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Global Universities Are Redefining the Model — Lessons from Beyond the U.S.
00:43:31
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- [00:03]
A
This session was recorded live at the 2026 ASU GSV summit in San Diego. Hi everyone. Welcome. I wanted to start with a simple observation. Much of global higher education and the conversation around it is still anchored in the US model. But the future of higher education is increasingly being shaped elsewhere. Today, there are 260 million students enrolled in higher education, globally or thereabouts. By 2040, that number is expected to approach 600 million. Almost all of that growth is coming from outside of the U.S. while U.S. enrollments are expected to remain flat or even decline. So in many ways, the center of gravity is shifting and has been for some time. And what's interesting is that outside of the US institutions are operating under very different constraints, and those constraints are driving innovation. Across Europe, Africa, Latin America and Asia, we're seeing models emerge that are more flexible in structure, more scalable, operationally more tightly aligned to labor market outcomes, and increasingly enabled by AI and digital infrastructure. At the same time, the global working age population is expected to grow by 700 million people by 2040. Around 80% of the world's workforce will be in Africa, Asia and Latin America. So we're entering a world whereby demand for higher education is growing rapidly, the supply of talent is expanding, but in new geographies, and the models required to educate talent is quickly evolving. This is what this panel is about. So to structure the conversation, I'd like to focus on four themes. Design, designing under constraint, how different market realities shape different models. Scaling effectively, what enables institutions to grow while maintaining outcomes and quality. The future model, how AI and labor market shifts are reshaping higher education. And of course, we should ask the question of what should people actually learn today? And then innovation, what really matters? So let's start with designing under constraint. And Sven, I'd like to start with you. In IU group, you've built one of the largest higher education providers in Europe with over 130,000 students operating in a market where your primary peer group, the German public university system, is effectively free for students. So you're competing not just on quality, but against zero price alternatives, which is a pretty fundamental constraint. Two questions for you. What were the key constraints in your market that shaped how you built iu? And specifically, how did that dynamic and competing with free public universities influence the design of the IU model?
- [02:50]
B
Thanks, Lucy, for the question. So, as you already said, in our largest market, Germany, we face free competition from public universities. There is no loan scheme like in many other countries, and that in the end required us to build a very scalable Very high value model. So that people who study with us really see us as so much better that not only we create a little bit more value, but we also kind of compensate for the loss of the state subsidy. And that meant in the end we needed to build an online model that also leads to superior career outcomes. And this is what we currently see in particular in this AI transformation. That our students are much better educated for the AI transformation and employers prefer our students in comparison to other by around 89% which is a great outcome. And this is what we. Yeah. What we continue to focus on in this world. There's one, one further thing we also are in Germany in a way where there are. There's a long tradition of apprenticeship culture. And that also led us to evolve very forward looking kind of degree apprenticeship models where we now build a platform of 15,000 corporate partners that also helps to kind of make this practical employability focused education work.
- [04:22]
A
Thank you Sven and Laura. I'd love to come to you next. So very different context from IU Group and Germany. As the co founder of onerous united universities operating 16 institutions in 10 countries, you had different constraints. Maybe you could talk a bit about the constraints that helped design the onerous model.
- [04:42]
C
Thank you, Lucy. Yeah, absolutely. For the audience, Honoris is in Africa in 10 countries. And our challenge was really to focus on students employability because developing private institutions in these countries was the greatest challenge. Well, usually the public system is for free. So for us we considered employability as a product and we embedded it in the student journey from the very first day from recruitment of the students like giving them orientation for their career but also measuring employability across the student journey during the academic experience. The way we embedded like real life practice partnership with the employers to develop the curriculum. Developing like labs with simulation centers, case studies coming from built with the employers and last the career centers. We are following the students across their journ and partnering formally with the employers. Think about building employability in all our institutions as a function and the employability rate, the payback period, the return on investment for the families as the most important KPIs. So the results were like 87 employability rate across all our institutions. But at the same time we were scaling the number of graduates over the last 10 years we've been growing more than than 20% every year on the number of graduates. So I would say that the number one priority and sometimes I've been challenging the academics telling them well number one, KPI is not the research is not the number of publication is really the employability rate of our students and with regards to the return on investment and the pay by pay period, we are very proud to demonstrate that the payback period was lower than one year. And for the working adults, it was even lower than three months. When you compare to other countries, like for instance here in the US where we know it's extremely long. And I want even further in that measure first measuring disk API at scale and also assuring this KPI by external bodies. And we partner with Deloitte in order to assure those KPIs, because for us these were the most important KPIs to transform the lives of our students and really have an impact on our communities.
