UniversitiesinanAgeofUncertainty
44PropositionsontheFutureofUniversities
OLIVERGASSMANN,NAOMIHAEFNER,andDAVIDM.WAGNER∗
WhitePapercomposedfortheInternationalSymposiumheldonSeptember 15/16,2023,ontheoccasionofthe125th anniversaryoftheUniversityof St.Gallen.Fullpaperavailableathttps://www.alexandria.unisg.ch/handle/ 20.500.14171/117981.
INTRODUCTION
Highereducationisknownasoneofthe “leastdigitisedandmost people-intensiveeconomicsectors” [1].Whilemanyotherindustries havebeendisruptedintheirdominantlogicofvaluecreation,[2] theeducationsectorhasexperiencedfewchanges.Itcontinuesto pursueitshistoricalidealof‘educatingautonomousindividuals’[3].
Theworldischangingrapidly:Recentgeopoliticalchallenges,social polarization,pandemic-induceddisruptions,theexponentialgrowth ofknowledgeandsimultaneouslyincreasingscepticismtowards science,aswellasevolvingworkmodesinaglobaleconomyare indicatorsofthatchange.Atthesametime,newdigitaltechnologies suchasgenerativeartificialintelligence(AI)highlightthenecessity andopportunityfortransformationoftheentirehighereducation sector.
Theseopportunitiesshouldalsobeconsideredinlightofuniversities’longstandingresilienceinthefaceofchange,whichmay stemfromtheirabilitytoflourishinaresearchenvironmentof cooperativecompetitionratherthanpuremarketcompetitionthat goesbeyondtheindividualuniversity.
Thepushforchangecomesfromanumberofdrivers,whichare transformingvariousareasoflearning,work,andlifesimultaneously.Themostprominentinclude:
First,demandischangingradicallyfromatraditionalcertification orientationduringpost-secondaryeducationtowardslifelongskill andcompetencedevelopment.Hundredsofmillionsofpeoplewill needtobereskilledsoonduetotechnologicalchange[4].
Second,scienceisopeningupandacceleratingknowledgecreationanddiffusionprocesses(e.g.,openscienceandrecentadvances inquantumphysics)[5, 6].Atthesametime,scienceisbecomingincreasinglypoliticized,therebyplacingnewpressureonuniversities todemonstratethesocietalvalueofresearch.
Third,startingin2012,massiveopenonlinecoursesenteredthe educationsectorwithlow-cost,high-impactplatforms.
Finally,universitiesplayanimportantroleincontributingtosocialandenvironmentaldevelopmentinthefuture,e.g.,bydelivering ontheUNSustainableDevelopmentGoals[7].
Thesetrendsandchangedriverschallengeandputpressureon establisheduniversities,leadingtothequestion: Whatdoesthe futureofuniversitieslooklike?
∗Tocitethispaper,pleaseusethefollowingformat:Gassmann,O.,Haefner,N.,& Wagner,D.M.(2023). Universitiesinanageofuncertainty:44propositionsonthefuture ofuniversities [WhitePaper].UniversityofSt.Gallen.https://www.alexandria.unisg. ch/handle/20.500.14171/117981
Authors’address:OliverGassmann,oliver.gassmann@unisg.ch;NaomiHaefner,naomi. haefner@unisg.ch;DavidM.Wagner,david.wagner@unisg.ch.
Universitiesengageinknowledgeproductionthroughbasicand appliedresearchaswellasknowledgedevelopment,whichisakey elementfortechnologyandknowledgetransfertocompanies,nonprofitorganizations,spin-offs,andthegovernment,aswellasthe basisforsociety’sabilitytoreflectonitselfanditsenvironment. Thisisaresourceforreputationandauniquesellingpointfor universities.
Universitiesalsoprovidebasicandadvancededucation,which referstotrainingafterhighschoolgraduationandincludesundergraduateandgraduateprogramsofstudy,targetingstudents preparingtoenterthejobmarket.Furthermore,theyenablelifelong learningbyofferingcontinuingeducationprogramstolearnalongsideandbetweenjobstoacquirefurtherskillstomeetthechanging demandsofthejobmarketandsocietyatlarge.
