIESL. He was also a winner of the Ceylon Government University Scholarship for Postgraduate Studies.

NIBM was set up in 1968 as the Management Development and Productivity Centre (MDPC) under a UNDP/ILO technical assistance programme to improve productivity through the development of managerial know-how among personnel in public and private sector organizations. Formed as an independent organization under the Ministry of Industries and Scientific Affairs in 1971, it began to function under the name of the National Institute of Management in 1972. The Institute was incorporated as the National Institute of Business Management (NIBM) by Act No. 23 of 1976, subsequently amended by Act No. 28 of 1991 with a view to widening its objectives and developing as a self-financing public sector organization. NIBM currently functions under the Ministry of Skills Development and Vocational Training.

According to the 2x2 Strategy Typology of Igor Ansoff generic strategies are: Diversification, Product Development, Market Development and Penetrative Strategies (1950).

2

Dr. EA Weerasinghe replaced Mr. J Baratha Dodankotuwa as Chairman, NIBM in October 2004. Two months later in December 2004 Dr. Weerasinghe was appointed Director General, NIBM replacing Ms. Chitra Karunaratne. Meanwhile, Mr. PG Rupasinghe replaced Dr. Weerasinghe as Chairman, NIBM in December 2004.

3

Dr. Weerasinghe was appointed to the offices of Chairman and Director General, NIBM towards the tail end of President Chandrika Bandaranaike’s tenure in office just prior to Mr. Mahinda Rajapaksa taking office of the President of Sri Lanka. At the time NIBM functioned under the Ministry of Youth affairs and Skills Development with Mr. Piyasena Gamage, MP as the Minister in charge.

20 | The Story of an Educational Milestone of Our Age

4

5

Although NSBM was already into higher education through its affiliation with University College Dublin this was in a limited way.

6

Autocratic leadership, also known as authoritarian leadership, is a style characterized by individual control over all decisions and little input from group members. Autocratic leaders typically make choices based on their ideas and judgments and rarely accept advice from followers. (Liippit & White, 1939).

7

NIBM bursting at its seams

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22 | The Story of an Educational Milestone of Our Age

Chapter 2 Envisioning a University1

The Story of an Educational Milestone of Our Age | 23

NIBM’s first convocation of its own degree programme, 2013

24 | The Story of an Educational Milestone of Our Age

Receiving

degree-awarding status was a defining moment for NIBM. Student enrolments in the five undergraduate degree programmes approved by the University Grants Commission and the two University College Dublin study programmes outnumbered those in other NIBM study and training programmes. Though the expansion and refurbishment work carried out at NIBM was a proactive move by Dr. E A Weerasinghe in anticipation of future growth in student enrolments, it soon became clear that further increases could not be accommodated within the available premises.

Student enrolments during the period 2008-2010 were as follows (Table 2.1):

Table 2.1: Student Enrolments: 2008-2010 Division

2008

2009

2010

Productivity & Mgt. Development

4,039

4,905

7,014

MIS

2,615

2,924

3,941

Total

6,654

7,869

10,955

Source: NIBM Annual Reports Dr. D M A Kulasooriya recalls that in those days, service centres such as lecture rooms, computer laboratories, study areas and the cafeteria were full from early morning to late evening through the week. The incessant din of students elbowing each other as they hurried along the corridors, stairways and landings; congestion outside lecture rooms in between study sessions; and

long queues in the cafeteria were commonplace. The air was thick with the rise and fall of students’ chatter and the hustle and bustle of incessant traffic on the road leading to NIBM, particularly in the mornings and evenings.

All this was not to Dr. Weerasinghe’s taste. He had repeatedly told his colleagues that his vision of undergraduate life was entirely different. “... This cannot be university level education.

Students should have space to study, play and socialize; space that frees them to be creative.

Here, it’s all congestion, and one gets the feeling of a prison. We need to provide our students with a holistic education. Let us not evaluate ourselves by the number of students enrolled and the surplus generated. Education is a much more serious matter. ...” he opined. Since Dr. Weerasinghe had excelled in both studies and sports in his undergraduate days, his attitude was unsurprising. He had a deep desire to revisit his contract with the student community and to offer them a better deal. Soon Dr. Weerasinghe and his team were exploring possible avenues to achieve this goal.

They were aware that the existing building could not be expanded further as land use had been optimized. It was not possible to add more storeys owing to NIBM’s close proximity to the Bandaranaike Memorial International

The Story of an Educational Milestone of Our Age | 25

Conference Hall high security zone. Moreover, the addition of storeys could not have provided the type of open spaces required by students. Acquiring land in the immediate vicinity for putting up a building complex also would not have served their aim fully as the hubbub of the city remained. Further, even a small block of land would cost a fortune. In fact, enquiries about available land near NIBM had been dropped for these very reasons. Thus, the most feasible solution was to move to a suitable location away from the metropolis.

There were also other factors that prevented NIBM from conducting their degree programmes on the lines of the state university system in Sri Lanka. Provisions of its governing Act of Parliament prevented the institute from setting up an organizational structure similar to that of a state university comprising Deans, Professors, and Senior Lecturers, etc. Further, financial regulations governing NIBM would not allow academic staff to be remunerated at state university rates. In addition, there was a mismatch between NIBM’s customary line of business and the undergraduate study programmes in terms of content, clientele and delivery. Thus, a vast gap appeared to exist between the dream and the reality of an undergraduate at NIBM. The exhaustion of viable alternatives prompted Dr. Weerasinghe and his team to look for a radical solution.

During a casual conversation after a management meeting, the idea arose of opening

26 | The Story of an Educational Milestone of Our Age

“... a new institution ... a separate entity ... a residential university located in quiet surroundings ...”

This was the tiny seed that grew into a sheltering tree; it marked the beginning of a long journey that came to fruition with the opening of the NSBM Green University Town in Pitipana.

Everyone agreed that a residential campus in a congenial environment would facilitate the task of producing wellrounded graduates. Further, the concept of a separate entity would ensure the autonomy and flexibility required for a dynamic institution of higher education. The team’s attention, thereafter, turned to deciding on its physical features, aesthetics and feasibility.

Though different models adopted by local and international higher educational institutions were studied, what captured their attention was the idea of a new institution as a fully-owned subsidiary of NIBM, if there was provision for it. A guiding factor in this choice was the success of the Sri Lanka Institute of Information Technology (SLIIT), Malabe, the well-known institution of higher education set up as a fully-owned subsidiary of the Mahapola Trust Fund, a state sector institution.

However, there was a key difference: NIBM was an active institution engaged in teaching and training while the Mahapola Trust Fund was a fund associated with higher education. It was also a time when publicprivate partnership (PPP) was being promoted by the Government as revealed in the publication2 prepared for the purpose.

NIBM undergraduates: dreaming of a typical ‘university life’- away from the congestion and hustle and bustle of city life

The Story of an Educational Milestone of Our Age | 27

The next step was to consider establishing a separate entity within NIBM. A leading legal expert3 was consulted in this regard. Dr. Kulasooriya remembers how one afternoon, he gave his opinion in the affirmative. He confirmed that Section 4 clause b. (bd) of the National Institute of Business Management Act No. 23 of 1976, as amended by the National Institute of Business Management (Amended) Act No. 28 of 1991, provides for NIBM to establish and operate affiliated education centres. Thus, a major hurdle was cleared for NIBM to set up the new institution as a subsidiary.

Dr. Weerasinghe and the others were fascinated by the idea of a residential campus on the lines of Oxford and Cambridge, Massachusetts Institute of Technology, Harvard Business School, National University of Singapore and even our own University of Peradeniya.

A wholesome blend of academic and social life was important features in all these seats of higher learning.

Dr. Weerasinghe and his team thought on the same lines.

Dr. Weerasinghe visualized the new institute to be of mega size with state-of-the-art facilities and amenities in place for study and research. Playing fields, dormitories, a student centre, cafeterias, a shopping mall and space for long walks should also be part of the complex, similar to a university town in developed countries. Further, the grand design should provide for meaningful expansion in the future.

28 | The Story of an Educational Milestone of Our Age

This was early 2010 with President Mahinda Rajapaksa in his second term. The 30-year war against the LTTE militants had ended the year before. The Government had just announced its new five-point economic policy framework, the Mahinda Chinthana Idiri Dekma, which included transforming Sri Lanka into the knowledge hub of South Asia. This gave priority to providing higher educational opportunities for those who failed to enter state universities, which NIBM could provide by investing its cash reserves in an institution of higher education.

Consideration of the factors that contributed to the idea of a university indicated that the new institution’s immediate area of interest would be undergraduate education. Thus the following initial objectives were formulated for the new institution: i.

Increase the number of employable graduates in the fields of Information Technology, Management and Engineering;

ii.

Provide opportunities for school leavers who are denied university education owing to the limitations of the national university system to acquire a recognized qualification;

iii. Save foreign exchange by encouraging students to

pursue their higher education in Sri Lanka instead of joining foreign universities; and iv. Earn foreign exchange by enrolling foreign students.

At this stage, in around August 2010, Dr. Weerasinghe, together with Dr. Kulasooriya and Mrs. Wijesiriwardene, presented a concept paper on the idea of a university to the Minister of Youth Affairs and Skills Development, Mr. Dullas Alahapperuma, under whose purview NIBM functioned. On the invitation of the Minister, Dr. P B Jayasundera, Secretary to the Ministry of Finance and Planning, participated in the meeting. Both the Minister and the Secretary were impressed with the concept paper and offered their wholehearted support for the project.

As for a name, ‘National University of Business Management’ was the preferred choice after the National University of Singapore, the seat of excellence in higher education in the region. However, this was not acceptable due to government policy4 and everyone agreed that it be called the ‘National School of Business Management (NSBM)’ after its mother organization. Dr. Jayasundera also believed that the new institute should go for an initial public offering (IPO) early as a full-blown PPP in action.

The thought of founding a new institute of higher education as part of NIBM was not part of Dr. Weerasinghe’s dreams when he assumed duties as Director General. The idea of a university arose as NIBM’s response to the evolving socio-political landscape in the country. It was an emergent strategy at best, the natural outcome of a complex web of interactions taking place in a state of flux within and without NIBM. Endnotes A University is an educational institution designed for instruction, examination, or both, of students in many branches of advanced learning, conferring degrees and research. A residential university consists of residential life comprising dormitories, common meals and an array of academic and social programmes that enrich undergraduate experiences (Oxford Dictionary, 2010).

1

2 A Guide – Chairman and Boards of Directors of Public Enterprises, Dr. P B Jayasundera, Secretary, Ministry of Finance.

3 Prasanna S Jayawardena, PC, and currently a Judge of the Supreme Court of Sri Lanka.

4 The term University herein is reserved for institutes set up by an Act of Parliament for the said purpose, according to the University Grants Commission

After many rounds of deliberations on the nature and constitution of the NSBM, Dr. Kulasooriya was assigned the task of preparing a preliminary feasibility report for its creation. This was presented and approved by the Governing Council of NIBM in October 2010. The process of setting up a new institute of higher education had thus begun.

The Story of an Educational Milestone of Our Age | 29

30 | The Story of an Educational Milestone of Our Age

Chapter 3 NSBM: Idea into Reality

The Story of an Educational Milestone of Our Age | 31

Land at Pitipana - a spacious green abode of quiet and peace

32 | The Story of an Educational Milestone of Our Age

The

journey of the National School of Business Management from concept to completion took the form of an odyssey of sorts. Since NSBM was to be set up as an entity within a state sector organization, transparency and accountability had to be ensured at every step, making the process long and arduous. No less than five Cabinet papers were presented for approval during the period December 2010 to December 2013, which involved working with a wide range of state organizations, viz., Ministry of Youth Affairs and Skills Development (under which NIBM and NSBM functioned at the time); Ministry of Finance and Planning; Department of National Planning; Registrar General of Companies; Attorney General’s Department; Board of Investment; Urban Development Authority; Ministry of Higher Education; University Grants Commission; Department of External Resources; local and foreign banks; firms of architects; and local and foreign construction companies. Dr. Weerasinghe and his team played a crucial role in managing these matters, which included liaising with the political leadership and bureaucratic organizations and coming to terms with individual idiosyncrasies. This they accomplished with skill, patience and dedication, leading to the commencement of construction work of the NSBM Green University Town in December 2013.

The activities leading up to the start of construction work were many and multi-faceted. They can at best be described as a complex web of relationships. Some ran parallel, some were interdependent and others stood on

their own. What follows is an attempt to describe them along a few themes, presented chronologically.

Green light from the government Having received the approval of the Governing Council of NIBM to proceed with the setting up of an institute of higher education as a separate entity under NIBM, a detailed concept paper was presented to the Ministry of Youth Affairs and Skills Development for Governmental approval. Approval to set up the institute was granted in January 2011 in principle, with a request to the Ministry of Youth Affairs and Skills Development to furnish a comprehensive project report for study by the Ministry of Finance and Planning.

NIBM lost no time in complying. After careful consideration, approval of the Department of National Planning was granted, upon recognition that the establishment of NSBM would provide long-term economic benefits for the country. Further, they noted that the objectives of NSBM were in line with the government’s policy to build a knowledge-based economy and hence recommended the project in principle.

Meanwhile, preliminary steps were taken on several fronts to speed up the process of setting up NSBM. They included obtaining approval of the name ‘National School of Business Management’, drafting the Articles of Association, applying for Board of Investment (BOI) status, and looking for a suitable site for the institute.

The Story of an Educational Milestone of Our Age | 33

Strolling on the sprawling grounds (L-R): Mrs. Kishani Wijesiriwardene, Dr. E A Weerasinghe and Dr. M McDonald, Dean - UCD

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NSBM comes into existence The first Board of Directors of the company was appointed in June 2011; it consisted of the Director General, NIBM; Director - Productivity and Management Development, NIBM; Director - Management Information Systems, NIBM; and two members appointed by the Minister of Youth Affairs and Skills Development. The first three were appointed for a period of four years while the others were to retire from office at the Annual General Meeting subject to eligibility for re-election1.

It offered the space and quiet required for serious teaching-learning and research. Mr. Dullas Alahapperuma intervened to speedily acquire this plot, which was previously vested in the Urban Development Authority, on a 30-year lease at a cost of Rs. 112 million. Having obtained the land in December 2011, a preliminary planning clearance was also obtained from the Urban Development Authority for the site.

Having received approval for the name (National School of Business Management) from the Registrar General of Companies and approval for the draft Articles of Association from the Governing Council of NIBM, the relevant papers were submitted to the Registrar General of Companies to seek incorporation of NSBM as a limited company under the Companies Act No. 7 of 2007.

This was granted and the National School of Business Management Limited came into being on October 7, 2011 with NIBM as its sole shareholder providing an equity investment of Rs. 800 million.

The search for a site By now, a search was on to select a suitable location for the NSBM building complex. Many locations were considered and, finally, a 26-acre extent of land situated in Pitipana, Homagama2, was selected. It was a coconut estate of varying terrain set amidst lush greenery and located about 35 kilometers away from the metropolis.

Preliminaries: Certificate of Incorporation and Articles of Association

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Massachusetts Institute of Technology the team also visited Harvard University and Brown’s University. The purpose of the visit was to study the unique features of these world-class universities with the idea of adapting some of their design, construction and operational features in NSBM at Pitipana, Homagama.

Massachusetts Institute of Technology, USA, to study and to be inspired by

Enter the architects Attention was now turned to designing the proposed NSBM building complex. Following a formal selection process, NSBM appointed Engineering Consultants (Pvt.) Limited (ECL) as the Consultant Architect3 for the project with the agreement of NIBM and the Ministry of Youth Affairs and Skills Development. ECL had previous experience of working with NIBM as they were involved in the renovation and refurbishment work of NIBM, Colombo 7, as well as its regional centres a couple of years ago. This stood in good stead to developing a close partnership with the NSBM team.

This was followed by a two-week visit by a team comprising Dr. E A Weerasinghe, Dr. D M A Kulasooriya, Ms. Kishani Wijesiriwardene, Mr. Ranjith Gunaratne, Managing Director, ECL, and two architects from ECL to the United States of America. Though their focus was the

36 | The Story of an Educational Milestone of Our Age

Mr. Gunaratne confesses that designing a university was a new experience for them. It was a valuable learning experience for the young team of architects4 and support staff, who at times had to burn the midnight oil at the drawing boards in order to accommodate the everexpanding requests of the client. Thousands of drawings would have been made during this time, according to Mr. Gunaratne. In addition to design work, they were also engaged in the documentation, discussions and presentations that were called for from time to time by NSBM as well as the Ministry of Youth Affairs and Skills Development. ECL soon became a partner rather than a service provider to the project. Mr. Gunaratne said nostalgically that money was never a priority for them and that his team worked for the sheer joy and pride of partnering a worthy national cause.

In preparing the blueprint for the NSBM building complex, ECL was inspired by the large open spaces and flexible interior designs, common features of modern Anglo-American type universities. Mr. Gunaratne reminisced how the initial project idea for a university with 2,000 students was stepped up to accommodate

3,000, 5,000, and later 30,000 students with corresponding adjustments in facilities. It was an evolving affair as the NSBM team added new items and features almost every day, inspired by what they had seen in the US. “... Rejections, tears and disappointments were a common phenomenon ...” stated a young consultant engaged in the design work.

The process continued and by the time the ECL called a stop to further ideas, it had designed a complex of architectural excellence.

The ECL’s initial estimated project cost to accommodate 5,000 students was Rs. 4,616 million, which, however, was to be altered again owing to subsequent developments.

Funding NSBM In March 2012, Governmental approval was sought by the Minister for a total estimated project cost of Rs. 4,616 million and the utilization of NIBM funds to establish NSBM. Further, the project was to be funded through Rs. 800 million owner’s capital (equity) and Rs. 3,816 million loan capital to be secured through a local commercial bank. However, an in-house suggestion to expand the scale of the project that arose around this time delayed the process by nearly six months.

Expanding scope The feasibility study revealed that the same location could be designed to accommodate 30,000 students at a much cheaper cost per unit. It was thought that this would benefit a larger number of students and also

make the project financially more viable as degree programmes could be provided at an affordable fee to a wider student population. Accordingly, a revised feasibility report was prepared to accommodate a student population of 30,000 over a floor area of 80,000 square meters. The estimated total cost of the revised project was Rs. 7,156 million.

Towards degree-awarding status In April 2012, the relevant documents were lodged with the UGC requesting degree-awarding status for NSBM. This necessarily involved transferring the degree-awarding status from NIBM to NSBM. Further, in addition to the undergraduate study programmes, NSBM contemplated introducing a postgraduate diploma study programme in its proposed portfolio. However, UGC, on the directions of the Attorney General, decided that degree-awarding status could not be permitted at this stage as NSBM had not yet been granted legal identity.

The Certificate of Incorporation from the Registrar General’s office was inadequate and thus, NSBM was advised to obtain Cabinet approval as a limited company under NIBM.

Granting BOI status Another significant event that occurred in May 2012 was the award of BOI status to NSBM, qualifying it for a fiveyear tax-holiday under the Inland Revenue Regulations of 2011. This was to bring early benefits in the form of tax savings on the large quantities of items that were to be imported in the construction phase of the building complex.

The Story of an Educational Milestone of Our Age | 37

Laying the foundation stone, July, 2012 Waiting for the auspicious moment: Dr. DMA Kulasooriya; Dr. M McDonald, Dean - UCD, Gamini Thilakasiri, former Provincial Councilor; Mohan Lal Grero, former Deputy Minister; Bandula Gunawardene former Minister, Dullas Alahapperuma and Duminda Dissanayake (former Minister and Deputy Minister of Youth Affairs and Skills Development), KA Tilakaratne, Secretary to the Ministry and Madam Gail Phung, Limkokwing University among the guests.

38 | The Story of an Educational Milestone of Our Age

The NSBM party relaxing in the aftermath of formalities

NSBM granted BOI status, May, 2012

Further complexities Towards July 2012, Governmental approval was sought to obtain approval for the following: establishment of the National School of Business Management Limited under the Companies Act No. 7 of 2007; revision of the project cost from Rs. 4,616 million to Rs. 7,156 million; and procurement of foreign loans through the Ministry of Finance or local commercial loans for the project. In this regard, it was held that the Ministry of Youth Affairs and Skills Development should submit a comprehensive project report on the revision of the scope of the project to the Department of National Planning for their appraisal and recommendation and report back to the Cabinet of Ministers. NSBM complied with this requirement promptly.