- [07:28]
A
Thank you, Laura. And maybe Ayliff and Abdou Jabor. One of the things I think oftentimes people think about constraints as a negative thing, but actually sometimes constraints can lead to better decision making. Maybe you could talk a bit about that in relation to your own institutions.
- [07:45]
D
Thank you. Thank you very much.
- [07:49]
A
It's on.
- [07:49]
D
It's on. Yeah. First of all, I would like to express my gratitude for inviting us, I mean, to this kind of a meeting because, you know, we can express our vision. Many things which we are talking about. I mean, this is something which we care. I mean, all of us as universities. And I have to say that Uzbekistan itself, I mean, it's something like a unique country with different mixed approach. And more than this, it's something like independent country which came to independence some 35 years ago. And I have to say that some consequences of being former Soviet Union republic still effect on us. So that's why, you know, we had to find a way to bring education at a certain level which will serve the society in a new, in a new area. One thing is important for us. I mean, you see, when you talk about constraints, first of all, this is a private university actually established 10 years ago. And before establishing this kind of university, there was no any private universities in Uzbekistan. So it's good to have this kind of approach when you have one university and you can just address all those kind of things which we consider the most important thing for our society. But at the same time, you know, this is very hard work to be done. And I think, I think because of this country's special conditions, I mean, different conditions than any other. And within these conditions, I have to say this is something like, you know, no investment, no technologies introduced in the country, no public health. I mean, the system which will serve the country under certain, you know, maybe more acceptable way to compare with other countries. Especially when you go through this last, you know, coronavirus situation, which is interesting story. I mean, and we found ourselves in a situation when we have to address all those things and we have to create a system ecosystem which will create people for investors, for public health, for engineers and those who can run this society in a better way. And because of it, I think my vision is constrained. It's something like those things which we face and we have to address them. And it's good to have this kind of constraints because by that you will create something like a big group of people with their success stories, serving their own country in a better way. I have to say that this is something like a great combination at this university. I mean, when we have 70% of our teachers came from outside of Uzbekistan, local Uzbeks, but at the same time, you know, they have completed US universities, Japanese universities and German and other countries universities. And another 30% of our teachers, they came from international community, from US, from India, from Japan and European countries. So this is something like, you know, when you have such a group of people which the way they do, I mean, things with transferring of technology into local soil, of course, I mean, once again, I mean addressing these constraints to go up.
- [11:41]
A
Thank you.
- [11:43]
E
All of the innovation around our constraints was we wanted to build and build a platform, build a network that can provide high quality education at affordable prices. Because we are in the business of expanding the middle classes. That was the problem we wanted to solve. So we are operating in Latin America, we have 500,000 students. And I think the biggest innovation for us was to provide flexible, affordable education that enabled the alternative students to get up, escalator, get a university degree and get a job. So that meant that we went, we thought about how do we go to market? We need to go to market to create scale. So we created brands at the affordable level and then at the really the value level and had a common back office, common scale. So you can get, you know, the cost of production down, cost of servicing down, cost of marketing down. Then we wanted to make sure that we had the ability to provide our students with direct connection to industry so they could get better job at higher rate of pay sooner upon graduation in their field of study. So that it starts with what to teach. So we have very pragmatic. We are teaching where the jobs are. We are not against liberal arts, but the placement rates are much lower in liberal arts. And our demographics, they need certainty of a job. And so we are focusing on health sciences, we are focusing on engineering and stem. We are focusing on business and courses and capabilities that provides for very good placement. So just like Laura said, we are measuring at the maniacal level, the roi, the payback period for our graduates. And so, you know, by operating this way, you know, we have developed a set of brands in the markets where we're operating that are absolute the leading brands in the market that gives us an ability to attract the best faculty. The scale gives us an ability to offer the product at very affordable prices. And half of our students, or 250,000 students, are first in family to go to college. So all of the innovation we're doing are around quality and innovation going hand in hand. And if you think about traditional university thinking in the United States at least or in developed markets, is that quality and exclusivity go hand in hand. So we've been able to flip that around and I'm not sure we're going to touch on this later. But of course AI can be a huge enabler to take that to the next level.