Humboldt’sideaofeducatingautonomousindividualsnolonger suffices.Instead,itmightbetimetorethinktheroleofuniversities andhighereducationinviewoftheabove.Highereducation,as wellaseachuniversitywithinitsheritageanduniqueness,must finditsspecificanswer,bridgingscience,thepublic,andfostering dialogue.
Thederived44propositionsonthefutureofuniversitiescanbe foundintheappendixofthispaper.Theytakeabroadperspective ofhighereducationinstitutions,i.e.,theyarenotlimitedtothe contextofbusinessschools.Further,someofthepropositionsmay beparadoxical;thisisintentionalandshouldbeseenasfertile groundforcarefulanddeliberatediscussions.Wedevelopedthese propositionsoverthepastyearsusingin-depthanalysesofthe literatureontrendsinhighereducation,interviewswithleading experts,andseveralworkshops.Thissummaryisorganizedinto fiveareas—wecallthemgardens—wherewebelieveuniversitiescan co-cultivatetheirfuture.1
CO-CULTIVATINGTHEFUTUREOFUNIVERSITIES
Our co-cultivatedgarden consistsoffivebeds,eachsymbolizingthe harmoniouscoexistenceofmultipletasks,roles,challenges,and opportunitiesinthecontextofthefutureofuniversitiesandhigher education.
• Empoweringlifelonglearners&thoughtleaders
• Facilitatingadaptivelearningprocesses
• Fosteringcommunity&responsibleleadership
• Universityasa Denkplatz &knowledgeexchangeplatform
• Promotingcutting-edgeresearch&openecosystems
Justasskilledcultivatorstendtotheirplants,universitiesmustadapt tonavigatethechallengesandopportunitiesofthemodernera.The gardenbedsserveasmetaphorsfortheintricaterelationshipbetweenthelegacyandthefutureofuniversities,whereco-cultivation involvestheactiveparticipationofvariousstakeholders,sharing ideasandknowledge.Together,theywillgrowalushhighereducationgarden.
1ThankstoMartinEpplerforthemetaphorof“co-cultivatinggardens.”EmpoweringLifelongLearners&ThoughtLeaders
Thelandscapeofhighereducationisundergoingsignificanttransformation.Ever-evolvingjobprofilesdrivethedemandforlifelong learning.Asautomationcontinuestoadvance,theneedforhigher educationisfurtheramplifiedasmoreindividualstransitioninto knowledge-basedroles.However,therapidpaceofdigitisationhas surpassedhumancapabilitiesinkeepingupwithorganisational changes.Consequently,lifelonglearningispoisedtoplayapivotal roleinfutureeducation,enablingindividualstocontinuallyupdate theirskillsandknowledge.
Inthiscontext,lifelonglearningisnotmerelyanopportunitybut anecessityforactiveparticipationinaresponsivesociety.Itwillbe characterisedbygreaterconciseness,flexibility,andpart-timeengagement.Learningwillemphasisereal-worldimpact.Traditional modelsoflearningwillbecomplementedbyexperientialapproaches thatprioritiselearningthroughpracticeandcollaboration.This includesopportunitiessuchasworkingalongsideexperiencedprofessionals,receivingcounselling,mentoring,coachingengagingin team-based/peer-to-peerlearning,andimmersiveexperiences.
Moreover,linearacademicworkstreamswillslowlybereplaced byproject-basedlearningandteachingrhythms.Thisapproach allowslearnerstoapplytheirknowledgeandskillsinpractical contexts,fosteringadeeperunderstandingofthesubjectmatter. Furthermore,theintegrationofAIandlearninganalyticswillbe centraltothelearningexperience,enablingpersonalisedlearning journeystailoredtoindividualneedsandpreferences.
Criticalthinkingandself-reflectionareessentialforthenext generationofthoughtleaderswhoarebeingeducatedinanera ofincreasinglycommoditisedaccesstoknowledge.Asaresult, problem-centriclearningapproaches,suchascaselearningtackling real-worldchallenges,gainprominence.Inthepursuitofnurturing well-roundedindividualspoisedforleadershiproles,thefocusshifts towardscultivatingamindsetcharacterisedbycuriosity,adaptability,growthpotential,andemotionalintelligence.Thesearelikely relativelymorecriticalthantechnicalskillsandknowledge.