The Story of an Educational Milestone of Our Age | 39

Building design unveiling ceremony, October, 2012 Mrs. Thilini de Silva Dias, Faculty member - NSBM and Mr. Kamal Addararachchi, compere (top), while dignitaries inspect the NSBM Green University Town model (bottom)

40 | The Story of an Educational Milestone of Our Age

Laying the foundation stone

Building design unveiling ceremony

On July 25, 2012 the foundation-laying ceremony for the building complex was held in the presence of a large and distinguished gathering of Ministers and Deputy Ministers, parliamentarians, academics, secretaries and senior officers of related Ministries, representatives of foreign partners and industry, and students and parents of the NSBM city campus (in operation then).

Since funding for the project had not been finalized, the ceremony served to inform the different stakeholders of NSBM’s commitment to commence and complete the project early. It proved effective in speeding up the project, particularly at ministerial level. A plaque was unveiled at the entrance to the premises and it is with nostalgia that Mr. Dullas Alahapperuma recollects how he designed the script to be engraved.

As a further step towards commencing construction, the NSBM Design Unveiling Ceremony was held on October 22, 2012 at the JAIC Hilton, Colombo, in the presence of a representative gathering comprising the political and administrative hierarchy, academic community, industry representatives, and the media. At the ceremony, the master plans of the building complex were screened using 3D technology. Thus, the world was made aware of the grand edifice to emerge at Pitipana, Homagama.

Untangling the knots A few months later, in November 2012, the Department of National Planning wrote to the Ministry of Youth Affairs and Skills Development with the good news that the Department of Public Enterprises had recommended the establishment of the National School of Business Management Ltd. under the Companies Act No. 7 of 2007.

It further mentioned that the Department of National Planning had approved an increase in the total cost of the project from Rs. 4,616 million to Rs. 7,156 million.

Further, the request to obtain foreign loans through the Ministry of Finance and Planning had been forwarded to the China Development Banking Corporation by the Department of External Resources to explore the possibility of obtaining financial assistance to implement the project. The Department of National Planning further advised that on hearing from the China Development Banking Corporation, governmental approval could be sought for the requests previously put on hold.

The Story of an Educational Milestone of Our Age | 41

I fldgi ( ^I& fPoh - YS% ,xld m%cd;dka;s%l iudcjd§ ckrcfha w;s úfYI .eiÜ m;%h - 2013'03'05

PART I : SEC. (I) - GAZETTE EXTRAORDINARY OF THE DEMOCRATIC SOCIALIST REPUBLIC OF SRI LANKA - 05.03.2013

1A

Y%S ,xld m%cd;dka;%sl iudcjd§ ckrcfha .eiÜ m;%h w;s úfYI

The Gazette of the Democratic Socialist Republic of Sri Lanka EXTRAORDINARY

wxl 1800$6 - 2013 ud¾;= ui 05 jeks wÕyrejdod - 2013'03'05 No. 1800/6 - TUESDAY, MARCH 05, 2013 (Published by Authority)

PART I : SECTION (I) — GENERAL Government Notifications L.D.B. 21/1978 (VIII) THE UNIVERSITIES ACT, No. 16 OF 1978 Order under Section 25 A BY virtue of the powers vested in me by Section 25A of the Universities Act, No. 16 of 1978, I, Dissanayake Mudiyanselage Sumanaweera Banda Dissanayake, the Minister of Higher Education, having obtained in respect of the National School of Business Management Limited incorporated under the Companies Act, No. 7 of 2007 and having company number PB 4833, a Report in accordance with the provisions of section 70 C of the aforesaid Act, do by this order, grant the degree awarding status, for the purpose of developing higher education leading to the conferment of the Degree Programmes and Postgraduate Diploma Programmes specified in Column I of the Schedule hereto of which the abbreviations are set out in the corresponding entries in Column II of the Schedule respectively, to the National School of Business Management Limited (NSBM), which is owned by the National Institute of Business Management (NIBM) established by Law, No. 23 of 1976.

SCHEDULE Column I

Column II

Degree Programmes/ Postgraduate Diploma Programmes

Abbreviations to the Degrees/ Post Graduate Diplomas

Degree of Bachelor of Science in Business Management

BSc BM (HRM) Sp. NSBM

Degree of Bachelor of Science in Business Management

BSc BM (LM) Sp. NSBM

Degree of Bachelor of Science in Business Management

BSc BM (IM) Sp. NSBM

Degree of Bachelor of Science in Business Management

BSc BM (PM) Sp. NSBM

Degree of Bachelor of Science in Business Management

BSc MIS Sp. NSBM

(Human Resource Management) (Special) (Logistics Management) (Special)

(Industrial Management) (Special) (Project Management) (Special) Information Systems (Special)

This Gazette Extraordinary can be downloaded from www.documents.gov.lk

NSBM receives degree-awarding status

42 | The Story of an Educational Milestone of Our Age

1A

Just a few days later, in late November 2012, the China Development Banking Corporation intimated its intention to finance the project if the China National AeroTechnology International Import and Export Corporation (CATIC) was prepared to bid for it. Accordingly, the Ministry of Youth Affairs and Skills Development went before the Government in December 2012, which approved all three requests.

In the meantime, in January 2013, the Standing Cabinet Appointed Review Committee informed the Ministry of Youth Affairs and Skills Development to proceed with the customary formalities followed when funding is provided

by CATIC, which included signing a MOU. Accordingly, the MOU between the Ministry of Youth Affairs and Skills Development and CATIC was signed in January 2013.

The greening of NSBM It was around this time that the green concept was brought into NSBM’s ken by Minister Alahapperuma.

He reminiscences that he was inspired by the on-going worldwide cry to go green, the suitability of the chosen location for an environmental campaign, and the benefits that such a tag-line could bring to the NSBM through differentiation.

Going green is a mind-set followed by action; a deep urge to care for the earth whilst still being profit-oriented, to develop appropriate strategies, and to take necessary

action towards that end. The need had emerged largely owing to the increasing exploitative use of land and its elements, waste of scarce resources and irresponsible behaviour by both producers and consumers, all of which make the world increasingly less green and thereby uninhabitable. A passionate cry for the sustainability of the planet through the responsible behaviour of its people had been raised by various interest groups.

NSBM took this on as an additional task to shoulder and suggested that the NSBM building complex in Pitipana, Homagama, be called the NSBM Green University Town with the necessary accompaniments. With its dedication to fulfilling a national and a global need, NSBM was certain to draw much public acclaim through its new name. Accordingly, revisions were made to the plans and estimates.

Degree awarding status decreed Before granting degree-awarding status to NSBM, UGC conducted a comprehensive institutional and subject assessment of the degree and postgraduate diploma programmes, which had not been evaluated earlier.

This was carried out at the NSBM City Campus, which was now functioning in Nugegoda in the outskirts of Colombo. (The story of the NSBM city campus is told in Chapter 4). Finally, by notification in the Government Gazette Extraordinary of the Democratic Socialist Republic of Sri Lanka of March 5, 2013, NSBM was granted degree-awarding status to confer the following degree and postgraduate diplomas: Degree of Bachelor of

The Story of an Educational Milestone of Our Age | 43

Science in Business Management (Human Resource Management) (Special); Logistics Management (Special); Industrial Management (Special); Project Management (Special); and Information Systems (Special) and Postgraduate Diplomas in Business Management; Human Resource Management; Industrial Management; Project Management; and Computer Networks and Software Engineering.

The postgraduate diploma programmes were an addition to the degree programmes that were conducted at NIBM. Thus, NSBM had from its very inception entered the arena of postgraduate education.

The UGC had this to say: “... We were happy to award degree-awarding status to NSBM. In a context where limited opportunities are available for higher studies in state-sector universities, the emergence of non-state sector institutions of this nature brings immense benefits to students and the country. However, we have to exercise due diligence prior to approving such projects and that is why it took so long (nearly 12 months) to approve the request ...”

Choosing a builder The time was now ripe to select a construction company for the project and CATIC, having conducted a detailed study, quoted a value of Rs 18,176 million (excluding VAT) for completion of the building project of 80,000 square

44 | The Story of an Educational Milestone of Our Age

meters in extent. At this stage a top-level meeting was held on June 21, 2013 with the participation of Minister Alahapperuma and senior officials from the Ministry of Youth Affairs and Skills Development, Dr. P B Jayasundera and senior officials from the Ministry of Finance and Planning, top management of NSBM and representatives of the China Development Banking Corporation, CATIC and ECL to discuss the quotation and accelerate work on the project. Here it was revealed that CATIC’s quotation (Rs. 18,176 million) was much higher than ECL’s estimate of Rs. 7,156 million for the project, and therefore the Ministry requested CATIC to forward a fresh quotation for a scaled-down facility of 64,000 square meters, which only catered to the essential requirements. It was evident that this move was taken with the intention of retaining CATIC, the construction giant in the race. Obviously this placed an additional burden on ECL to rework the estimates, which was a complex process as the previous estimates could not be reduced in a linear fashion in order to arrive at the new scenario.

A second meeting of the same participants took place on July 29, 2013 revealing that CATIC’s fresh quotation for a reduced extent of 64,000 square meters stood at Rs. 11,186 million, still considerably higher than ECL’s original estimate for an extent of 80,000 square meters. Dr. Jayasundera, at this stage, requested CATIC representatives to reconsider their quotation and to submit a more favourable estimate for this project of national importance.

Continued appeals to CATIC went unheeded as they challenged the estimates of ECL claiming that the rates of international construction companies are different to those of local ones. ECL stood firmly by their estimates and responded that this aspect had been taken into consideration in preparing the estimates. A heated dialogue ensued which resulted in CATIC threatening to leave the negotiating table.

Taking into consideration CATIC’s inflexible approach, NSBM’s inability to service a loan of such high value and the large drain of foreign exchange, it was decided to proceed without CATIC. Thus, attention turned to selecting a local company for the construction of the NSBM Green University Town and to fund the project through a local commercial bank.

Thereafter, quotations were called from local construction firms for which many Sri Lankan construction firms responded and after following a proper procurement procedure, MAGA Engineering (Pvt) Ltd5 (MAGA), which quoted a value of Rs. 8,616 million was recommended for the award of the tender for the construction of the NSBM Green University Town.

Mr. Gunaratne is explicit about the difference between CATIC and MAGA in tendering for the construction work of the project.

“... For CATIC it was another project that would bring them profits; there was no warmth in their approach; it was merely transaction-based. As for MAGA, it was more than a profit-making endeavour; a warmspirited approach; contributing to a national cause of importance ...”

Green light for building, funding and listing Government approval was again sought in August 2013 for the following: awarding the construction of the NSBM building complex to MAGA Engineering (Pvt) Ltd; obtaining a loan facility from a local bank through the External Resources Department of the Ministry of Finance; authorizing the Treasury Operations Department of the Ministry of Finance to issue a Treasury Guarantee for the selected bank; and listing NSBM in the Colombo Stock Exchange (CSE) with a view to expanding its capital structure. Cabinet approval was granted for all four requests.

Project funding At this stage NSBM opened negotiations with local commercial banks to fund the Green University Town project. Several local commercial banks came forward to offer financial assistance, particularly through syndicates, which, however, NSBM did not encourage. This was largely owing to the high interest rates and complexity of managing transactions usually associated with syndicates. The Bank of Ceylon, banker to both NIBM and NSBM, which had shown an interest previously to fund

The Story of an Educational Milestone of Our Age | 45

NSBM signs contract with MAGA (left) and BOC (right) for building and funding respectively, November, 2013

46 | The Story of an Educational Milestone of Our Age

the project, re-entered negotiations. Thus, after several rounds of tripartite discussions and negotiations with NSBM and the Ministry of Finance and Planning, the Bank of Ceylon agreed to provide a long-term credit facility Rs. 8,616 million towards the construction of the Green University Town on the issue of a certificate guaranteeing the re-payment of the loan by the General Treasury (Treasury Guarantee) in the event NSBM failed to do so.

This was a significant move on the part of the General Treasury, which demonstrated the government’s interest and faith in this public-private partnership endeavour in the sphere of higher education.

Without a Treasury Guarantee, according to financial experts, a bank will not be willing to fund a project of this magnitude owing to the inability to assess its viability accurately. It would entail adding a risk allowance to the cost of the loan facility. A General Treasury guarantee releases the bank from adhering to this requirement and makes the loan interest affordable to the applicant.

Dr. Jayasundera said, “... The General Treasury does not see the risk involved in the same way as does the bank. For the Treasury, the risk is not strictly based on the value of the loan amount. If the goings on are good, then there is no problem at all. On the other hand, if NSBM finds it difficult to pay back the loan it will not be the full amount. And, there are various ways in

which NSBM can come out of the impasse including an initial public offer of shares for which it has a mandate obtained from the Cabinet ...”

Mr. D M Gunasekera, General Manager, Bank of Ceylon, had this to say about their involvement with the project: “... The Bank of Ceylon gives topmost priority to enhance the level of education among youth in Sri Lanka because the country’s future depends on them. As the doors of the state universities are closed to large numbers of students it is imperative that we open up alternative paths for them to come up in life. We take pride in partnering this project as its sole financier. As the banker we take a calculated risk which is also guaranteed by the General Treasury. In addition to funding the project we shall open a branch of the Bank of Ceylon in NSBM Green University Town for the benefit of its students...”

Construction begins After much test and trial over a period of nearly three years, in November 2013 the project was ready to move into the construction phase. It consisted of a mammoth building complex and accessories covering an extent of 80,000 square metres to be completed at a cost of Rs. 8,616 million over an estimated project period of 730 days. Thus, the contract for construction was awarded to MAGA Engineering (Pvt.) Ltd. at a simple ceremony on November 19, 2013 at the Taj Samudra, Colombo,

The Story of an Educational Milestone of Our Age | 47

together with signing of the funding agreement. And, construction work commenced on December 18, 2013 at the NSBM Green University Town site in Pitipana, Homagama.

Managing complexity Though the preliminary events associated with the NSBM Green University Town project have been listed in chronological order, they were far from being linear, sequential and evenly balanced. There were both good times and bad; hope and despair. Certain activities had to be repeated and still others took longer than expected, which could have been avoided through more careful planning. In essence, it was a complex web of intertwined activities.

Dr. Jayasundera opines that he observed from the inception Dr. Weerasinghe’s determination and uncompromising commitment to make the project a reality. The initial proposal faced many obstacles and unlike many who give up in such situations Dr. Weerasinghe found his own way of surmounting the obstacles which ultimately turned out to be a great success story Dr. Weerasinghe gave leadership to his core team6 in coordinating with the political leadership, government organizational intricacies and individual peculiarities they encountered and directing them all towards achieving the project objectives. For instance, obtaining

48 | The Story of an Educational Milestone of Our Age

Governmental approval at different stages involved working closely with the topmost echelons of the political hierarchy; interacting with diverse ministries, departments and statutory bodies and winning over individuals with different personality traits in these institutions. Dr. Weerasinghe reminiscences over the exceptional role played by Minister Dullas Alahapperuma in acting as a helpful intermediary between President Mahinda Rajapaksa and the Ministry of Youth Affairs and Skills Development, which, in turn, had to work with numerous institutions to obtain necessary approval and recommendations for commencing the project. There is consensus among the team members that the Minister was the golden thread that ran through the varied activities and bound them together whilst his Ministry played the role of nerve centre for the project.

The need for a City Campus While the project was underway, towards early 2012, the idea was mooted that NSBM should commence as a city campus before the NSBM Green University Town was ready for occupation. The next chapter tells the story of the birth of the city campus and how it spread its wings until it was time to move to Pitipana, Homagama.

Endnotes Amended by special resolution at the Extraordinary General Meeting held on October 19, 2015, and again in September 2016.

1

Pitipana, Homagama, is fast developing into a city of technology and education with the location of institutes such as the Sri Lanka Institute of Nano Technology (Pvt) Ltd., Measurement Units Standards & Services Department and the Institute of Technology, University of Moratuwa. Recently it was declared the Techno City of Sri Lanka, which will house the National Science Centre, National Hub for Receiving and Redistribution of Earth Observation Data, Research and Innovation Zone (University of Moratuwa), and Faculty of Engineering and Faculty of Technology (University of Sri Jayewardenepura). The development of the area comes within the Ministry of Megapolis and Western Province Development. The area offers a healthy blend of modernity and a rural life full of greenery.

2

Engineering Consultants (Pvt.) Limited is a multi-disciplinary consulting company established in 1968 as a partnership and subsequently incorporated as a private limited liability company. ECL is a member of the International Federation of Consulting Engineers, the Association of Consulting Engineers Sri Lanka and the Ceylon Chamber of Commerce Sri Lanka. ECL is a fully-owned subsidiary company of MG Consultants (Pvt.) Ltd. It offers services from project concept to completion in a wide range of fields. ECL has won many accolades for their outstanding work in their area of expertise.

3

Key architects: Mr. Rajitha de Silva, Head, Architecture; Ms. Lakmani Wanigasinghe, Chief Design Architect; Ms. Varuni Arangalle Architect; Ms. Sandamali De Silva, Architect; Prof. Harsha Munasinghe, Urban Planner.

4

Support staff: Ranjith Gunaratne, Managing Director-ECL; Saliya Lenaduwa, CEO Senior Engineer (Water Supply & Drainage); Ms. Inoka Sanjeewanie, Head – Pre Contract (Former); Ms. Lakmini Nonis, Head, Special Projects; Ms. Shanthini Balasubramanium, Chief Design Architect (Former); Ms. Varuni Arangalle, Architect; Mr. Kasun Gayantha, Architect; Ms. Lakmali Gamage, Architect; Ms. Isanka Weerakoon, Architect; Ms. Shashika Karawita, Architect;

Sangeeth Madusad, Architect; Nuwan Rajasinghe, Architect; Sumedha Mayadunna, Structural Engineer; Ms. Lekha Bamunusinghe, Services Engineer; Indika Prasad, Electrical Engineer; Basil Kumara, Senior Structural Engineer; Hirantha Dodangoda, Structural Engineer; Suvinda Randunu, Electrical Engineer; Wasantha Jayarathna, Mechanical Engineer; Manjula Laksiri, Mechanical Engineer; Ravi Gintotahewa, Quantity Surveyor; Hemantha Jayawardena, Quantity Surveyor; Ms. Nirosha Dissanayake, Quantity Surveyor; Ms. Lekha Vitharana, Quantity Surveyor; Ms. Wasanthi Wanniarachchi, Quantity Surveyor; Ravinath Kulathunga, Project Engineer; Ms. Rushanthi Attigala, Drawing Office in Charge; Oshadhi Kanishka, Services Draughtsman; Ms. Manori Prabuddhika, Architectural Draughtsman; Ms. Sithra Lakmali Welmilla, Architectural Draughtsman; Ms. Subhashini Perera, Electrical Draughtsman; Ms. Swarna Premaratne, Structural Draughtsman; Ms. Buddhika Subhashini, Architectural Draughtsman; Ms. Virasha Vijendra, Structural Draughtsman; Ms. Ruvina Dehini, Architectural Draughtsman; Ms. Sajeewa Avanthi, Architectural Draughtsman; Ms. Chamila Fernando, Architectural Draughtsman; Sujith de Silva, Structural Draughtsman; Kelum Krishantha, Structural Draughtsman; Dharshana Senarath, Structural Draughtsman; Ms. Hiroshani Hasanthika, Architectural Draughtsman; and Ms. Udesha Lakmali, Secretary / Business Support Executive.

MAGA Engineering (Pvt) Limited is Sri Lanka’s market leader in construction. It has made an indelible imprint as a model construction company in the country with a vision to become the most competitive construction firm in Sri Lanka. MAGA is the first Sri Lankan construction company to be recognized as a Business Super Brand and has won many accolades over the years. It is an ISO14,001 and OHSAS 18,001 certified company. Further, MAGA is the winner of the Sri Lanka National Green Reporting System Award for 2015. Having set up the organization in 1984 under Capt. M G Kularatne, it presently has a workforce of 10,000, including 300 engineers and 30 Chartered Engineers in employment. Further, it handles 55-60 projects islandwide at present.

