Times Higher Education

The 91�Թ� is among an elite group of universities whose teaching and research are highly regarded by the world’s leading scholars, according to new rankings by Times Higher Education.

The magazine’s World Reputation Rankings 2023, announced Tuesday, ranked 91�Թ� first in Canada and 21st globally – unchanged from the previous year – based on a survey that asks experienced, published academics for their opinions on teaching and research excellence.

Among public universities, 91�Թ� ranked fourth in North America and 12th overall.

“This latest affirmation of the 91�Թ�’s global reputation is based on the independent assessments of scholars around the world who are leaders in their respective fields,” said 91�Թ� President Meric Gertler.

“Our international stature reflects our excellence in teaching and research, and is a key factor in attracting outstanding students and faculty to our three campuses.”

The World Reputation Rankings are based on the world’s largest invitation-only survey of scholars, comprising more than 38,000 responses from 166 countries.

Respondents were asked to select up to 15 universities that they consider to be the best in research, as well as universities they deem as being the best for teaching. The final ranking scores were based on the number of times that respondents cited institutions as being among the best in their respective field.

The World Reputation Rankings are among several highly regarded Times Higher Education rankings that have consistently placed 91�Թ� among the world’s top institutions of higher learning. Others include: the World University Rankings by Subject, in which 91�Թ� was among just six universities to rank in the top 30 globally across all 11 subjects in the ranking; the Global Employability University Rankings, which ranked 91�Թ� 12th in the world; and the main World University Rankings, which ranked 91�Թ� 21st globally in the most recent edition.

Other Canadian universities that ranked in the top 50 of THE’s World Reputation Rankings 2023 were the University of British Columbia (36th) and McGill University (47th).

Overall, 91�Թ� is ranked first in Canada and among the top 25 universities globally in the five most closely watched international rankings: QS World University Rankings, U.S. News & World Report’s Best Global Universities, Times Higher Education’s World University Rankings, ShanghaiRanking Consultancy’s Academic Ranking of World Universities and National Taiwan University World University Rankings.

91�Թ� ranked 12th in the world for graduate employability: Times Higher Education

Christopher.Sorensen — Thu, 14 Dec 2023 16:15:56 +0000

91�Թ� ranked 12th in the world for graduate employability: Times Higher Education

Christopher.Sorensen Thu, 12/14/2023 - 11:15

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(photo by Nicole In)

Topic

International Rankings

Meric Gertler

Rankings

Times Higher Education

91�Թ� graduates are among the world’s most desirable in the eyes of employers, according to a new ranking by Times Higher Education.

91�Թ� was ranked 12th in the world and the number-one public university in North America in the magazine’s graduate Global Employability University Ranking 2023-2024, which surveys top employers to determine which universities produce graduates with the skills necessary to succeed in the workforce.

The ranking evaluated 250 universities from 44 countries.

“The global demand for 91�Թ� graduates reflects the quality of the students we attract and the education we provide,” said 91�Թ� President Meric Gertler.

“Our faculty and staff equip students with the knowledge, experience and outlook needed to excel in their careers, drive innovation in their respective fields and make a positive impact in the world.”

Designed by HR consultancy Emerging, the ranking is based on a survey of recruiters and managers from leading companies, most of which have a workforce exceeding 500 employees. This year’s results were based on 100,700 votes cast by 11,560 participants, each of whom can select up to 10 universities.

91�Թ� has consistently ranked among the top 15 globally in the Times Higher Education employability ranking over the past decade, and it held the 11th spot last year.

This year’s edition of the ranking was led by the California Institute of Technology, the Massachusetts Institute of Technology and Stanford University.

Four Canadian universities joined 91�Թ� in the top 100: McGill University (31st), University of British Columbia (36th), Université de Montréal (72nd) and McMaster University (85th).

91�Թ� among six universities globally to rank in top 30 across all subjects: Times Higher Education

lanthierj — Mon, 30 Oct 2023 17:47:10 +0000

91�Թ� among six universities globally to rank in top 30 across all subjects: Times Higher Education

lanthierj Mon, 10/30/2023 - 13:47

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(photo by David Lee)

Adina Bresge

Topic

Our Community

President Meric Gertler

Rankings

Research & Innovation

Teaching

Times Higher Education

The 91�Թ� is ranked first in Canada – and is among a handful of schools to rank in the top 30 globally – across all 11 subjects tracked by Times Higher Education in the 2024 edition of its international subject rankings.

91�Թ� scored in the top 10 worldwide in three subjects in the closely watched ranking, which was released Oct. 26. They are education, psychology and clinical and health, which encompasses medicine, dentistry and other health fields.

The university was also among just six post-secondary institutions to rank in the top 30 globally across all 11 subjects in the World University Rankings 2024 by Subject. The other schools include University of California, Berkeley, University of Cambridge, Harvard University, Stanford University, and University of California, Los Angeles.

“The 91�Թ�’s success across such a wide range of fields is a testament to the shared commitment to excellence that unites our faculty, librarians, staff and students across the three campuses,” said 91�Թ� President Meric Gertler.

“It’s immensely gratifying to see such an impressive spectrum of research, teaching and scholarship consistently recognized on a global stage.”

