A Virtual Journey to IIUM 2040

Gombak • 2021

First Print, 2021
©IIUM Press, IIUM

IIUM Press is a Member of the Majlis Penerbitan Ilmiah Malaysia – MAPIM
(Malaysian Scholarly Publishing Council)

Persatuan Penerbit Buku Malaysia - MABOPA
(Malaysian Book Publishers Association)
Membership No. 201905

All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system, or transmitted, in any form or by any means,

electronic, mechanical, photocopying, recording, or otherwise,
without any prior written permission of the publisher.

Perpustakan Negara Malaysia Cataloguing in Publication Data

Future Scenario Building Workshop (2020 : Gombak, Selangor)
A Virtual Journey to IIUM 2040 : Future Scenario Building Workshop, 13th, 17th
and 25th November 2020.
e-ISBN 978-967-491-108-9

1. International Islamic University Malaysia -- Congresses
2. Universities and colleges -- Malaysia – Administration -- Planning --

Congresses
3. Islamic universities and colleges – Malaysia – Planning -- Congresses
4. Islamic universities and colleges -- Ratings and rankings – Malaysia --

Congresses
5. Education, Higher – Malaysia – Planning – Congresses
6. Educational technology -- Malaysia -- Congresses
7. Education--Effect of technological innovations on -- Malaysia –

Congresses
8. Educational planning -- Malaysia – Congresses
LG173.G6
378.5951

Published in Malaysia by
IIUM Press

International Islamic University Malaysia
P.O. Box 10, 50728 Kuala Lumpur, Malaysia

Printed in Malaysia by
Reka Cetak Sdn. Bhd.
No. 14, Jalan Jemuju Empat 16/13D
Seksyen 16, 40200 Shah Alam
Selangor D.E., Malaysia

www.rekacetak.com

Contents

Acknowledgements 6

Introduction 8

Key Messages and Quotes by the Rector of IIUM 12

What is Futures Literacy & Why is it Important? 17

Mapping the Road Ahead for IIUM 2040: Setting the Framework 20

The Unique Experience of a Virtual Workshop for IIUM 2040 24

Workshop Participants Address 8 Critical Questions on IIUM 2040 26

What is Impossible Today but if Possible, Changes
Everything for IIUM? 28

What is Your Preferred Future for IIUM 2040? 30

Snapshot of the Four Future Scenarios 32

Reaching the Preferred Scenario (IIUM 2040) as in the 34
Sejahtera Academic Framework (SAF)

No Change Scenario: The Museum of Yesterday 41

Marginal Change Scenario: “McDonaldisation” of IIUM 60

Adaptive Change Scenario: Viraling Knowledge in 2040 77

Radical Change Scenario: Becoming the Oasis of Knowledge 97

IIUM 2040 : Bringing Us Closer to Ummatan Wasatan 125

Conclusion 139

Bibliography 140

Appendix 141

Biodata of Course Leader 142

Agenda of FSB Workshops 144

Questions & Answers Tables 147

Six Pillars Foresight 162

Arabic Terminology Glossary 163

Definition of Ummah 166

Acknowledgements

In the name of Allah (SWT), the Most Gracious, the Most Merciful.

All praise be to Allah (SWT1), the Creator of the Heavens and the Earth.
Allah’s peace and blessings be upon Prophet Muhammad (Peace Be Upon
Him or PBUH), his pure family and his noble companions.

The idea of organising the Futures Scenario Building (FSB) Workshop
originated from the honourable Rector of IIUM, Professor Emeritus Tan
Sri Dato’ Dzulkifli Abdul Razak, who is a futurist in his own right. He saw
the need for this initiative. I may have led the project but I could not have
done any of this without his solid support, patience, and advice. The course
leader, Professor Sohail Inayatullah, was approachable and kindly agreed
to participate in this initiative.

