TAYLOR’S University continues to bolster its overall reputation in global higher education with a repeat outstanding performance, as it leaped a further 47 spots to rank 332 in the QS World University Rankings 2022.
The institution remains in the top league of universities in the world, placed at the top 1.1% among the most influential institutions – continuing its reign as the leading private university in Malaysia and Southeast Asia.
Taylor’s has seen continuous growth in three areas: international students, faculty-student ratio and employer reputation. For the first time, it has achieved one of the world’s top 100 Employer Reputation scores, now holding the 90th spot.
Earlier this year, the university retained its top 20 world ranking in the hospitality and leisure management subject in the QS World University Rankings by Subject 2021, making it the only university in Malaysia and the region to be in the top 20 rank.
The same rankings also indicated that Taylor’s business school is the top private business school in Malaysia.
Taylor’s broke into the Top 50 in the QS World University Rankings Top 50 Under 50 at 49. It is the only Malaysian private university to be ranked in the top 50 and anticipates a climb in ranks for the 2022 edition at the end of the month.
The university is also currently ranked 89th in the QS Asia University Rankings 2021.
Taylor’s University vice chancellor and president Prof Michael Driscoll believes that the university’s strategy of curriculum innovation and nimble response to the evolving education landscape has ensured its consistent success.
“The latest QS World University Rankings once again confirms Taylor’s University as the best private university in Malaysia and Southeast Asia,” he said.
“The ranking body also recognises the world-class education we provide for our students.
“My congratulations go to all the staff, students and partners of Taylor’s for their continued commitment to excellence.”
He added that this latest achievement has come at a time where industries and universities have successfully innovated and adapted to the mode of delivering hybrid learning for their students, anywhere around the world.
He shared, “A year on into the Covid-19 pandemic, we have prioritised mobilising and supporting learning continuity by introducing radical reforms to our approach to teaching and learning.”
Taylor’s is one of the few Asian universities to be awarded the
QS 5 Stars rating for online learning.
The award is testament to the institution’s direction in its teaching and learning approach, where e-learning has taken centrestage.
The current unprecedented pandemic has accelerated the university’s latest approach in the new Taylor’s Curriculum Framework (TCF), developed to encourage independent learning for students.
Community at the forefront
Bridging the digital literacy gap within the surrounding community, Taylor’s University students developed a computer console called DuckiePi for school-going children from underprivileged communities in Petaling Jaya.
It aims to provide a solution to make education accessible, as the lack of electronic devices result in children from disadvantaged families being unable to attend virtual classes or have little access to learning resources.
The DuckiePi project is a result of the Taylor’s sphere ecosystem, which is aimed at nurturing students’ intellectual, mental and emotional growth in an atmosphere of creativity and collaboration - with an emphasis on entrepreneurship.
Every student will take up a social innovation module and have the opportunity to receive guidance with ideation, prototyping, funding and product commercialisation under the mentorship of Taylor’s Me.reka Makerspace (TMM), BizPod and Research & Enterprise.
This effectively makes Taylor’s University the country’s first in incorporating such modules into all degree programmes.
While TMM is a space equipped with relevant tools allowing students to explore creative and entrepreneurial ideas, BizPod mentors students to sharpen their business proposals and connect them to investors and venture capitalists, should they want to pitch for funding.
Through Research & Enterprise, final-year students will have a chance to display their projects and products through Taylor’s InnoFest.
Projects with potential for spin-offs are also identified during the festival and these project teams will be coached to pitch to investors.
These avenues for creating, innovating and birthing entrepreneurial ideas fit very well into the TCF that emphasises a broad-based learning experience through a borderless learning culture.
It allows students the flexibility to study modules that they otherwise would not experience with a traditional degree, such as engineers graduating with some culinary skills, or an IT specialist with marketing and psychological insights.
The university is aiming to further expand on its offerings across disciplines by introducing hybrid degrees, such as a degree in robotic design and development, which seeks to meld IT and engineering modules, giving its graduates the best of both worlds, while expanding their career options.
TCF also makes room for work-based learning for final-year students, exposing them to the industry by spending almost a year with industry partners, as part of their degree that will help give them a foot in the door with the networks they acquire.
This allows students to work closely with industry experts to develop and integrate their knowledge and skills in multi-faceted areas, while allowing them to adapt to the current employment landscape.
Working with a group of specialised life skills moderators, students develop skill sets needed to navigate challenges within the corporate and professional world.
First year Taylor’s students are required to take life skills modules, which sets the stage for students to start right and be equipped with social and personal capabilities to thrive in the volatile, complex, and ambiguous world.
Students will have the opportunity to enter a journey of self-discovery, gaining foundational life skills, emotional intelligence and tools that will help with emotional well-being.
The life skills modules serve as a prerequisite to the SHINE Award, a programme recognising graduates’ achievements in acquiring and applying holistic capabilities, which is also known as the Taylor’s Graduate Capabilities (TGC).
It is complemented with self-directed and self-paced learning, where students can choose to participate in activities that are meaningful to them, supported by an award-winning portal that helps them organise, manage and track their involvement and achievement in recognised co-curricular activities, via the SHINE Points system.
Student achievements in both the curriculum and co-curriculum are integrated and attested in the Graduate Capabilities Attainment (GCA) Statement, where it provides evidence of their achievement in acquiring and applying TGCs.
The GCA will give future employers insights into the graduates’ holistic capabilities and make a more informed decision during their hiring process, in a world where merely scoring As is no longer enough.
The SHINE Award is the first-of-its-kind programme in Malaysia and Southeast Asia.