UOTF in The Digital ERA: Strengthening B40 Youth Community Engagement Through Balanced Entrepreneurial Education in Enhancing the Societal

Wellbeing in Guinea Abdoulaye Balde1, Abdul Rahman Ahmad Dahlan2

1Kulliyyah of Information and Communication Technology

2International Islamic University of Malaysia, Kuala Lumpur, Malaysia

Author Email: baldeabdoulaye2013@gmail.com1, arad@iium.edu.my2

Abstract: Community engagement should not be perceived as an 'addition' to learning and teaching but as fundamental to it. It is important education to be a tool for social transformation, social justice. Institution of higher education need to place their teaching learning within communities. It is obvious that the sustainable economic, social and political growth must deeply involve the institution of higher education. This paper offers a conceptual business model for a Malaysian University of the Future (UotF) specially with reference to the IIUM road map where one of its value propositions is strengthening community engagement, humanizing education through entrepreneurship to enhance the global societal well-being, including the society in Guinea. This paper applied the design thinking approach including literature review and interview. To understand the issue of community engagement among Guinea institution of higher learning, business modeling tools such as BMC and VPC have been used in either to formulate, analyze and validate the result.

Keywords: Societal well-being, University of the future, SDG, community engagement, Guinea, BMC, VPC, Entrepreneurship.

1. INTRODUCTION

Clearly, education plays an important role in a society's development. It is the main contributor to society’s knowledge, ability, belief, understanding and thought growth. Thus, there is a strong relationship between education and society. The economic, political, and cultural growth of a society would inevitably be very difficult without having educated citizens [1]. Due to the rise of new technology University in Guinea have to make themselves relevant, because traditional education process is no longer sufficient as people use technology-based device in their daily lives [2]. In the future, the traditional University models may be replaced by the new digital University concept. One of the UN SDG4 (Sustainable Development Goal) Quality Education promote “Inclusive and equitable quality education and a lifelong learning opportunity for all”. Tackling the SDG4 among Guinea Universities will contribute to other SDGs specially SDG8 which will contribute to the economic growth by preparing students to get a bigger opportunity to get decent job with can make economic in the country getting better. Furthermore, Community engagement in Higher education should not be an “Addition” to learning and teaching, but as an intrinsic to it. This is necessary if education is to be a tool for social change and the achievement of social justice, rather than a means only for individual prosperity.

This paper focuses on developing a conceptual sustainable biz model of a Malaysian UotF for community engagement – improving the quality of life of the B40 youths through humanizing entrepreneurship education

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and digital platform, which involves going beyond the mere economic imperatives of creating a skilled and trained workforce for economic growth and higher incomes. The conceptual biz model is presented in the form of BMC and VPC [3].

2. PROBLEM STATEMENT

Human capital is becoming an increasingly necessary element for economic success. Despite the progress made by the Guinean government in the education sector and its aim of developing skills to boost employability in the 21st century, there are still many challenges in terms of quality, relevance and relationship between Higher education and the community. The conventional opportunity for Guinean graduates on the labor market are no longer enough. Unemployment rates for students between the ages of 25 and 35 are close to 30 percent [4].

The World Bank Group (2015) said Guinea has struggled to become attractive to investors and entrepreneurs, despite its abundant natural resources. Guinea ranks 175th out of 189 countries in the Easy to do Business report. Companies operate in a heavily constrained environment and face frequent shortages of power and slow bureaucracy. They all lead to bad business policies. This unfavorable business environment is partly due to poor governance and small-scale corruption too. Lack of skills is an important constraint, and for jobs to be filled by Guineans rather than foreigners in the emerging sectors (mining, construction, hotel industry, banking and finance), the government must equip its young people with the necessary skills [4].

3. OBJECTIVES

Nowadays, the only graduates who can stand up to the needs of the business are the students with knowledge and skills (Balanced graduate). The main objective of this paper is to:

- Propose a conceptual business model for a Malaysian University of the Future (UotF) in engaging with global community.

- Improving the quality of life of the Guinean B40 youth through humanizing entrepreneurship education and digital platform.

