A vision for entrepreneurship inspired by ASU London

The Future of Universities Thoughtbook is UIIN’s platform for visionary reflections on how universities must transform in response to global change. Its latest Entrepreneurial Edition brings together 35 contributions form 18 countries that challenge convention and set out bold directions for entrepreneurial thinking in higher education. Professor Judy Raper, former Deputy Vice-Chancellor for Research and Innovation at the University of Wollongong and former Dean and CEO of ASU London, contributes insights drawn from decades of leadership in engineering and institutional innovation.

Entrepreneurial universities have an adaptive administration

The entrepreneurial university should not only teach innovation and entrepreneurship to all students but also instil these values in everything they do. In other words, universities must “practice what they preach”. ASU London, a pioneering institution in engineering education, provides one idea that could be used as a blueprint for this approach. 

Being entrepreneurial means being adaptive and willing to embrace change swiftly. Traditional universities often operate under rigid structures that make the wheels turn extremely slowly and thus impede change. Processes and procedures must be designed to be agile and open to constant evolution, allowing the institution to pivot and respond to emerging trends and challenges.  

Entrepreneurial processes are manifest in different ways. Many universities currently run incubators and accelerators, teach innovation and encourage student start-ups. These are generally peripheral to the curriculum, treated as extras that are ‘nice to have’ but not essential, and seldom fit in with the complexity of course approvals that must go through multiple hoops and committees. It’s no wonder new developments take so long to take hold.  

The older the university, the more administratively cumbersome it is. Unfortunately, new entrants to the market aspire to be just like their revered counterparts. Therefore, creating an entirely new environment, with different courses, programs and outcomes, requires real change.  

Embracing project-based learning

ASU London (formerly The Engineering and Design Institute (TEDI)-London) was conceived as a radical departure from traditional engineering education. A spin-out from the alliance between three powerhouse universities, Arizona State University, King’s College, London and the University of New South Wales, Sydney, its concept is built on the philosophy of project-based learning, where students engage in hands-on projects that require interdisciplinary collaboration.  

The institute was established with the vision of producing engineers who are not only technically proficient but also adept at problem-solving, innovation, and leadership. At the same time, these graduates embrace the values of economic and environmental sustainability and social responsibility. 

ASU London employs a variety of innovative processes and methodologies to deliver its unique educational experience: 

• Project-based learning as the foundation: All learning outcomes are achieved through project-based learning. Students work on interdisciplinary projects from the outset, applying theoretical knowledge to practical scenarios. These projects often involve collaboration with partners (from industry, government and not-for-profit sectors), providing students with exposure to diverse real-world challenges with some engineering focus.  
• Clever use of space and resources: ASU London utilises makerspaces where students can collaborate, design, and build their projects. These spaces are equipped with state-of-the-art technology and resources to support creative thinking and innovation, and have been designed to encourage students to create, tinker and learn by doing.  
• Just-in-time learning: Theoretical content is delivered online in self-directed interactive modules, ‘just in time’ to be used in the classroom for hands-on activities and collaborative project work. In direct contrast to the ‘just in case’ philosophy of traditional engineering education, this method promotes active learning and ensures that students are fully engaged in their education.  
• Engagement and collaboration are central tenets: ASU London has established strong connections with various partners, providing students with opportunities for internships, mentorship, and collaboration on projects. These partnerships ensure that the curriculum remains relevant and aligned with industry needs. Notably, the partners also work together to mentor students; rather than having one partner per project, all projects have mentors from the diverse range of stakeholders who could potentially benefit from the outcomes. 
• Challenge themes a focus for applied learning: Every unit of study involves team and individual projects, all related to a theme for the year, for example, ‘zero carbon’ or ‘right to repair’. These themes ensure that every project has real-world value and adheres to the institute’s intentions to contextualise students’ learning, appreciating the principles of economics, sustainability and social responsibility. The theme acts as a ‘coat-hanger’ on which to hang all learning modules. The themes are changed from year to year to ensure relevance. However, they could remain constant for the duration of a degree program, leading to specialised interdisciplinary degrees such as AI or Sustainable Cities, all based on appropriate projects. 
• More fitting evaluation of knowledge and skill development: Students are assessed continuously through project deliverables, presentations, and peer reviews. One integrated exam is held every year to assess technical and contextual understanding. This provides a more comprehensive evaluation of their skills and progress than the age-old ‘cram, examine and forget’ approach.  
• Self-ownership of learning encouraged: Students at ASU London are selected based on their curiosity, self-motivation, potential to thrive with hands-on activities and their passion for the role of engineering in society. Students are expected to take responsibility for their own learning.  
• Diversity embraced: The institute values diversity and inclusion, welcoming students from various backgrounds and cultures, because they believe that the different contributions from these diverse students lead to better project outcomes. Students work in teams and learn to appreciate and leverage each other’s strengths.  