- [14:43]
A
We will come to that later. And actually I'm going to turn Back to you Ilif because you know, laureate, 500,000 students across Mexico and Peru really is actually one of the largest higher education systems in the world. And you know, IU 130,000 plus students honor as 120,000 students in Central Asia University on its way. I think these are extraordinary models of demonstrated scale and impact, delivered high quality at a affordable, accessible price point. I suppose my question to you all is along that journey, along any journey of growth and scale, things tend to break sometimes. And so my question back to all of you is, in your experience, what breaks and when? Maybe starting with you, Ayliffe.
- [15:31]
E
Yeah. So the Laureate journey has not been a straight line. Again, our vision was to expand the middle classes. We want to focus really on the emerging markets. We started off in Latin America, expanded into Europe, Middle East, Africa and Asia, and at the peak we were over a million students. But the stark realization, as probably many of you can sympathize with, is that higher education, it's a local business, it's a local regulated business. So getting scale around the regulatory framework is important. Brands are hugely important. This is a consumer business. So, you know, having brands that resonates with employers, resonates with parents, resonates with faculty, that they want to be part of it and of course ultimately attracts the students are very important. So we looked at our network. We were at the peak in 26 countries and there was really three or four key common factors where we were successful. We were successful in large markets because this is a scale business within a homogeneous regulatory regime. So we like big countries, having strong brand position is very important. So being the number one and number two operator is very important to get up on the ask curve, to attract the talent, to have the awareness and be top of mind among your students. And thirdly, you want to be in a regulatory environment that is welcoming. So we don't select it from basically 26 countries to a handful of countries just with those, with those filters. And then we also looked at this business is really growing. We want to be in environments where there is underserved population, where there's not enough quality supply available in the market. And so, you know, with that additional filter we basically went from, from a million students in 26 markets to half a million students in two markets. And that simplification and that focus enabled us to significantly improve our quality, our brand positioning, our outcomes, our innovation pipeline, as well as of course the strength of our sustainability, both from a longevity perspective and a financial perspective.
- [18:14]
A
Fantastic. Yeah. The path to progress is rarely linear and I think maybe Sven Laura, anything to add from your perspectives?
- [18:22]
C
Yes, actually first of all, like Elif, you remind me one of the rules that one of the founder in South Africa where we have our largest institution, Mancosa, with almost 45,000 students, always said like we need to have triple A institution. So think about aaa, affordable, accessible, accredited. And when you scale, actually the challenge is the quality. For us, what we have seen is the quality and the quality in different manners. Number one, the pressure of the regulator. Because in some of our countries you need to have a minimum of 60% of the teachers that needs to have a PhD and the scarcity of the faculty is absolutely a challenge in our market. So when facing this, how to manage to continue to scale, to grow extremely rapidly to deliver the same level of quality. Because we need to have to be relevant to the job market, we need to have good academic standards. So this is where innovation comes into play and we had to be very creative in finding solutions in order to bridge the gap either because we couldn't find for instance in our health schools enough teachers for our students. So if I take the example of Tunisia, we had a shortage of teachers for our Baha medical schools. So we had to leverage on systems like Lecturio, for instance. It's a net tech that delivers content but also adaptive learning. So we were able allowed by the regulator. We were allowed up to 20% online delivery within the contact education. So we were allowed to blend that system in the curricula. We empowered the teachers because they were having access to the learning analytics of the students. We were able to increase the learning outcomes by 15% on the cohort that were using the systems. So I think like under the constraints, when the objective is really to absolutely guarantee the level of quality, then you find solutions. So we had no choice but to leverage innovation, to implement it at scale, to test it, and by doing that, to constantly have the upskilling of our faculty. So we've been working with our faculty across the network on different topics, whether it's assessment, grading, content generation. And Melindi here in the room will tell you a lot about it. She has been created for our network a tool where we were able to develop content for all our institutions and leverage on it. So it helps you to reduce cost, to maintain quality across institutions and to empower faculties because then they will have more time. If you're thinking about grading systems, for instance, they will have more time to have quality time with the students. So these are a few examples where like we had to face constraints, but be creative in finding innovative solutions that will not only improve the quality, but also improve the sustainability of the delivery of education.
- [22:04]
A
And invest along the way in one of your constraints that could have broken the model, which is actually a human capital constraint.
- [22:10]
C
Absolutely.