I am also thankful to my colleagues: Dr. Zainal Abidin Sanusi, Tuan Anuzi
Nik Him, Muhammad Irfan Mazlan and Mohd Arni Amerudin for much-
needed support as it was the first time that a workshop of such importance
and scale would be organised over a virtual platform. Azizah A. Rahman,
Pewira @ Noraida Sudin, Rafidah Mohd Ebrahim, Dr. Zurina Abdul Ghani
and Abazazilah Mohd Abbas who assisted me in one way or another in the
initial stages leading to the workshop. I must also mention Fazidah Ithnin
from Technical University of Malaysia Malacca (UTeM), who was generous
with her knowledge.

My deepest appreciation goes to the IIUM rapporteurs: Dr. Amelia Wong
Azman, Dr. Norhayati Mohd Alwi, Dr. Zurina Abdul Ghani and Dr. Suzana
Suhailawaty Md. Sidek, who were responsible for their group reports.
Capturing data from team members in a vital workshop using Zoom as a
platform was indeed a tricky business.

1 Subhanahu wa ta’ala, Arabic for “The most glorified, the most high”

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

Amelia especially was a shoulder to lean on. Nur Atika Zamimi, my
graduate assistant, who for a few weeks worked through many nights with
me, and I am in her debt.

Once the first draft was ready, I found guidance from the feedback received
from Prof. Dr. Ahmad Murad Mohd Noor Merican, Dr. Lihanna Borhan,
Prof. Emeritus Tan Sri Dr. M. Kamal Hassan, Prof. Dr. Ida Madieha
Abdul Ghani Azmi and Prof. Dr. Samsul Draman. I am also thankful to
Dr. Muhammad Irwan Ariffin, Prof. Dr. Ahmad Hafiz Zulkifly, Prof. Dr.
Shukran Abd Rahman and Prof. Dr. Noor Lide Abu Kassim for their help
and support.

Last but not least, my sincere gratitude goes to Muhammad Ihsan Shaharil
for his illustrations, which added great value to this report.

May Allah SWT reward all of them bounteously.

“Our Lord, accept this service from us. Surely,
You are the All-Hearing, the All- Knowing”

(Al-Qur’an, 2:127)

Zarina Nalla
Editor & Coordinator

7

Introduction

The establishment of the International Islamic University Malaysia (IIUM)
was inspired by the idea of Zainal Abidin bin Ahmad (Za’ba, 1895-1973),
a well-respected Malay reformist and intellectual. During the years 1917
– 1920, he called for the need of “one or two Big Madrasahs” to integrate
worldly and sacred knowledge.

The philosophy of IIUM was inspired by the 1977 First World Conference
on Muslim Education in Makkah al-Mukarramah, during which 313
Muslim scholars gathered to discuss the importance of removing the
dichotomy between human reason and divine revelation. Indeed, IIUM
is a manifestation of the aspirations of Muslim scholars to establish an
institution of higher learning of quality, one which can lead the Ummah
in all branches of knowledge. Tun Dr Mahathir, former Prime Minister of
Malaysia, revealed his plan to establish the university on the 12th of January
1983. The institution was formally established in May 1983.

Guided by the worldview of tawhid and the Islamic philosophy of the unity
of knowledge as well as its concept of holistic education, the university
aims to become a leading international centre of excellence in education,
research and innovation which seeks to better human life and civilisation.

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

The institution embraces the following mission statements:

• To undertake the special and greatly needed task of reforming the
contemporary Muslim mentality and integrating Islamic Revealed
Knowledge and Human Sciences in a positive manner.

• To produce better quality intellectuals, professionals and scholars by
integrating the qualities of faith (iman), knowledge (‘ilm), and good
character (akhlaq) to serve as agents of comprehensive and balanced
progress as well as sustainable development in Malaysia and the
Muslim world.

• To promote the concept of Islamisation of human knowledge in
teaching, research, consultancy, dissemination of knowledge and the
development of academic excellence in the University;

• To nurture the quality of holistic excellence which is imbued with
Islamic moral-spiritual values, in the process of learning, teaching,
research, consultancy, publication, administration and student life.

