Reshaping University 6935

ISSN 2348-1196 (print)
International Journal of Computer Science and Information Technology Research ISSN 2348-120X (online)
Vol. 7, Issue 1, pp: (1-12), Month: January - March 2019, Available at: www.researchpublish.com
Reshaping University of the Future: Designing

Business Models that are Relevant through
Humanising Education and 4IR
Fukky Winasis1, Abdul Rahman Ahmad Dahlan2
1, 2
Faculty of Information & Communication Technology, International Islamic University Malaysia, Kuala Lumpur,
Malaysia
Abstract: The varied societal pressure placed on the university have generated discussion about the need to
redefine the role of universities to better serve the needs of contemporary society. Some argue that the universities
are still the only institution in society. On the other hand, universities have some experience problems with fees
and graduation which make the universities’ value have to be questioned. Universities have to learn how to survive
and thrive by having a strategy canvas with business modeling tools such as Business Model Canvas, Value
Proposition Design Canvas and Environmental Map that used to evaluate, analyze, formulate and design the
business models for the University of the Future. In addition, Universities have to adapt to the digital
transformation where the voice of the customer is more prevalent than ever. It turns a customer into advocates for
the university that become the most powerful marketing tools. Humanizing education should be implemented
within the university to keep in sustainability and stay relevant with the future objective of universities. This paper
provides the business models, strategies and plans to transform the university from faceless organization into a
vibrant institution with human values such as morality and integrity.
Keywords: University of the Future; BMC; VPD; EM; SC; Digital Transformation; Humanizing Education.
1. INTRODUCTION
In an increasingly competitive of higher education, university must be able to survive to be the best ranking in the world.
The universities have to spread its benefits – not only to universities itself, but - to many fields, such as economic, social
and humanities. In the future, the world works will be radically change and different. Driven largely by the machine
economy where robotics and machine learning take over repetitive and programmable human tasks and artificial
intelligence augments human roles. The industry boundaries will be blurred with the university where technology is
driving in almost every industry. Therefore, universities will go work more closely with industry to develop curriculum
that mirror the requirements of the professional world and to gain research and innovation. The digital behaviour will
impact to consumers of educational services. Every consumer activity shift to the digital realms of web, mobile, social,
mixed and virtual reality, digital natives are developing new different learning expectations. The international competition
will be dramatically increased. In this regard, the landscape of higher education is changing on rankings, students and
academic. Along with it, the continuous learning is rising where the need for workforce agility are increasing the demand
for continuous development, requiring learning that is self-directed, affordable, accessible and time critical. Hence,
University of the Future (UotF) has a big engagement with the technology. It is shown from literature that technology
already embedded in every field.
The transformation digital age gives an opportunity to university to redefine their roles. Every university has its own
roles, strategy, business model and values that are offered to its customers. Business models such as Business Model
Canvas (BMC), Environmental Map (EM), Value Proposition Design Canvas (VPD) are used to analyze, formulate,
design and evaluate complex problems related to universities (Dahlan, et al, 2018). BMC or Business Model Canvas is a
relatively new paradigm to business modeling. It was popularised by Alexander Osterwalder and Yves Pigneur. The nine
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blocks of BMC capture the business big picture and its logic, and divided into four important keys driven: 1. Value and
customer driven strategy focusing on the Value Proposition and Customer Segment block. 2. Finance driven strategy
focusing on the Revenue Streans and Cost Structure block. 3. Resource and activities driven strategy focusing on Key
resources and Key Activities block. 4. Partnership driven strategy focusing on key partners and channel block. Whereas
EM or Environmental Map is the business canvas that describes four factors: 1. Industry Forces: Other businesses who
offer similar value propositions to similar customers. These could be existing competitors, new entrants or substitutes. 2.
Key Trends: The evolving parameters of the law, culture and technology, which may change whether an idea is possible
or acceptable. 3. Market Forces: Our constantly changing customer segment and their expectations. 4. Macro-Economic
Forces: The financial health of society and each person in it. This affects our customers‟ willingness and ability to pay for
different things.
The development of universities depends on the value offered. It will drive the universities to attract an appropriate
customer and give big impact after graduation. An VPD or Value Proposition Design Canvas is an approach to product
development. This design is the new works that has included Eric Rie‟s Lean Startup Principles which was based on Steve
Blank‟s Customer Development Process. Therefore, we will not only design new business model that creates value for the
business, but also embedded the design of value proposition that creates value for the customer. In the future, the
university will become a national asset where the government will contribute to making the university able to compete