FacilitatingAdaptiveLearningProcesses
Intheever-changinglandscapeofhighereducation,itiscrucialfor universitiestoadaptandupdateteachingmethodstokeepupwith dynamicchangesandtechnologicalshifts.Traditionalon-campus, degree-focusedlearningisgraduallygivingwaytointeractiveand experimentalapproachesthatprioritisepractice-oriented,careerfocusededucationwithtangibleoutcomesatthecore.Additionally, theneedforlifelonglearninghasledtotheemergenceofshorter, skill-basedprogramsthatcatertotheevolvingdemandsofindividualsseekingcontinuouspersonalandprofessionaldevelopment.
Recognisingthedemandsofindustry,educationalinstitutionsare beingurgedtoofferexecutive-typeprogramsthatfocusonspecific skillsandcanbepursuedaspartofacontinuouslearningjourney ratherthanepisodicinterventionssuchascurrentcertificatesof advancedstudies(CAS)ormaster’sprograms.However,itiscrucial tostrikeabalancebetweenthebreadthanddepthoflearningexperiencestoensurecomprehensiveskilldevelopment.Itisimportant toacknowledgethatmoststudentsenteringtheeducationsystem todaywilleventuallypursuecareersinfieldsthatdonotexistyet.
Consequently,theemphasisisshiftingfromknowledgeacquisition tothecultivationofskillsandcompetenciesthatwillenableindividualstoadaptandthriveinarapidlyevolvingprofessionallandscape. Thisincludesembracingtechnology,developinghighercognitive abilities,andfosteringstrongsocialskills.
Despitegarneringsubstantialattention,MassiveOpenOnline Courses(MOOCs)havenotyetdisruptedtraditionaluniversitiesor trulydemocratisedknowledge,particularlyamonglower-income students.SuccessfulMOOCparticipantsoftenpossessprioreducationalqualifications,emphasisingtheimportanceofcoachingand personalisedinteraction,especiallyfordisadvantagedstudents,complementarytoexistingcoursecontent,tofacilitateadaptivelearning processes.AsintelligentautomationandAIcontinuetomakeanimpact,digitalskillsarebecomingessentialinacademicteachingand learning.Theautomationofteachingandlearninganalyticsfurther enablestheintensificationofstudent-centredlearningprocesses, allowingfortailoredandindividualisededucationalexperiences. NotethatEdTechextendsbeyonddigitallearning;itrepresentsan opportunitytooptimisetheoverallstudentandfacultyexperience throughdigitalmeans.
FosteringCommunity&ResponsibleLeadership Universitieshavealwaysfunctionedascentresofintellectualdiscourseandopportunitiesforindividualstoconnectandexchange ideas.Theyfosterin-personinteractiontocreateacohesivecommunityandserveasabreedinggroundforsociallyandenvironmentally responsibleleaders,addressingthepressingneedsofsociety.Thedemandforsuchleadersisurgent,andfosteringdiversity,equity,and inclusionhasbecomeimperative.Anentrepreneurialgrowthmindsetisrequiredtotacklegrandchallengesofglobalsignificance,such ashealthcare,sustainability,anddiversity.Universities,asrolemodelsinresponsibleleadership,playavitalroleinshapingsuchleaders. Todevelopessentialsoftskills,studentengagementiscrucial,and theseactivitiesmustbeintegratedintocoreprogramsratherthan viewedasextracurriculars.Furthermore,therecentphaseofonline educationhashighlightedtheimportanceofphysicalinteractions withinuniversitiestocreateacommoncontext,fosterempathy, encourageserendipity,andinspirespontaneousideation.