5

Prof. Lakshman Jayatilleke, Chairman, NIBM; Dr. D M A Kulasooriya, Executive Director, NIBM and NSBM; Mr. Chaminda Ratnayake, Director Operations, NSBM; and Ms. R K Thiranagama, Finance Manager, NSBM. 6

The Story of an Educational Milestone of Our Age | 49

50 | The Story of an Educational Milestone of Our Age

Construction gets underway, after more than three years of sweat and toil of many, December, 2013.

The Story of an Educational Milestone of Our Age | 51

52 | The Story of an Educational Milestone of Our Age

Chapter 4 A City Presence

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Opening of the NSBM City Campus, March, 2012 Religious observances

54 | The Story of an Educational Milestone of Our Age

After

NSBM was incorporated as a limited company in 2011, Dr. Weerasinghe and his team agreed that its operations should commence before the new building complex in Pitipana, Homagama, got underway. They would locate NSBM as a city campus in close proximity to the metropolis and thereby secure an early mover advantage1 in those competitive times.

Further, establishing itself early with large student numbers before moving to the sprawling building complex at Pitipana would make for a smooth transition without having to start from scratch at the new venue.

The incongruity of commencing academic operations in the new building complex with a small initial intake of students in a vast rural campus, a move that would potentially discourage large student enrolments, would be avoided. It was also thought that the city campus could be retained for special purposes such as to conduct exclusive study programmes even after NSBM moved to Pitipana. So, the story of the city campus at Nugegoda began.

Dawn of a new reality The main aim of setting up NSBM was to provide a holistic education to undergraduate students and, accordingly, Dr. Weerasinghe was keen to transfer to the new location degree programmes conducted by NIBM (those approved by the University Grants Commission, University College Dublin, and Limkokwing University). As expected, there was a difference of opinion over this as the majority at NIBM thought that having received degree awarding status, terminating it would negatively impact on the income and surpluses of the institute. They feared that in the short run it would affect their incentives,

bonuses, etc., which were important additional income to supplement the prevailing comparatively low salary scales of the staff. However, Dr. Weerasinghe’s view prevailed and all the study programmes were going to be transferred to the city campus while early steps were taken for NSBM to apply for degree-awarding status.

Locating the City Campus In early 2012, after an intensive search for a suitable location for the NSBM city campus, a six-storeyed building was found in Nugegoda, bordering High Level Road on the outskirts of the metropolis. A populous and highly developed suburb with easy access from many directions, Nugegoda had become a popular location for many a private institute of higher education.

Refurbishment and alterations to the interior had to be carried out as the building was initially meant for commercial purposes and not for an educational institute.

The ground floor of the building was converted into the front office, back office and rooms for academic staff; the first floor into cubicles for academic staff; and the sixth floor for the Board Room and administrative and finance divisions, while the rest of the floors were prepared as lecture rooms. A small computer laboratory was set up on one of the floors while a cafeteria came up next to the main building. There was adequate parking space for vehicles at the front and the rear of the building.

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Opening of the NSBM City Campus, March, 2012 Pioneers of NSBM (L-R): Devika Weerawardene, Irosha Perera, Thilini de Silva Dias, Leshika Samaraweera, J Baratha Dodankotuwa, Dr. EA Weerasinghe, Nadee Manohari, Chathurika Ranaweera, Deshani Chathurangi and Naduni Ekanayake

56 | The Story of an Educational Milestone of Our Age

Pioneers of NSBM Dr. Weerasinghe, while functioning as the Chief Executive Officer (CEO) cum Vice Chancellor, hand-picked a small team2 of competent, loyal and dedicated staff, both academic and non-academic, from among those working at NIBM, to handle the affairs at NSBM. Earmarked for eventual employment at NSBM, they were entrusted with multiple tasks associated with establishing the new institute and preparing it for operations. In addition, an experienced academic from a state university who was on sabbatical leave joined the team3. The refurbishing of the building was now in its concluding stages.

NSBM was planned within a simple organizational structure consisting of the School of Business, School of Computing (of which the Department of Multi Media is a component), Finance Division, and the Administration Division. Since this marked the beginning of a new organizational system, regulations and procedures had to be developed and put in place, all of which turned out to be a challenging but fulfilling task for the pioneers. At this stage, several new employees were also recruited for the different functional areas.

A time of new beginnings NSBM was ceremonially opened on February 21, 2012 at the Cinnamon Grand Hotel in the presence of a distinguished gathering of representatives from the political and administrative hierarchy of the relevant ministries, academic community, industry and the

media. A few days later, on February 25, the inauguration ceremony for the first set of students for the University College Dublin (UCD) and the UGC-approved degree programmes took place at the Museaus College Auditorium. This was followed by the ceremonial opening of the NSBM City Campus at Nugegoda on March 1, 2012.

That same week, lectures commenced there amidst many inevitable teething problems, given the circumstances. However, by early April things had stabilized though several new issues too had arisen that demanded the early attention of the management.

Degree transfer scheme meets resistance NSBM had already made a decision to enroll new students in all their degree programmes. It was also decided to let students who had already enrolled at NIBM spend their second year of study at the same venue and join NSBM for their third and fourth years. Thus, even after operations had commenced at NSBM, second-year students of the UCD, UGC-approved and Limkokwing University degree programmes continued at NIBM. The reaction of the newly-enrolled students to the UCD degree programmes needs to be mentioned. They resisted attending classes at NSBM and preferred to remain at NIBM. They claimed that since the UCD degree had been firmly associated with NIBM for many years (since 1996), their qualification would carry greater weight if awarded by NIBM. They further argued that it

The Story of an Educational Milestone of Our Age | 57

Opening of the NSBM City Campus, March, 2012 The first three student registrations at NSBM: JAAS Jayasinghe, S Krishanthi and FS Ziquifi Ismail (top); Religious observances: Students, staff and well-wishers (bottom)

58 | The Story of an Educational Milestone of Our Age

MOU with Plymouth University, UK – July, 2012: Professors Simon Payne and Wendy Purcell with Dr. EA Weerasinghe and Dr. DMA Kulasooriya

was to NIBM, and not to NSBM, that they had applied for enrolment. However, students who enrolled for other degree programmes did not show such resentment, providing a classic example of brand loyalty associated with a time-tested product of a time-tested organization.

This problem was resolved after much persuasion and negotiation.

Enter Plymouth University Around May 2012, discussions were held with Plymouth University, UK, on the possibility of their joining as a foreign partner with NSBM. After successful negotiations followed by site visits to the respective universities, the Plymouth University Management Degree (with five areas of specialization) and the Computing Degree (with three areas of specialization) were launched on July 31, 2012 at a ceremony held at the Water’s Edge, Battaramulla. This study programme has expanded by leaps and bounds over the past four years and turned out to be a major source of income for the institution.

More space for NSBM NSBM was fortunate enough to acquire three more buildings in close proximity to the main building. The second building borders School Lane next to the NSBM main building and houses the library on the ground floor. The examinations unit is on the first floor.

The Krishnamurthi Building complex of lecture halls comprising two large and one small building is situated across the High Level Road, almost opposite the main building. Just a few yards away towards the Nugegoda junction is a fourth building housing the School of Computing and the Department of Multimedia. This four-storeyed building contains lecturers’ cubicles, four well-appointed computer laboratories, a modern design studio, and an auditorium that can seat 300. The four buildings remind one of an overseas university where different schools are located in close proximity to each other, separated by roadways.

The Story of an Educational Milestone of Our Age | 59

The central principle that drives NSBM is to impart a holistic education to those who come under its wing and nurture them into competent and responsible citizens who will contribute to the betterment of society. The academic and social life of students is shaped and reshaped by this overriding tenet.

Academic life at the City Campus NSBM has two student intakes annually: one in March and the other in September. Classroom sessions conducted by qualified and experienced experts drawn from academia and industry take care of the knowledge component of education. Meanwhile, students are encouraged to gain work experience/industrial training in the final phase of their study programmes and thereby develop the requisite skills required in the world of work.

NSBM also pays attention to developing soft skills such as conceptualization, communication, negotiation, etc. through guest lectures, seminars and workshops. Their impact on developing the right attitudes among students is worthy of note.

Social life at the City Campus NSBM takes pride in further enhancing soft skills such as leadership, teamwork and empathy by engaging students in a range of socializing activities. Siyapath Siya Udanaya, organized by the students during the annual Sinhala and Hindu New Year period, is a fine example. In addition, activities such as bakthi gee (devotional songs) during Vesak and Poson seasons, Christmas Carols

60 | The Story of an Educational Milestone of Our Age

during the festive season, talent shows and Corporate Social Responsibility (CSR) projects are conducted.

New study programmes NSBM has been reviewing its current study programmes and introducing new study programmes from time to time. For instance, a recent addition is the Foundation Programme which provides an alternative entry point to degree programmes conducted by foreign partners. A Postgraduate Diploma with a few areas of specialization is also on offer. The newest addition to NSBM’s portfolio of products will be the Master of Business Administration (MBA) programme to be introduced shortly. This carries a number of options including specialization in Operations Management, which will attract working managers. In addition, there are a number of study programmes that have either been approved or are in the process of being approved.

NSBM also envisages establishing an Engineering Faculty at the Green University Town and is in the process of seeking approval for three study programmes in engineering in the areas of Electronics and Electrical, Computer Systems Engineering and Mechatronics. These are likely to begin shortly.

Research and publications NSBM recognizes the importance of encouraging both students and staff to engage in research. It has taken many meaningful steps to develop a research culture

within the institute. While the research component is an integral part of most of its study programmes, the UGCapproved degree programme carries a well-structured research methodology course unit followed by empirical research under the guidance of research supervisors.

Research Conferences are an important event in the academic calendar of NSBM. Three half-day conferences have been conducted to-date where students have presented their research findings to representative audiences consisting of students and members from academia and industry.

NSBM Journal of Management The NSBM Journal of Management, published biannually and now into its second year of publication, provides a medium for disseminating the findings of study and research that address issues, practices and developments in Management. Scholars and practitioners are invited to publish their work in the field of management, based on either a positivistic or a non-positivistic approach. Thereby, the journal promotes free and unbiased opinion, networking and sharing of experience in matters of importance to organizations and society. A refereed journal, it is gaining acceptance as a serious local research publication, and the Editorial Board has set its sights on applying for indexed journal status within the next few years. NSBM academic staff are encouraged to publish their research findings in the journal. It is currently listed on the Sri Lanka Journals OnLine (http://nsbmsljol.info).

NSBM Quarterly News Published quarterly, the objective of the newsletter of NSBM, NSBM Quarterly News, is to provide a medium for disseminating current news, information and notices about NSBM among students, parents, the industry and other interest groups. It is usually released to coincide with important events in the NSBM academic calendar such as the inauguration of study programmes and convocations.

NSBM library The NSBM library is gaining strength and stature in terms of the number of volumes and coverage, which now range from essential textbooks and manuals to classics on philosophy, management, and research methodology.

In addition, a modest collection of acclaimed bestsellers in management was added recently. There is also a wide array of books aimed at stimulating the aesthetic sense of the students, which is part of a holistic education.

Further, students can access a wide range of scholarly articles through the EMERALD database. At present, there are nearly 7,000 volumes in the library.

Staff and staff development In addition to its qualified internal faculty, knowledgeable resource persons are drawn from state and non-state institutes of higher education as well as from industry.

In addition, a few experienced academics from the local universities spend their sabbatical leave at NSBM, adding value to the institute. A breakdown of the present internal faculty together with their qualifications is given below (Table 4.1).

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A lecture-discussion session; An interactive session (top); Students’ Research Symposium, 2016; A seminar with representatives from industry (middle); An experiential learning session; NSBM Journal of Management and other publications (bottom).

62 | The Story of an Educational Milestone of Our Age

Siyapath siya udanaya - New Year festivities, 2013; Career guidance for school children, NSBM Open Day, 2015 (top); Poson devotional songs - June 2015; A scene from the Talent Show, 2015 (middle); Giving assistance to students of a remote school, a CSR Project 2015; Christmas Carols, 2014 (bottom)

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Table 4.1: Internal Faculty at NSBM, as at September, 2016* Qualification

School of Business

School of Computing

Total

1

3

4

Master’s

4

9

13

Bachelor’s

10

2

12

Total

15

14

29

Doctor of Philosophy

Source: NSBM * Since moving to Green University Town the numbers have increased.

NSBM encourages and supports its faculty in career development by acquiring higher educational qualifications. In addition, they are provided short-term training opportunities, particularly with their overseas partners. Non-academic staff members are also sent for short-term local and overseas training with the objective of enhancing their performance and motivation.

New foreign affiliations NSBM is constantly on the lookout for affiliation with reputable overseas institutes of higher education. The exact form of these affiliations is open for discussion as different models offer different benefits. It recently signed MOUs with the Slippery Rock University, USA; University of Victoria, Australia; and Beijing Foreign Studies University, China, which will be implemented at the NSBM Green University Town.

Striving for quality and international recognition The Academic Governing Council is the body that looks after the nature and quality of academic activities of the institute. It consists of well-known academics and industry representatives and delves into deeper aspects of the study programmes and their conduct. In addition, a Quality Control Academic Framework is in place, with the formation of a quality control cell in the offing. In addition, measures such as peer evaluation of lecturers and evaluation of lecturers by students are taken regularly.

Since 2014, NSBM has been a member of the Association of Advanced Collegiate Schools of Business (AACSB)4.

An AACSB-accredited school is an epitome of excellence due to the rigorous quality assurance procedure.

Accreditation is a long process involving regular evaluation. Gaining membership is the initial step towards qualifying for AACSB accreditation status and NSBM has made a promising start in this direction.

Performance of NSBM Performance in terms of enrolments and output during the past four years is given below (Tables 4.2 and 4.3): Table 4.2: Student Enrolments at NSBM, 2012-2016 Division

2012

2013

2014

2015

2016

UGC Approved

333

685

488

410

539

University College Dublin

1,693

946

873

799

899

Limkokwing University

160

66

78

77

119

Plymouth University

122

514

647

783

1,112

Source: NSBM

64 | The Story of an Educational Milestone of Our Age

At NSBM, separate convocations are held for the award of degrees to graduands of different study programmes.

Since holding its first convocation for UCD graduands at the Museaus College Auditorium in August 2012, NSBM has held 11 more convocations to-date.

Table 4.3: NSBM Graduates, 2013 - 2015 Division

2013

2014

2015

2016

UGC approved

Not applicable

170

479

248

University College Dublin

522

616

715

670

Limkokwing University

24

33

42

51

Plymouth University

NA

NA

111

382

the buildings. But this is understandable as the NSBM City Campus was set up as a temporary abode prior to moving to the idyllic and ideal environment of the NSBM Green University Town in the countryside. Therefore, it can be concluded that the mission of setting up the city campus has been accomplished. Further, it could continue to play a useful role as a city campus within the larger framework of the Green University Town.

It is useful to examine the concept, design and construction of the NSBM Green University Town. That will be the subject of the next chapter.

Source: NSBM

Endnotes

The above figures indicate a satisfactory growth trend both in terms of student enrolments and graduates.

First (early) mover advantages rest on the role of timing in improving a firm’s position vis-à-vis sustainable sources of cost advantage or differentiation. In general terms, a first mover gets the opportunity to define the competitive rules in a variety of areas (Wheelen and Hunger 2005).

1

Limitations and the way forward It is evident that over a brief period of four years, NSBM has established itself as a well-known national institute of higher education in Sri Lanka. It has fulfilled its objective of securing satisfactory student numbers and making its presence felt as the forerunner of the NSBM Green University Town. NSBM is also aware that owing to the limitations of space and the noisy and polluted environment of Nugegoda, it has not been able to provide for its students and staff the ideal environment for teaching-learning and research. For instance, students of NSBM had to make use of hired facilities elsewhere for sports activities and social events. There was constant over-crowding and congestion within

Dr. D M A Kulasooriya, Ms. Leshika Samaraweera, Ms. Thilini de Silva Dias, and Ms. Irosha Perera (School of Business); Mrs. Kishani Wijesiriwardene, Mr. Chaminda Wijesinghe and Mr. Chaminda Ratnayake (School of Computing); Mr. R K Thiranagama (ManagerFinance), Mr. Tissa Deheragoda (Manager–Administration); Ms. Nadeeka Gunatileke, Ms. Chathurika Ranaweera, Ms. Devika Weerawardene (Administration & Academic Support), and Mr. Nimal Senaratne (Office Support).

2

J Baratha Dodankotuwa, from the University of Peradeniya, and a former Chairman, NIBM. 3

A USA-based international body that grants accreditation to higher education institutions engaged in management education.

4

The Story of an Educational Milestone of Our Age | 65

The City Campus Library with 7,000 volumes

66 | The Story of an Educational Milestone of Our Age

NSBM City Campus, Nugegoda: the abode of early years School of Business (left); School of Computing (right)

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Chapter 5 NSBM Green University Town

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Initial sketches Courtesy: Architects Sandamali de Silva and Lakmani Wanigasinghe

70 | The Story of an Educational Milestone of Our Age

The

NSBM Green University Town is a purposebuilt1 campus complex, with a clearly defined location for every facility centre and a strong focus on sustainability2. This magnificent piece of architecture is the creation of a team of five young Sri Lankan architects from Engineering Consultants (Pvt.) Limited (ECL), supported by others from related disciplines, over two years of endurance, sweat and toil.

Spiritual teachings and contemporary management research discuss the impact of space on mental clarity.

Barrier-free spaces liberate and inspire the imagination and creativity, which are pre-requisites for effective teaching, learning and research. From early times, topclass universities in the West and the Orient have been guided by this principle in designing their seats of higher learning.

As narrated in Chapter 3, designing the Green University Town was an arduous and complex process where the team of architects put on paper the evolving vision of Dr. Weerasinghe and his team. Beginning with a study tour to several universities in the US, the process went through many cycles of brainstorming, drafting, presenting and rejecting before the final set of drawings emerged. It was an evolutionary process, which afforded a great learning experience for the architects as well as the client.

In harmony with nature: Humankind, perhaps belatedly, has awakened to a realization of the importance of harmony with nature for survival. By deciding to build a Green University Town, NSBM epitomizes its dedication to this worthy objective. This is amply illustrated at several levels: minimizing any adverse environmental impact; conserving energy, water and materials; enriching the indoor environment for better health and wellbeing; and providing directions for continual improvement in the design and construction of the building complex. In essence, the ‘green’ concept forms the cornerstone of sustainable living in harmony with nature.

The themes There were two underlying themes in the design of the NSBM Green University Town: creative informal learning spaces and in harmony with the environment.

Creative informal learning spaces: Lack of adequate space for undergraduates at NIBM drove the establishment of NSBM. Thus, creation of space received top priority in designing the new building complex.

The rest of the chapter describes NSBM Green University Town as it appears now, after transformation of concept to reality. The first part is a narration in the form of a visit to the Green University Town, while the second part describes the steps taken in order to conform to the two underlying themes. Thus, the chapter provides the reader with an overview of the site, facilities available and its true uniqueness.

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A tour of NSBM Green University Town

Beyond the entrance

Our journey begins at the Colombo Fort along the A2 Colombo-Avissawella Road (better known as the High Level Road). We cover about 30 kilometers past the urban towns of Nugegoda, Maharagama and Kottawa and reach Homagama. Passing the Homagama town and before reaching the Army Camp at Panagoda, we deviate from the main road along a by-road at the Pitipana Junction.

As we walk through, our eyes fall on artwork the symbolic carrying the NSBM theme. This is surrounded by two large-sized granite walls with inscriptions pertaining to the foundation-laying ceremony that took place on July 25, 2012 and the opening ceremony that took place on October 26, 2016, bearing testimony to the emerging socio-political culture of the country that appreciates and continues the worthy endeavours of previous political regimes.

This road takes us from an urban environment to a lush green countryside with paddy fields on either side. The cool embrace of sprawling trees greets us and the road curves its way until we take a turn to the left at the school junction, approximately 4.5 kilometers from the Pitipana Junction. The landscape down this road continues to be rustic and the greenery luxuriant as we pass many coconut plantations. And, after a distance of about one kilometre, a few newly-constructed building complexes come into view giving a glimpse of the emerging techno city. On a hillock to your right is the well-appointed school complex, the Mahinda Rajapaksa Model School.