• To exemplify an international community of dedicated intellectuals,
scholars, professionals, officers and workers who are motivated by the
Islamic worldview and code of ethics as an integral part of their work
culture.

• To enhance intercultural understanding and foster civilisational
dialogues in Malaysia as well as across communities and nations.

• To develop an environment which instils commitment for life-long
learning and a deep sense of social responsibility among staff and
students2.

Living up to its motto of ‘Leading the Way’, IIUM has had several firsts,
especially in the last two years. In July 2020, the university was awarded
the prestigious Green Gown International Award for the 2020 Sustainability
Institution of the Year by the United Nation Environment, International
Association of Universities (IAU) and the Commonwealth University

2 Based on the latest Constitution lodged 16 April 2018 (https://www.iium.edu.my/office/
ola/constitution-of-iium)

9

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

Association (ACU). It was the highest recognition given to universities that
carry out sustainability efforts to achieve the United Nations (UN) global
sustainability objectives. The award came after IIUM was recognised for
its commitment to make a difference in transforming the university based
on the Whole Institution Transformation (WIT) approach which is aimed
to consolidate its vision of becoming a leading international centre of
educational excellence.

The WIT is a university-wide transformation approach in which changes and
transformation are made in totality rather in piece-meal or ad-hoc nature,
leaving no one behind, including the surrounding and far-off communities
impacted by the existence of the university. In addition, IIUM is also
recognised as the Regional Centre of Expertise (RCE) for Sustainable
Development in the Greater Gombak. The university is not only the first
Malaysian recipient, but also the first in Asia, as well as the first in the
Muslim world, to have received such accolades.

Significantly, these attainments are a testimony of IIUM’s resolute fervour
in demonstrating that after 37 years in existence, the university does have
the capacity of its own to do what it needs to do, to be a participant of the
global agenda and certainly to convey the Islamic agenda along with it
which has been captured earlier by the seven missions.

By natural progression, IIUM embraces the United Nations (UN) 2030
Agenda for Sustainable Development, aimed at building peace and
prosperity for the planet and global community. All UN Member States
adopted this blueprint in 2015.

The 17 Sustainable Development Goals (SDGs) and how we
understand them are in line with Islamic Values and Teachings.
No Poverty, Zero Hunger, Good Health and Well-being, Quality Education,
Gender Equality, Clean Water & Sanitation, Affordable & Clean Energy,
Decent Work & Economic Growth Industry, Innovation and Infrastructure,
Reduced Inequality, Sustainable Cities and Communities, Responsible

10

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

Consumption and Production, Climate Action, Life Below Water, Life on
Land, Peace and Justice Strong Institutions and finally, Partnerships to
achieve the Goal.
Religion and spirituality were not included explicitly in the 17 SDGs for
obvious reasons. Such matters cannot be unanimously agreed upon by the
different UN members. International cooperation requires that partners
focus on common ground, how else can we work successfully with people
from various cultures and value systems? Islam teaches us to work with
others and contribute to international platforms while we stand firm on our
beliefs and practices.
In enhancing our capacity as a quintessential institution, IIUM needs to be
futures-equipped. Where does IIUM want to be in 2040? How can IIUM
fortify the higher education scenario in Malaysia? What does IIUM want
to present on global platforms? We are concerned with our own community
and also with the world as we are guided by the principle of Raḥmatan li’l-
‘Ālamῑn (Mercy to all the Worlds).

11

Key Messages and Quotes
by The Rector of Iium

I hope today is In explaining the concept of what
an assembly of Futures is and the aim of the workshop,
the hearts and Dzulkifli reiterated that workshop
participants need to connect to their
the minds of inner selves and ask deep questions
those who are before charting the way forward.
concerned with
this university, He stressed on the importance of
concerned with meaningful communication that IIUM
our own Ummah… must have amongst their members and
this university is also globally with others.
also very particular
about the soul Indeed, effective engagement will help
us remain connected as an institution,
as part of an Ummah; a global citizen
working for humanity.