To compare universities, Times Higher Education considers an array of performance indicators across five pillars – teaching, research environment, research quality, international outlook and industry – and assigns different weightings depending on the subject. For its 2024 edition, the U.K.-based publication updated its methodology, expanding its research-related metrics, while adding a new indicator for patents.

91�Թ� climbed through the global ranks in six subjects, including a nine-spot leap to place 10th in psychology and rising four positions to 9th in education. It also made gains in the arts and humanities (to 13th from 15th), social sciences (to 24th from 26th), business and economics (to 24th from 25th) and engineering (to 25th from 26th).

The university maintained high scores in the remaining five subjects: clinical and health (9th), law (21st), computer science (25th), physical sciences (25th) and life sciences (27th).

Last month, 91�Թ� was ranked the top university in Canada, 21st globally and third among North American public universities in the Times Higher Education World University Rankings.

Overall, 91�Թ� continues to be the highest-ranked Canadian university and one of the world’s top-ranked public universities in the five most closely watched international rankings: U.S. News & World Report’s Best Global Universities, Times Higher Education’s World University Rankings, QS World University Rankings, ShanghaiRanking Consultancy’s Academic Ranking of World Universities and National Taiwan University World University Rankings.

91�Թ� ranked first in Canada, 21st globally in Times Higher Education World University Rankings

Christopher.Sorensen — Thu, 28 Sep 2023 19:27:56 +0000

91�Թ� ranked first in Canada, 21st globally in Times Higher Education World University Rankings

Christopher.Sorensen Thu, 09/28/2023 - 15:27

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(photo by Matthew Dochstader/Paradox Images)

Topic

Research & Innovation

Times Higher Education

The 91�Թ� has been ranked the top university in Canada, 21^st globally and third among North American public universities in the latest Times Higher Education World University Rankings.

The closely watched international ranking, released Wednesday, evaluated more than 1,900 research-intensive universities across the globe based on their performance in teaching, research, knowledge transfer and international outlook.

91�Թ� – which placed 10^th among public universities worldwide – was 15^th overall in the research environment category, which reflects a university’s reputation for research excellence among its peers.

“The 91�Թ� is recognized consistently on the global stage for its comprehensive excellence in teaching, research and impact,” 91�Թ� President Meric Gertler said.

“This latest ranking is a tremendous credit to our dynamic community of researchers, learners, teachers and innovators.”

The Times Higher Education ranking assesses five areas – teaching, research environment, research quality, research excellence and industry – and draws from data sources including surveys of scholars, bibliometric analyses of academic databases and information about a university’s population, income and partnerships with industry.

For the 20^th edition of the ranking, Times Higher Education changed its methodology by expanding the number of performance indicators within the research category to include new metrics for research strength, research excellence and research influence, as well as adding an indicator for patents to the industry category.

There was some rearrangement among the top tier of universities compared to the 2023 ranking. 91�Թ� swapped spots with University of California, Los Angeles, which took 18^th place, followed by National University of Singapore and Cornell University.

The top five universities in the ranking were: University of Oxford, Stanford University, Massachusetts Institute of Technology, Harvard University and University of Cambridge.

Other Canadian schools in the top 200 included: University of British Columbia (41^st), McGill University (49^th), McMaster University (103^rd), University of Alberta (109^th), Université de Montréal (111^th) University of Waterloo (158^th) and University of Ottawa (177^th).

The ranking was revealed at Times Higher Education’s World Academic Summit, which is being held in Sydney, Australia, this week. President Gertler spoke in a session on improving Indigenous access to higher education following 91�Թ�’s recently announced initiative to cover tuition for students from nine neighbouring First Nations.

Overall, 91�Թ� continues to be one of the world’s top-ranked public universities in the five most closely watched international rankings: U.S. News & World Report’s Best Global Universities, Times Higher Education’s World University Rankings, QS World University Rankings, ShanghaiRanking Consultancy’s Academic Ranking of World Universities, and National Taiwan University World University Rankings.

91�Թ� grads among world’s most employable: 11th in Times Higher Education ranking

Christopher.Sorensen — Mon, 28 Nov 2022 17:21:40 +0000

91�Թ� grads among world’s most employable: 11th in Times Higher Education ranking

Christopher.Sorensen Mon, 11/28/2022 - 12:21

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Topic

Times Higher Education

The 91�Թ� has moved up one spot to 11^th globally in Times Higher Education’s latest employability ranking, meaning its graduates are among the world’s most sought after in the minds of employers.

The recently released Global University Employability Ranking 2022 also ranked 91�Թ� first in Canada – and first among public universities in North America – when it comes to recruiters’ opinions about which universities are best at preparing students for the workplace.

Among public universities globally, 91�Թ� ranked fifth for the employability of its alumni.

“This ranking reaffirms that the 91�Թ� is equipping students with the tools they need to thrive in their careers,” said 91�Թ� President Meric Gertler. “Graduates leave 91�Թ� with the knowledge, experience, innovative drive and global mindset necessary to become leaders in a wide range of fields – and employers have clearly taken note.”

The employability ranking is based on a survey, conducted by HR consultancy Emerging, of recruiters and managers at top employers, the majority of which have more than 500 staff. Each respondent is asked to pick several universities from a list of 1,000 institutions based on employability performance. The votes are tallied to determine which schools rank in the top 250.