We continue for a short distance and on to our right looms large the destination of our journey, the NSBM Green University Town. We observe the building complex garbed in shades of white, grey and black scattered over the vast expanse of the grounds as we approach the imposing entrance decked with flowing flowering plants.

72 | The Story of an Educational Milestone of Our Age

Your attention is now drawn to the prominent roadmap of the premises. On close examination, you note that the entire area of the building complex is segmented into five zones: public, semipublic, semiprivate, private and recreational, extending from the public zone nearby to the private zone distant. Further, the recreational zone lies to the right of the premises and on the periphery.

(See Figure 5.1) The building complex opens with the public zone where the Main Auditorium and the Programme Office (A1) are located. Next is the semi-public zone, extending from the Main Auditorium and forming a semi-circular locus with three buildings, the Student Centre (B1), Library (B2) and Administration Building (B3), located around an artificial pond. Right behind, in a second semi-circular locus, is a second row of buildings housing the Faculties (Schools) of Business (C1), Computing (C2) and Engineering (C3).

Behind, and to the right, in the private zone

are the students’ accommodation (D1) and staff accommodation (D2). The recreational zone with the playground (E1) and the swimming pool, indoor sports buildings, gymnasium (E2) are on to the far right and on the periphery. The different zones, which extend in logical order, are indicative of the level of privacy that will be enjoyed by the residents. The CEO’s residence is situated close to the School of Engineering on the second circular row (D3). A road network runs through the entire landscape giving easy access to the different buildings.

We catch sight of a sizeable and well-kept lawn laced with small flowering plants of various hues with the Main Auditorium standing majestically at its edge. The road running round the lawn takes us there, while a glance to your right reveals the pavilion and the playground of blue grass lying at a lower elevation to where you are. You decide to delay exploring them and walk up to the Main Auditorium building.

Main Auditorium Building and Programme Office (A1) You come to the spacious double-height foyer of the auditorium building, which gives you a panoramic view of the entire building complex. This is situated at the highest point of the varying terrain with the buildings belonging to the different zones appearing in step-down fashion. As far as the eye can see, different layers of buildings stand like sentinels giving, as a whole, a notion of connectivity.

The cluster of buildings presents an imposing sight with shades receding in intensity with the increase in distance, while the road network binds the structures far and near together. You are overcome by the realization that this is just the place you have been looking for to pursue your higher studies.

You turn to your right and observe the reception desk where the Marketing Manager and Manager of International Affairs and their staff are at your service.

To the left of the foyer area is the modern auditorium with a seating capacity for 600, complete with WIFI and other facilities required for conferences. This will be the location for many a local and international conference, forum and seminar in the years to come. The flight of stairs takes you down to the basement where a bank, two beauty salons, a mini-food market and a large cafeteria with indoor and roof-top dining facilities are located.

On one side, the auditorium opens into an open-air stadium in amphitheatre style with a natural rock in the background. One could visualize students performing here-in drama, musical recitals and the like on moonlit nights adding a new dimension to their student life.

This is akin to a similar construction found in the scenic University of Peradeniya, the Open Air Theatre, which was the cradle of contemporary Sri Lankan drama, beginning with Professor Sarachchandra’s epochal Maname.

The Story of an Educational Milestone of Our Age | 73

the venture that is a definite achievement in the higher education sector of the country and suggested the need for more investments of this nature to promote a knowledge culture and instill a knowledge economy. A tree planting ceremony was also held to commemorate His Excellency’s visit to the premises.

LEGEND FOR BU

NSBM GREEN UNIVERSITY TOWN

D1

C1

C3

C2 B2

B3

B1

D2

E2 A1

E1

Fig 5.1: NSBM Green University Town: Site Plan

October, 2016 - NSBM Quarterly News 74 | The Story of an Educational Milestone of Our Age

A1

Main auditorium buildin office

A2

Open air theater

A3

Gate house

A4-6

Security Hut

B1

Student center

B2

Library building

B3

Admin building

C1

Business faculty

C2

IT Faculty

C3

Engineering faculty

D1

Student accommodatio

D2

Staff accommodation

D3

CEO Residence

E1

Playground

E2

Recreational building

F1

Printing press

G1

Sewer treatment plant

G2

Sump

G2

Sewer pump

H1

Substation 1

H2

Substation 2

H3

Substation 3

H4

Substation 4

H5

Substation 5

J1

Fuel station

J1 B

Fuel station office

J2

Covered garage for bus

J3

Covered garage cars/ v

J4

Garbage collection hou

Adjoining the auditorium building and connected to it is the first semicircular row of buildings consisting of the Student Centre, the Library and the Administration Building with a circular rainwater-harvesting pond in front. They are of five floors each with dedicated areas for different activities. The curvature common in all the structures provides a large and clutter-free ambiance.

First, you step into the Student Centre.

area, a reading area, a new arrivals area, a study area with tables, an interactive learning area, a multi-purpose area and a medium-sized seminar room. Among other facilities provided are computers that can be used for research purposes, an Internet café, an IT facility, vending machines and facilities for self-borrowing, renewing and returning books.

Administration Building (B3) The Student Centre (B1) The student centre promotes the coming together of students for networking, social activities, life skills development and even private study. Its large and unobstructed spaces provide for a multi-purpose hall and a large informal study area with a flexible arrangement of furniture. It also houses a career guidance office, an audio-visual room, a bookshop, student counsellors’ rooms, club offices that promote extra-curricular activities and cubicles for self-study as well as telephone booths. The health centre, also located here, is equipped with a pharmacy. When students are in session, the student centre is expected to be a hive of activity.

Library Building (B2) NSBM considers the library the gateway to knowledge.

It is located over five floors covering an area of around 6,500 square metres, with massive double- and tripleheight spaces to promote free-flowing fluid spaces which bring comfort for the students. The library consists of a lending section, a reference section, a periodicals

The nerve centre of NSBM, the Administration Building is where all administration-related activities are conducted.

It includes the CEO’s office; a large Board Room; the Director of Academic Affairs’ Office; Registrar’s Office; Finance Division; Legal Division; IT Manager’s Division; Human Resources Division; Procurement Division; and General Offices including the Examinations Division and the Transport Division.

The second semicircular row of buildings situated to your right as you climb the incline, houses the Schools of Business, Computing and Engineering, located at a convenient distance from each other. This is the heart of the Green University Town where the generation and dissemination of knowledge takes place.

School of Business (C1) This building, the largest of the three School of Study, consists of seven floors with 26 lecture halls that could accommodate from 50 to 470 students with a total capacity of around 2,600. It also contains three medium-

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sized computer laboratories and a mini dedicated library with a reference section. There are also students’ common areas, discussion rooms, an audio-visual room, academic staff rooms, a food outlet, a photocopying and printing press, a business centre and a programme office within the building. Other unique features are the locations earmarked for setting up an operations room, a teaching kitchen, and a stock trading unit. The offices of the Dean, School of Business, and of the Heads of Department are also located here.

carpentry workshop. It will also contain an interior design studio and lecture halls as well as biology, chemistry and physics laboratories. In addition, meeting rooms, common study areas, rooms for academic staff, and programme offices are in place. The offices of the Dean, School of Engineering, and the Heads of Department are also located here.

It is now time to visit the Students Accommodation and Staff Accommodation, which are situated in the private zone, behind and on to the right of the Faculties of Study.

School of Computing (C2) The School of Computing located on six floors consists of 12 lecture halls that could accommodate 50 to 300 students, with a total capacity for around 1,300 students.

It also contains laboratories: general, hardware and network and a mini-dedicated library with a reference section. There are also students’ common areas, an interactive room, and rooms for academic staff, study rooms, common study areas, a food outlet, an IT business centre, and a programme office. An additional unique feature is the location earmarked for a centre of research. The offices of the Dean, School of Computing, and the Heads of Department are also located here.

Students’ Accommodation (D1) The students’ dormitory of ten floors provides accommodation for nearly 500 students. There are 191 bedrooms with attached toilets for twin sharing, and 56 twin bedrooms with attached toilets and pantry facilities for 112 foreign students. The rooms provide the perfect setting for serious study. Most of them open out to the breathtaking countryside with vast tracts of paddy fields and greenery and as you open the windows, refreshing cool fresh air gushes in. The main cafeteria with a kitchen and laundry are situated on the ground floor.

Staff Accommodation (D2) School of Engineering (C3) The School of Engineering located on four floors, once fully complete, will consist of a string of laboratories: engineering design, computer, fluid mechanics, robotics, mechatronics, electronic, telecommunication and a

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Spread over seven floors is a choice of apartments: 20 single-bed roomed apartments, 10 two-bed roomed apartments and 3 three-bed roomed apartments are available for staff. There are also three-bed roomed and two-storeyed apartments for use by the Deans of the

three Faculties of Study. A roof-top lounge with pantry, visitor’s lounge and meeting rooms are among the other facilities available.

Playground and Recreational Buildings (E1 and E2) NSBM students are encouraged to engage in sports and so a variety of options are offered: a six-lane swimming pool of 25 metres in length; a multipurpose indoor sports building for games such as volleyball, netball, basketball, table tennis and badminton; a fully-equipped gymnasium; and a moderate-sized playground with an observation deck and a pavilion. For jogging enthusiasts, there is the road network with its curves and slopes that provide the perfect jogging track.

We have now completed the walk down the NSBM Green University Town, which would have given the reader an overview of the facilities offered to students and staff.

Other features Some of the other features worthy of mention are given below:

• Some of the lecture halls provide for the use of

• Facilities for lecturers to adjust lighting, audio-visual equipment, etc. from the podium;

• Excellent sanitary facilities in the different buildings; and

• In the Schools of Business and Computing a large lecture hall positioned above two lecture halls, claimed to be a rare engineering feat.

Landscaping The NSBM Green University Town is beautifully landscaped with the varying terrain used to advantage.

The spacious lawn at the entrance, the areas around buildings as well as surrounding slopes are supplemented with shrubs and hedges3, creepers4 and trees5 which when fully grown will flower and fruit creating a magnificent sight. The entire garden is meticulously designed. The aesthetic value of the landscape is further enhanced by granite and rocks artistically placed at selected locations. The different buildings open up to very diverse areas, each equally beautiful to behold.

laptop computers while lectures are in progress;

• Fourteen lifts at different points in the building complex;

• A bus terminal and parking space for 330 vehicles spread over the area;

• Student and staff transport facilities from Kaduwela, Kadawata, Maharagama and Moratuwa;

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Architect’s impression: in front lawn and the structures

Architect’s impression: first semi-circular row of buildings – a distant view

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Architect’s impression: first semi-circular row of buildings – a closer view

Architect’s impression: The Green University Town Complex - an aerial view

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NSBM Green University Town by night Evening is the best time of the day at the Green University Town. Everything is calm and peaceful and full of birds flying in search of rest at the end of the day.

The heat of the sun is no more and a cool breeze blows across the complex. As dusk falls, the lights come on creating a warm glow across the campus. The students’ accommodation rises above the rest, standing out brightly against the night-blue sky. It’s a magnificent sight indeed.

creative informal learning spaces is the thread that runs throughout the campus complex.

In harmony with nature In order to be in harmony with nature many standard as well as innovative measures, e.g., green practices, have been adopted at the Green University Town. They are summarized under four sub-themes for convenience although in reality they are interrelated and cannot be separated.

Realization of themes

Reduce potential environmental impact

At the Green University Town much has been done to bring to life the themes of creative informal learning spaces and in harmony with the environment.

This involves constructing the building complex with least damage to the external environment. The following are some of the steps taken in this direction:

Creative informal learning spaces The very idea of selecting a vast expanse of land is the first step to developing creative informal learning spaces.

Within the buildings, large open spaces of double- and triple-heights are in abundance, supplemented with courtyards. Stairways are very spacious and corridors contain informal learning spaces where students can gather for study and group discussion. The large lecture rooms in amphitheater style (as against the rectangular) with terrace-like seating arrangements promote effective learning. More often than not, students leaving lecture halls enter open spaces/terraces. Further, study areas of various sizes, from lecture halls to study units, meet the diverse requirements of students. Thus, the theme of

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The natural terrain has been used to best advantage throughout the area. A case in point is the location of the playground, which lies at a lower elevation than the rest of the area. Thus, the playground was built with minimum cut and fill activities to save the environment. Another example is designing the buildings leaving natural rock boulders intact within them. This has resulted in an overall step-down location for the different buildings.

Over 300 shade and flowering trees have also been planted which when grown will give rise to a shady canopy with many environmental benefits. Further, green pavers have been used instead of cement slabs in the parking slots. This reduces heating and pollution as emissions are absorbed by the green carpet underneath.

Using natural terrain to maximum advantage; Green pavers to reduce heat and pollution(top); Double and triple heights and informal learning spaces; Creepers flowing down from plant troughs (middle); Waterways surrounding the buildings to absorb heat; Air purification plants growing up green screens (bottom)

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A few battery-charging stations have also been set up to encourage the use of pollution-free electric cars.

Focus on reduction in energy, water and waste management Reduction in the use of energy (electricity), water and solid waste management have a direct impact on sustainability. The following steps have been taken in this direction: Heat reduction of the buildings and the use of natural daylight are important means of saving electricity (used for air-conditioning and lighting). This has been achieved through the following:

• Buildings are located after careful consideration of the elevation and the sun path. The buildings have been designed to stand opposite the sun path as much as possible in order to reduce heating. Further, this is supplemented with open spaces with doubleand triple-heights, courtyards, etc.

• Plant troughs are set up at the roof level with creepers flowing down while air purification plants at the ground level move up the green screens. In a few years, all the buildings will have green cover with air purification effects. In addition, green turf laid on rooftops have a cooling effect on the interior of the buildings;

• Large glass windows and doors permit the entry of

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daylight thus minimizing electricity consumption during the day. Further, energy-saving Light Emitting Diodes (LED bulbs) are used throughout the building complex.

• Passages and corridors opening into nature reduce heating of the building and promote the entry of daylight and natural breezes.

• Locations have been earmarked for setting up solar panels, which will generate electricity for use domestically or for release to the national grid.

The following steps have been taken in order to save water:

• The fully-equipped sewer treatment plant enables the waste water to be treated, which is then used to irrigate shrubs and hedges, creepers and trees throughout the premises. This will include periodic watering of plants in troughs, green screens and green turfs and gardens operated through a sprinkler system. The water collected in the rain water harvesting pond either directly or through water flowing down the rooftops will also be treated or used for irrigation purposes.

• The dual flushing systems, sensors, etc. installed in the washrooms will ensure economical use of water.

Solid waste management will also be in place:

• A garbage collection system is in place through which different types of garbage, viz., organic and non-organic, will be collected separately at

collection points in the premises. The organic material will be fermented in the garbage hut at controlled temperatures and thereafter released as manure for use in the garden.

Improve indoor environmental quality for better health and wellbeing This will be achieved through the following for which action has already been taken under the previous subthemes:

• Minimize air conditioning; • Maximize use of daylight; • Create large open spaces and courtyards that reduce congestion thus reducing pollution;

• Use paints and material of low Volatile Organic Chemicals (VOC)6 level, which are less harmful to health. This was ascertained through visits by architects and representatives of NSBM to suppliers.

These are used for the painting of buildings as well as furniture.

Providing direction for continual improvement This involves sustaining and disseminating green practices both within and without the institute both in the short and long term. The following steps will be adopted:

• Correspondence with students to be largely through electronic media which will reduce the use of paper and thereby the felling of trees. Issue of course texts and other instructional material can also be in soft copy form instead of printed material. Further, it can be extended to the submission of assignments by students and even the conduct of certain examinations on-line.

• Introduce a compulsory course unit/s on sustainability and green practices in all study programmes through which the importance of being in harmony with nature can be disseminated. It is important that students internalize their knowledge of environmental friendliness and sustainability.

NSBM will use carefully designed strategies towards this end. The Green University Town itself will provide ample practical examples of implementing green practices, which they will learn and practice later on when they enter the world of work.

• NSBM has already undergone technical evaluation for green building standards and received certification under the Singapore affiliated CIOB (Ceylon Institute of Builders) Green Mark Rating System. It has already developed a comprehensive

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Green turfs laid on rooftops give a cooling effect to the interior; A choice of plants and shrubs (top); The rain harvesting pond; Garbage collection hut ferments organic material to produce manure (middle); The sewer treatment plant enables waste water to be treated; Planting trees as a way of life (bottom)

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Green Policy and will strive to achieve further accreditations by international bodies in the years to come. These will come through further improvements to its portfolio of green practices.

Limits to green practices Though being in harmony with nature is a rewarding and worthy exercise, at organizational level, the initial investment required to implement green practices is considerable. This applies to NSBM as well and thus owing to budgetary constraints it had to curtail some of the green initiatives that were part of the original plan.

However, it has made a promising start, which can be further developed in the future. Moreover, the fruits of the investments already made will come to full fruition after a reasonable period of time during which the initiatives have to be nurtured with care.

When asked about further extensions to Green University Town, Mr. Rajitha de Silva, Head, Architecture, had this to say: “... It is purpose built ... Please do not bring any more additions ... It will be a crime to do so ... There is no room for that unless it’s another piece of land ...

Everything is in its defined place ...”

There is no doubt that given the underlying noble themes, the available facilities and other features, the NSBM Green University Town will offer a unique teaching, learning and research experience to all its residents.

However, before going into this aspect, it is pertinent to discuss some aspects of the phase of construction, which is an interesting story, too. This will be the subject of the next chapter.

Creators’ impressions It is fitting to conclude with impressions of the architects, the main actors in this chapter. “...We are proud to have been associated with this work. For the next so many years we shall be talking about this project ... It means so much for us at ECL ...We matured as a team in the company of a demanding client and an accommodative contractor ...” concluded Mr. Ranjith Gunaratne.

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Endnotes After University of Peradeniya in early 1940s by Archt. Shirley De Alwis and University of Ruhuna by Archt. Geoffrey Bawa in early 1980s.

1

From an Ecology perspective, sustainability (sustain+ability) is the property of biological systems to remain diverse and productive indefinitely, i.e., endurance of systems and processes.

2

Shrubs and hedges: Plumbago Auriculata Blue; Euodia Ridleyi Green (Ivodiya); Ivata Green; Tecomaria Capensis Yellow; Ixora Red (Hybrid); Calathea Triostar (Calathea Pink); Marantha Arundinacea (Calathea Green); Kimberly Queen Fern; Saseieriarifasciata; Peace Lilies (Spathiphyllum); Pdeilanthus; Metrosideros Fiji (Cristina); Metrosideros Fiji (Cristina Small Leaves); Durantha Repens (Hybrid) Small Leaves; Malay Pygmy (Baby Bamboo) and Hameelia.

3

Creepers: Thunbergia Laurifolia Vines; Lonicera Hildebrandtiana (Honey Suckle) Vines; Bauhinia Kockiana vines; Petria Volubilis Vines.

4

Trees: Tabebuia Serratifolia; Amherstia Nobilis; Saraca Asoca (Asoka); Cassia Fistula (Ahala); Delonix Regia (May Mara); Erythrina Variegate (Erabadu); Ficus Benjamina (Nuga); Jacaranda Mimosifolia; Murraya Paniculata (Atteria); Lagerstroemia Speciosa (Murutha); Pongamia Pinnata (Magul Karanda); Pterocarpus Indicus (Wal Ahala); Tabebuia Rosea; Plumaria Yellow (Kaha Araliya); Alstonia Scholaris (Ruk Attana); Bauhinia Racemosa (Maila); Elaeocarpus Serratus (Weralu); Bauhinia Purpurea (Dark Purple); Bauhiniya (Koboleeela Pink); Syzygium Cumini (Madan); Memecylon Umbellatum (Korakaha); Psidum Guajava (Pera); Terminalia Arjuna (Kumbuk); Millettia Pinnata (Normal Karnda); Flacourtia Ramontchi (Katulovi/Ugurassa); Phyllunthus Emblica (Nelli); Pulmaria Red (Araliya Dark); Illipe Malabrorum (Mee); Mesua Ferrea (Na Tree); Villard Mango; Tabebuia Palida; Baby Benjamina; Samania (Saman).