- Propose a Platform where higher education can connect with communities in a spirit of mutually shared interest and engagement by recognizing and addressing real-life problems faced by communities.

- Investigate the contribution and role of IIUM 2019-2020 Road Map for Change to reduce the lack of skills among Guinea graduates and humanizing universities by providing balanced graduate, graduate with knowledge, skills and imann’s.

4. METHODOLOGY

This paper adopted the design and system thinking approach to develop a conceptual business model of a Malaysian UotF including community engagement activities with volunteering services and digital platform for enhancing the quality of life of B40 youth in Guinea through humanizing entrepreneurship education. The conceptual business model is developed through understanding the needs of B40 youth community in Guinea by using business modeling tools i.e. Business Model Canvas (BMC) and Value Proposition Design Canvas (VPC). The approach involves carrying out a literature review and interviews to identify key issues of CS, formulating and devising an initial business model – in the form of BMC and VPC, and value proposition that helps to enhance the quality of life of B40 youth. The initial BMC is validated by interviewing with IIUM Centre for community Engagement and Services, Wadi Budi, Entrepreneurship Development. And the initial VPC is validated by interviewing some Guinea Students from 10 different university and universities representative (Head of Departments). Design thinking is a methodology for creative problem solving and improve innovative outcomes, whether they are products, services, or strategies [5]

5. LITERATURE REVIEWA) Institutes of Higher learning

Post-Secondary education, research guidance and training are considered as higher education. One of the functions of higher education is the production of balanced human needed for social development, economic

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growth and harmonious community. In addition, higher education institutes play a vital role in the formation and dissemination of information, the growth of a healthy civil society and the means to achieve self-realization [1]. As such, there is a requirement for a creative and light-footed plan of action structures that could meet the changing necessities of the University of the Future. In the recent years, the University of the Future proposition has been investigated. The fast-technological progression is changing the structure of universities.

The University of the Future tries to build up higher learning establishments as a system that offers Students, staff, college, and industry social collaboration. It additionally manufactures connections of an association between Universities, Students, and the community [2].

B) Community engagement and humanizing education

According to [6]…Humanizing is the way toward getting more human as social, thinking, communicating, transformative, innovative persons who add value to the world around him. This incorporate adapting a pedagogy that influence, manage and cohabit within and activities of lectures, students, administration, and members of the society.

Higher education can provide comprehensive knowledge through the combination of education and work, theory and practice, University and Society. Strengthening higher education-community linkages means that we put the community-university relation at the center of the educational process to ensure the continued relevance of higher education.

This engagement can be done through:

- Connecting learning with service to the community: In this approach, students and teachers implement their knowledge and skills in a chosen community to improve people’s lives in that community.

- Social Innovations by Students: Student learning initiatives which have a social effect can be supported in conjunction with student unions, societies and clubs.

- Social Entrepreneurship: is the acknowledgment of a social issue and the entrepreneurial strategies and partnership standards to organize, create and manage a social venture to achieve a desired social change.

Fig.1: Diagram for Distinctions among Experiential Learning Models [7]

Faculty may participate in a committed scholarship or a community-based scholarship, in that it is distinct:

- It participatory and respects partners in the Community as collaborators.- Benefits the community partners (e.g. agencies, neighborhoods, customers) in ways they and others

identify as significant and effective.

C) Sustainable Development Goals 1,2,4 and 8 (SDG)

The 2030 Sustainable Development Agenda, adopted in 2015 by all member states of the United Nations, offers a global vision for stability and prosperity for people and the world, now and into the future. Ensuring equal access to higher education for students from all backgrounds at the national level is the higher education priorities for implementing and adhering to a wider approach to globalization, including technology and intellectual training [8]. Higher education can help produce balanced graduates who can promote social stability, develop a more stable, less divided and non-violent community. Reduce poverty in all its forms is the priority (SDG1) of the seventeen targets on the agenda of the United Nations ' Sustainable Development Targets

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(SDGs). SDG1 seeks to eliminate extreme poverty, and one of its goals by 2030 is to reduce at least half of the proportion of people of all ages living in poverty in all its dimensions within their country. Promoting sustainable employment and decent work for all by 2030 is the aims of SDG8 (Decent Work & Economic Growth), One of its goals is to achieve higher levels of economic growth through technological development and innovation, and to focus on high value-added and labor-intensive sectors [2]. And assisting corporate investors, foundation, donor countries, and multilateral institution in shipping more accurate strategies to boost youth-focused results, especially the youth of the B40 [9].