“Like it or not,” says Dzulkifli, “all
of us will be asking the questions:
Where, Why, When, What, and How
all the time”.

Everyone is concerned about the
future. Whether the future may be just
tomorrow, next week, decades away
or generations from now.

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

The university needs to be strong and Futures Studies
equipped to be in the driver’s seat to is a way to create
lead anyone or any community. a better world
for humanity
Effective communication will help before leaving it
us discover commonalities that can permanently
empower us to bring this university
forward. As an institution responsible
to produce graduates who are
Khalifahs, competent leaders and also
as a university which can lead the
Ummah3 of our Prophet Muhammad
(peace be upon him or PBUH). In the
next 20 years, IIUM aims to humanise
education and the university by using
the Maqasid Shariah and sustainable
development that will bring about
competent leaders who will internalise
the four values of KhAIR: Khalifa,
Amanah, Iqra and Raḥmatan li’l-
‘Ālamῑn. That is the core mission of
the university.

3 The Ummah of Prophet Muhammad (PBUH) includes all: Muslims and non-Muslims.
Please refer to the appendix for source.

13

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

Align Intentions and Focus on
Outcomes

… we can move somewhere together as one soul,
rather than many souls troubled by so many
things that’s happening around us.

We do not want a world that is economic-centric.

Education and learning must be congruent with
research... responsible research we call it because we
need to deliver. Not just publish and then forget about
it. Deliver the impact.

Be Inclusive

It doesn’t matter whether you are non-Muslim
or whether you’re a Muslim. That is not an issue
anymore. As long as you are a human being, a
creation of Allah SWT we are all in the same ship
and the same boat, and we need to move together, so
that Raḥmatan li’l-‘Ālamῑn becomes real

14

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

Unite and Change or Perish

A Dead University If you are
scenario would prepared for
mean that you will change, where is
be irrelevant very the evidence for
soon, especially in cohesiveness that
this environment we are together
that’s changing a in this? There are
lot. And perhaps no splintering
IIUM will not be groups. And
visible at all if you the intention
are not careful is very, very
about it clear. Is it being
internalised?

Some of you are In terms of culture,
involved with which is most
(vision) 2077 and difficult, do you
we welcome you change the culture
so that our ideas that we’ve got now?
are harmonised Are you happy with
and put together the culture that we
in one whole… have now or do you
so that we can want to develop a
proceed with the new culture, given
journey... the kind of set of
values that we have
been promoting in
terms of KhAIR?

15

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

“IIUM NEEDS TO BE STRONG BEFORE IT CAN
LEAD A NATION”

Let us be guided by the RoadMap which helps us implement SAF4
with the vision of IIUM 2040 in mind.

4 Sejahtera Academic Framework (SAF) is one of the catalysts being used to move IIUM
forward and the framework should be implemented now. We should be able to see its
impact by 2040.

16

What is Futures
Literacy & Why
is it Important?

The concept of literacy is changing. It means much more than simply
being able to read and write. Most of us may be familiar with ‘financial
literacy’ or ‘technological literacy’. To be financially literate means one has
grasped concepts such as budgeting, saving, investing and gain the ability
to make wise financial decisions. Digital or technological literacy allows
the individual to use technology effectively in all aspects of life; whether
it is to conduct research or present his personal thoughts.

When we speak of futures literacy, we are referring to the area of human
imagination. One can only imagine the future. Futures teaches us to harness
the power of images of the future and identify the diverse choices that
we have that can lead to different consequences. Very often, underlying
assumptions and fears limit this imagination to create alternative or
preferred futures when in fact, our imagination is limitless.

What inhibits us from freely imagining what the future can be? Past biases,
cultural norms and preconceived ideas, just to name a few. We may have
to go through a process of unlearning to unleash the undiscovered power
of imagining our desired futures.