5

VOCs emit toxic substances which are harmful to health. The toxic level depends on the ingredients used and the method of manufacture. Paints and other material of low toxic levels are recommended for use.

6

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Chapter 6 A Campus in the Making

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The

construction phase of the NSBM Green University Town commenced on December 18, 2013 and took a little more than a thousand days to complete. The key parties to the project, the client (NSBM), the architect (ECL), and the contractor (MAGA) are greatly pleased at the way construction progressed.

By and large, the project achieved its key performance targets, which is a rare achievement for projects of this magnitude, especially in developing countries such as ours. It is also significant that it was achieved amid the turbulence of a Presidential and a Parliamentary Election followed by a change of government. Mercifully, this did not have an adverse effect on the project as the new government steered it to its finish with great enthusiasm and dedication. It will be interesting to examine some of the salient aspects of the whole process.

Management of the project Let us continue the story from where we left in Chapter 3.

Preparatory work by MAGA Having been awarded the contract in November 2013, MAGA hastened with the preparatory work leading to the commencement of construction in just one month.

Preparatory work was based on the initial drawings by the architects, ECL. Due to its complexity, the project was broken down into six project sub-groups or zones, each headed by a project manager who reported to the head of the project site, the Senior Project Manager. A project office and zonal offices were set up at the site

with each zone considered a separate project with wide powers for its execution. Further, a Project Director and a Project Co-ordinator from the MAGA head office were placed in overall charge of the project. Thus, there was a core project management team1 of about 25 aided by a support team, the size of which depended on the project stage, rising to 200 at peak times.

The team assigned for the project prepared a detailed project plan that included, inter alia, a site layout plan, construction schedule, resource requirements plan, procurement plan, project budget, quality assurance plan and a project safety plan. Further, in preparing the project plans, the critical activities of the project ascertained with floats and resource requirements were determined and analysed in detail for the purpose of levelling resources.

In addition, equipment and materials with long lead times for importation were identified at the inception and included in the procurement plan with sufficient float for unforeseen delays. Cash-flow forecasts were also prepared and procurement schedules adjusted wherever possible to minimise negative cash flows.

Further design and monitoring work by ECL A project office was also set up by ECL under a Resident Project Manager and three resident managers for three zones (instead of six as in the case of MAGA), with a core staff2 of about 20 consisting of site architects, engineers and quantity surveyors. As with the MAGA team, the exact number on site depended on the stage

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of the project. Though detailed drawings had been made

by ECL by the time the quotations were called from prospective construction companies, intricate details and descriptions had to be developed, a task that was to take much time and effort. ECL settled down quickly to attend to this both at the site and the head office. In addition, it was ECL’s responsibility to monitor progress, value the work completed and dispatch certification reports to NSBM for payment.

The teams from MAGA and ECL interacted closely on matters related to the project and sorted them out at the project site level. There was an atmosphere of camaraderie, mutual trust, respect and appreciation as evident in the compliments paid to each other by Mr. Ranjith Gunaratne, ECL and Captain M G Kularatne, MAGA. On behalf of NSBM, the Manager Administration and the Technical Officer handled co-ordination and project monitoring work admirably and the trio showcased an example of excellent project management in a developing country.

ECL and thereby the percentage of work completed in different activities was computed and submitted for discussion at the fortnightly progress review meetings held at the project site.

The project review meetings took place in the afternoons and lasted two to three hours. They were attended by representatives from MAGA (Project Director and Project Co-ordinator, Senior Project Manager and Project Managers of zones), ECL (Head - Special Projects, and a Director from the head office, Resident Project Manager and Resident Managers of zones) and NSBM (Manager Administration and Technical Officer). In addition, other technical staff from different disciplines as well as senior management from the head office participated in the review meetings, as required. Dr. Weerasinghe attended progress review meetings on a quarterly basis and more frequently as the project progressed. Special meetings were also conducted from time to time to sort out any pressing matters. The project site was also visited by officials from the Bank of Ceylon as well as from the subject ministry.

Progress control Some of the steps associated with project progress control are outlined below: The MS Project was the central project planning tool used by MAGA for project monitoring and control. The physical progress for each week was recorded in the Master Construction Programme in consultation with

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There were several visits by former Minister Dullas Alahapperuma during the period December 2013 to December, 2014 as well as by the present Minister of Skills Development and Vocation Training, Mahinda Samarasinghe. These meetings presented opportunities to gain an overview of the progress, sort out infrastructure development issues, and apprise

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the media, and were attended by representatives from stakeholder organizations.

Financial progress indicating the monetary value of work and percentages of main activities completed was included in the detailed monthly progress reports submitted to all stakeholder organizations. The value of work planned and completed was recorded in a S3 curve in the progress report. Further, a project budget was prepared for all activities at the inception of the project.

Unit costs of all activities at site were calculated and compared with the budgeted costs. Monthly cost reports were prepared and submitted for management review.

The Resident Project Manager, ECL, mentioned that most of the time the difference between the actual physical progress and the budgeted physical progress was maintained at a single digit, that is, less than 10%.

However, there were occasional deviations in relation to financial progress owing to delays in making payments for additional work done but not included in the original estimates. These took long to process before approval was obtained for making payments. In these instances, MAGA advanced the necessary funds before the monies were received.

The work completed was measured and checked with care by ECL prior to issuing certification reports for payment by NSBM. Mr. Gunaratne in a glowing tribute to MAGA stated that they never submitted additional bills for the rare occasions when rework was required.

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Project quality assurance MAGA elaborated on some of the quality control measures they had adopted.

• The Quality Assurance Plan showed the quality control measures adopted for all major material and critical construction activities;

• Sampling was done for major bulk material at source in order to reduce rejection at site after delivery;

• Test certificates were obtained from the manufacturers of cement, steel, glass, etc. prior to order confirmation. Samples were also collected from the materials delivered at the site and tested at approved independent testing laboratories; and

• An in-house laboratory was established to carry out testing of concrete, all raw materials used for concrete, and in-situ testing of earth compaction works. All tests were carried out in the presence of the architect’s representative at site. Random concrete samples were tested at approved independent testing laboratories on a regular basis.

Project safety A Safety Officer was appointed to oversee safety aspects of project activities and to implement the safety plan.

Safety rallies were held at frequent intervals to educate all employees on safety. All project employees were reminded of the importance of personal safety at safety meetings held daily before the commencement of work.

During the entire course of the project no fatal accidents were reported.

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Project performance A summary of key performance indicators of the project is given in Table 6.1.

building for student accommodation. This resulted in considerable further savings at the sub-structure stage of the project; and

• After the commencement of construction, further Table 6.1: Key Performance Indicators Indicator

Estimated

Actual

Total cost

Rs. 8,616,115,571

Rs. 8,500,000,000

Cost/square foot

Rs. 8,000

Rs. 7,900

Period of construction

730 days

Approximately 1,000 days

Near normal

Slightly skewed to the left

Labour histogram Source: ECL

A brief explanation of the observed deviations follows:

Estimated cost and estimated cost/square foot Both the total cost and cost/square foot have recorded favorable variances, which could be attributed to the following factors.

• Financial discipline had been maintained throughout the construction phase;

• When construction commenced there were items that had not been properly estimated but only provisions made. Thereafter, every effort was made to estimate the items within these provisional values and to contain expenditure within these estimates;

• The favourable soil conditions did not require complicated substructures other than in the

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steps were taken to expand on the green concept.

This resulted in more open spaces and corridors, which reduced the need for glass and aluminum frames which are expensive items used in the finishing stage. This too contributed to considerable savings.

Period of construction Though the estimated construction period was 730 days, it took a little more than 1,000 days. The actual timeline for the different phases is given below (Table 6.2).

Table 6.2: Sub-phases of Construction Phase Substructure

Time span December, 2013 – July, 2014

Superstructure

August, 2014 – April, 2015

Finishing (Wall, floor and installations)

May 2015, – March, 2016

Finishing, inspection and handing over

March, 2016 – October, 2016

Source: ECL

Commenting on the extension, both MAGA and ECL were of the view that 730 days (24 months) was too ambitious a target to achieve and that 30 months would have been a more realistic one. They, together with the project management teams, gave the following reasons for the deviation.

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Utilization of labour

• Since the building complex was located in a far-off place and over a vast tract of land, infrastructure had to be developed from scratch;

• The first three months were devoted to clearing the land, which required an unexpected degree of rock blasting. Though certain areas were cleared, early laying of substructures could not begin until rock blasting was completed;

• There was incessant rain for months starting in April 2014, which delayed starting work on the substructures;

• As the construction work started and continued for some time savings in certain areas of activity was imminent. However, NSBM decided to utilize these savings on additional features and facilities, which although they added value to the complex delayed completion;

• There was a dearth of skilled labour owing to the exodus to foreign countries as well as the reluctance of young people to join the workforce. This caused delays in the finishing stages of the project; and

• Delays associated with the post-election period in claiming tax benefits such as VAT for imported items like toilet fittings, tiles and aluminum structures, which were arriving in large quantities.

An important aspect of a project is the utilization of labour, which was observed to be slightly skewed to the left as against the optimal (expected) normal curve.

As a result, multiple tasks were carried out by a large workforce from October 2015 to June 2016, averaging 1,500 workers per day. There was a slightly lower peak during the construction phase from November 2014 to April 2015, averaging 1,200 workers. The lowest average figure of 164 workers per day and the highest average figure of 1,669 were recorded in the months of January 2014 and March 2016 respectively.

Material usage in the project Let us now take a look at some of the material inputs used in the construction phase, which gives an idea of the proportions of the project (Table 6.3).

Table 6.3: Material Usage (as at July 31, 2016) Item

Unit

Bulk cement

Ton

14,673

Ready-mixed concrete (different sizes)

M

52,608

TOR steel (different sizes)

Ton

5,681

Binding wire (different sizes)

kg

53,125

River sand

Cube

15,586

Timber (different sizes)

Linear feet

818,556

Cement blocks

Nos.

605,939

Bricks

Nos.

2,935,662

Wire (500 m)

Rolls

2,093

White putty

Kg.

46,675

Glass

M2

27,000

Paint

Litres

97,000

Source: ECL

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3

Total

The NSBM Green University Town building project turned out to be a great success. Both MAGA and ECL were proud to have been associated with it. According to both Mr. Gunaratne and Captain Kularatne, their prime concern in engaging in the project was not surpluses but the satisfaction of being involved in a gigantic and complex project, an architectural masterpiece that would serve the present and future younger generations.

They said that they would treasure the memories of this monumental work long into the future. Their sentiment is more than justified by their achievements in terms of performance indicators as well as conduct during the project period. However, this would not have been possible without the support of the funding organization, the Bank of Ceylon, and facilitation by NSBM.

Changes in the socio-political environment The construction phase of the NSBM Green University Town was marked by significant changes in the governance and administration of the country.

Period of turbulence and stability thereafter The Presidential and Parliamentary elections of January and August 2015 and coming to power of a new government created an atmosphere of anxiety and uncertainty among stakeholders about the future of the project. Many anticipated a delay, reduction of scale or even purpose, which are common occurrences in the aftermath of a national-level election in this part of the world. However, the project triumphed eventually, and

was even accelerated, leading to its ceremonial opening in October 2016. It is interesting to look at some of the events that took place around this time, for the rich insights they provide.

The first year of construction, from December 2013 to the end of 2014, was one of great promise as Dr. Weerasinghe and his team set about driving the project with Mr. Dullas Alahapperuma still at the helm. After a slight delay in the clearing of land and after completing the substructure stage, the project entered the superstructure phase and was gathering momentum when an early Presidential election was called by the incumbent President Mahinda Rajapaksa.

President Maithripala Sirisena, having come to power on January 8, 2015 on the theme of good governance, appointed Mr. Kabir Hashim (United National Party) as Minister of Highways and Higher Education on January 15, 2016. Listing NIBM and NSBM under the Ministry of Higher Education while the Green University Town was coming up was considered by many as a positive development. However, this turned out to be shortlived as Mr. Piyasena Gamage4 (Sri Lanka Freedom Party) was appointed Minister of Skills Development and Vocational Training on March 22, 2015, with NIBM re-listed under his ministry. The parliamentary elections of August 2015 followed and the national government that was formed brought yet another change when Mr. Mahinda Samarasinghe5 (Sri Lanka Freedom Party) was

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appointed Minister of Skills Development and Vocational Training on September 4, 2015. Thus, during a short period of nine months, NIBM came within the purview of four ministers and three subject ministries. However, once the dust of the hustings settled, the new Minister Mahinda Samarasinghe settled to work and took a great interest in facilitating the project to completion, just as his predecessor Mr. Dullas Alahapperuma had done.

of the work carried out during the first nine months of the project, which constituted clearing the land, rock blasting and laying the substructures. These did not contribute to the physical progress in proportion to the time taken and thus, after one year, when the new government took over, it had just exceeded 25%. Thereafter, however, physical progress of the construction, having entered the superstructure phase, showed a steep rise.

Although vast changes were taking place in the governmental and administrative machinery of the country, work at the project site continued unabated and on schedule. This is evident in the labour utilization and the physical progress figures given in Table 6.4. Except for a few operational-level delays, as stated elsewhere, construction work proceeded smoothly.

Table 6.4: Labour Utilization and Physical Progress (November, 2014-October, 2015) Item

Nov 2014

Dec

Jan 2015

Feb

Mar

Apr

May

Jun

Jul

Aug

Sep

Oct

Labour utilization

1,038

1,253

1,150

1,130

1,494

1,170

1,090

1,083

1,486

1,321

1,564

1,547

Physical progress (%)

23

26

29

33

39

40

44

48

55

60

65

71

Financial progress (%)

26

29

33

36

38

39

41

47

51

61

64

67

Source: MAGA

It is also to be noted that from January to October 2014 (figures not given), average monthly labour utilization was less than 1,000. The 1,000 mark was exceeded for the first time in November 2014. This was owing to the nature

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Defining moments The post-election period tested Dr. Weerasinghe’s skills of endurance in times of adversity. Prof. Lakshman Jayatilleke, Chairman, NIBM, had already left after the change of government, as it is customary in the local context for heads of statutory bodies to resign from their official positions. And, thus ended an era of great change effected by two academics of repute from the Sri Lankan university system.

Meanwhile, being a political appointee and a Mahinda Rajapaksa loyalist, a question mark prevailed over the continuity of Dr. Weerasinghe’s position as Director General, NIBM. Understandably, explicit and implicit moves manifested in certain quarters to oust him from NIBM. However, his fighting spirit did not fail him; he waited patiently for the defining moment − the appointment of Dr. Karunasena Kodituwakku5 as Chairman, NIBM and NSBM, on February 15, 2015.

With the arrival of the amiable Dr. Kodituwakku, an intellectual and gentleman par excellence, calm returned to NIBM after the storm. He was Vice Chancellor when Dr. Weerasinghe joined the academic staff of the University of Sri Jayewardenepura and they had known each other for well-nigh 25 years. Through his personal charm and equitable nature, he won the hearts of everyone and together they ran the affairs of NIBM without disruption.

Says Dr. Kodituwakku: “... Therefore, I decided to assume duties as the head of these two institutions without any ceremonial functions. With this modest way of assuming duties, a majority of employees, students, and other stakeholders at the institutions did not feel any disruptions in the workplace. NIBM and NSBM were able to continue their functions without interruption, and the credibility of both organizations remained intact. I believe my Chairmanship further enhanced the image of the institutes ...”

The second defining moment arrived with the appointment of Mr. Piyasena Gamage as the subject minister in charge of NIBM and NSBM. Since Dr. Weerasinghe was appointed Director General, NIBM, during his previous tenure as Minister of Youth Affairs and Skills Development, this stabilized Dr. Weerasinghe’s position as Director General in these post-election times of uncertainty. The appointment was a rare occurrence, almost a miracle.

The post-presidential election period continued to be one of intense political activity leading to the parliamentary elections of August 2015. During this period, the ministers did not pay in-depth attention to the subjects under their ministries as they were pre-occupied with matters related to the hustings.

Meanwhile, the project progressed with the active

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involvement of the client, consultant, contractor and the funding bank as all prior approval had already been obtained.

A new era The results of the parliamentary elections led to the formation of a national government headed by President Maithripala Sirisena and Prime Minister Ranil Wickremasinghe. Minister Gamage was not elected to parliament and was not considered for a ministerial portfolio. The long drawn appointment of the Cabinet of Ministers again fuelled anxiety and uncertainty. Finally, September 4, 2015 saw Minister Mahinda Samarasinghe6 sworn in as Ministry of Skills Development and Vocational Training.

Dr. Weerasinghe states that the new minister took some time before inquiring about NIBM, NSBM and the Green University Project. This was natural as new ministers needed time to study their different subjects and make the right initial decisions. Accordingly, Mr. Susantha Fernando7 was appointed Chairman, NIBM, Mr. Sarath Stembo8 Chairman, NIBM while Dr. Weerasinghe was retained as CEO cum Vice Chancellor, NSBM. This sealed the continuity of the project.

Minister Samarasinghe greatly admired the activities of both NIBM and NSBM. He visited the institutions and had lengthy discussions with academic and nonacademic members of staff on a wide range of topics.

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Further, he directed probing questions and soon became knowledgeable about the two organizations.

Having studied the Green University Town Project indepth, Minister Samarasinghe became its great admirer, promoter and benefactor. He visited the project site a few times with a retinue of stakeholders and learnt more about it, assisted with infrastructure development (public roadways, electricity, and water supply) and kept the media informed. Further, he drew the attention of the President, Prime Minister and other governmental high-ups to its virtues. He also negotiated successfully with the funding organization, the Bank of Ceylon, for a more favourable interest rate that would save millions of rupees for NSBM. In the process, the bank also agreed to introduce a loan facility on concessionary terms to benefit needy students of the NSBM. A graduate of Latrobe, Australia, Minister Samarasinghe is a great promoter of sustainable development9 with his emphasis on the need to make sustainability a way of life, undertake green construction and adopt green practices in day-to-day living. He is vocal about the inadequacy of having just a ‘green’ building complex and advocates the need to instill the concept in the minds of people. He is inclined to elevate the practice of greening to an even higher level at NSBM Green University Town, and preliminary work has already commenced in this direction.

Minister Dullas Alahapperuma on an inspection tour; Chairing a progress review meeting (top); Minister Mahinda Samarasinghe on an inspection tour; Chairing a progress review meeting (middle); A visit from the head of state President Maithripala Sirisena; In appreciation of the labours of those who made it happen (bottom)

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Minister Samarasinghe joined Dr. Weerasinghe and his team in driving the project to completion. A target date was set for the ceremonial opening in consultation with the President that resulted in further acceleration of the work on site. All parties engaged in the project rallied to meet the target date for completion. Though Minister Samarasinghe’s stewardship had been just over a year, he made a considerable contribution towards the completion of construction.

A quality product in the end Thus, in the NSBM Green University Town Project we see a complex project, which went through two political regimes without any change in its magnitude, scale or purpose. It passed through periods of great uncertainty unharmed, crossed the divide and reached the Promised Land.

MAGA was lavish in his praise of the young team of architects for their architectural masterpiece. ECL, in turn, was jubilant over the excellent quality and finish of the monumental building complex created by a local construction company. The client, Dr. Weerasinghe, was rightly proud of his decision to enter into a working partnership with these sons of the soil. Lastly, MAGA, ECL and NSBM together pay a glowing tribute to the committed and efficient funding by the Bank of Ceylon, which made the Green University saga smooth and pleasant.

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On the initiative of Minister Samarasinghe, President Maithripala Sirisena paid a visit to the project site prior to the opening scheduled for October 26, 2016. In the presence of the key stakeholders, he inspected the different features of the NSBM Green University Town −a fitting gesture by the head of state prior to dedicating it to the present and future generations of the nation.

Now, let us have a look in the next chapter at the interior of the NSBM Green University Town, how it is organized and what it offers.