globally. In this paper, we will explore the ability of business model and strategy canvas of university to stay relevant,
growth and sustain in this digital age, particulary its relation with the university of the future.
Problem statement
The highly varied and at times conflicting societal pressures placed on the university have generated discussion about the
need to redefine the role of this institution to better serve the needs of contemporary society (H, Rifca & H. Jacov, 2006).
An offered values from universities should be re-configure before it delivers to customers. On the other hand, the cost of
providing higher education continues to increase, while funding sources including government funding have been eroded
(Ernst & Young, 2012; Barber et al. 2013; Frost & Sullivan, 2016) and students with difficulties for getting job after
graduation are another issue comes from university. The relationship between higher education communities and wider
society have problem in case of notion of holistic student development encompasses not only learning academic
knowledge and skills, such as problem-solving and analysis, but also other aspects of students as people who are growing
and maturing affectively (emotionally) and morally (M Quinlann, Dr Kathleen., 2011). Thus, University has to build new
commercial capabilities and become more responsive to industry to improve university finance. In addition, as stated in
National Higher Education Strategic Plan and Vision 2020 by MoHE Malaysia, government need to produce an adequate
human resource with knowledge, skill, and high moral values from higher education. By these complex and dynamic
problem, universities have to evaluate their value offered, design the business model and put values of shari‟ah islam
within the business model for make a better institution in the future.
Methodology
This paper adopted the design and system thinking approach (Lewrick et al., 2018). Strategy canvas with business
modeling tools such as the BMC, EM and VPD are used in analyzing and subsequently to formulate and design business
model alternatives for the University of the Future (Osterwalder et al., 2010 and 2014). The formulated University of the
Future business models of a Malaysian-based University will be validated by the Chief of Information Officer and Head
of Strategic Planning Unit of the university. The VPDs will be validated by the respective customer segments of the
university. In this paper, we have chosen to use the “Epicenter of Business Model Innovation” to generate new business
models (Osterwalder et al., 2010) for the choosen Malaysian-based university.
2. LITERATURE REVIEW
University of the Future
The university of the future will become known as hubs of social interaction, engagement, collaboration and recreation
that interface with the surrounding communities. It will also enrich the theatre of learning, enabling greater engagement
and attendance that can drive industry collaboration within the industry ecosystem (Greg Pringle, UoQ). Universities will
play a critical role in the transition to an innovation led economy and will increasingly be embedded in integrated
precincts that support industry-university collaborations and help drive innovation and knowledge transfer (Prof Deborah
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T. AO, Curtin University). Ernst and Young developed four scenarios to assist university leaders and government policy
makers in planning now and to deliver the educational needs of students and employers tomorrow. The government role,
demand conditions, technology conditions, sector structure and rivalry are the drivers for every scenario. Each scenario
introduces different opportunities and threats that challenge our thinking, question our assumptions and help us think
more broadly about the future. And it drives the universities to have the opportunity to assess different opportunities and
threats, and test which elements might be relevant for growth and sustainability over the next decade. First, champion
university. Universities as trusted arbiters of knowledge prepare the youth population for employment in the emerging age
of AI and mass automation, pursue both teaching and research from strong government financial support, shift from being
passive teaching institutions to active to industry, embrace technology into both front-office and back-office operations,
and contribute as global player and compete globally. Second, commercial university. Universities must take advantage of
new revenue streams by industry linkage, increase differentiation to compete and attract funding, focus on quality of
teaching, run dual degree such as on-campuss and digital degree, start up new business and commercial to build strong
link to economies. Third, disruptive university. In this scenario, universities must digitally enable business models in two:
business to consumer and business to business, compete to deliver the best content in the best way, create precinct in
education – innovation and community with digital platforms. Fourth, virtual university. This scenario pushes universities
to focus on learner acquisition, retention, satisfaction and lifetime value.
Figure 1. Four Scenario and Two Critical Uncertainties develop by Ernest & Young, 2018
Finally, university of the future will use a lot of technology, where it needs to be focused on the trans-diciplinary interface
between technology and humanity, community organizations and social enterprise intermingling with the students, and
there will be full integration with society and industry.
Megatrends
Future higher education shaped by megatrends (Choudaha, Rahul and Van Rest, Edwin, 2018). Megatrends are large,
transformative global forces that define the future by having a far-reaching impact on business, economies, industries,
