At the 10th IBEMS Assoc. Prof. Dr Lau Teck Chai from XJTLU Entrepreneur College (Taicang), Xi'an Jiaotong-Liverpool University (XJTLU), China delivered a speech with topic: "Rethinking Talent for Shared and Sustainable Futures: The XJTLU Entrepreneur College Model in an Era of Global Disruption". The participants were all excited to learn new insights from Assoc. Prof. Dr Lau Teck Chai, we are welcomed to share their insight or ask question in this forum:
- Q1) Mohammad Khaled Hassan Rafi : If traditional graduate employment rates are no longer sufficient, what concrete metrics should institutions use to measure the success of these broader support systems?
- Q2) CHRISTINE JEWELLE RAPSING : How does the XJTLU Entrepreneur College prepare students with the skills and mindset needed to adapt to global disruptions and changes in the future workplace?
- Q3) Donna Mae L. Pernia : How can universities in countries like the Philippines, adapt the XJTLU Entrepreneur College model to develop students who are globally competitive while also contributing to sustainable development?
- Q4) Muhammad Imran : You said universities should be "conveners of shared futures" not just "providers of job-ready graduates". In resource-constrained countries like Pakistan, what is the first practical step universities can take to shift from transactional education to this collaborative, transformational model?
- Q5) Jasmin Lanto : As a students, what skills should we focus on developing now to remain adaptable and competitive in a job market that is continuously changing because of AI?
- Q6) Michael Jedric Aquino : Entrepreneurship often emphasizes growth and profit, while sustainability emphasizes long-term social and environmental impact. How does the XJTLU model address situations where these goals conflict?
- Q7) Mary Absuelo : When we rethink talent for sustainable futures, student mindsets often need to shift as much as the curriculum itself. How are students at the Entrepreneur College reacting to this industry-converged learning style are you seeing them naturally build an entrepreneurial mindset, or is there still a reliance on traditional academic structures when they enter the workplace?
- Q8) Aera Acar : How can students balance the goal of building a successful career with contributing to a more sustainable future?
- Q9) Dayrit, Ma. Chloe Gaille B. : Many students understand the importance of adaptability and creativity, but they are often evaluated based on grades. How can students demonstrate these qualities in ways that employers genuinely recognize?
- Q10) Christine Joy G. Orbe : In a period of growing technological and global disruption, how can universities adopt talent development so that graduates are not only employable, but also adaptable, entrepreneurial, and capable of creating sustainable solutions for society?
- Q11) Jecel Ayala : In a world where technological advancement and globalization are rapidly transforming businesses, how can organizations ensure that innovation creates shared value for society rather than further widening economic and social inequalities?
- Q12) Alfin Siddiq : In light of rapid AI adoption, how can universities balance integrating AI-driven skills into business education with cultivating students' socio-ethical consciousness?
- Q13) Lorraine Magadia : Schools often use exams as final assessment and it determines a large percentageof a student's grade, but it doesn't really guarantee if a student can apply this knowledge in real life. How can schools better prepare a student in real life situations instead of using exams for quarterly knowledge assessments?
- Q14) menale jerome : How can this Entrepreneur College model be realistically adapted to public schools in rural areas where resources, industry partnerships, and technology may be limited?
- Q15) Jilianne Caceres : How can institutions bridge the gap between traditional classroom learning and real-world industry needs?
- Q16) Andrew Paje : With the rapid growth of AI, what effective strategies can educators employ to identify and address inappropriate student use of AI tools in academic work?
- Q17) Patricia Mae Rodrigo : How can universities go past just training students for specific jobs, and instead help them bring people together to work on shared futures, so students learn to tackle social problems as a group?
- Q18) Arcilla, Wyonna Keith A. : May I ask in regards in regards to the Ultrablanket, what data was used to train the machine learning models and how does the AI account for different maternal body types given that every body type is different and mothers react differently during pregnancy???
- Q19) Samantha Joy Ablay : For universities that want to adopt this model but have limited resources, what is the first small step you would recommend they take?
- Q20) Althiea Belle Diosan : As AI acceleration continues to transform knowledge work, how can universities ensure that students develop not only technical skills but also creativity, adaptability, and human-centered abilities that remain valuable in the future workplace?
- Q21) Mikaela Laurice A. Cruz : With AI developing so quickly, what skills should students focus on developing that AI cannot easily replace?
- Q22) Nash orillo : As students preparing to enter the workforce, what skills and mindset should we develop today to contribute to a shared and sustainable future?
- Q23) Rovena I. Dellova, 26118, LPU MANILA : With the increasing use of AI, how can universities ensure that students develop the human capabilities?
- Q24) Eka Sumandary Djaya : how do these five principles work together to develop students’ entrepreneurial competencies and industry readiness, and is there one principle that appears to play a particularly important role?
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