Endnotes Project Management team from MAGA: A Thiruvalluvar, Project Director; L L Chandrasena, Project Co-ordinator; Lochana Udawatta, Senior Project Manager; N R Jayathilake, Project Manager; K R P Alwis, Project Manager; P V D C Peiris, Construction Manager; C D L Kumara, Construction Manager; B H M S B Herath, Construction Manager; S K Kulasekera, QA/VC Manager; G Nawarathne, Senior Electrical Engineer; A Amarasena, Senior MEP Co-ordinator; B M P Fernando, Planning Engineer; I Karunaratne, Senior Quantity Surveyor; B A R A Bulegoda, Civil Engineer; M N A A M Fahma, Civil Engineer; Ms. M G I C Wijemanne, Civil Engineer; K A C Perera, Civil Engineer; N N Samandhi, Civil Engineer; W L R Jayaratne, Civil Engineer; G C M Perera, Safety Officer; R M G W Banda, Administrative and Welfare Officer.

1

Project Management team from ECL: Manupriya Matararachchi, Resident Project Manager (Former); H G Jeewananda, Resident Project Manager; Ranjith Senanayake, Project Architect; Dilan Premachandra, Project Architect; Ms. Dilani Udeshika, Project Architect; Mr. S Mathanraj, Resident Architect; Asanka Costa, Resident Engineer; Nishantha Maddapitigala, Resident Engineer; Kalyana Sahabandu, Resident Engineer; Sanjeewa Udayakumara, Resident Engineer; K V G Thilakaratne, Asst. Resident Engineer; Chathura Randika, Resident Quantity Surveyor; Uditha Anuradha, and Resident Quantity Surveyor (Former).

Mahinda Samarasinghe, Member of Parliament from the Sri Lanka Freedom Party representing the Kalutara District, a former Sri Lankan Ambassador in Australia and an ardent human rights activist. He is currently Minister of Skills Development and Vocational Training.

6

Mr. Susantha Fernando, is an Accountant by profession with long years of experience in the finance sector in Sri Lanka and overseas. He has successfully headed a number of public sector organizations and is also a keen lover and administrator of cricket.

7

Mr. Sarath Stembo, a banker by profession, has served with distinction in the state banking sector for long years. He has also worked in the plantations sector in various capacities. Further, he has sat on the Governing Board of the Institute of Bankers, Sri Lanka.

8

2

Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs - Bruntland Report (1987).

9

A tool for monitoring growth, progress and performance of on-going projects.

3

Piyasena Gamage: Member of Parliament from the Sri Lanka Freedom Party representing the Galle District. Held several portfolios including Minister of Skills Development, Vocational and Technical Education. It was during this period that Dr. Weerasinghe was appointed as Director General, NIBM. 4

Dr. Karunasena Kodituwakku, university academic, former Vice Chancellor, University of Sri Jayewardenepura, politician and minister, diplomat and former Chairman, NIBM. At present, Dr. Kodituwakku represents Sri Lanka in China as our ambassador.

5

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The Imposing Entrance

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Chapter 7 Cutting-Edge Education

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The

First Report of the National Education Commission1 (1992) continues to be an authoritative document advocating educational policy recommendations for Sri Lanka. It contends:

These words of timeless wisdom about education and its role are relevant to today’s socio-political context as they were when pronounced by a national-level task force a quarter century ago.

“...Society today is highly organized, interdependent and complex. Society makes a variety of demands on the individual. The individual needs to acquire a minimum of knowledge, skills and values to become competent to attend to one’s own needs, to adequately meet the needs of the immediate family and to satisfy the needs of the wider society.

The Commission had identified, inter alia, the following national education goals:

A basic education and initiation into a variety of selected skills should enable the individual to contribute culturally, socially, politically and economically. This basic education and skills should enable an individual to participate in productive activities, resulting in the development of health, wealth and contentment and the achievement of a sense of stability and security for oneself, one’s family and the wider society...”

Further, in the report the fundamental goal of education has been described as: “a physical, intellectual, emotional and ethical integration into a complete man”.

It also states that this description is appropriate to the complex demands of society − today and tomorrow.

Therefore, the emphasis should be on integrated development; and not on compartmentalized and isolated growth.

• The achievement of national cohesion, national integrity and national unity;

• The establishment of a pervasive pattern of social justice;

• The evolution of a sustainable pattern of living– a sustainable lifestyle, which is vital for the year 2000 and beyond, when for the first time in the history of mankind even air and water cannot be taken for granted;

• The generation of work opportunities that are all similarly dignified, satisfying and self-fulfilling;

• The cultivation of a capacity to cope with the complex and unforeseen, achieving a sense of security and stability; and

• The development of those competencies linked to securing an honourable place in the international community.

The above national goals of education emphasize in adequate measure the need to develop competent, responsible and ethical global citizens deeply committed to sustainable development. NSBM, from its inception,

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has been guided by these values in all its activities.

They also form an integral component of the guidelines formulated for the institution’s academic, administrative and student community.

What NSBM stands for The Vision and Mission statements of NSBM, developed

by MTI Consulting2 (2016) as stated in the Strategic Plan, 2016-2021 reads:

Vision To be Sri Lanka’s best-performing graduate school and to be recognized internationally.

Mission To develop globally competitive and responsible graduates that businesses demand, working in synergy with all our stakeholders and contributing to our society.

The NSBM Student Handbook (2016) elaborates on the characteristics of the NSBM Graduate.

NSBM Graduate Profile A student who has completed a degree at NSBM will have acquired an education at an appropriate level including specialist and generic knowledge, intellectual and practical skills and attitudes; be equipped for employment and good citizenship and be committed to lifelong continuous learning and personal development.

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In accordance with the graduate profile, NSBM expects its graduates to be equipped with the following accomplishments:

• Master a body of knowledge and demonstrate a critical understanding of the core aspects of the major fields of study;

• Propose viable solutions to problems through effective enquiry and critical analysis;

• Become an intellectual who is open-minded and curious about current and future issues and developments in the relevant area of study;

• Build the capacity to be creative and innovative; • Engage in independent learning and continuously upgrade the knowledge and skills required by their profession;

• Communicate ideas clearly and disseminate knowledge effectively

• both in written and oral form; • Demonstrate personal and professional integrity and ethical behaviour;

• Develop an entrepreneurial attitude with an emphasis on practical problems;

• Exercise leadership in the professional environment by assuming social and civic responsibilities; and Develop a deep urge to be in harmony with Nature.

Organization NSBM is headed by the CEO cum Vice Chancellor.

Four divisional heads report to him: Registrar, DirectorAcademic Affairs, Director-Operations, and Internal Auditor. The Registrar deals with general administrative functions while the Internal Auditor focuses on systems development and control. The Director-Academic Affairs is in overall charge of academic affairs and is supported

by Deans of the Faculties (Schools) of Study, Heads of Departments, the academic staff and the Librarian.

Lastly, the Director-Operations manages the wideranging commercial operations of the institute. While the CEO reports to the Board of Directors, he consults the Academic Governing Council on academic matters.

At present there are three Schools of Study, Business, Computing and Engineering. Each School is headed by a Dean with a long lineage of academic staff positions under him/ her viz. Senior Professor, Professor, Senior Lecturer, Lecturer, Assistant Lecturer, Demonstrator etc.

Academic staff requirement An academic staff of 157, comprising professors, associate professors, senior lecturers and lecturers are needed for the Schools of Business, Computing and Engineering when in operation at full capacity (Table 7.1).

Table 7.1: Academic Staff at NSBM – The Cadre School

Professors

Associate Professors

Senior Lecturers

Lecturers

Total

Business

03

05

18

41

67

Computing

03

04

18

40

65

Engineering

01

01

09

14

25

Total

07

10

45

95

157

Source: NSBM HR User Manual

The services of resource persons with expertise in highly specialized areas will also be obtained in the future either as visiting faculty or guest speakers. This will be necessary as some of the study programmes are of a highly intensive nature, viz. Tourism, Logistics and Project Management, demanding inputs from practicing professionals. Another case in point would be the Master of Business Administration Study Programme with the option to specialize in Operations Management. In the meantime, shorts spells of teaching by faculty from partner universities will be an on-going and regular feature at NSBM. Further, opportunities will abound for academics from leading universities, both local and foreign, to work on short to medium-term teaching and research assignments. In essence, NSBM is committed to providing the best teaching inputs in its varied study programmes.

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A quality education at NSBM While some of NSBM’s partner universities are AACSB-accredited, it is guided by the Sri Lanka Qualification Framework (2015) [SLQF]3 in the conduct of its own study programmes. Presently, NSBM is a member of AACSB and seeks accreditation status in the future.

The currently applicable learning domains, outcomes and methods are given below (Table 7.2).

Table 7.2: Domains, Learning Outcomes and Methods Domains of Learning Knowledge

Skills

Mindset and Paradigm

Categories of Learning Outcomes

Methods

Subject-Theoretical knowledge

Lecture sessions and discussions.

Practical knowledge and application

Lecture sessions and discussions; laboratory sessions; interactive* sessions; experiential learning; industry visits.

Communication

Dedicated course units with multi-tasks; laboratory sessions; student-based participatory activities.

Teamwork and leadership

Student-based participatory activities; industry-related activities.

Creativity and problem solving

Dedicated course units with multi-tasks; student-based participatory activities; guest lectures.

Managerial and entrepreneurship

Classroom sessions; interactive classroom sessions; experiential learning; industry visits; guest lectures; industry training.

Information usage and management

Dedicated course units with multi-tasks; laboratory sessions; centre for research.

Networking and social skills

Student-based participatory activities; industry-related activities; industrial training.

Adaptability and flexibility

Student-based participatory activities; industry-related activities; industrial training; life experience at NSBM.

Attitudes, values and professionalism

Interactive classroom sessions; student-based participatory activities; industryrelated activities; CSR activities; industrial training; guest lectures.

Vision for Life

Orientation sessions; guest lectures; life experiences at NSBM.

Updating self/ Lifelong learning

Exit session; guest lectures; life experiences at NSBM.

Source: Sri Lanka Qualification Framework, NSBM Curricula and Handbook, 2015 *Interactive classroom sessions include case analysis, role play, simulation exercises, group work, etc.

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A lecture theatre – School of Business

Section of a Computer Laboratory – School of Computing

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Auditorium

Open air theatre

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Operations room: Simulation of a business enterprise The operations room concept simulates a real-life business enterprise manifested in a number of ways.

A business unit comprising a small manufacturing and distribution facility set up within the School of Business, it provides an opportunity to receive real-life experience in conducting a business. Under the guidance of a few functional area specialists in procurement, operations, human resources, marketing, etc. the business will be managed on a commercial scale. After working in the business unit during the day, students will attend study sessions in the evenings. This in-depth handson experience gained across different functions and positions of a business will in several ways be superior to the industry-internship training that is commonly practiced.

The concept will also be extended to the services sector. For instance, setting up a restaurant complete with a state-of-the art teaching kitchen is envisaged to familiarize students with managing a business in the tourism and hospitality industry. While this will be of greater relevance to students of specific study programmes (e.g., the restaurant for those who study hospitality and tourism management), a general understanding of the operations of a commercial enterprise will be of value to students in all study programmes.

Investment unit: Simulation of the share market Extending the concept further, an investment unit will be established within the School of Business for students to gain valuable hands-on experience in investing in shares and other securities. In addition to making investments, they will receive wide exposure to the dynamics of the share market and the economy.

Research culture at NSBM Research involves the generation of new knowledge and its dissemination for the betterment of society. An integral part of the academic activities of any institute of higher education, recognition of a university of today depends largely on the quality of research carried out by its faculty as determined by the number of research projects undertaken, publications in indexed journals and citations. NSBM is deeply committed to research and will tirelessly work to build on the foundations laid during the city campus days.

For instance, research grants will be provided for staff and students to conduct research in the broad areas of business management, computing and engineering.

Collaborative research with institutes of higher education, centres for research and industry, both local and foreign, will also be avenues to explore. Research seminars, workshops and conferences for researchers to present their findings and deliberate on will also be on the cards. NSBM is also aware of the need to promote and be a partner of a national research agenda

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The spacious student centre

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School of Business

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School of Computing

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School of Engineering

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Sports activities

that focuses on local problems that need home-grown solutions. And, the well-stocked library with on-line facilities to access data-bases and the centre for research can play a useful role in promoting a research culture at NSBM.

Centre for research The Centre for Research situated in the School of Computing will provide students and staff, inter alia, access to large databases of journal articles, e-books and business, finance and economic data. Further, they will have access to the latest data analysis software, and receive guidance and support in writing, formatting of documents as well as printing work. Manned by a small and dedicated staff, the centre will facilitate the research endeavours of both students and staff.

Publication of the NSBM Journal of Management, the refereed academic journal of NSBM, the Quarterly Newsletter (NSBM Quarterly News) and other research outputs will also come within the purview of the centre.

Developing soft skills in students: Student based participatory activities NSBM Student Activity Centre (NSAC) Housed in the Student Centre, NSAC is the student body that will organize, manage and co-ordinate the extracurricular activities of the student community, with the aim of developing skills, attitudes and values through the operation of the various centres, circles and clubs.

The variety of programmes and multi-faceted projects will invariably enrich the quality of student life. CSR activities will also take pride of place among the events organized by NSBM.

Even during the City Campus days, NSBM students practising in external venues displayed their sports prowess. With the excellent facilities available in the recreational area, they will now be able to participate in a wider range of sports events that will enhance their physical and mental health whilst bringing honour to NSBM and the country. In the cool of the evenings, students, after a hard day’s study, will flock to the swimming pool, indoor sports building, gymnasium and the playground.

Students’ cultural activities: The Art Circle NSBM is fully aware of the important role of aesthetic pursuits in shaping sensitive, caring and creative young men and women. The Art Circle of the NSBM will encourage students to engage in artistic endeavours such as music, drama and fine arts, not only enhancing their aesthetic sensibilities but preparing them for recitals, exhibitions and public performances. The Green University Town offers many exciting locations, including the outdoor stadium, for students to engage in related activities.

In addition to the Art Circle, facilities abound for students to engage in a variety of student-based participatory activities such as painting, yoga, meditation, public speaking, creative writing, martial arts, photography, etc.

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Industry-related activities These include career guidance, student-internship placement, graduate job placement and industry visits, workshops and Guest Letcher .

Student career guidance provides information on aspects such as career exploration, career change, personal career development and other related matters. A professional development programme will be conducted comprising a series of lectures and workshops with the participation of industry representatives.

Student internship placement involves finding placements for students as interns. On-the-job training is an integral component of certain degree programmes under which study sessions are conducted during evenings and weekends. While students are free to find internship opportunities themselves, NSAC assists those who fail to do so. In addition, there is a scheme where corporates visit NSBM with a view to attracting students to their organizations as interns.

Graduate job placement, an extension of the above, involves networking with reputable corporates in industry with a view to securing job opportunities for graduates of NSBM.

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Industry visits, workshops and guest lectures are an integral component of study programmes that consolidate the knowledge gained through experiencing practice. They also facilitate NSBM’s search for employment opportunities for students by getting to know corporates and their people.

Portfolio of study programmes The current portfolio of NSBM study programmes comprises UGC-approved degree programmes and those offered in affiliation with foreign universities, viz., University College Dublin, Plymouth University, UK, and Limkokwing University, Malaysia. They have wide market appeal because they cover a wide range of disciplines and focus largely on industry-based applications in the areas of business, computing and interior design. There is also an interesting line-up of new study programmes including degrees in engineering planned for 2017.

NSBM is keen to diversify into the natural sciences, viz., Physics, Chemistry and Biology as well as into the applied sciences stream. A few foreign universities have indicated their willingness to collaborate and discussions have already begun and a few new study programmes will commence shortly.

Students’ accommodation (top); Playground and pavilion; Recreational building with facilities for sports activities middle); Swimming pool with six-lanes; Fully equipped gymnasium (bottom)

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Life at the Green University Town As indicated previously, the main goal of establishing NSBM was to provide a holistic education to undergraduate students. Understandably, the Green University Town abounds with the best of facilities to meet this end.

To begin with, the state-of-the-art teaching-learning areas, laboratories and ambience offer a congenial environment for learning. A competent panel of resource persons using a variety of innovative teaching methods will synergize the effect of the high quality teachinglearning environment at NSBM and keep the students motivated. The quiet and spacious environment and the well-equipped library will induce them to consolidate the knowledge gained through interactive learning. When they are tired of study, they can engage in an extracurricular pastime of their choice. Further, association with a centre, circle or club will enhance their social (soft) skills significantly.

Visits to the bank, the mini-supermarket, salon and other service providers will take some time off their daily routine. In the evenings, it will be fun time in the playground, gymnasium, indoor sports building or the swimming pool. It will also be relaxing to take a stroll down the subways, visit the surrounding village or jog at a leisurely pace.

On their return, students can sit quietly and enjoy the magnificent sight of the lit-up Green University Town.

After a wholesome meal at the restaurant, they will retire to their simple but tastefully furnished rooms to spend

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time in study or prepare for the following day before going to bed. Next morning, they awake to the chirping of birds and on opening the windows they are greeted by the tender rays of sunlight seeping in and the cool fresh air whiffing across vast tracts of paddy fields and greenery afar. A day of new hope and fresh opportunity has dawned.

The NSBM offers a cutting-edge teaching and learning experience. Life at the Green University Town will be akin to an experience in universities in the developing world. In addition to the knowledge, skills and attitudes gained, students of NSBM will be groomed to be men and women of character who will contribute to the advancement of our society.

The impact of the NSBM on Sri Lankan society will be examined in some detail in the next chapter.

Endnotes The National Education Commission was set up in July 1991, in terms of the provisions of the National Education Commission Act No. 19 of 1991. The functions of the Commission were primarily to make recommendations on educational policy in all its aspects with a view to ensuring continuity in educational policy and enabling the education system to respond to the changing needs of the society.

1

MTIConsulting: The reputed firm of management consultants.

2

The SLQF is a nationally consistent framework for all higher education qualifications offered in Sri Lanka. Approved by the University Grants Commission of Sri Lanka SLQF applies to all higher education institutions (HEIs) both public and private, which provide postsecondary education. The most recent version is September 2015.

3

Lush green exterior as viewed from a student’s accommodation

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Chapter 8 Making a Lasting Impact

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Deprived of entry to state universities: with a thirst for higher education and gainful employment

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We

have traced the evolution of NSBM and it is now left for us to position it in the emerging socio-political fabric of the country and to examine its present and future roles, challenges, and the way forward.

Introducing free education in Sri Lanka In identifying the role of NSBM, our thoughts roll back to the State Council days of Ceylon1 when a special committee, chaired by Dr. C W W Kannangara2 to report on the status of education, recommended a new system of education that would provide equal opportunities for all children in the country, irrespective of social class, economic condition, religion and ethnic origin.

Developed on the theme of ‘lasting value to the nation’ and published in 1943, it made, inter alia, the following recommendations:

• Free education from kindergarten to university; • The mother tongue as the medium of instruction in • •

primary school; English to be taught in all schools from Standard III; and A holistic curriculum to develop children’s ‘head, hands and heart’, covering the three aspects of knowledge, skills and attitudes.

After much debate, the recommendations (reforms) were finally accepted. They replaced a mixed fee-levying system of private schools run by missionaries and

patronized by those who could afford to pay the fees and free vernacular2 schools funded by government grants that met the cost of teaching with the infrastructure, equipment and books provided by local philanthropists.

In this set-up, a large segment of the children did not receive any education while still others left school at different points, depending on their economic capacity.

There were also inconsistencies in the standard of education in schools across the country. Thus, these reforms, introduced during the closing stages of the Second World War (1939-1945), broad-based the educational opportunities hitherto limited to an elite minority, and brought a greater degree of equity and fair play in society.

Shifts in the global scenario In those days, Keynesian economics3 that advocated a mixed economy −predominantly private sector but with a role for government intervention during recessions in particular− served as the standard economic model for developed countries. This was, however, within the broader framework of the nation state with countries increasingly vying for economic supremacy. Socialism was also in vogue in many parts of the world with about 35% of the people spread over some 30% of the area coming under controlled economic regimes4.