The top three schools in the 2022 edition of the ranking were Massachusetts Institute of Technology, California Institute of Technology and Harvard University.

Canadian universities were well represented in this year’s ranking, which included institutions from 44 countries.

In addition to 91�Թ�, four other Canadian universities ranked among the top 100: McGill University (29), University of British Columbia (36), Université de Montréal (63) and McMaster University (81).

91�Թ�’s strong performance in the employability ranking comes on the heels of a similarly impressive performance in the broader 2022 Times Higher Education World University Rankings, where it was ranked 18^th in the world and second among North American public institutions.

91�Թ� ranked 18th in the world – and second among North American public universities – by Times Higher Education

Christopher.Sorensen — Wed, 12 Oct 2022 12:17:03 +0000

91�Թ� ranked 18th in the world – and second among North American public universities – by Times Higher Education

Christopher.Sorensen Wed, 10/12/2022 - 08:17

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(Photo by Diana Tyszko)

Topic

Research & Innovation

Times Higher Education

The 91�Թ� has been ranked among the top 20 universities in the world – and among the top two public institutions in North America – in the prestigious Times Higher Education World University Rankings.

Buoyed by its strong research performance, 91�Թ� ranked first in Canada and 18^th in the world in the closely watched international rankings, which measure the research output, teaching and the international outlook of some 1,800 research-intensive institutions globally (up from 1,600 last year). It’s the fourth year in a row that 91�Թ� has held the 18^th spot.

91�Թ�’s performance was even more impressive when compared to other public schools. It ranked eighth globally and second in North America – behind only the University of California, Berkeley.

“This latest ranking confirms again the 91�Թ�’s world leadership across key aspects of our mission – from research impact and teaching excellence to fostering a global outlook,” said 91�Թ� President Meric Gertler. “Our consistent performance in these and other global rankings reflects the outstanding talent, creativity and drive of 91�Թ� scholars across a vast array of disciplines.

“Students, faculty, staff and librarians across our three campuses can be very proud of this performance, which places us among the top post-secondary institutions in the world.”

The Times Higher Education World University Rankings 2023 measure universities’ performance based on 13 indicators, grouped into five pillars. Research, citations and teaching are each weighted at 30 per cent. The remaining 10 per cent measures a university’s international outlook, using metrics such as the ratio of international to domestic students, and research income from industry.

91�Թ�’s highest ranking came in the research category, where it placed 12^th in the world.

The rankings were released during the Times Higher Education World Academic Summit, which is being held in New York this week. The summit brings together higher education leaders, researchers and prominent political and business figures from around the world. They include President Gertler, who is scheduled to participate in a panel Wednesday on addressing inequities in post-secondary education, and Cheryl Regehr, 91�Թ�’s vice-president and provost, who took part in a panel discussion on personal development a day earlier. Wisdom Tettey, 91�Թ� vice-president and principal of 91�Թ� Scarborough, took part in a discussion focused on education technology at a related event.

In addition to holding its top position among Canadian universities, 91�Թ� consolidated its overall 18^th spot globally in this year’s ranking after sharing it with University College London in the 2022 edition of the rankings.

Other Canadian universities in the top 100 included: the University of British Columbia (40^th), McGill University (46^th) and McMaster University (85^th).

The top three universities in this year’s ranking were University of Oxford, Harvard University and University of Cambridge.

Overall, 91�Թ� continues to be one of the world’s top-ranked public universities in the five most closely watched international rankings: U.S. News & World Report’s Best Global Universities, Times Higher Education’s World University Rankings, QS World University Rankings, ShanghaiRanking Consultancy’s Academic Ranking of World Universities, and National Taiwan University World University Rankings.

President Meric Gertler on the future of global research collaboration: Times Higher Education

mattimar — Tue, 11 Oct 2022 19:39:57 +0000

President Meric Gertler on the future of global research collaboration: Times Higher Education

mattimar Tue, 10/11/2022 - 15:39

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(Photo by Lisa Sakulensky)

Topic

Global Lens

Global

Meric Gertler

Research & Innovation

Times Higher Education

Global research collaboration has been on the rise for decades, delivering positive outcomes for researchers and societies alike – but an unstable geopolitical landscape is now putting such partnerships at risk, says 91�Թ� President Meric Gertler.

In an op-ed published by Times Higher Education, President Gertler says events such as the war in Ukraine and rising tensions between U.S. and China threaten to undermine international collaborations by fracturing the research world into groups of “like-minded” partners. “These developments will have profound effects on the pace and direction of scientific advances, and the geography of international cooperation,” he writes, noting that the power of global research collaboration was “strikingly demonstrated” by the rapid response to COVID-19.

However, President Gertler – who is in New York this week to attend the annual Times Higher Education World Academic Summit alongside other 91�Թ� community members including Cheryl Regehr, 91�Թ�’s vice-president and provost, and Wisdom Tettey, 91�Թ� vice-president and principal of 91�Թ� Scarborough – also writes that some countries, including many in Africa, remain unaligned, offering potentially exciting opportunities.