societies and individuals (John Naisbitt, 1982). The megatrends process is one of the key ways in which insights are
gained and inform the mission of building a better working world. It helps to better understand the challenges and
opportunities faced, so that it can effectively respond to the shifting needs.
The world is getting older which will encourage institutions to find new ways to educating and employing the aging
population throughout their career and beyond. Increasing pace of automation and skills mismatch will create new
expectations for market relevant skills and retraining of talent. Rapid urbanization will result in more people moving
towards cities which in turn will drive demand for accessible and flexible learning models. Despite demographic
challenges, stricter immigration policies in high income countries may make it more difficult for finding migration
pathways. Economic growth in emerging markets will drive demand for expanding access to higher education. It will also
fuel aspirations and capacities to afford studying abroad. Imbalance in demand for higher education among youth
population in emerging economies and large supply of institutions in high income economies will provide opportunities
for engaging through international recruitment and transnational education. Public defunding of higher education will
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continue with increasing expectations of self-funding through enrolment growth and academic innovation (Choudaha,
Rahul and Van Rest, Edwin, 2018).
Fourth Industrial Revolution (4IR)
The fourth industrial revolution is distinguishable from the third because it is where humans meet the cyber world, where
technology and people are connected. Everything gets connected, integrated, customized and intelligent. The 4IR
automates complex tasks; integrating AI, Internet of Things and Cloud computing. 4IR leads to digitization and digital
transformation, digital disruptions and it has its own consequences too. Fourth industrial revolution will push students and
graduates to have upgraded digital knowledge and skills. Students across disciplines will need to develop and acquire
digital knowledge and skills during their studies. Therefore, graduates must be innovative, entrepreneurial and have
cognitive flexibility to deal with complexity; workers need to collaborate not only with Man, but also machines and
robots. Graduates must acquire self-learning skills to remain relevant in the era of rapid changes (Dahlan, A.R.A., et al,
2018). Additionally, We expect that over time, the most desirable students will be attracted to those universities that
embrace the digital age on their terms rather than being overwhelmed by it. This means that being aware of new trends in
emerging technologies and having the ability to rapidly harness their potential to drive improved outcomes will become a
key differentiator within Higher Education[14].
Higher Education
Higher education‟s goals are to ensure quality of learning through teaching, to enable the students to get the latest
knowledge through exploratory research and to sustain the development of societies by means of service (Bo Xing and T.
Marwala, 2017). With its speed and breadth of industry revolution 4.0 (IR 4.0), it is important for countries to understand
the impact of these changes on all areas of our lives including higher education. The fundamental functions of higher
education in the fourth industrial revolution (Bo Xing and T. Marwala, 2017) that should be modified are: teaching,
research and service.
1. Teaching (include learning through teaching). First, education establishments have to revolutionize the way of
teaching and training students and how they learn as well. Second, massive open online courses (MOOCs) used to provide
instruction online. MOOCs can eliminate physical proximity requirement and productivity limitation by working
completely differently: off campus and online model. Third, Cultivate the innovative talent in high-level scientists and
technologists, not just training knowledge-based skilled person. Fourth, Generalize blended learning (i.e., mixed e-
learning and face-to-face learning methodology). It is well-known that virtual environments offer great educational value
in the process of information transmission and interactive participation, either in real time (e.g., video conferences), or
non-simultaneous participants involvement (e.g., forums and chats). Hence, a higher education system needs to look at
whether it can be accepted and transform the teaching and learning environment to the benefit of both students and
academics.
2. Research. First, Open innovation that refers to the combination of humans and computers to form distributed systems
for the purpose of accomplishing innovative tasks that neither can be done alone. Second, Evolutionary & revolutionary
innovations; innovations based on existing technologies are so-called evolutionary type; while revolutionary type of
innovations focuses are inventions of new technologies. Resource allocation for funding research projects and financial
support from institution and government levels should be made available. Third, New technological advancement driven
research and development, that the advanced technologies can be leveraged across many domains to continue to deliver
impact and can bring benefits to higher education R&D in at least four areas: cost and timeline reduction, operation
transformation, R&D process enhancement and research direction innovation via the creation of new ideas and theories.
Fourth, Shorten the innovation cycles because the strongest innovators and leading researchers draw on swiftness, well-
pruned processes, and the exploitation of advanced technology to explore and capture research opportunities.
3. Service. First, University as a platform (UaaP) that gives the current higher education system an opportunity to steer