Speaking to various industry representatives revealed that many prepare
for the future but do so without foresight consciousness. Some claim they
have all the data, but are clueless as to what methods can be used in order
to harness it. They are oblivious to the importance of identifying emerging
trends and disruptions. By the time those trends are properly qualified, it
may be too late to act.

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

Others have miscalculated and are ignorant to the daunting possibility that
their organisations may no longer exist in a decade. They could be ‘Kodak-
ed’. Did the taxi industry foresee the coming of Uber or Grab? Myopia sets
in when managements become comfortable with their 3-year action plans
which are not based on any upward trajectory aimed at the preferred future.
How do universities, in our case, stay relevant and excel even?

Others have thrown caution to the wind and think that visualising the desired
future is a waste of time and should be left to science fiction writers and
pundits. Today, with physical distancing as the new norm, digital onboarding
is critical. Many businesses have disappeared because they were unprepared
for the COVID-19 pandemic. Institutions that had a stronger online presence
landed with a softer thud.

This is a case in point which demonstrates the importance of futures literacy.
We cannot predict the future, but we can test probabilities and line-up action
plans for different scenarios.

Spiritually as Muslims; as believers, the ultimate and final future is in the
Akhirah and it is the most important future of our lives. We should align our
daily activities on all fronts, be guided by sacred intentions always so that
everything we do can be considered ibadah and we will always be seeking
the pleasure of Allah SWT.

We very well know that the day will come when all earthly actions and
behaviour will bring consequences. We should not transgress the teachings
of Islam and be guided by good intentions, good akhlak and adab. Hence,
life-long learning is something incumbent on every Muslim and Muslimah.

To Believers, what matters most is that while we are existing in the temporal
reality of al-Dunya, we do not neglect our Deen. We use our worldly
responsibilities to properly fulfil our duties of ubidiyyah (service to God),
khilafah (vicegerency) and umran (civilisation) development, which will
put all of us in the state of wellbeing in the Hereafter, inshaAllah.

18

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

Institutionally, IIUM envisions herself But seek through these
as part of the Muslim community, (bounties and provisions)
simultaneously the university acts
as a global citizen, working for the which Allah
betterment of the whole of humanity has given you, the home of
which also represents part of the the Hereafter; and yet, do
Ummah of the Prophet Muhammad not forget your share of the
(PBUH), as indicated earlier. world. And do good as Allah
has done good to you. And
In the compelling advent of disruptive desire not corruption in the
challenges and changes heralded by land. Indeed, Allah does not
globalisation, how does IIUM remain
grounded and interconnected? How like corruptors”
does IIUM assure that the university (Qur’ān, 28:77)
shares common values, understanding,
intention, and direction – moving FUTURES LITERACY
together as one soul towards the IS SCIENTIFIC AND IS
Preferred Future which embodies NOT ABOUT STARING
the WISER (Worldwide, Inclusive, AT A CRYSTAL BALL
Sustainable, Equitable and Raḥmatan The FSB Workshop is
li’l-‘Ālamῑn) instead of the WEIRD a process to map the
(Westernised, Economic-centric, future in a structured
Industry-led, Reputation-obsessed way through identifying
and Dehumanising). emerging issues and
trends, understanding
After 37 years, how can IIUM their implications,
fortify the higher education deconstructing metaphors
scenario in Malaysia? and narratives, creating
The question above needed to be alternative and preferred
addressed urgently. With that in futures, and designing
mind, the management embarked on relevant strategies.
the Futures Scenario Building (FSB)
workshop led by Sohail Inayatullah,
the Inaugural UNESCO Chair in
Futures Studies.