“As the geopolitical environment becomes more challenging, it is likely that universities will be increasingly lonely champions for global research collaboration,” he says.

Read the op-ed inTimes Higher Education

President Meric Gertler outlines 91�Թ�'s global strategy: Times Higher Education

rahul.kalvapalle — Sat, 22 Jan 2022 18:30:44 +0000

President Meric Gertler outlines 91�Թ�'s global strategy: Times Higher Education

rahul.kalvapalle Sat, 01/22/2022 - 13:30

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(Photo by Lisa Sakulensky)

Topic

Global Lens

Global

Meric Gertler

Times Higher Education

In a recent interview with Times Higher Education, 91�Թ� President Meric Gertler outlined the steps the university is taking to strengthen its international presence – from student recruitment and entrepreneurship to academic and industrial partnerships.

He told the magazine that 91�Թ� did not have a specific international strategy when he became president in 2013, but had instead grown its global footprint organically. So, a vice-president, international position was created and the university began pursuing an international strategy built around seven metrics: international student recruitment, outbound student mobility, academic partnerships, industrial partnerships, entrepreneurship, fundraising and reputation.

On the student recruitment front, President Gertler offered Mexico as an example of a country where 91�Թ� sees a growing opportunity.

“There are a lot of middle-class families that send their kids to English-language high schools, with the goal of undertaking university studies in an English-speaking country,” President Gertler told Times Higher Education. “Traditionally that’s been the U.S. and, to some extent, the U.K. But given that we’re on the same continent, we thought it’s crazy not to be recruiting more Mexican students to a place like Toronto.”

President Gertler added that international students bring diverse perspectives to campus, which benefits the entire 91�Թ� community.

The president also noted that 91�Թ�'s longstanding partnership with Addis Ababa University is an example of how 91�Թ� leverages its global presence to help international students drive advancements in their home countries. It’s an approach that’s set to expand in the coming years, adding “a really exciting new element…leading us in a different direction.”

91�Թ� among seven universities globally to rank in the top 30 of 11 subjects by Times Higher Education

Christopher.Sorensen — Fri, 05 Nov 2021 18:01:26 +0000

91�Թ� among seven universities globally to rank in the top 30 of 11 subjects by Times Higher Education

Christopher.Sorensen Fri, 11/05/2021 - 14:01

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(Photo by Nick Iwanyshyn)

Topic

Times Higher Education

The 91�Թ� is one of only seven universities in the world to rank in the top 30 in all 11 subjects considered by the latest Times Higher Education subject rankings.

91�Թ� also ranked first in Canada in 10 of the 11 subjects tracked by the World University Rankings by Subject for the second year in a row.

In the field “clinical and health,” which includes medicine, dentistry and other health subjects such as nursing, pharmacy and public, environmental and occupational health, 91�Թ� moved up one spot to fifth globally and remained first in North America among public universities.

“The 91�Թ�’s strong showing across such a wide range of disciplines is a testament to the exceptional talent and accomplishments of our faculty, librarians, staff and students across our three campuses,” said 91�Թ� President Meric Gertler. “It’s gratifying to see their excellence in research and teaching reflected in these global rankings, year after year.”

Times Higher Education uses 13 criteria grouped into five pillars to compare universities, with different weightings for each subject. Overall, teaching, research and citations are the most important pillars, each representing 30 per cent of a university’s score. The rest of a university’s rank is determined by metrics such as “international outlook” and industry income related to innovation.

91�Թ� improved its global rank in five subjects in the 2022 edition of the Times Higher Education subject rankings: clinical health (to 5^thfrom 6^th), psychology (to 19^th from 21^st), engineering (to 26^th from 28^th), social sciences (to 26^th from 27^th), and physical sciences (to 27^th from 33^rd). The university held its position in two subjects and declined in four.

In addition to its fifth-place spot in clinical and health, 91�Թ� ranked in the top 20 in the world in four other subjects: arts and humanities (15^th), law (16^th), education: (17^th) and psychology (19^th).

The six other universities that ranked in the top 30 of all 11 subjects alongside 91�Թ� this year were the University of California, Berkeley, University of Cambridge, Harvard University, University of Michigan, Stanford University and University of California, Los Angeles.

The results follow the release, earlier this year, of the Times Higher Education World University Rankings, in which 91�Թ� placed first in Canada and tied for 18^th globally, and the QS World University Rankings by Subject, in which 91�Թ� placed in the top 50 globally in 46 subjects – a result unmatched by any other university.

91�Թ� was also recently ranked 16^th globally in the 2022 edition of the U.S. News & World Report Best Global Universities Rankings.

Overall, 91�Թ� continues to be the highest-ranked Canadian university and one of the world’s top-ranked public universities in the five most closely watched international rankings: U.S. News & World Report’s Best Global Universities, Times Higher Education’s World University Rankings, QS World University Rankings, ShanghaiRanking Consultancy’s Academic Ranking of World Universities, and National Taiwan University World University Rankings.