their businesses towards platform businesses for a better service performance. In Service 4.0, the ongoing transformation
to platform-based competition is led by many forces: educational activities, ubiquitous computing, Internet of things both
within and outside campus and the demanding students in terms of customized learning. Second, Education as a Service
(EaaS) as a guideline to discover newer and more advanced strategies to cope with ever-increasing societal complexity.
Third, Internationally-linked programmes that offer more versatile degree programmes and professional qualifications.
The following types stand out and are worth consideration: twinning programmes where a local education provider
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collaborates with a foreign education provider, franchise programmes is a scenario where foreign education provider
authorizes a local education provider to deliver their courses / programmes, double or joint degree is an arrangement
where local and foreign education providers cooperate, and blended learning where local and foreign education providers
deliver programmes to enrol students in various mixed forms. Hence, improving the quality of service in higher education
can bring about a significant change in the society.
Ernst & Young, 2012., put five drives of change: democratization of knowledge and access, where the massive increase in
the availability of knowledge online and the mass expansion of access to higher education in developed and developing
markets; contestability of markets and funding, where competition for students is reaching new levels of intensity, at the
same time as government globally face tight budgetary environments; digital technologies, where campusses will remain,
but digital technologies will transform the way education is delivered and accessed, and the way value is created by HE
providers, public and private; global mobility where opportunities created for much deeper global partnership and broader
access to students and academics; and integration with industry where universities will build deep relationship with
industry in order to support funding and application of research, and reinforce the role of university as key drivers of
innovation and growth.
Humanizing Education
Higher education as a knowledge establishment center, is confronted with the challenging of educating student minds to
meet the demands of an increasingly world globalization, preparing their students who can address local - national and
global problems in order for them to function equally well in these environments. The issues are not local scale but on
global which affect everyone regardless of race, age, gender or religion. Therefore, not only the higher education
communities and environmentalists are responsible for sustaining the environment, but to protect the environment for
sustainable living is everyone‟s duty.
Sustainable is a vital value in humanising education, where the main principles in building character and virtues of a
balanced individual regardless of race, nation or religion. These virtues include honesty, sincerity, purity of heart, self-
sacrifice, trustworthiness, ethical, humility, virtuous, and respectful. The assimilation of these values will enable one to
distance himself from being arrogant despite having little knowledge for the sake of gaining position or material wealth
(Dzulkifli, A.R., 2015). For instance, university and school students were arrested in raids of wild drug parties in Kuala
Lumpur [20].
Sustainable Development Goals 4 (SDG4)
Of the 17 Sustainable Development Goals (SDGs), adopted in 2015, SDG4 is dedicated to education. Higher education is
mentioned in target 4.3 of SDG4 which aims to “By 2030, ensure equal access for all women and men to affordable and
quality technical, vocational and tertiary education, including university”. Higher education also forms an important part
of other goals related to poverty (SDG1); health and well-being (SDG3); gender equality (SDG5) governance; decent
work and economic growth (SDG8); responsible consumption and production (SDG12); climate change (SDG13); and
peace, justice and strong institutions (SDG16) [18]. The SGD4, which has a purpose to ensure inclusive and equitable
quality education and promote lifelong learning opportunities for all. It offers an opportunity for the global higher
education community to evaluate how universities contribute, to step up and demonstrate that building a sustainable future
depends on both knowledge creation and collaboration (Egron, Eva., and Polak, 2017).
The following environment that priority for higher education (Egron, Eva., and Polak, 2017) are: Ensure more equitable
access to higher education for students from all backgrounds at the national level; Develop and adhere to a broader
approach to internationalization that includes of technology and intelectual training. Internationalization is the intentional
process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-
secondary education, in order to enhance the quality of education and research for all students and staff, and to make a
meaningful contribution to society (De Wit, et. al., 2015). Which means an affirmation that international education serves
a wider purpose, one that is linked both to the academic and the social role and responsibilities of higher education. It is
also a call to demonstrate how international education contributes to creating graduates who are global citizens and how it
can promote social cohesion, create a more peaceful, less divided, and less violent society; Value and promote
international education in all disciplines beyond business and management, such as engineering, medicine, art and
humanities.
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Designing the University of the Future Business Model