However, the oil shock of the 1970s, the resulting stagflation, and the emerging neoliberal economic

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policies laid the foundation for globalization, which integrated the world on many fronts, viz., economic, social, political and cultural. Phenomenal advances in transportation, communication and data processing technologies have boosted free trade and eased the movement of capital and foreign investment across countries, giving rise to connectivity and a borderless world. Though replete with advantages and disadvantages for developing and developed countries differently, globalization has come to stay. Among its advantages, it has created opportunities for firms in less industrialized (developing) countries to tap into more and larger markets around the world and become part of international production networks and supply chains, which have turned out to be the dominant channels of trade today.

Changes in the local educational sphere Since the implementation of the Kannangara reforms 70 years ago, the socio-political landscape has undergone phenomenal changes, including in the goals of higher education. The focus of higher education has shifted to producing graduates for the private sector and international markets instead of for the public sector and local markets. Further, the job market of today is in need of multi-skilled and multi-linguistic graduates with a focus on applications in commerce and industry.

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The free education system, which broad-based the primary-level educational opportunities and the accompanying socio-political changes, gave rise to a great need for higher educational opportunities. It is evident that the main goal of the average Sri Lankan parents is to provide the best possible education for their children. As a result, the number of students who aspire to enter the state universities has increased by leaps and bounds though the total student intake stands at around 16-18% of the total number who qualify to gain admission on their Advanced Level results. The selection of students to state universities, at present, is based on an intricate system of number crunching including an index, the Z-score5, as well as specifications. The outcome, however, is accommodating a minority and shutting out the majority from pursuing higher education, which breeds disappointment and frustration among the rejected.

The Sri Lankan government’s willingness to provide higher educational opportunities to larger numbers of students is thwarted by the limitations of resources required to set up and maintain more institutes of higher education. However, the government endorses the fundamental right of every student to pursue higher education and receive a recognized qualification, the gateway to the world of work. There is already a large exodus of students to foreign universities for their higher education, at the cost of vast amounts of scarce foreign exchange. In addition, the government has permitted

foreign universities to set up branches and to have affiliations with educational institutes here. As a result, a large number of institutes of higher education have sprung all over the country with education transforming itself into a major industry and money-spinner.

The entry of the private sector into the sphere of higher education has always been a controversial topic in Sri Lanka. According to Prof. Sampath Amaratunge, Vice Chancellor of the University of Sri Jayewardenepura,

universities and are therefore compelled to study in private universities should be provided with financial support on concessionary terms to pursue their higher education. Further, a fool-proof mechanism has to be set up to identify those who should receive such support from the state. Thus, in these modern times it is necessary to take a liberal view of the problem of ‘free education’ without being too dogmatic.

The emerging role for NSBM

The expectation of the Government would be for the quality of private sector education to be on par with that of state universities. It is obvious that those who fail to gain admission to a state university have a fundamental right to receive a comparable education elsewhere for a payment. In addition, as they pay for their education, they are not being a burden on the Sri Lankan tax payer.

Further, owing to personal reasons, one who is admitted to a state university may opt to join a private university, thus allowing a student with a lower Z-score to take his place. This is a common occurrence as the statistics show.

The educational reforms of 1943 enabled the less privileged to come up in life by receiving education free of charge. If differences in wealth among individuals are considered a fact of life, there is nothing contradictory to the spirit of the free education concept to allow the wealthy to pay for their education. What is received from the wealthy as fees can be utilized to provide more opportunities for the less privileged. Likewise, the less privileged that fail to gain admission to national

It is widely held that some of the private higher educational institutions in Sri Lanka offer sub-quality study programmes and are more inclined towards generating profits. It is also claimed that some of them do not meet the minimum SLQF requirements expected of them. These lapses are attributed largely to the lack of systems to monitor and control the activities of these institutions. Prof. Amaratunge adds:

“... the noble concept of free education introduced to rectify social injustice inflicted on the less privileged segment of society has become a misinformed and misconstrued slogan today. ...This notion of ‘being free’ is being used as a passport to commit acts of violence against education itself...”

He calls for a society-wide discussion to revisit the concept.

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Employment opportunities: Colombo city - transforming to be a hub of economic activities in the region

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Employment opportunities: The growing construction industry (left); The Port City of Colombo (right)

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“...Just as state universities have a regulatory mechanism to ensure high standards of quality, private educational institutions too should be subjected to stringent quality measures ...”

Thus, there exists a clear gap between the Government’s expectations from private sector educational institutions and what they actually deliver, which NSBM attempts to bridge through its entry into the sphere of higher education in Sri Lanka. Two institutions, the Sri Lanka Institute of Information Technology (SLIIT) and the Sir John Kotelawala University, had been set up to address this gap. However, the NSBM Green University Town, with its larger scope of operations and the purpose-built building complex, offers a novel experience in higher education to the student community. In addition, it is destined to be the largest green-themed educational institute in South Asia. Established in the year 2012, the success of the city campus is evidence of the confidence that parents and students have placed in this institute of higher education.

Elaborating on its success, Dr. Kodituwakku, former Chairman, NIBM and NSBM, among others, states that the emergence of NSBM through the state-owned NIBM renowned for quality education, particularly in the areas of IT and Management Studies, may have contributed to its ready acceptance by students and parents. Further, he considers the consistent high quality of NSBM study programmes and their affordability as pivotal factors in its success to date.

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NSBM: the way forward The NSBM Green University Town offers the perfect setting for serious teaching-learning and research.

In an environment where modernity is in harmony with nature, it inspires serious academic endeavour.

The modern facilities at hand and the surrounding atmosphere of peace are a tonic to the mind and the heart and will induce creativity. Growing up in this congenial environment, graduates of NSBM will not only be knowledgeable and skillful but also endowed with the right attitudes and a love of Nature.

As NSBM commences a new phase in its life, it should forge new partnerships with world-class universities aimed at offering study programmes and collaboration in research. These will bring new frontiers of knowledge, educational methodologies, and vistas of research into the country. It is imperative that NSBM supplies graduates not only for employment within Sri Lanka but also abroad. Further, it should aspire to promote cutting-edge research with developing countries with the focus on addressing their burning issues. In essence, NSBM should work towards educational and research collaboration with various types of institutions that will position it as a great seat of learning in this part of the world.

Dr. Kodituwakku tells us that NSBM should focus on providing professional manpower for the needs of the emerging Sri Lankan economy. Cases in point are two of the current Government’s key projects: the Western Regional Megapolis Development Project and the Colombo Financial City Development Project that will need large numbers of professionals from the fields of management and IT, where NSBM has already gained a reputation as a quality service provider. “... I can safely say that young graduates passing out from NSBM have the prowess to become a driving force in these ambitious development projects ...,” Dr. Kodituwakku emphasizes.

Commenting on the emerging skills requirement in the international arena, he had this to say: “... Global trade today is not only about goods, but also services which are traded vigorously today under WTO (World Trade Organization) guidelines.

Since Sri Lanka is an expanding service provider, it is important to sustain the quality of the NSBM graduates who could excel in this sector. But in order to do so, NSBM must continue to develop links and collaborate with renowned academic institutions in both the West and the East, particularly with universities in Japan, China, and Singapore ...”

He continues in an optimistic tone: “... I am aware that many universities in these countries, particularly business schools, are keen to arrange multicultural business exposure for their graduates, as they would eventually deal with both domestic and foreign markets when they start their careers. The Internet today plays a key role in expanding global trade, but business players still need to develop an understanding of the mindset and culture of their foreign counterparts by meeting them face-to-face. Partnerships and affiliations with reputed foreign higher education institutes would afford this opportunity. NSBM must take advantage of this need of potential foreign partner universities and utilize them to develop the requisite competencies for its students ...”

Benefits to society The following are the benefits that will accrue to society both in the short and medium-term:

Saving and earning foreign exchange NSBM will serve Sri Lankan society by providing opportunities for school-leavers who are denied the opportunity of university education owing to the limitations of the national university system. In addition, it will save foreign exchange by encouraging students to pursue their higher education in Sri Lanka instead of joining foreign universities. Sri Lankan parents, who, by

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Signing MOU with Slippery Rock University, USA; Visiting Beijing Foreign Studies University, China (top); Discussion with delegates from Victoria University, Australia; Limkokwing University providing assistance in interior design work, Dato Gail Phung and Mr. Chaminda Rathnayake in the picture (bottom)

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and large, belong to a culture of close family ties and togetherness, will be happy to provide their children with the best education possible while keeping a close eye on them. It is here that NSBM can step in with a promise to provide Sri Lankan children with an education comparable to what is offered in renowned universities abroad.

Further, degrees offered by NSBM in affiliation with world - class universities will induce foreign students, particularly from the region, to obtain a degree of standing at an affordable cost. The NSBM Green University Town is equipped with facilities to attract foreign students to its fold. This can be a source of muchneeded foreign exchange for the country. Over time, however, NSBM should be in a position to attract foreign students to its own degree programmes as well.

Economic development of the area The establishment of a techno-city in Pitipana will have a positive impact on the surrounding rural economy with NSBM Green University Town making its own contribution. For instance, there will be an influx of students, employees and visitors into the area, which will create a demand for transportation, lodging, banking transactions, food and other consumer needs.

Further, the majority of them will possess relatively high purchasing power. All this is likely to create new business opportunities for people in the area resulting in a rise in their standard of living.

Priority areas A few areas that NSBM must pay early attention to are listed next.

Developing a world-class faculty A competitive higher educational sector There is hardly any competition in the state university sector at present. Though many private sector higher educational institutions have emerged, they have posed no significant threat to state universities owing largely to their fee-levying nature and less than optimal quality of the education offered. However, institutions such as NSBM can play an important role in creating the required competitive environment through sheer commitment to quality. This, in turn, may contribute to raising the academic standards of the state university sector.

NSBM should urgently implement a human resource development plan aimed at having a world-class academic staff over a planned period of time. The young, energetic and enthusiastic staffs require exposure to master and doctoral-level training in world-renowned universities overseas. Evidence abounds that those who receive academic distinction overseas will only be pleased to return and serve their motherland if congenial environments for teaching and research are created and maintained by their employers. Attractive remuneration packages in keeping with their qualifications, ample time to engage in research and facilities for research are

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the key to retaining a contented staff. The NSBM Green University can certainly provide the quiet and unhurried lifestyle that academics prefer, away from fire-fighting and chaos. After all, the backbone of any great seat of learning is its erudite faculty.

A balanced portfolio of partnerships NSBM should develop a diversified portfolio of partnerships with a view to minimizing fluctuations in earnings. In the initial phases of its life cycle, partnerships with seats of learning from many parts of the world will be of value. However, over time it should move more towards its own UGC-approved degree segment in terms of the number, diversity and quality of study programmes offered. This will be of prime importance for NSBM, which considers emerging as a national university par excellence as its ultimate goal.

The future model The setting up of NSBM as a subsidiary of NIBM, a public sector organization, is an example of PPP in action. It is also of importance for NIBM and NSBM, its fully-owned subsidiary, to forge closer links with each other. Such linkages will have a synergic effect on both parties, one with long years of yeomen service to Sri Lanka and the other waiting to blossom. In the emerging scenario where NSBM faces the daunting task of servicing a huge debt, the association between NIBM and NSBM can take one of many possible forms (models), each entailing different costs and benefits. These different PPP options

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have to be evaluated carefully before the best course of action is taken .

This is aptly reflected in the comments by Dr. D M A Kulasooriya: “...Being the leader in business education in Sri Lanka, NIBM formed its degree school to create a world-class learning environment where future business leaders are made and groomed. Moreover, it is a livable, green city of intellectuals who are productively engaged in research and development to produce and disseminate new knowledge. NSBM should be the strong arm of NIBM where a real business culture originated, and was brewed over a period of 48 years - this is its legacy and heritage...”

NSBM through the eyes of people who matter Let us now see the future of NSBM through the eyes of a few personalities who have played decisive roles in making the NSBM Green University Town dream a reality. “... NSBM should be equal to or better than a national university... It’s a national venture anyway, conceptualized, designed, constructed and funded

by Sri Lankans...with the blessings and initiative of the political authority and administrators ... One day it should be a top-class national university...A national university run on its own...”

The coveted CIOB Green Mark Certificate for NSBM

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Prof. Lakshman Jayatilleke, former Chairman, NIBM, and present Chairman, National Education Commission. “...The future of Sri Lanka depends on the knowledge society that we develop through providing more and more educational opportunities to our students.

My dream is that top universities the world over will come into partnership with the NSBM and that this will be a Sri Lankan international university in time to come...”

universities will join NSBM owing to higher standards maintained and better facilities...”

Piyasena Ranepura, Secretary, Ministry of Higher Education during the formative years of NSBM and present Secretary, Ministry of Skills Development and Vocational Training “...We hope that NSBM, which is based on the green concept and comes into operation with a number of revolutionary changes in the annals of higher education, will function as an example of a new concept to the rest of the universities in Sri Lanka...

It is our fervent hope and wish that it will evolve to be the largest and the best green university in South Asia...”

Dullas Alahapperuma, MP, former Minister, Youth Affairs and Skill Development. “... I am sure that NSBM will certainly be among the top universities of the world in time to come. Given the amazing facilities at hand the undergraduate and postgraduate study programmes will take the campus to new heights. Let the NSBM grow to be the Asia’s Harvard University which will generate the next generation of leaders in politics, government, judiciary and the private sector in Sri Lanka...”

Mahinda Samarasinghe, Minister of Skills Development and Vocational Training

Dr. P B Jayasundera, former Secretary, Ministry of Finance and Planning. “...NSBM sets a benchmark among the private sector educational institutes for the high quality maintained in conducting its study programmes...They should work towards the level where academics from state

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NSBM through the eyes of graduates, students and a parent “ ... As for my experience at NSBM, I would not simply define it as an academic journey but rather a wholesome experience of academic and nonacademic activities... At NSBM, there were great experiences that exceeded my expectations...One was the module, CREST (Critical Resource Enabling & Skill Training), in which we were expected to engage in a project, using the knowledge gathered.

We organized a series of activities to raise funds, followed by the first outdoor talent show staged

by NSBM, ending with a heart-touching CSR activity done for the deaf and blind children at Sitinamaluwa...”

Kavisha Wickramasekera, BSc.in Business Management (Special) (UGC-approved) – Just graduated.. “... I can confidently say that being at NSBM for four years has given me some great exposure to many aspects of life, and I must confess that I am now a different individual compared to what I was when I joined NSBM in 2013... Sri Lanka is a country with a great history and culture. Good family upbringing, personal life and self-discipline are traditionally embedded in Sri Lankan life. Hence, the world-class experience at Green University of NSBM should promote one’s professional and personal life paying emphasis on these ideals...”

Yashod Gamage, BSc.in Business Management (Special) (UGC- approved) – Just graduated. “...NSBM has given me the opportunity to become the person I am today... It’s not only the education but also other opportunities that enabled me to develop my skills and personality...Even within the confines of Nugegoda, NSBM provided us a true university life. I believe the younger batches will have more of it at the NSBM Green University Town.

I shall be a proud member of the final-year student community there...”

Vibhushitha S Jananjaya BSc. in Business Management (Special) (UGC - approved), 3rd year. “...Joining NSBM was a crucial decision that I made in my journey of education. Standing now in the final year, I can say with confidence that I have made the right decision.

It has indeed been my second home for the past few years. I don’t believe that I just received an education from NSBM. In the midst of dedicated lecturers and an excellent environment, there were ample opportunities to develop my professional and personal life...”

Melisha Wickramasinghe, BSc. (Hons) in Marketing & Management, Plymouth University, 3rd year

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“...The reason for selecting NSBM for my child’s higher education is the high recognition that it enjoys. I also understand that NSBM offers a wide range of curricula, which matches the modern day needs of the world...For instance, as the transport industry is becoming a major contributor to greenhouse gas emission, there is an emerging interest in sustainable logistics (green logistics) all over the world...Since you are offering this stream of study, you could inculcate these concepts in the minds of the students. And being pioneers in this field, those passing out will have a bright future...”

P H S Daminda, ICT Development Manager, Colombo Dockyard PLC, a parent.

Now, let us move on to the opening ceremony of the NSBM Green University Town.

Endnotes Sri Lanka was called Ceylon before the constitutional reforms of 1972 when it became a Socialist Democratic Republic.

1

Dr. C W W Kannangara (13 October 1884 – 23 September 1969) was a Sri Lankan lawyer, politician and diplomat. He became the first Minister of Education in the State Council of Ceylon, and was instrumental in introducing extensive reforms to the country’s education system that opened educational opportunities to children from all levels of society.

He is referred to as the Father of Free Education in Sri Lanka.

2

The central argument in Keynesian economics is that that private sector decisions sometimes lead to inefficient macroeconomic outcomes, which require active policy responses by the public sector.

Thus, monetary policy actions by the central bank and fiscal policy actions by the government are advocated in order to stabilize the business cycle which builds the case for a Mixed Economy.

3

A planned (controlled) economy is an economic system in which inputs are based on direct allocation. Economic distribution may be carried out in a decentralized, distributed or centralized manner depending on the specific organization of economic institutions.

4

A measure of relative performance of a student, the Z-score of a subject is calculated by subtracting the raw mark of the subject by the mean mark of the subject, and then dividing by the standard deviation of the marks of the subject. Thereafter, a composite Z-score is computed.

5

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NSBM Green University town by night

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Chapter 9

A Destination Reached

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In readiness to serve Sri Lanka and beyond - devoid of division and discrimination

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The Prime Minister Ranil Wickremasinghe, witness to the ceremonial bestowing of the Green University Town to the nation while President Maithripala Sirisena looks on

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A destination reached: Foreground (L-R) - Dr. Ruwan Karunaratne, (CIOB), Mr. DM Gunasekera (BOC), Capt. MG Kularatne (MAGA), Mr. Ranjith Gunaratne (ECL), Dr. EA Weerasinghe (Vice Chancellor, NSBM), President Maithripala Sirisena, Minister Mahinda Samarasinghe and Minister Duminda Dissanayake.

The

day dawned bright on Wednesday, October 26, 2016 and the sun rose in all its glory against a blue sky. The flags that were fluttering in the gentle breeze and the tastefully done decorations added to the beauty of the day. The foliage and the flowering plants brought in a new dimension of richness. All eyes were turned towards Pitipana, the rustic outpost with its verdure, charm and calm −the ideal green landscape for a green university.

The NSBM Green University Town, dedicated to providing academic excellence, knowledge and skills for the benefit of succeeding generations of Sri Lankan youth, was ceremonially bestowed on the nation at the auspicious time of 09:04 am under the distinguished patronage of President Maithripala Sirisena and Prime Minister Ranil Wickremasinghe on the invitation of Minister of Skills Development & Vocational Training Mahinda Samarasinghe and Vice Chancellor, NSBM, Dr. E A Weerasinghe. The gathering consisted of clergy, several ministers, parliamentarians, diplomats, foreign partners, administrators, academia, parents and students, well-wishers and Pitipana villagers. Drums were beaten, conch shells blown, balloons sent floating skywards and hearts and minds warmed.

After unveiling the commemorative plaque at the entrance and attending religious observances in the foyer, the distinguished invitees went on an inspection tour of selected facility centres where they observed

a variety of student activities. This was followed by a meeting of song, dance and addresses by President Sirisena and Minister Samarasinghe. The award of Green Certification of Gold status by the Singapore Green Council on the NSBM Green University Town and the issue of a First Day cover were part of the agenda. “... I see the Green University as an oasis of the highest order where our new generation can come to know the world as much as our own country and advance competitively to conquer through excellence ...

Education is the highest gift that can be given to the people, new generations and students of a country.

Therefore, setting up an institution like the NSBM is a great support for us to proceed as a great country not only nationally but internationally ...” − President Sirisena.

The ceremonial opening signalled the culmination of a mega project that commenced in August 2010 as an idea of a university. The project spanned over six years and two months of which three years and four months were devoted to conceptualizing, designing, planning and securing necessary authorization and approval. The remaining two years and ten months, that is a little more than 1,000 days, constituted the construction period, with 385 days of work carried out during the previous regime versus 615 days of work under the current regime.

The idea of a new university arose in the minds of Dr. E A Weerasinghe and his team as an evolving necessity to

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cater to the needs of undergraduate students of NIBM owing to the administrative and physical limitations prevailing in its location in Colombo 7. This seed was made to grow, was nurtured and nourished by this dedicated team amidst sweat, toil and tears till it became a shade and fruit-bearing tree. The process, however, required the support of many parties who had a direct stake in the endeavour, such as the government as well as others who joined, driven by personal interest, such as the contractors and builders, but later became integral participants in the project.