- [22:12]
A
So let's turn a bit to the future model where we will finally talk about AI Abdul Jabbar. I'd love to start with you. I think what's fascinating to me about Central Asia University is you're not just building a university, you're building a broader talent and industry ecosystem. And in fact, it seems to me that where you start is reverse engineering from the labor market demand and that then informs the design of the university itself. Could you talk a bit about what that looks like in practice? Starting from that workforce need,
- [22:47]
D
you know, the university itself established by the group of companies in. In production in Uzbekistan. One of them maybe because of we can compare it with other countries and one of the biggest country, biggest country group of companies in Uzbekistan. I'm not in a position to say this is the most biggest company in Central Asia, but I have to say that this is good to have this kind of a support of a group of companies to start university for their own sake. I mean, it's a great privilege when you have your graduates. When we talk about the big number of students in universities, it's good to have this kind of approach on a level of Uzbekistan. When we talk about Central Asian University, I have to say that the number of 2,750 students in Uzbekistan in this university, they have a privilege to be in employed before completing the university. Which is unique situation. And sometimes very difficult to do it in a large scale. Anyway. It's impossible to do it. But for the time being in our situation, when 10 years ago the country itself reopened for investors, we found very interesting situation with those companies who came to Uzbekistan. Of course they will come to produce something, to provide services, but they will transfer, first of all, they will complete the transfer of technology. And they need more people, I mean, qualified people who could be, you know, effective in terms of being hired and without once again retraining process which is usually practiced for many companies in Uzbekistan, in many enterprises, who could be, you know, not so satisfied with the level of those graduates who will come and join them for job. But I have to say that these companies is bringing today AI approach for Uzbekistan. And because of it, we need to, you know, to put this kind of a, you know, purpose for our students to be ready to use AI in our case, I mean, and we are producing it. It's interesting situation in a country when the industry is not so developed. So because of this situation as a constraint, you know, we came to conclusion. We are not creating only graduates. We are creating industry ourselves. We create something like ecosystem, new ecosystem for medical direction. I mean, for the public health in Uzbekistan. We create hospital and we create those who can work in this hospital providing services for people. And of course, certain level of international community which came to Uzbekistan with a requirement to be knowledgeable, skill, good skill and of course, I mean, use of AI. It seems to me that for the last maybe two, one year, I mean, we found out that the future employ employer will not be satisfied with such a graduate who is not actually acquainted with use of AI. Not only acquainted, but also actively using AI for the sake of their company, production, whatever. So that's why to start with using this kind of innovations, AI and many, many things. I mean, in university, from the first year of its activities, I mean, it's the most important thing which we have to do it. And we will do it because without it, we won't be able to secure success story of our students. Of course, I mean, 2,750 students is not a big number. But you see, sometimes, I mean, to create very active, very successful people, it's better than create thousands of those who is not so active. But not because of your Stephen. I mean, I'm not talking about the number. We are not in a position and we were not able to do it in our case, but we will do it. We'll do it because we are talking about 40 million people ready to get the knowledge and ready to work successfully.
- [27:31]
A
I'm glad, I'm glad we touched on AI. I think you can't really talk about AI in higher education without talking about IU groups then. So you know how within the context of your organization, how do you think about how AI is changing, how the students need to learn and what they need to learn? And because you are running an accredited institution where faculty are a key component of that, how at IU do you think about how AI may in time change or evolve the role of that faculty?
- [28:09]
B
Starting with the letter.
- [28:10]
A
Easy questions for you.
- [28:11]
B
Easy question, Very easy. Starting with that. Obviously the most important thing, what we just heard is that also faculty needs to be most proficient in AI use across the entire faculty, which we invested very early, I don't know, three, four years ago already in faculty training in this specific thing because all of us need to find our way. But if faculty wants to teach or is teaching it at a very high level, this needs to be done very well. And thanks to our faculty, they are very growth minded in the sense in embracing it. So this, I think if in case you're not doing it, this is number one. Number two, yes, people need to have AI fluency and not just as one additional competence, but deeply embedded in every curriculum. What we just do is we completely overhaul our entire curriculum and in the end it's embedded in every single course. We have around 5,000 courses and this is what we now do. And then the third point in particular for us also, like I live to a certain extent honor, is we have predominantly working adults as learners, which is a specific challenge for them, providing them with opportunity. Also, 70% of our learners come from non academic backgrounds and providing them with the best solution, how to learn better. We developed for over three years a very comprehensive system that in the end now is it's an AI learning companion which has evolved into an entire AI learning LMS ecosystem. However, you name it, and with this, at least most recently, it's our most fundamental outcome. We reduced our dropout rates by around a third and also increased study speed by around a third third. And both are for this target group, immense outcomes. And if this is possible, this is just very, very positive in the end for all institutions.