Creating a transformational program such as that at ASU London can be rife with many challenges, including overcoming bureaucracy and the rigidness of existing processes. Changing culture is even more difficult to achieve. Universities are steeped in tradition, and even those who believe in these interdisciplinary goals can subconsciously revert to doing things as they have always been done.  

Champions with extremely high energy are required to overcome these obstacles. With such a team, ASU London has produced its first set of graduates. Though few, their professional development has been phenomenal, and they are equipped with strong technical skills, together with a real appreciation of global societies. 

A model for all learning

This is one small example of how an entrepreneurial university could evolve. The themes discussed above have been used as ‘coat-hangers’ for an engineering degree, but they could do the same for many different disciplines, even the whole university.  

This would mean that those studying humanities, science, business, law, engineering, computer science, and many more, could work together on the same projects. The online modules and assessments would differ per discipline, but they would be mentored together by multi-disciplinary mentors. Assessment would combine group and individual work as appropriate to the discipline. This is, after all, what the real world is like. 

These real-life projects that bring together students from diverse backgrounds, mentored by professionals across sectors, form a virtuous circle of learning. These experiences attract diverse cohorts (especially important in the engineering profession), improve project outcomes and deliver bigger contributions to society.  Graduates of such an approach would emerge with technical, leadership and collaborative skills, and an appreciation of the social, economic and environmental impact of their work. 

Importantly, unifying the curriculum across disciplines around global challenge projects—such as ‘affordable housing’, ‘sustainable energy security’ or ‘smart, resilient cities’—present excellent opportunities for integrating a wide range of disciplines into a cohesive learning experience, and can also create a more sustainable business model. These projects demand diverse expertise and perspectives, making them ideal for teaching material that spans the humanities, sciences, and professional schools. The teaching materials overlap, reducing preparation costs, while simplified and streamlined university structures could further minimise bureaucratic costs. 

An integrated curriculum example: Affordable housing

Using affordable housing as an example for an integrated curriculum, the following contributions could be made: 

• Humanities students could explore the social and cultural aspects of housing, from the historical evolution of housing policy to the impact of gentrification. Literature, sociology, and history courses could use case studies to understand the narratives of communities affected by affordable housing measures.  
• For science disciplines, affordable housing projects can provide context for studying physical and environmental science, urban planning, and public health. Students can assess sustainable building materials and energy-efficient designs, focus on zoning laws, infrastructure, and how housing quality affects health outcomes. 
• Professional schools such as business, law, and engineering could leverage these projects for practical applications: Business students might develop financing models and strategies for affordable housing ventures; law students could explore housing regulations and tenant rights; and engineering students could design innovative, cost-effective housing solutions, including structures, services and technology. 

ASU London’s innovative approach to education provides a compelling vision for the entrepreneurial university of tomorrow. By embracing adaptability, interdisciplinary collaboration, and a focus on social impact, these institutions will empower students to become the change-makers of the future.  

Ready for more?

If you enjoyed this piece, we recommend reading the contribution by Professor Joseph Steensma, Shining the light, where he explores how universities can move beyond narrow expertise to embrace broader perspectives in entrepreneurial education.

More articles from the Future of Universities Thoughtbook | Entrepreneurship Edition will be released in the coming weeks. You can download a preview here or, if you’re a UIIN Member, access the full book here.

Stay tuned for more visionary perspectives on how universities can evolve as entrepreneurial, impact-driven institutions.

Judy Raper (author) is the former Dean and CEO of ASU London.