Based on the literature review, the design and system thinking approach using strategy canvas with business modeling
tools – the Environmental Map (EM), Business Model Canvas (BMC) and Value Proposition Design Canvas (VPD) – are
used to analyse, formulate and build an alternative business model for the university of the future (UotF).
I. Environmental Map (EM)
Business models are designed and executed in specific environments. Developing good understanding of your
organization‟s environment helps conceive stronger, more competitive business models. There are key external forces that
influence business models and it categorized using the four areas. First, Market forces, with five factors in it: market
segments that identifies the major market segments, describe their attractiveness and seeks to spot new segments; market
issues that identifies key issues driving and transforming the market from customer and offer perspectives; needs and
demands that outlines market needs and analyzes how well they are served; switching costs that describes elements
related to customers switching business to competitors; and revenue attractiveness that identifies elements related to
revenue attractiveness and pricing power. The market forces focus on customer segments (CS), value proposition (VP),
key activities (KA), key resources (KR) and revenue streams (RS) blocks. Second, Industry forces, with five factors
influencing: suppliers and other value chain actors that describes the key value chain incumbents in your market and spots
new, emerging players; competitors (incumbents) that identifies incumbent competitors and their relative strengths; new
entrants (insurgents) that identifies new, insurgent players and determines whether they compete with a business model
different from others; substitute products and services that describes potential substitutes for offers, including those from
other markets and industries; and stakeholders that specifies which actors may influence the organization and business
model. The industry forces focus on key partnership (KP), value proposition (VP), key resources (KR), and revenue
streams (RS) blocks. Three, Key trends with four factors: regulatory trends that describes regulations and regulatory
trends that influence your business model; societal and cultural trends that identifies major societal trends that may
influence the business model; socioeconomic trends that outlines major socioeconomic trends relevant to the business
model; and technology trends that identifies technology trends that could threaten the business model or enable it to
evolve or improve. The key trends focus on value proposition (VP), customer segments (CS), key activities (KA), key
partnership (KP), cost structure (C$) and revenue streams (R$) blocks. Four, Macro-Economic forces with four factors:
Economic infrastructure that describes the economic infrastructure of the market in which the business operates;
Commodities and other resources that highlights current prices and price trends for resources required for the business
model; Capital markets that describes current capital market conditions as they related to your capital needs; and Global
market conditions that outlines current overall conditions from a macroeconomic perspective. The macro-economic forces
focus on cost structure (C$), channel (CH), key activities (KA) and key resources (KR) blocks (Osterwalder, Alexander
and Pigneur, Yves., 2010)
Figure 2. EM for UotF: key trends, market forces, macro-economic forces and industry forces [19]
II. Business Model Canvas
Business Model Canvas or BMC is a relatively new paradigm to business modeling. It was popularised by Alexander
Osterwalder and Yves Pigneur. The nine blocks of BMC capture the business big picture and its logic, and divided into
four important keys driven: 1. Value and customer driven strategy focusing on the Value Proposition and Customer
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Segment block. 2. Finance driven strategy focusing on the Revenue Streams and Cost Structure block. 3. Resource and
activities driven strategy focusing on Key resources and Key Activities block. 4. Partnership driven strategy focusing on
key partners and channel block.
i. How do universities create value ?  Potential area of disruption
Figure 3. HE Business Model Canvas [7]