- [30:14]
A
Absolutely. And eilif, I know that Laureate is also thinking very deeply about these things and undergoing very bold steps in relation to digital innovation. Anything you'd like to add to what Sven shared.
- [30:26]
E
So we, while Sven started really in the classroom, which makes a lot of sense, we started in the commercial activities. And so we developed AI tools in our digital marketing effort. And that significantly reduced the cost of lead generation and significantly improved the conversions. So then that gave us confidence to say, okay, listen, we have been able to really embrace AI without touching the students. Let's now move it into the classroom. Exactly for the objective that Sven said. We want to improve the learning experience. We want to try to really personalize the learning. And think about it. Education doesn't happen by watching a YouTube movie. Education comes with friction. Learning comes with friction. The challenge is that when you have one set of curricula that is going to cover everyone, the curriculum is not going to be challenging enough for some, or the learning pace is not going to be challenging enough for one, but too challenging for another. And that could be based on intellect, it could be based on background, it could be based on some of our students. Actually, a large portion of our students have to work part time to pay for the studies. So it's just the availability. And so our effort now is to transform basically the mindset from the boardroom to the classroom to become an AI first education platform. And that means that with all of the gritty work of data architecture and mapping of systems, to partnering with a hyperscaler that can host our AI environment, to establishing an observatory that partners with the most innovative ad tech companies that provides AI tools that we can quickly plug in to our system, test it, if it works, run it across 500 students over 55 campuses, plus 100,000 students online. So that ability to respond quickly. So we view ourselves as an orchestrator of the AI environment. Little different approach than Swen, who has taken an approach being an early adopter and really building some really innovative proprietary tools that have had significant results in the classroom, we are taking the approach of benefiting from some of the work that Sven has done and some of the work that many of people in the audience and at this conference are doing, and then creating a platform at scale with 500,000 students, inviting the best in breed AI developers to come in and launch their products in pilots with us. And if it works and it has the intended outcome, we want to spread that across our network. So that's been our approach.
- [33:29]
A
Yeah, wonderful. Well, we'll come to our fourth theme, which is innovation. As you've heard on the panel today, innovation is not one thing in higher education. We see very different approaches just represented by the four panelists. Everything from digital and AI enabled models, operational excellence at scale, localizing and implementing proven global models as you were talking about, and expanding access at a very affordable price point. I think with onerous. Let me ask each of you, we've talked a lot about innovation, but the thing that I'm struck by when I interact with all of you individually but also on this panel is what's inspiring as well as the things that you've achieved is also the scale of your ambition for where you're heading. So maybe you can each talk a little bit about what does innovation mean within the context of your institution and your context geographically and where have you really focused your efforts in a world where you have to prioritize to make things happen and to lead the changes you're trying to bring about, how have you managed to make those things real? And I say that because, you know, with all due respect, we hear a lot of leaders of higher education brands, I think, talk very loftily about what their vision mission is. But I don't see many institutions achieving the kind of big bold steps that I see each of you achieving. So, Laura, why don't we start with you?
- [34:56]
E
Yeah.