Experts explore ‘power of place’ at Higher Education World Academic Summit co-hosted by 91�Թ�

rahul.kalvapalle — Fri, 10 Sep 2021 18:03:03 +0000

Experts explore ‘power of place’ at Higher Education World Academic Summit co-hosted by 91�Թ�

rahul.kalvapalle Fri, 09/10/2021 - 14:03

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Clockwise from top left: 91�Թ�'s Meric Gertler, Susan McCahan, Susan Hill, Joseph Wong, Karen Chapple, Richard Florida, Simon Pratt, Dan Breznitz, David Estok and Geoffrey Hinton.

Topic

Artificial Intelligence

Centre for Indigenous Studies

Faculty of Arts & Science

Munk School of Global Affairs & Public Policy

Rotman School of Management

Times Higher Education

How are universities shaped by their surrounding regions, and how do they contribute to the economies and societies of their host cities? How has the COVID-19 pandemic transformed our use of physical and digital spaces? How do global networks complement local success?

These were some of the questions explored at the 2021 World Academic Summit hosted by Times Higher Education in partnership with the 91�Թ�. Held Sept. 1-3, the virtual summit saw university presidents, researchers, lawmakers and industry leaders from across the world participate in an array of keynotes and panel discussions under the summit’s overarching theme: “How powerful is place?”

The conference – which drew roughly 700 participants, including nearly 100 university presidents, vice-chancellors and rectors – also explored several sub-themes, including the role of post-secondary institutions in advancing reconciliation with Indigenous communities and why the humanities and social sciences are needed to guide the development of new technologies.

President Meric Gertler said 91�Թ� was honoured to host the 2021 World Academic Summit, noting that the university and its partners at Times Higher Education had planned and prepared for the event for more than two years.

“There is no other event on the annual calendar that gathers together a broader or more impressive array of academic and industry leaders from around the world to discuss shared concerns and themes that span our sector,” President Gertler said.

“After more than two years in the making, our theme for the summit has only grown in importance and timeliness – ‘How powerful is place?’ The COVID-19 pandemic has challenged many of our long-held beliefs about the nature of place and the importance of physical proximity. It has also highlighted some difficult questions for higher education.”

The conference also featured release of the prestigious Times Higher Education World University Rankings 2022, which saw 91�Թ� ranked first in Canada and 18th in the world for the third straight year. Among North American public universities, 91�Թ� was the second highest-ranked school.

In remarks to kick off the summit, Toronto Mayor John Tory said the city and its institutions of higher education have long enjoyed a “strong and collaborative” relationship.

“A strong university – or better yet, a strong university system – helps build a strong urban region and vice-versa, and a strong country for that matter as well,” Tory said. “These excellent institutions, plus an inclusive and enviable quality of life, see our city ranked among the most liveable in the world.

“Make no mistake, the universities and the education system – its accessibility, its excellence – contribute to that.”

Tory added that the pandemic had produced powerful innovation and dialogue, and that he’s “delighted that Toronto and the 91�Թ� are hosting the World Academic Summit to explore some very important questions and topics.”

Addressing inequality and geographic division

President Meric Gertler said improving access to education is key to tackling challenges such as poverty, exclusion and disenfranchisement, which have been magnified by COVID-19.

The summit’s first panel discussion saw President Gertler join counterparts from Johns Hopkins University, the University of Oxford and the University of Cape Town to discuss how world-leading universities can address inequalities and ensure they don’t contribute to the perpetuation of social divisions.

President Gertler said that improving access to education is crucial to tackle challenges such as poverty, exclusion and disenfranchisement, which he noted have only been magnified by the pandemic.

“Higher education is a vitally important driver of social mobility and prosperity. It’s one of the primary mechanisms by which those who come from economically and socially disadvantaged backgrounds become full participants in our society,” he said, calling education “the great leveller.”

A professor of urban geography whose research explores city-regions as sites of global innovation, President Gertler challenged the notion that universities’ global aspirations are in constant tension with their local responsibilities.

“I would argue that our international impact depends directly on the liveability and quality of life in our host cities, and also that our international impact can be advanced in really important ways by serving our local communities,” he said.

“The more that universities do to improve social inclusion and quality of life – broadly defined for their local community – the more they’re actually doing to enhance their own success in attracting and retaining the talent that drives that global impact, standing and acclaim.”

That includes working to boost access to education, which is crucial to tackling the rise of anti-science and anti-truth sentiments, President Gertler said.

“In those communities where participation in higher education … is lowest, that’s where we see the highest rates of vaccine hesitancy, anti-vaccine sentiment and suspicion about science.”

Innovation, equity and attracting the best in the world

Dan Breznitz, chair of innovation studies at the Munk School of Global Affairs & Public Policy, said universities have a key role to play when it comes to fostering an innovative mindset among students.

Issues of equity were also addressed in the conference’s opening keynote, in the context of the innovation economy.

University Professor Dan Breznitz, chair of innovation studies at the Munk School of Global Affairs & Public Policy, discussed innovation policy and how it can be used to create a more equitable and sustainable economy.

He said the oft-admired Silicon Valley model of innovation – one driven by venture capital and tech startups – is difficult to replicate and creates high levels of income inequality. A better approach for most jurisdictions, he said, is to find and fill a niche stage of innovation that promises to bring wider economic benefits to the surrounding region.

Universities, meanwhile, should remain focused on teaching and research – but take note of what’s happening in their city and region, Breznitz said. That allows them to engage locally by reminding government policy-makers about the value of different innovation models.