Fig.2: The evolution of industry 4.0 [10]

C) Digital Era/IR4.0

Industrial Revolution (IR) 4.0 is portrayed by progress in technologies, for example, AI, Augmented/Virtual Reality, Big Data and Analytics and the Internet of Things. These advances in technology, when adapted in the workplace, enable new ways of carrying out work, creating new opportunities for businesses and organizations to create value [11].

According to Dr Mohd Azaraai Kassim (vice-chancellor of UiTM) “Universities must evaluate and assess how well their current programmes provide training and real-world insights to graduates entering the workplace, and what they need to do to scale up beyond theoretical and academic teaching.” He added also “Students must be socially competent, adaptive competent, digital competent and must have a high level of personal competence”

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In addition to technical skills, universities do have a vital role to play in ensuring that soft skills such as critical thinking, problem-solving, organizational skills and lifelong learning are incorporated into all programmes, such that students can cope with rapid business shifts and take responsibility for their own learning.

E) Socioeconomic of Guinea

Guinea has vast natural resources, particularly mining hydropower resources, which could generate substantial revenues. In addition to that, agriculture, manufacturing and services are some of the economic assets of Guinea [12]. Guinea also known as West Africa's "Water Tower," its highlands are the source of major rivers. It represents west Africa's largest hydropower potential, little of which has been exploited yet. The geographical position as a coastal nation also gives it a competitive edge for growing businesses.

However, Guinea remains among the world's poorest and least productive countries given all these incentives. Guinea ranked 182 of the 188 countries surveyed according to the 2015 Human Development Index (HDI). Access to basic infrastructure is poor, with limited proportions of the population having access to electricity (28%), better sanitation (20%), and better water supplies (77%). According to the 2015-2016 Global Competitiveness Report, Guinea ranked last among a group of 140 countries, with large gaps —and declining trends —for the quality of public and private institutions, infrastructure (transport, electricity, telecommunications), health, education, and financial market development [13]. Taking these variables together results in gender gaps in education and agricultural production, as well as opportunities for jobs and decision-making. Other major constraints include weak human capital (with low literacy rates), poor health systems, a lack of quality agricultural inputs, weak sector and local government management capacity, limited access to finance and high unemployment, particularly among young people [12].

F) University of the Future (UotF)

Nowadays as people are living in the age of the IT revolution, universities need to make major changes, especially in the design of the educational business model. As a such the traditional education process is no longer relevant. In either to be relevant and feet the new trend of information and technology era, universities have to link up with a new information and technology(IT), and cooperate with few agencies like government, industry, technology company, ONGs, UN agencies etc. [14]. This involves offering learner-centered pedagogies to prepare learners for technology-driven workspaces (Champion University), universities to be financially autonomous (Commercial University), government to boost competitiveness and productivity and universities to deliver knowledge and teaching using a digital platform (Disruptor University), Unable the Universities to attract customers for lifetime values and satisfaction (Virtual University) [2].

G) Global Youth - Wellbeing & Employment Trend.

Between 1999 and 2019, youth participation in the labor force decreased, despite the rise in global youth population from 1 billion to 1.3 billion. Meanwhile, the overall number of young people working in the workforce dropped from 568 million to 497 million and the secondary and tertiary education enrolment is increasing, leading in a better workforce in many countries. This also highlights the large number of young people who are not working, most of whom are young women with a global youth unemployment rate of 13.6 per cent which varies according to region [15]. In the case of Guinea, 70 per cent of the 13 million residents of the country are under 35. This raises the issue of the economic prospects available to these young people who each year join the job market in disproportionately large numbers. Over 60% of young Guinean graduates are estimated to be unemployed [16]. Two-thirds of university graduates under the age of 30 are unemployed. This is due to fewer formal sector opportunities and a lack of government jobs, which is exacerbated by political instability and slow economic growth. It requires a balance between education, government and business to eradicate this. Some employers have raised doubts regarding what kind of skills students are getting, which explains in part why employers are hesitant to recruit. However, progress can be achieved by aligning the education system with the skills required on the market through job training and school mentoring [17].