19

Mapping the Road
Ahead for Iium 2040:

Setting the
Framework

Addressing the current pushes towards the preferred future for IIUM 2040,
participants started the FSB workshop with brainstorming the current status
quo and the possible, plausible and probable using the Six Pillars Foresight
process developed by Sohail Inayatullah. This process is a structured way to
map the future, identify emerging issues and trends, discerning the first and
second order of these implications, deconstruct metaphors and narratives,
create alternative futures, design a preferred future, and articulate related
strategies. Each pillar has a number of methods to elucidate alternative
futures. Most relevant for this report are the following and they are in no
particular order of importance5 :
• The Futures Triangle
• Causal Layered Analysis (CLA)
• Scenario Planning

THE FUTURES TRIANGLE

As brainstorming began on the first day, precious data captured could later
be projected easily via the use of the Futures Triangle: a simple yet effective
framework.

In the futures triangle, three aspects are critical – The pushes of the present
such as demographic shifts and new technologies. The weights of the past,

5 Sohail Inayatullah, Causal Layered Analysis: A Four-level Approach to Alternative
Futures (Paris: Futuribles International, 2017).

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

often in the form of a traditional mindsets, old habits and norms. While
the compelling pull of the future represent the powerful images of the
preferred future.

Through a strategic analysis of these three forces, a plausible future can
be created. Intensive discourse analysis of the current scenario ensued
with divergent substances and images of the future which include among
others, mutual areas of concern, such as Teaching and Learning, Students,
Academicians, and Culture.

The futures triangle mapping
was followed by anticipating
the futures with possibilities
and probabilities. Consolidating
the expansive thoughts from
participants, the Causal Layered
Analysis or CLA was adopted.

CAUSAL LAYERED ANALYSIS (CLA)

Causal Layered Analysis seeks to unpack the future at four levels. Put
differently, foresight requires both breadth and depth. CLA helps with the
latter as it prods us to go deeper into the futures. CLA has four realities:

• The Litany, or the day-to-day future, the data, the commonly accepted
headlines of the way things are or should be. Solutions to problems at
this level are usually short term oriented.

• The Systemic, the deeper level focused on the root, social, economic,
political causes of the issue. Solutions at this level tends to challenge
traditional silos and be whole of government, multi-stakeholder-based.

• The Worldview, the big picture. It is the paradigm that informs what we
think is real or not real, the cognitive lenses we use to understand and
shape the world. Solutions at this level involve paradigm or worldview
change.

21

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

• The Myth or Metaphor, the narrative, the inner story. Metaphors are
the vehicles of myths. Solutions at this level involve creating or finding
a new organisational story.

The illustration below captures well the steps and flow that each group
experienced:

Divergence Convergence

STEP 1 STEP 2 STEP 3 STEP 4

Detailing Causal Making the Preferred
the Scenario Layered Vision Real Vision
Analysis (CLA)

Figure 5-2: IIUM Futures Studies Workshop Flow

The FSB at IIUM involved identifying uncertainties and risks while
developing alternative futures so that the “unknowns” or elusive realities
are captured, named and strategised differently in each future. This way, we
can optimise strategies and come up with contingencies, a Preferred Future,
backcasting and action learning.

22

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

THE CHANGE PROGRESSION METHOD

The Change Progression method is a technique developed by Milojevic and
Inayatullah6. There are four scenarios (assumptions):
• No Change Scenario
• Marginal Change Scenario
• Adaptive Change Scenario
• Radical Change Scenario

Each scenario is progressive : it varies the capacity or power for the
organisation or institution doing the change. This then makes each of the
four scenarios unique. Different levels of power will lead to different results.
Inayatullah said “Given universities are very hard to change, the change
progression gives a map of what is possible and what is too far.”

After the scenario exercise, the shared vision can be created along with
backcasting and action learning. Backcasting is helpful to ensure that
the present can link itself to the desired future through specific plans and
policies.

To reiterate, each group
detailed their scenarios, and
then carried out the CLA, after
which members populated their
Futures Triangles and then
proceeded to do backcasting,
and then ‘A Day in the Life”.

Most of what has been described
intertwines and overlaps in the
workshop. There is structure,
supportive narratives , as well
as metaphors that touches the
human side of things.