In the end they all worked as a team for a common cause and did their very best in their respective areas of responsibly and expertise. Who did more and who did less would be a naĂŻve question here as everyone played his/ her role to perfection. Furthermore, the number of days of engagement should not be taken as an effective indicator of their contribution. For example, in a symphony, the engagement of the cymbalist for a few seconds is as important as the others who play for long periods. Thus, the honours of the NSBM Green University Town project are to be shared by everyone including those who made their exit at different points. It is relevant to consider national level projects in a nonegoistic mode in a country that claims to have preserved Buddhism for millennia and which advocates mutual respect, tolerance and sharing.

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This was the crowning climax of a long journey, a milestone in the annals of higher education in Sri Lanka.

It is a journey of promise that opens great vistas of higher educational opportunities and research for the youth not only of our country but also of neighbouring countries.

Great things are expected of it and great things need to be achieved by it. Continued commitment and hard work are key.

Thus, the curtain falls on the story of the NSBM and the NSBM Green University Town. The next chapter presents a profile of Dr. E A Weerasinghe, the leading actor in our story.

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Chapter 10 Profile of a Leader

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Endera Arachige Weerasinghe, PhD: academic, educational administrator, entrepreneur and leader

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The

NSBM and the NSBM Green University Town projects involved a multitude of actors working in a complex network of relationships.

According to the Actor Network Theory1, projects involve both human (e.g., owners, administrators, architects, contractors, funding organizations, foreign partners the academic staff and students) and non-human allies (e.g., concepts, theories, models, equipment and instruments), all of which combine to generate the project outcomes. This web of interactive relations has to be coordinated and directed by a leader2, in this case Dr. E A Weerasinghe. Serving as the common thread running through the myriad of incidents and events, first at NIBM and thereafter at NSBM, his role as a leader is worthy of study. This final chapter presents a brief profile of Dr. Weerasinghe based on conversations with him that provide the missing links in the story narrated so far.

The larger picture That Dr. E A Weerasinghe is a leader with an entrepreneurial focus is evident in the way he employed wide-ranging strategies to transform the loss-making NIBM into a profit-making organization, and later steer the Green University Town project to completion.

From a management theory perspective, he adopted an Authority-Compliance style of management with a greater concern for the task than for the people3.

Dr. Weerasinghe claims that in his youth he had never dreamed of being a man of significance; a leader,

manager or even an academic. His achievements have been largely responses to evolving circumstances arising from wide-ranging impressions and experiences gathered as a youth and adult. He believes that leaders are largely self-made and not born4, with roots embedded in their conscious and unconscious past learning.

Thus, it is pertinent to delve into some of the past experiences of the main actor of our story in order to understand how these may have impacted on his behaviour and the achievements described throughout this book.

Childhood Endera Arachige Weerasinghe was born on July 22, 1954, in Melegoda, in southern Sri Lanka, the youngest child in a family of six −four girls and two boys. His father worked as a kanghani under a surveyor and was based in Colombo while his mother managed the affairs of the growing family. She handled skillfully the constraints typical of a lower middle class family in a backward village in Sri Lanka in the second half of the last century.

Melegoda is a hamlet situated on the Galle-Deniyaya main road, about eight kilometers to the interior of Galle, the main city of the southern province. Set on a slightly hilly terrain, Malegoda nestles among large expanses of low-grown tea, rubber, coconut and cinnamon plantations, and paddy fields. The flora, fauna and bird

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life of this idyllic environment captured his attention as he engaged in the normal pursuits of a village lad among his friends and relatives. Dr. Weerasinghe reminisces about the premature death of his only brother as the tragedy of his childhood, which made him all the more dearer to his four sisters and mother.

Weerasinghe was sent to the village school, Sri Sumangala Maha Vidyalaya, Kalahe, for his early education. At Grade Seven, he moved to Vidyaloka Vidyalaya, Galle, for his high school education on the advice of his eldest sister, whose wise counsel was always sought on important matters by the rest of the family. In Galle, Weerasinghe was exposed to a wide circle of associates of varied interests and temperaments. Starting off as an average student, he secured the eighth position in class in Grade Eight. He scraped through with a Distinction pass in Arithmetic and two Credit passes at the GCE (Ordinary Level) examination. He did his Advanced Level studies in the Arts stream, the only choice available for him. After an unsuccessful first attempt, he joined the Vidyaloka Pirivena, Galle5, from where he passed the examination in all subjects with a Credit pass in Economics.

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Reminiscing about his school days, Dr. Weerasinghe opines that “... It’s the responsibility of the teachers and school authorities to let the young ones realize their potential ... They possess seeds of greatness and thus should be treated with equality and fairness ... They change over time and change quite fast ... Today’s unnoticed child can become a dominant personality tomorrow.”

Dr. Weerasinghe also recollects how his mother, short of money for the monthly season ticket, gave him 25 cents for the school journey by bus. He recalls how having spent 12 cents for the morning’s journey and the balance 13 cents for a meal of bread and a vaddei, he would run out of money to pay for the return journey.

Thus, he would run a distance of eight kilometres from Talbort Town in Galle to his home, before the bus reached Melegoda. This regular routine transformed him into a star long-distance runner, first in his village and later in university.

Undergraduate days In November 1977 Weerasinghe entered the Faculty of Arts, Vidyodaya Campus6 of the University of Sri Lanka. He has vivid memories of the journey from Melegoda to Wijerama Road, Nugegoda, with his father, with a few items of clothing and provisions packed in a suitcase. One of his early memories of university is the vast gathering of past students, new students

and their parents and the staff at the meeting held at the Bandaranaike Hall to welcome freshers to the university. When it was the turn for a fresher to speak, this village youth stood up and said a few words amidst boos, catcalls and applause, as is customary on such occasions. It won him instant popularity in the university, a quality that grew with his superlative performance at long-distance running at the freshers’ sports meet.

He devoted much of his time to studies and completed the special degree in Economics with Econometrics and Statistics as further areas of specialization. He also topped the batch with a Second Class (Upper Division) pass. He recollects with pride his academic journey that began with basic proficiency in Arithmetic and culminated with expertise in Mathematics within the discipline of Economics.

Though undergraduate Weerasinghe initially took a keen interest in left-wing politics, he was more attracted to sports, largely due to the encouragement of Mr. Wilson, the sports instructor. Throughout his university career, he carried away all the prizes in long-distance running including the marathon, setting record timings. He won colours in soccer, hockey and athletics and served as the captain of the soccer team, vice-captain of the golf team, and as secretary of the university sports council.

He recollects with nostalgia how during his youth in Galle, he was deprived of a place in the soccer team; it strengthened his resolve to make good his deprivation one day.

Professional life

Dr. Weerasinghe’s undergraduate days were marked by turbulence, adventure and discovery. He was up to many a prank and got into high-risk situations, but fortunately escaped unscathed. At the end of the first year, Weerasinghe, though qualified to specialize in any one of the three subjects studied in the first year, chose Economics, the discipline in demand at the time.

Weerasinghe entered the world of work in December 1981 and served two short stints, first as Marketing Officer at Vijaya Publications Ltd. and next as Statistician in the Department of Census and Statistics. In June 1985, he joined the University of Sri Jayewardenepura as an Assistant Lecturer where, initially, he was entrusted with the task of teaching Mathematics in the Department of Public Administration. Soon afterwards a thirst for higher studies drove him to read for a Postgraduate Diploma in Economic Development (1986) at the University of Colombo. Next, he won a scholarship to the UK where he read for a MSc. in Computing (1988) (Bradford University, UK) and completed it alongside a number of short-term study programmes in renowned universities such as Leeds, Sheffield and Lancaster. After a short spell in the department, he had the good fortune to win yet another scholarship, this time to Japan, where he was to spend the next seven years (1990-1997), first at Wakayama University, where he read for his MSc. in Economics, and thereafter at Osaka City University, where he engaged

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in doctoral studies. In 1997, he was awarded the Doctor of Philosophy degree for his thesis titled ‘Multinational Enterprise and Economic Development: The Case of Sri Lanka and Malaysia’.

He remembers with gratitude his student days under Prof. Ken Sazaki, travelling overseas with him and the experiential learning that he savoured. Dr. Weerasinghe reveals enthusiastically how he successfully dabbled in business while being engaged in studies in Japan and thereby learnt many a practical lesson in business and entrepreneurship. In addition to his intellectual accomplishments, the young man who had to borrow money to make ends meet when leaving the shores of Sri Lanka for higher studies was now financially stable.

Having returned to the Department in 1997 with a string of academic qualifications and a wealth of experience under his belt, Dr. Weerasinghe was promoted to Senior Lecturer. In addition to his role as Senior Lecturer, he devoted the next five years to serving the Department and the Faculty of Management Studies in various capacities, including Head of Department; Director, Student Welfare; Member, Sports Advisory Committee; Member, Student Advisory Council; and acting Dean, Faculty of Management Studies and Commerce.

The next phase of Dr. Weerasinghe’s professional life that extended from early 2002 to the end of 2005 was one of mixed fortunes. The year 2002 witnessed a major restructuring programme in the Faculty with

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the establishment of several departments of study, including the Department of Business Economics. Dr. Weerasinghe, together with a few others, played a key role in this exercise, which also resulted in internal rivalry as is characteristic of such an endeavour. Ultimately, after a keen contest, Dr. Weerasinghe was appointed head of the new department. This was a difficult period which compelled him and a few of his colleagues to set up a new left-wing oriented trade union to safeguard the interests of academic staff members from political interference that they claimed they were becoming victims of. Meanwhile, an unsuccessful bid to contest the post of Dean, Faculty of Management Studies and Commerce, which fell vacant around this time, had a significant impact, leaving him feeling betrayed and cornered, resulting in an increased interest in politics.

The political landscape of the country at the time was fragile. President Chandrika Bandaranaike Kumaratunga of the People’s Alliance was at the helm, with Ranil Wickremasinghe of the opposing camp serving as Prime Minister owing to the majority commanded in Parliament by the United National Party and a few other affiliates. After two and a half years of co-habitation, rifts had begun to surface resulting in the dissolution of Parliament with fresh elections called for in early April 2004. It was against this backdrop that the staff trade union was born. Parliamentary elections brought the United People’s Front Alliance into power with Mahinda Rajapaksa appointed the new Prime Minister.

Just as the new government came into power, Dr. Weerasinghe left for the University of Meijo, Japan, on sabbatical leave where he served as a Visiting Scholar in the Department of Economics. He returned to the Department in March 2005 and continued to serve as the Head of the Department till July 2005, when he was appointed Chairman, Tertiary and Vocational Training Commission, under the Ministry of Skills Development, Vocational Training and Technical Education. It was a short stint as Dr. Weerasinghe was appointed Chairman, NIBM, in October 2005 and two months later Director General, NIBM.

Synthesis Thus, we have arrived at the point where the main actor in the story, Dr. Weerasinghe, assumes duties at NIBM, and the unfolding of the events and incidents that took place thereafter detailed in the preceding chapters.

His personal characteristics as revealed in the story are associated with the critical incidents that prepared him for the challenging and hard times ahead. For instance, deprivation of opportunities, financial limitations, sense of insecurity, and a taste of failure in different phases of his life may have made him objective, assertive and fearless. The journey that he traversed during the last eleven years was not a bed of roses but one fraught with adversity. There were instances where things around him were falling apart, but his indomitable spirit of perseverance never failed him. These traits and many more made Dr. Weerasinghe an effective leader

of our time. Further, he is also of a rare combination of temperaments, tough and blunt outwardly but soft and humane inwardly.

Dr. Weerasinghe is blessed with a close-knit family consisting of a devoted wife Sriyani and two lovable children, Sonali Tharika, daughter, and Akira Kenji, son.

In essence, Dr. Weerasinghe is a multi-faceted man with many accomplishments in his professional and personal life who strode the contemporary educational administration sphere in Sri Lanka like a colossus.

Reflections on managing and leading A few reflections by Dr. Weerasinghe on managing and leading:

• Managing the political hierarchy is of utmost importance to achieve results in the Sri Lankan context. Politicians are politicians. Though one should not give into unlawful requests by politicians, listening and understanding them and co-operating with them is important. This is imperative to achieving organizational excellence in the state sector in particular.

• It is important to be quick at decision making.

Further, one should have a flair for taking risks. If one is not prepared to take risks, nothing gets done.

Taking risks should not be feared if one has a clear conscience about the greater good that will result from such actions. Too much of dilly-dallying will not get you anywhere.

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• The role of the manager/leader is to pick the right persons for the job and assign them the task of achieving pre-specified outcomes. He should not dabble in all the work but should delegate. In Sri Lanka there are lots of misgivings about the role of the manager.

• Work comes first. It should not be the task of the manager to be popular and get character certificates from others. But the worker who accomplishes the task will, in turn, be protected by the manager because his presence is of value to the organization.

Thus, for a manager/leader, concern for work precedes concern for people.

Way forward: Random thoughts “...I want the NSBM Green University Town to be a centre of excellence, which revolutionizes not only the sphere of education but also society at large through its activities... It should be bent on producing entrepreneurs who generate employment for others and thereby take the world forward. This requires much experimentation where the role of the teaching staff ought to be profound and deep and not confined to teaching and assessment ...,” Dr. Weerasinghe says in a contemplative mood.

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He continues that setting up this brand new seat of learning, which is expected to produce intellectuals in diverse disciplines for the next few centuries, gives him a great sense of joy and exhilaration. “...I consider this to be a meritorious deed that will keep me going even after retirement.”

As for embarking on another innovative project, Dr. Weerasinghe says “... Life is very short... There will only be a few more years of productive life ... I wonder whether there will be time for another project ...”

His love to be of service to the community, however, has still not left him: “...I shall be happy to enter the legislature if I could ...

Just to serve for one term and never to return again ...

I would like to show by example the role that should be enacted by a politician, which at present is highly misunderstood and misconstrued ...”

Dr. Weerasinghe is appreciative of the multitude of persons who were associated with him in this gigantic project of national importance. However, he makes special mention of the significant contribution of Mr. Sujeewa Mudalige, former member of the Governing Council, NIBM, and Mr. Chaminda Ratnayake of NSBM.

Dr. Weerasinghe was lost in thought as he was looking through the window from his new office in the Administration Building. Right round, tall structures appearing like sentinels formed a ring as if to protect their builder and benefactor. I left this interesting human being, allowing him to ponder the story of this edifice to which he gave his heart and soul.

Endnotes The Actor-network theory (ANT) is a framework that is often used in case study research to understand and explain social realities in the construction of science and technology, a term which is not confined to ‘pure’ techno-science phenomena but covers systems developed for getting things done such as projects with a specific purpose (Latour 2005; Callon et. al. 1986). According to ANT, interaction among actors takes place through a process of networking and not through their singularly handled efforts. However, it does not deny the emergent role of a leader who drives the actors towards the set goals of the project.

1

A leader is one who influences the behaviour of another towards the accomplishment of certain goals. An entrepreneur is one who creates wealth by adding value. This wealth is created by individuals who assume the major risks in terms of equity, time or career commitment or providing value for some product or service (Aldag & Stearns, 2010).

2

Blake and Mouton’s Leadership Grid (1985) examines leadership characteristics on two dimensions: task concern and people concern.

The grid gives five types of leader-manager modes, viz. Country Club Management, Team Management, Middle of the Road Management, Impoverished Management and Authority-Compliance Management.

Authority-Compliance Management mode (high task and low people orientation): Efficiency in operations results from arranging conditions of work in such a way that human interference is kept to a minimum.

3

Leaders born vs. made is an on-going debate among management theorists with mixed views and empirical evidence.

4

The well-known seat of learning which trained Buddhist monks in Oriental studies. It was headed by the Most Reverend Akurateiya Amarawansa Thero during the said period.

5

Through the University of Ceylon Act No. 1 of 1972, all universities were reduced to campuses of a single University of Sri Lanka. Thus the Vidyodaya University became Vidyodaya Campus headed by a Campus President. Subsequently, by the University Act No. 16 of 1978, the independent university status was restored. Thus, the Vidyodaya Campus became the University of Sri Jayewardenepura headed by a Vice Chancellor.

6

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Right round tall structures appearing like sentinels...

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Building bridges across different regimes and ideologies: Above: Plaque unveiled at the foundation laying ceremony - July, 2012 Belove: Plaque unveiled at the opening ceremony - October, 2016

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Afterword

We

have come to the end of our story. It is appropriate at this stage to look back and summarize the emerging key learning points.

• The socio-political environment around us is in a state of flux: complex, uncertain and evolving.

In such a setting it is a futile exercise to set rigid organizational objectives and strategies.

Nevertheless, new opportunities do emerge from time to time and they have to be harnessed to the best advantage, as we saw in our organizational study of the NIBM, NSBM and the NSBM Green University Town Project. It spanned a period of over eleven years and was never pre-planned but it was an appropriate response to emerging situations, a clear emerging strategy.

• New opportunities often appear to escape formal planning exercises. And, when opportunities emerge in the horizon they seem to be insurmountable and non-achievable. They can, however, be made the best use of if one has a deep-rooted desire to succeed. Surveying the landscape diligently with an open mind, looking for all possible alternatives and acting with passion are the key to success. Our story is studded with many such instances. If there is a will there is a way.

• The oft-quoted Murphy’s Law claims that “Anything that can go wrong will go wrong” Bloch (1980).

However, its corollary, “Anything that can go right will go right” also seems to apply as is evident in certain events of our story, which records decisive moments where a series of events could have taken a totally different direction. But due to some strange reason or unexplainable intervention which, however, cannot be verified empirically, the series of events followed the desired course and reached their ultimate objective.

• It is often claimed that in developing countries such as Sri Lanka the governing political authority of the country, on assuming power, becomes detached from their subjects, organizations and the people within them. They follow an agenda of their own and distance themselves from the needs of those who voted them to power. Further, the administrative machinery put in place by the political authority is said to assume a bureaucratic and lethargic outlook resulting in difficulties in getting things done. Our story illustrates that this need not necessarily be true and that the leader would transform both the political authority and administrative machinery to his way of thinking. This is illustrated clearly in at least two instances in the story: setting up NSBM through

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the active intervention of a number of top-level ministers, their ministries, departments and statutory bodies, and driving the implementation process to completion.

• NSBM offers an example of a novel type of publicprivate-partnership (PPP). It deviates from the standard type of PPP and has so far produced encouraging results. However, eternal vigilance and caution are imperative as the experiment is still in its seminal stage. It also invites organizations to look for and experiment with new models.

This story is a faithful account of the story of the NSBM Green University Town, Pitipana. It has been told in the way the multitude of events unfolded themselves. No frills, value judgements and interpretations because they taint the truth. The story could not have been said differently. Truth is simple, pure and absolute; it is, after all, our salvation.

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These immortal words of Rabindranath Tagore (1902) reflect our wish and payer for the NSBM Green University Town

Where the mind is without fear and the head is held high Where knowledge is free Where the world has not been broken up into fragments By narrow domestic walls Where words come out from the depth of truth Where tireless striving stretches its arms towards perfection Where the clear stream of reason has not lost its way Into the dreary desert sand of dead habit Where the mind is led forward by thee Into ever-widening thought and action Into that heaven of freedom, my Father, let my country awake.

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Ansoff, HI 1965, Corporate strategy, McGraw Hill, New York.

Arvey, RD, Rotundo, M Johnson, W, Zhang, Z & McGue, M, 2006, ‘The Determinants of Leadership Role Types: Gender and Personality Factors’, Leadership Quarterly, vol. 17, pp. 1-20.

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Faculty of Management Studies and Commerce, University of Sri Jayewardenepura Prospectus 2016.

Gazette of the Democratic Socialist Republic of Sri Lanka – Extraordinary of October 19, 2009 and March 5, 2013.

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NSBM Student Handbook 2015 NSBM Strategic Plan 2016-2021

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Liippit, KR & White, RK 1939, ‘Patterns of aggressive behavior in experimentally created social climates’, Journal of Social Psychology, vol. 10, pp. 271-301.

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‘The great reformer of education - C W W Kannanagara’, The Sunday Times, October 8, 2006.

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