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6. INITIAL BUSINESS MODEL – BMC

Fig.3: Initial Business model

BMC is a blueprint for strategic management and lean startups to build new business models or to document existing ones [1]. It is a visual chart with element that describes the value proposition, infrastructure, consumers and finances of a company's product. The business model virilizes what's important and forces users to tackle key areas. It may also use a team (employee and/or consultant) to consider relationships and come to agreements. It helps the company balance its operations by describing potential trade-offs.

7. VALIDATION OF INITIAL BUSINESS MODEL AND KEY FINDINGa) Interview background

The initial Business Modeling Canvas (BMC) validation was carried out after interviewing one (1) representative of IIUM Centre for community Engagement and Services, Wadi Budi and Entrepreneurship Development. To validate the BMC and VPC in interview of two (2) different Guinea universities representative (The head of Business administration at University Barack Obama, The head Department of Sociology at University of Cheick Anta Diop of Conakry) and four (4) students ( A student in Mobile Networking at University Nongo Conakry, A student in Management Informatique, A student in Architecture at Gamal Abdel Nasser of Guinea, A student in Rural Development at University General Lansana Conte of Conakry) has been carried out. These universities were chosen according to their ranking and placement. Due to the corona virus pandemic all the interviews have been made via online, through (Zoom, Google hangout, Skypes and WhatsApp video call).

b) Finding after validating BMC and VPC

The key finding after the interview:

- All the interviewee mentioned that There is not a strong relationship (community engagement) between the higher education and the community.

- Four (4) which 2 are students stated that students are not aware about the Sustainable development goals (SDG). But they do some volunteering about the “clean environment” shush as cleaning dirty street

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providing trash can for free, raised fund to buy books for school library and buy equipment for needy students.

- All of them also agreed that, it is very important to include the SDG in the Guinea institution higher learning program.

- All of them suggested to Improve community engagement through entrepreneurship to improve the societal well-being.

8. VALIDATED BUSINESS MODEL – BMC

Fig.4: Validated Business Model

8.1 Value Proposition:

Value Proposition is one of the most important tools to produce value to the various customer segments. This project provides a value proposition which aims to provide community engagement among Guinea Universities. To deliver collaboration platform between Universities and Organizations (Donors and Sponsors) to solve real problem faced by the community. To improve the societal well-being of Guinea society by encouraging higher institution learning to tackle the SDG 4, 1, 2 and 8.

8.2 Customer Segments:

This block identifies the different customers that will benefit from this Malaysian UotF community engagement activities with the products, services, solution and digital platform offered. These stakeholders will work together to improve societal well-being in Guinea, particularly the B40 youths.

8.3 Key Partners:

This block describes the cooperation between companies (Donors, sponsors and UN organization) and Guinea’s Higher education learning to create value for customer (community). The key partners include cooperation between local and international universities to produce courses content, training and other academic activities. UN organization to provide project and funds to accompany community engagement by higher institution learning and support fund raising. Government agencies such as Ministry of Education and Ministry of Planning

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and International Cooperation also play an important role by providing political and economic stability, facilitate national and international cooperation and enable activities. Key Partners are the external collaborators with the strategic competencies and values - individuals or/and organizations who can work and collaborates with the Malaysian UotF to implement and deliver the value propositions to their various customer segments. Beside that UN organizations such as UNESCO, UNICEF are also a very important resources that would share knowledge, experience and funds.

8.4 Key Activities:

Key activities are required to deliver the value propositions offered to the various Customer segment. These activities include campaign, project, fund raising, entrepreneurial education, mentoring, coaching, manage, competition event, develop and enhance digital platform and e-learning. With these key activities the Malaysian UotF can enhance the quality of life of B40 youth community in Guinea. As an example, at North Carolina campus Compact they developed a project called “Engaged Campuses”. This project prioritizes “Community Engagement” by leveraging institutional resources (e.g., Knowledge and expertise of students, faculty and staff, political position, building and land) to address and solve challenges facing by communities through collaboration with these communities [7].