- [34:57]
C
So it reminds me, you know, like Yuval Harari said, like the only constant in education is changed. And actually in order to be sustainable and institutions, and at least this is what we've seen at Honoris, in order to be sustainable, competitive, the only way to thrive is to innovate. And when you think about innovation, innovation for me is always like when you have to solve a problem. And innovation is like innovation for the sake of innovation or testing AI without purpose or any kind of innovation is not relevant. So what we have seen with Honorist, what we have done, because education is a people business, what we have done, we have developed a culture of innovation across the student journey. You were saying it Elif with regards to AI transformation, whether student acquisition, faculty like academic delivery, whether it's the front office or the back office, employability systems, employability services, whether it is finance, HR actually like when there is a friction and when there is a problem to solve. And this is where innovation comes into play. So to bring a solution. And the solution for us this was our approach was always human centered. What is the value for our students? What is the value for our staff? What is the value for our shareholders? Generally speaking, we have been innovating in many ways and can probably say that 122,000 students were embarked in innovative systems across the network. We've been partnering with dozens of edtechs across the world, not only edtech but also partners. Like you're speaking about student acquisition, we've been partnering with pencil AI for instance, which is one of the leading tools for advertising campaigns. With AI, we've been leading with partners, we've been partnering with partners for resume building, for instance. And when you think about employability, like when you have 25,000 graduates, you cannot have 25,000 advisors following them. So at one point, whether it's for interview prep or CV resume building, you need to have tools that are going to bring value, empower the students, empower the staff and really solve the problems that you have, your day to day problems. So for doing that, that culture is really, we've had adopted the culture. Like we have built squads across the network, across different problems that we had different topics, whether it's part of the student acquisition workflow, whether it's part of the academic workflow, whether it's part of the finance team. So these squads were like champions, like group of five, six people with a leader that will work on a specific topic, piloting, testing at a large scale, failing or scaling. And this is how we have been approaching innovation across the student journey.
- [38:34]
A
Great, let's come to you, Sven, very
- [38:37]
B
briefly, just I agree with everything you said, Laura, and on top of it, also, democratizing innovation to a certain extent is necessary to do this in the end, to do what we all try to do, maximize student success. And there to manage this, you also need to have a good framework so that it doesn't end up in chaos, but you find good ways where you can do this. As just one example, to make it a bit more specific, when we now update all our curriculum, this is also a big innovation exercise for faculty to rethink their curriculum, which is great and you need to have this kind of culture and ambition, but also have a good frame that it doesn't kill your operation excellence.
- [39:24]
D
You see, my understanding, our university is aimed to transfer technologies, best practices from us, from other countries, I mean, which will give you results. First of all, and in my understanding, I mean, without innovation there is no way to survive. I mean in this particular, not only because of staying in Uzbekistan or something in Central Asia or any other country, you will find this situation when you have to compete with other universities and you have to create more people for the country, for the countries, for the regions, and without innovation, there is no way to survive. You have to work hard, you have to transfer technologies, best practices and more than this, you have to use such a way when you put together teaching and practices, internship, whatever, with the more involvement of the students because you know, students is likely to be much more aimed to find this innovative approach. Approach innovations. And that's why I agree with all of your visions. I mean it's. And at the same time, you know, in my understanding this is a way how to survive in this particular universities activities in such a very interesting purpose when we put together, I mean success and we put together good knowledge and good skills and without innovation, I mean there is no way to stay alive.
- [41:00]
A
And alif, let's end with you.
- [41:02]
E
So in the 15 seconds that I left, you know, innovation is clearly, you know, a core capability. But we are not doing innovation for the sake of innovation. We are doing innovation for the sake of our outcomes. And a very insightful person, one of us once asked me, if you only have three KPIs, what would they be? And the number one KPI is student outcomes. So we will do innovations to make sure that our graduates are getting better jobs sooner upon graduation in their field of study than what they can get from alternative universities. And we want to do that at the lowest possible cost to maximize the roi. The second is we want to enable that through a very committed and engaged workforce because any innovation needs to be delivered by our 18,000 faculty and our 12,000 staff across our network. So having them hugely engaged and Sven made this point earlier that you know, if you're going to be good at AI, it's good to start with faculty. So having them totally engaged is going to be the second KPI that is going to validate our ability to deliver on our innovations. And the third KPI, it all comes together in the brand strength. Are you the preferred provider of job ready graduates? Does the employers recognize that? Does the parents recognize that? Does the faculty who's going to come to work for you recognize that and does the prospects recognize that? And if you calibrate your innovation funnel around those three dimensions, you're going to be hugely successful. If you just get fascinated by all of the presentations that you have attended today, everything is cool, but you have to prioritize.
- [42:51]
A
Well, on that note, the one question I was planning to ask, which I can't tell, we've reset to two minutes, I don't know if that means that we're done. Okay, well in that case, the one thing I was going to ask, which we didn't have time to, was I was going to ask our panelists what does the university of 10 to 15 years from now look like? And I think, in fact, I think we're seeing an early blueprint in each of your institutions of what that will look like. So thank you all so much for attending the panel, and thank you for our audience, for coming and hearing from our esteemed colleagues.
- [43:22]
E
Thank you, Lucy.
- [43:23]
D
Thank you very much.