Also key, according to Breznitz: Teach students to have an innovative mindset so they have the tools to create strong businesses and local jobs.

Richard Florida, University Professor at 91�Թ�’s Rotman School of Management, said “it’s hard to imagine your region being a centre for science, technology and innovation” without a great university.

The role of universities in creating dynamic regions was also discussed by a panel that looked at how post-secondary institutions can attract and retain talent.

Panel member Richard Florida, University Professor at 91�Թ�’s Rotman School of Management, said that leading, research-intensive universities are necessary to attract the brightest minds from around the globe.

“Universities are catalytic hubs of the knowledge economy,” said Florida, who has been studying the question for nearly four decades, making it a central theme of his influential book Rise of the Creative Class.

“Without a great university – or great universities – it’s hard to imagine your region being a centre for science, technology and innovation.”

Another benefit: Universities tend to create an environment of open-mindedness and tolerance, which is also a big draw for talent globally.

Florida, who was joined by panelist Stephen Cairns, co-director of the Future Cities Laboratory at the Swiss Federal Institute of Technology in Zurich, noted the concentration of great universities, innovation and start-ups is incredibly uneven.

For example, he said six metropolitan areas around the world account for 50 per cent of all venture capital startups. Therefore, any discussion of addressing economic inequality or class-based inequality needs to consider such geographic inequalities, he said.

Universities in the community

Clockwise from top left: Karen Chapple, Rufus Black, Denise Pires de Carvalho, Subhasis Chaudhari and Dame Nancy Rothwell participate in a panel discussion that brought together university leaders from the Global North and South.

The summit’s third panel, moderated by Karen Chapple, director of 91�Թ�’s School of Cities, presented education leaders from the Global North and South the question: What kind of universities do we need?

The panel included Dame Nancy Rothwell, president and vice-chancellor of the University of Manchester; Subhasis Chaudhari, director of the Indian Institute of Technology (IIT) Bombay; Denise Pires de Carvalho, rector, Federal University of Rio de Janeiro; and Rufus Black, president and vice-chancellor, University of Tasmania in Australia.

Reflecting on lessons learned since the start of the pandemic, the four experts discussed change management, learning about students – particularly those who are digitally excluded – and, most recently, working with communities on vaccination efforts.

“There’s this recognition that we’re all in this together,” Chapple said during the event. “We’re all excited to see how we leverage that new creative action to lift up people not just in the university but the communities that around us.”

The sentiment was echoed by Pires de Carvalho: “The society nowadays knows the importance of our institutions for the country – [and] not only because we are well known by our ability to [develop] doctors, engineers or lawyers.”

Rothwell, similarly, said she hopes to see universities and their communities come together around important issues such as climate change – just as they did in combatting COVID-19.

“If we can deploy the same spirt of collaboration and bringing together experts from different fields that we did over vaccination – if we can deploy that sort of approach to net zero and climate change – I think we’ve got a real chance of tackling what is an even bigger issue than COVID,” Rothwell said.

The legacy of place

Associate Professor Susan Hill, director of 91�Թ�’s Centre for Indigenous Studies, said reconciliation with Indigenous Peoples is a process, not a destination, and that universities have a key role to play.

Yet, even as universities seek to forge a better future, critical questions remain about how they can help society make amends for the past – particularly the legacy of colonialism, slavery and mistreatment of Indigenous Peoples.

These and other questions were addressed in a pair of panel discussions.

The first, titled “What universities owe the descendants of slavery,” explored the ways in which Western universities benefited from slavery and helped to legitimize the practice, according to an article in Times Higher Education.

“It was the university sector more than any other that strengthened the ideological and public base of slavery,” Sir Hilary Beckles, vice-chancellor of the University of the West Indies, was quoted by Times Higher Education as saying during the discussion.

While universities have taken steps to acknowledge their ties to slavery, Beckles – who was jointed on the panel by Anton Muscatelli, principal and vice-chancellor of the University of Glasgow and Daina Ramey Berry, professor and chair of the history department at the University of Texas at Austin – said they also need to be ethical leaders on the matter and listen to outside voices “on their true level of accountability.”

A second discussion – a keynote titled “The legacy of place: How to take transformative action” –focused on Indigenous Peoples and featured Associate Professor Susan Hill, director of 91�Թ�’s Centre for Indigenous Studies, and Professor Shaun Ewen, pro vice-chancellor (Indigenous), at the University of Melbourne in Australia.

Hill said it’s crucial to view reconciliation as a process rather than an end.

“I think reconciliation has been framed in the Canadian context as a starting place for conversation,” she said. “Far too often, people assume that it’s a destination. But, in reality, I think we’re always going to be in some aspect of movement within that – and I think that’s fine. It’s about relationship.”

Asked how universities should respond to the discovery of unmarked graves on the grounds of former residential schools in Canada, Hill said universities have a responsibility to help ensure such atrocities never take place again by making sure all community members are educated about the past.

“This isn’t actually news to people who have been listening … it’s unfortunate that it took this information about unmarked graves to get people’s attention, but I’m glad that so many people are now listening,” she said. “It’s really on the shoulders of universities to make sure their students, faculty and staff are not unaware – so, thinking about how we have a campaign of information mobilization that also helps to empower people … and also equipping people with the tools so that they can do something about it.”