Universityasa Denkplatz &KnowledgeExchangePlatform Universitiesserveasanagileplatformfortheexchangeandaccessibilityofknowledge,cateringtothegrowingdemandforfreely availableinformationinsociety.Theuniversitycampusisadynamicspacethatfostersinteractionandcollaborationamongstudents,professors,companies,NGOs,alumni,andcitizens,enabling thedevelopmentofskillsandknowledgethroughinterdisciplinary teamworkandsharedlearningexperiences.Byprovidingacommon physicalspace,theuniversityenvironmentseemseffectiveinbreakingthroughechochambersandfacilitatingmeaningfulinteractions anddiverseperspectives.
Theroleofacademicteachersisundergoingatransformation, shiftingfrombeingmereknowledgedispenserstobecomingfacilitatorsoflearningexperiences.Onanopenplatformprofessors, students,alumni,andpractitionerscontributetheirexistingknowledgeandcontextualinsights,activelyengaginginthelearning
process.Theuniversityenablesdiscussionsandexchange,allowing itsstakeholderstoshapeandinfluencesociety.
PromotingCutting-edgeResearch&OpenEcosystems
Whileindividualcreativityremainsinvaluable,themostsignificant researchbreakthroughsareachievedbycollaborativeteamwork. Diverseteamscreateanenvironmentwherenovelideasflourishand criticaldialoguethrives,propellingtrueresearchcultureforward andpushingtheboundariesofcutting-edgeresearch.Advancements intechnology,particularlytheriseofAI,opennewfrontiersfor empiricalresearch.AI’scapacityforexploratoryanalysesanddata processingempowersresearcherstodelveintounchartedterritories, uncoveringinsightsthatwerepreviouslyinaccessible.Thisinfusion ofnewtechnologicalabilitiesinvigoratestheacademiclandscape, propellingresearchtowardsinnovativebreakthroughs.
Moreover,thescientificcommunityemphasisesthesignificance ofinterdisciplinaryresearchindrivingadvancements.Disciplinary research,althoughstillimportant,facesintensifiedcompetitionon aglobalscale.Interdisciplinarycollaborationfostersadiverseand vibrantresearchecosystem,whereideasflowfreelyacrossboundaries.Thisopenecosystemapproachisamplifiedbytheprinciples ofopenscience,whichnotonlyacceleratesresearchanditsdisseminationbutalsochallengestraditionalpublishingmodels.In thisdynamiclandscape,researchassumesamoreprominentrole inthecreationofstart-upsandcontributestothedevelopment ofeconomies.Empoweredbyanopenecosystem,youngscholars findincreasedopportunitiestoestablishtheiracademiccareersand makesignificantcontributionstosociety.
Academicresearch,withitsemphasisonrigorousmethods,scientificintegrity,andlogicalreasoning,playsanimportantrolein counteractingtheproliferationofmisinformationandtheerosion oftrustinmedia.Academicresearchenablesopendialogueandthe explorationofnovelideas,providingthefoundationforthepursuit oftruthandknowledge.
CONCLUSION
Intheever-evolvinglandscapeofhighereducation,universities needtoembracetheirroleasco-cultivators,tendingtothegrowth anddevelopmentofavibrantgarden.Thefutureofuniversities lieswithinthesefivemetaphoricalanddistinctgardenbeds,each withitsuniquecharacteristicsandpurpose.Justasrealgardens, thefutureofuniversitiesrequirescarefulattention,nurturing,and collaborationamongstakeholders,includinglearners,educators, industrypartners,andthewidercommunity.Thefivestepstoa flourishinguniversitygardenare:
First,nurturelifelonglearning,recognisingthenecessityofcontinuousskillandknowledgedevelopmentinarapidlychanging world.Embraceexperientialandproject-basedlearningapproaches. Integrateartificialintelligenceandenableindividualstoadaptto thedemandsofaknowledge-basedworkforce.
Second,adapttochangingcircumstancesandtechnologicaladvancements.Emphasisetheimportanceofskilldevelopmentover mereknowledgeacquisition.Universitiesmustofferinteractiveand practice-orientededucationthatcaterstoevolvingdemandswith tailoredandindividualisededucationalexperiences.
Third,buildthrivingcommunityhubsandbreedinggroundsfor responsibleleadersbyemphasisingthecultivationofacohesive universitycommunitythatfostersdiversity,equity,andinclusion. Respondtothedemandforsociallyandenvironmentallyresponsible leaders.Nurturestudentengagementandprovidephysicalspaces forinteractionanddiscussion.