ii. How do universities deliver value

iii. How do universities capture value

Three broad lines of evolution of the university of the future by Ernst & Young, 2012.
1. Streamlined status quo: Some established universitis will continue to operate as broad-based teaching and research
institutions. At the same time, they will progressively transform the way they deliver their services and administer their
institutions with major implications for the way they engage with stakeholders.
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Figure 6.
Source: Ernst & Young
2. Niche dominators: Some established universities and new entrants will fundamentally reshape and refine the range of
services and markets they operate in. These universities with the new entrants will focus on target customer„ segments
with “just for you” education, research and related services with a concurrent shift in the business model, organization,
and operations.
Figure 7.
3. Transformer: Private providers and new entrants will carve out new positions in the traditional sector and create new
market spaces that merge parts of the higher education sector with other sectors such as businesses, technology,
innovation, and venture capital. Incumbent universities that partner with the right new entrants will create new lines of
business that deliver much needed revenue to invest in the core business globally competitive teaching, research and
community well being.
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Figure 8.
Government - Applied and experential TVET (technical, vocational Digital platforms  Student
learning education and training) & Partnership - Local
Innovative research
Outsources Entrepreneurship Teaching and learning - International
- Global standard curricula
- Establish brand message Campus and residential
Universities (Local and (trust, value, proposition, Good governance & facilities
 Industry
international) promise) conducive ecosystem, Online campus
- Innovative Employment Brand of choice &
 Government
Virtual reality
Industry (Local and practice competent work - forces Artificial intelligence  Continuous learners
- Recruit expatriates, visiting  Lecturers
international) Publications
professor, part time lecturer
- Grow profilic of student (personal, Friendly and international Research projects  International Rank
Institutional (Local and spiritual, academic and development)
campus environment
international) Local communities
ICT services in R&D, CTL,
Business & Community administrative
Schools Industrial-man-ship &

Outsourced (Back-office Balanced person  Digital platforms
 Partnership and Agent
services)
 Open days
Technology cloud Blended learning &  Roadshows
Student services Language development  Physical campus
Career services,  Printed materials
Integrated in and out-  Academic faculties and schools
Research administration
 Education exhibition
Marketing campus system  Student ambassador program
Alumnus
Education and research Industry grants Institutional partners

Student fees Stakeholders
Digital infrastructure
Philanthropy Government grants
Back Office transformation Short courses Commercial research
Scholarship MNC Alumni
Figure 9. Proposed Concept of University of the Future