8.5 Customer Relationship:

This section describes the different way how the Malaysian UotF will not only reach out their customers but also sustain the relationship to be relevant to them. That relationship will be maintained through digital platform, social media, Face to face, campaign and event.

8.6 Channels:

The channel explains the various platform styles that will be used to deliver value proposition to the various customer segments. Such channels include digital platforms (such as Social media, Email, etc..), campaign, event and mosque. The key feature of the digital platform is to provide communication platform, project and event exhibition platform, e-learning and e-marketplace.

8.7 Key resources:

The keys activities define the various internal resources of the Malaysian UotF that will be used to delivers the value proposition. Such resources include digital platform, staffs, departments, students, parents.

8.8 Cost Structure:

In either to deliver the value proposition which is community engagement by solving the real problem of community require money and peoples. The costs of digital networks and their devices, such as tablets, the Internet, websites, mobile apps and electricity, as well as books, documents, government tax and staff salaries and activities would have to be incurred. Cost Structure – costs incurred to execute the key activity and acquired the key resources in delivering value proposition to the customer segment.

8.9 Revenue stream:

Revenue stream is the revenue needed to cover the cost structure and to sustain the operation of the business. It explains how and from where to raise fund in any way to make this project successful. Revenue will come from Donation provided by sponsors and donors, activities, school fees, fund raising and zakat.

9. VALIDATED VALUE PROPOSITION CANVAS

The value proposition canvas makes clear how you build value for your customers. It helps the Malaysian UotF deliver products and services as gain creators and pain relievers that their customers want [18].

TABLE I: VALIDATED VALUE PROPOSITION CANVAS (VPC)

Customers Value Map Customer profileProduct & Services

Gain creators

Pain relievers

Customers job

Gains Pains

B40 Youths -Community -Skills -Lack of Collaborate _Skills -Lack of

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engagement-volunteering services

-Enhance employability -Social well being

resources-Environmental factor

with NGO and Universities

-job opportunity-Research paper grant

support-lack or entrepreneurial skills

Guinea Students

-Community Engagement-Bridge between UN organization, Donor, Companies and Community (Poor peoples) -Innovation, research and skills

-New Skills -Enhance employability

-Investment-Technology-Time-Flexible schedules

-Community engagement through volunteering-Make project which solves real community problems-Learn entrepreneurial skills

- New Skills-Job opportunity- Research grant

-Lack of support-lack of entrepreneurial skills

Poor people/ community

-Collaboration with Higher institution learning (HIL)-Share Experience

-Share knowledge based on experience

-Provide a sweet collaboration-Engagement

-Share experience with higher institution learning

- Gain more experience

-Networks-lack of engagement

Donor, sponsor

-Donation-Sponsoring-Network

-Provide funds

-Facilitate Project execution

-Donate -Provide jobs opportunities

-New job opportunities-Improve community well-being

-Misuse of Fund-Lack of engagement

10. CONCLUSION AND FUTURE WORK

Despite the effort made by the Guinea authorities to provide higher education which will produce students with skills, knowledge and experience, there is much more to do when it comes to community engagement in the higher education learning. This project inspired by the IIUM Road Map comes as a bridge between the higher education learning and the Guinea community. This project will result to strength the bond between higher education learning and community and improve societal well-being. And provide experience to Students which will engage them self as volunteers. This new conceptual business model for Malaysian universities of the future with focus on community engagement can be benchmarked and adapted by other institution of higher learning.

For future work, the researchers recommend conducting more interviews with more stakeholders specially those staying in Guinea (University officers, Students, Authorities) and enhancing this paper further. Additional researchers will formulate and establish the Project and Change Management Plan in implementing the UotF conceptual validated business model for community engagement in enhancing the quality of life of B40 youth community in Guinea through humanizing entrepreneurship education and digital platform.

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