Fourth,embodythespiritofintellectualexplorationandknowledgeexchange.Breakthroughechochambers,encouragediverse perspectives,andsupportcriticalthinking,creativity,andinnovation.Establishthecampusasanopenplatformfordiscussions, wherestakeholderscanshapeandinfluencesociety.
Finally,fosterthetransformativepowerofacademicresearch. Promotescientificintegrityandrigorousmethods.Embracecollaborativeteamworkandinterdisciplinaryresearch.Promoteopen science,openaccesstopublishing,andaresearchculturethatempowersbothestablishedandyoungscholars.
Toconclude,universitiestendtothegrowthanddevelopmentof thegarden,shapingafuturewhereknowledgeflourishes,responsibleleadersemerge,andsocietybenefits,justasskilledgardeners tendtotheirplantswithcareandexpertise.Indoingso,theywill shapehighereducationasabeaconofgrowth,innovation,and intellectualexploration.Throughco-cultivation,universitiescan yieldbountifulfruitsbynavigatingthecomplexitiesofthemodern eraandensuringtheirrelevanceandimpactinshapingabetter tomorrow.
ACKNOWLEDGMENTS
WewouldliketothankBernhardEhrenzeller,presidentofouruniversity,forhiscontinuousinputandcontributiontothisactionorientedresearchproject.Valuableinputcamefrom,inalphabetical order:ThomasBieger,ClaudiaBrühwiler,MartinEppler,Claudio Feser,BeateHanus-Sieger,JohnHennessy,SvetlanaManiglio,Mario Mühlematter,RoshniNadar,MarcusSchögel,VeronikaSeeholzer, AmandaShantz,ThomasZellweger,andLukasZumbrunn.Weare alsogratefultoMcKinsey’sGlobalEducationPracticeforseveral workshops,aswellasdiscussionswithcolleaguesattheUniversityofSt.Gallen(HSG),collaborationwiththe51st/52nd St.Gallen Symposium,andtheSt.GallenCollegium2022.
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44PROPOSITIONSONTHEFUTUREOFUNIVERSITIES
(1) Knowledgeshouldbefreelyavailabletoanyone.
(2) Weurgentlyneedsociallyandenvironmentallyresponsible leaders.
(3) Diversity,equity,andinclusionareimperative.
(4) Universitiesshouldfosteranentrepreneurialgrowthmindsettosolvegrandchallengeswithaglobalscope,e.g.,health care,sustainability,anddiversity.
(5) Studentengagementisparamountindevelopingsoftskills. Theseactivitiesmustbeactivelyintegratedintocoreprogramsandnotsolelybeseenasextracurriculars.
(6) Campuswillbeanagilespacewherestudentsmeetand worktogetheringroupsandinterdisciplinaryteamswith professors,companies,NGOs,alumni,citizens,anddevelop skillsandknowledgeincommonexchange.
(7) Interactioninacommonphysicalspaceismoreeffectivein breakingthroughechochambers.
(8) Theroleofteachersshiftstowardfacilitatinganinteractive learningprocess.
(9) Newcompetitorsofferskill-basedprogramsandchallenge theroleofuniversitiesasskillsbecomethecurrencyofa career.
(10) Universitiesprovideanopenplatformfordiscussionsand exchangeforshapingpartsofsociety.
(11) Universitiesarerolemodelsinresponsibleleadership.
(12) Evendropoutsusetheepistemologicalandentrepreneurial foundationofuniversitiestobuildtheirtechorknowledge ventures(e.g.,Apple,Facebook,Microsoft).
(13) Universitiesareincreasinglyevaluatedonrankingsandratingsinlieuofqualitativeevaluation.
(14) Universitiescontinuetohavetheroleofthought-leadership insociety.Theysetculturaltrends.
(15) Automationwillincreasetheneedforhighereducationas morepeoplewillbecomeknowledgeworkers.
(16) Digitisationhasmultipliedthespeedofchangeinorganisationsbyfactors,humansarenotabletoaccelerateatthe samespeed.Continuous/lifelonglearningwillplayakey roleineducationinthefuture.