Ewen, meanwhile, noted similarities between best practices to advance reconciliation in Canada and Australia, as evidenced by the findings of the Truth and Reconciliation Commission of Canada and Australia’s 1997 Report of the National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from Their Families (also known as the “Bringing Them Home” report). But he also warned each countries’ unique context will determine how reconciliation unfolds.

“I don’t think Australia is the same as Canada, and I don’t think the University of Melbourne is the same as the 91�Թ�,” he said. “We have our similarities, of course, but our understanding of our histories and our responses will be locally informed and nuanced in a place-based way.”

While both panelists agreed that universities have a long way to go to advance reconciliation, they identified areas where universities have made progress.

“What I’m really excited to see is that more institutions are starting to listen to the Indigenous communities that they’re trying to partner with,” Hill said. “They’re taking more of a sitting-back approach and giving space for Indigenous communities to lead relationships and partners.

“In many cases, the communities know what needs to be done, they just don’t always have the resources to make it happen. That’s where universities have something to offer.”

Why technology needs the humanities (and universities)

Deep learning pioneer Geoffrey Hinton said the humanities and social sciences are needed to guide technological developments – which is why universities are essential to the development of artificial intelligence.

The summit’s first day ended with a one-on-one interview with 91�Թ� Distinguished Professor Emeritus Geoffrey Hinton, an AI luminary and pioneer of deep learning.

Hinton, who works at Google, revisited a career trajectory that took him from the United Kingdom to the United States – and, ultimately, Canada and Toronto. He discussed how each of those places influenced the field of AI, noting Toronto is now a leader in the field of deep learning – a technology that many believe is poised to revolutionize everything from medicine to transportation. He also hailed the creation of the Vector Institute for Artificial Intelligence, a partnership between 91�Թ�, government and industry where he is chief scientific adviser.

Hinton also highlighted the importance of the social sciences and humanities in ensuring that technologies such as AI are harnessed in ethical and socially conscious ways – a focus of the recently created Schwartz Reisman Institute for Technology and Society, which will be located at 91�Թ�’s new Schwartz Reisman Innovation Campus.

“Technology allows us to create lots of goodies, but how those goodies get distributed and used depends on things that aren’t technology – it depends on social decisions about how we should divide things up, and those are really important,” Hinton said.

Universities, he added, “are going to be essential for ethical research on AI.”

Remote learning and teaching

Universities must be “technologically excellent,” but make sure to use that technology in a way that supports an in-person experience for students, said Professor Susan McCahan, 91�Թ�’s vice-provost, innovations in undergraduate education.

The pandemic has underscored, many times over, the importance of technology in the education sector – and several of Thursday’s sessions explored how COVID-19 restrictions have affected teaching, learning, research and collaboration.

One of the panels saw the Times Higher Education consultancy team present insights from the THE Student Pulse, which surveyed more than 2,000 students around the world about their views on online and in-person learning experiences. The results were consistent with what 91�Թ� learned from its students since March 2020, according to Professor Susan McCahan, 91�Թ�’s vice-provost, innovations in undergraduate education.

“As we went through the pandemic, we observed that students were very hungry for in-person experiences and particularly for opportunities to connect with peers,” said McCahan, who was joined by Christine Ofulue, associate professor of linguistics at the National Open University of Nigeria, Jose Escamilla, director of educational innovation at Tecnológico de Monterrey, and Betty Vandenbosch, chief content officer at Coursera.

“Building that social interaction into online classes became critical.”

McCahan added the findings support the idea that students are looking for a university that is not only technologically excellent, but uses educational technology in a way that supports in-person learning effectively.

“They’re looking for that high-tech part of education technology – but only as a piece of supporting the in-person experience, particularly the connection between students and other people, their peers, their mentors, professors, our staff and the place that they are located in,” McCahan said.

Collaboration and Communication during COVID-19

Clockwise from top left: Joseph Wong, Philip Cotton, Gül İnanç, Tassew Woldehanna and Annalise Riles participate in a panel on global collaboration.

Yet another panel saw Joseph Wong, 91�Թ�’s vice-president, international, moderate a discussion about global academic, educational and research collaboration during the pandemic.

He emphasized that COVID-19 occurred at a time when deep structural inequalities of society are being brought to the surface in very public ways. This means universities must do more to create opportunities for greater inclusion when it comes to collaboration, he said.

Annelise Riles, associate provost for global affairs at Northwestern University, expressed optimism about how the current climate might allow voices that were traditionally marginalized to finally be heard.

“The world is on the verge of a global reset and the traditional paradigms that we take for granted no longer hold,” Riles said. “The opportunity here is to create a new conversation globally.”

Tassew Woldehanna, president of Addis Ababa University, said it’s been challenging for African universities to maintain collaborations with universities in the West. He said the number of student exchanges, which African universities value particularly highly, have dropped significantly. Yet, despite the challenges, Woldehanna said his university was able to forge new connections with fellow African universities, as well as some universities globally, to work on COVID-related projects such as developing sanitizers, medicines and ventilators.