III. Value Proposition Design Canvas (VPD)
Value Proposition Design Canvas used to create values offered to university‟s customer segments. In this case, the
customer segments are student: undergraduate and postgraduate, continuous learner, industry and government. These are
two blocks from BMC: Value Proposition and Customer Segment in VPD. The Value (Proposition) Map describes the
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features of a specific value proposition in the business model in a more structured and detailed way. It breaks the value
proposition down into products and services; pain relievers that describes how the products and services alleviate
customer pains; and gain creators that describes how the products and services create customer gains. Whereas the
Customer (Segment) Profile describes a specific customer segment in the business model in a more structured and
detailed way. It breaks the customer down into its jobs that describe what customers are trying to get done in their work
and in their lives, as expressed in their own words; pains that describe bad outcomes, risks, and obstacles related to
customer jobs; and gains that describe the outcomes customers want to achieve or the concrete benefits they are seeking
(Osterwalder, Alexander., et., al., 2014).
Table 1.. Value Proposition Design for each customer in UotF
NO CUSTOMER SEGMENTS VALUE MAP
- Customer Customer Products & Pain
Pains Gains Gain Creators
Jobs Services Relievers
1 Student - Learning, - Registration - Cheaper cost, - Unique - Integrated - Briefing by
Under- research requirements high quality materials division & time
graduate - Experience - Language learning - Organizations staffs - Field works
- Get good grades - High-cost - Well- - MOOCs, - Language - Internship
for continuing in - Debt after integrated eLibrary classes - Digital
the next study graduation among staff - Best ranked - Assistantship platform
and academic university - Grants - Scholarship
and students - Industry - Updated
- Skill practices linkage information
- Blended
learning
2 Student - Learning, - Registration - Cheaper cost, - Unique - Integrated - Briefing by
Post- research - Language high quality materials division & time
graduate - Got promotion, - High-cost learning - New staffs - Field works
good salary in - Social - Well- challenging - Language - Digital
work place, environment integrated programme classes platform
employment - Debt after among staff - MOOCs, - Assistantship - Scholarship
- Tacit and graduation and academic eLibrary - Grants
implicit and students - Best ranked - Updated
knowledge - Skill practices university information
extension in and - Industry
outside university linkage
- Blended
learning
3 Continuous - High place in - Time sharing - Gain some - Certificate of - Evening - Blended
Learner the workplace knowledge graduation class / Online learning
class
4 Industry - Get fresh - Low salary - Good Quality - Matched - Promotion - Internship
graduate Employee position in - Patent
- Research industry
5 Government - Maintain - - Research - Quality of - TVET - Grant
coverage, Disconnected - student/alumni/g - Skilled
improve quality between HE Competitivenes raduate student student, staff
of HE graduates, and industry s and lecturer
increase
inclusiveness
IV. Strategy Canvas (SC)

Graphically depicts the universities‟ competitors and value proposition investment (value elements). Strategy canvas
serves two purposes. First, to capture the current state of play in the known market space, which allows users to clearly
see the factors that the industry competes on and where the competition currently invest. Second, to propel users to action
by reorienting their focus from competitors to alternatives and from customers to non-customers of the industry. There is
an action framework that facilitates for identifying the value elements: eliminating, enhancing, reducing and innovation
(Universities in the Blue Ocean, 2017).
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6
High
Future University "As-Is" Univesity
3
Level
1
Low 
Figure 10. Strategy Canvas for UotF (Adapted from Dahlan, A.R.A., et. al., 2018)
3. CONCLUSION
Leading universities of the future in digital transformation is quite challenging and risky. Given the fourth industrial
revolution, a new form of a university is emerging that does teach, research and service in a different manner. However, it
is not degrading educational experience but augment it. The role of the university is in a fundamental value innovation,
creating valuable renewal in the short-term by keeping an eye on the long-term and the deep perspective. The value
allows universities to do what they do best: quality, integrity and excellence, linked closely with the surrounding society.
Additionally, using business models – Business Model Canvas/BMC, Value Proposition Design Canvas/VPD,
Environmental Map/ EM, Strategy Canvas/SC – for analyzing the dynamic and complex problem towards university of
the future. Nurture the outcome of the university in a balanced person should be gained, because the concept of
humanizing education will keep the sustainability of the university.
There was a difficulties in interviewing the relevant chief information officer and head of strategic planning of the
targeted university. However, Future work is expected to conduct an interview of proposed business model canvas
according to the criteria that have been evaluated in this work. In addition, it is also planned to conduct a validation of
value proposition design canvas by interviewing each of customer segments.
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ISSN 2348-1196 (print)

Reshaping University of the Future: Designing

Designing the University of the Future Business Model

Figure 3. HE Business Model Canvas [7]

Figure 4. HE Business Model Canvas [7]

Figure 5. HE Business Model Canvas [7]

Schools Industrial-man-ship &

Education and research Industry grants Institutional partners

Figure 9. Proposed Concept of University of the Future

IV. Strategy Canvas (SC)

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