(17) Problemsolvingandcriticalthinkingbecomeacorecomponentforresponsibleleaders.
(18) On-campus,degree-focusedlearning,shiftstowardsinteractiveandexperimental,practice-oriented,career-focused learningwithspecificoutcomeatthecentre.
(19) Life-longlearningrequiresshorter,skill-basedprograms.
(20) Theincreasingcommoditisationofknowledgeheightens theneedforcriticalthinkingandreflection.
(21) Problem-centriclearninggainsinimportance,e.g.,case learningorlearningbysolvingrealchallenges.
(22) Lifelonglearningisnotanopportunitybutarequirement tobepartofaresponsivesociety.Lifelonglearningwillbe moreconciseandflexible,oftenpart-time,andaction-based thatmeanslearningwithareal-worldimpact.
(23) Industryneedsshorter,skill-basedexecutive-typeprograms fromeducation.Theseshouldbeorganisedasacontinuouslearningjourneymoresothananepisodicintervention
viatoday’sCASormasterprograms.Atthesametimethe breadthanddepthoflearningmustbetakenintoconsideration.
(24) Moststudentsenteringtheeducationsystemtodaywill ultimatelyworkinjobsthatdonotexistyet.
(25) Amindsetofcuriosity,adaptability,growthpotential,and emotionalintelligencebecomesrelativelymoreimportant thantechnicalskillsandknowledge.
(26) Problem-solvingcapabilitiesneedevenmorefocusonacademicmindsets,e.g.,curiosity,learning,experimenting.
(27) Beingabletoworkinteamsisacoreskillwhichshouldbe moreactivelydevelopedinuniversities.
(28) Skillsandcompetenciesmustbedevelopedinsteadofknowledge,embracingtechnology,highercognitive,andsocial skills.
(29) Covid-19forcedrapidremotelearningovernight.Infuture, universitiesshouldprioritisetherightmodalitiesinterms ofonline/offline/hybridteachingtooptimisethemixtureof anytime/anywherelearningandpersonalinteraction.
(30) Thisphaseofpureonlineeducationalsoshowedthatuniversitiesneedtophysicallymeettocreateacommoncontext andculture.Deepempathy,socialserendipity,andspontaneousideationrequirein-personinteraction.
(31) Morelearninghappensbydoingandworkingalongsideaccomplishedpractitioners,counselling,mentoring,coaching, teams,peertopeer,immersionexperiences.
(32) Massiveopenonlinecourseshavenotdisruptuniversities yet,nortrulydemocratisedknowledge.SuccessfulMOOC studentsareoftenwell-educatedstudents,withanexisting degree.Coachingandpersonalisedinteractionisespecially importantfordisadvantagedstudents.
(33) Shiftfromlinearacademicworkstreamstoproject-based learningandteachingrhythms.
(34) Withtheimpactofintelligentautomation/AI,digitalskills becomethestandardforacademicteachingandlearning.
(35) AIandlearninganalyticsbecomecoreoflearning,allowing personalisedlearningjourneys.
(36) Theautomationofteachingandlearninganalyticsallows intensificationoffullystudent-centredlearningprocesses.
(37) EdTechismorethandigitallearning;itisawaytodigitally optimisetheentirestudentandfacultyexperience.
(38) AIenablesnewexploratoryempiricalresearchsettings.
(39) Academicresearchmustcontinuethesearchfortruthin timesofdiminishingtrustinscience.
(40) Interdisciplinaryresearchismorestronglyemphasisedin thebattleforfunding;disciplinaryresearchbecomesmore competitiveglobally.
(41) Whilecreativitycanbeagreatstrengthofindividuals,most greatresearchnowadaysisdoneinteams.
(42) Opensciencefurtheracceleratesresearchanditsdiffusion. Thisgoesbeyondexpropriatingpublishers’businessmodels.
(43) Teamsworkwellindiversesettingswithahighlevelofpsychologicalsafety.Freethoughtandspeecharethehallmarks oftrueresearchculture.
(44) Researchtakesonalargerroleinthecreationofstart-ups andwork.