91�Թ� created a program in 2003 that now sends dozens of its teaching staff every year to provide medical and academic training at Addis Ababa University – an initiative that has helped produce more than 250 medical professionals in Ethiopia, who, in turn, have helped staff local universities, according to a recent article in Times Higher Education magazine.

Wong emphasized the important contributions Western institutions can make overseas during the panel discussion. “That means building partnerships with diverse institutions, with institutions that don’t look like ours, that bring to the table different kinds of resources,” Times Higher Education quoted him as saying.

The pandemic has also had a significant impact on the ways in which universities communicate with their students, faculty, staff and external audiences such as government and the news media.

The pandemic revealed gaps in university communications, but also led to important innovations, said David Estok, 91�Թ�’s vice-president, communications.

David Estok, 91�Թ�’s vice-president, communications, outlined some of the ways in which the pandemic affected 91�Թ�’s approach to communication in a panel discussion with Johanna Lowe, director of marketing and communications at the University of Sydney, and Jane Chafer, director of marketing, recruitment, communications and global at the University of Exeter.

Estok reflected on how 91�Թ� communicators responded to an unprecedented scenario in which 6,000 courses were moved online over the course of a weekend as the university and wider society scrambled to adapt to the onset of the pandemic.

“Hundreds of decisions needed to be made in the ever-changing context of public health regulations, and needed to be communicated simply, accurately and quickly,” Estok said.

He added that 91�Թ� communicators did a remarkable job, under challenging circumstances, to respond to what he dubbed the “COVID curveball.”

“Just when you think you’re going down a certain path and you’ve done all this work, planning and communications, there’s a new announcement or new development,” he said. “One of the lessons is the importance of flexibility – the ability to say, ‘Here’s another day, here’s another challenge,’ and respond as quickly as you can.”

In the case of 91�Թ�, Estok said its COVID-19 communications underscored three broad themes: how 91�Թ� scientists and scholars were contributing to pandemic research; how 91�Թ� was mobilizing university resources to help the community and the country fight COVID-19; and the resilience and caring shown by the university community amid the crisis.

He said COVID-19 also revealed gaps in university communications, especially in the area of internal communications because most resources are externally focused. He added that the pandemic also accelerated innovation in 91�Թ�’s university communications, including the creation of highly successful podcasts and increased use of videos to highlight the knowledge of university researchers and experts.

‘The epitome of power of place’

Simon Pratt, director of research strategy and excellence at 91�Թ�, answered questions about the progress of universities’ impact in relation to the UN Sustainable Development Goals.

The third and final day of the summit featured a Festival of Data, which comprised an array of discussions that explored opportunities to use data and analytics in higher education. Among the programs was a session that saw members of the Times Higher Education Impact Rankings Advisory Board – including Simon Pratt, director of research strategy and excellence at 91�Թ� – field questions from attendees about the progress of universities’ impact in relation to the UN Sustainable Development Goals.

In his closing remarks to end the summit, Phil Baty, chief knowledge officer at Times Higher Education, cited data from conference partner Elsevier that showed the extent to which 91�Թ� drives research, innovation and reputation for the city of Toronto, calling it “the epitome of power of place.”

Baty also referenced a remark from School of Cities Director Chapple’s panel – “We deal in transformation, and we deal in kindness” – and said it exemplified what contemporary universities should strive to be.

“So much of the conversations have been around how we need to re-engage with disenfranchised communities, how we need to connect with people who have been victims of widening inequality [and] how we need to look at really powerful reconciliation with Indigenous people,” Baty said.

“Universities are kind in so many ways – in terms of making the world a better place, in terms of transforming people’s life chances, and in terms of empowering their communities and cities. And I think that’s a really exciting and special raison d’être for universities worldwide.”

President Gertler closed out the conference by hailing “a truly wonderful couple of days of insight and conversation” that covered themes from innovation, creativity and collaboration to reconciliation and sustainability.

He said the diversity of perspectives represented in the various panels was a key element in the summit’s success.

“Only by creating the biggest tent, learning from the broadest range of perspectives, can we hope to meet the challenges facing us all.”

Times Higher Education

91�Թ� ranked 21st globally by reputation: Times Higher Education

91�Թ� ranked 12th in the world for graduate employability: Times Higher Education

91�Թ� among six universities globally to rank in top 30 across all subjects: Times Higher Education

91�Թ� ranked first in Canada, 21st globally in Times Higher Education World University Rankings

91�Թ� grads among world’s most employable: 11th in Times Higher Education ranking

91�Թ� ranked 18th in the world – and second among North American public universities – by Times Higher Education

President Meric Gertler on the future of global research collaboration: Times Higher Education

Read the op-ed inTimes Higher Education

President Meric Gertler outlines 91�Թ�'s global strategy: Times Higher Education

Read more at Times Higher Education

91�Թ� among seven universities globally to rank in the top 30 of 11 subjects by Times Higher Education

Experts explore ‘power of place’ at Higher Education World Academic Summit co-hosted by 91�Թ�

Addressing inequality and geographic division

Innovation, equity and attracting the best in the world

Universities in the community

The legacy of place

Why technology needs the humanities (and universities)

Remote learning and teaching

Collaboration and Communication during COVID-19

‘The epitome of power of place’