6 Sohail Inayatullah, Scenarios for Teaching and Training: From Being ‘Kodaked’ to
Futures Literacy and Futures-Proofing (CSPS, 2020) 33-50.

23

The Unique
Experience of a
Virtual Workshop
for Iium 2040

The Futures Scenario Building (FSB) workshop, which was originally
meant to be organised face-to-face, had to be conducted virtually over
Zoom due to the COVID-19 pandemic. The IIUM leadership was
relentless and did not want to postpone the momentous event. It was a
risky but wise decision.

Conducting such workshop over a virtual platform was not an easy feat.
Under those conditions, workshop participants were compelled to
respond accurately and carefully to probing questions. Consequently,
deliberations became lean, focused and of high quality.

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

In fact, it was impressive how members were displaying thoughtful and
matured responses. Clearly, those burning questions had plagued them
for many months; possibly years. This demonstrated that such an activity
could not have taken place at a better time.
The momentous event began with the course leader asking participants
pointed questions and then later breaking them into different groups to
represent the different types of scenarios.
This report will later describe the different types of scenarios which were
captured by individual rapporteurs based on team discussions. Writing
styles and format were preserved as much as possible and readers will
notice that this report is an easy-read and not meant to be overly academic.
The use of illustrations merit special mention here. They play a critical role
in any work that speak of the Futures; an area of study that heavily draws
upon the imagination. In this report, pictures help readers visualise the
scenarios and key metaphors for as they say, a picture is worth a thousand
words.

25

Workshop
Participants Address
8 Critical Questions

on Iium 2040

On the first day, participants were asked 8 critical questions, such as:
What is an example of a “Used Future”? According to Inayatullah, a Used
Future is “what we do which does not work, but we continue to use it”.
Used Futures are built into our ways of thinking and institutional practices.
They ensure failure.

Another question was: Which emerging issue(s) do you anticipate becoming
important for IIUM, over the next 20 years? What are the implications of
emerging issues? The raw data of the participants’ responses can be found
in the appendix of this document.

In this section, we have captured data gathered based on three pivotal
questions raised on the first day of the workshop:

1) What is impossible today but if possible, changes everything for
IIUM?

Workshop participants had limited time to respond to this no-holds-
barred question. Most of the responses were typed into the chat
section of Zoom, while others were articulated succinctly when
team members unmuted and spoke up. It was a format that needed
participants to adjust and get used to quickly. I can attest to the fact
that some members warmed up to it but others found the process
awkward and alienating. The sudden need to use technology in this
manner was unnerving for some. Before COVID-19, the workshop

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

would typically be done face-to-face and would take many hours,
even months to complete! So, Kudos to IIUM and the course leader
for pulling this one-off quite successfully.

2) What is your Preferred Future for IIUM 2040?
The course leader asked members to, again, answer this question

freely. I might add that the Rector of the University made a conscious
effort to not actively participate in the group discussions to ensure that
members do not feel ‘watched’ by their superiors and were at liberty
to share candidly. The whole idea was to encourage spontaneous
comments and the virtual platform, by default, facilitated this. This
was a hidden blessing.

3) Snapshot of the Four Futures Scenarios: No Change, Marginal
Change, Adaptive Change and Radical Change.

As mentioned earlier on page 18, The Organisational Scenario
Method seeks to articulate the futures of an organisation based on the
perspectives of key stakeholders. The different scenarios will offer
mindsets, behaviours, metaphors, taglines and narratives which are
unique to them. Workshop participants were organised according
to the four scenarios and needed to play their roles accordingly. No
Change was at one end of the spectrum and Radical represented the
opposite.

27

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

What is Impossible Today, But if
Possible, Changes Everything for IIUM?

Participants’ candid comments were grouped into several headings.

Headings Comments

Leadership, • Good working understanding of Islamisation by
Management and students and staff
Administration
• Become less feudal
• Inclusiveness in decision-making and planning for

the future of IIUM
• To be self-sufficient so that we can function effectively
• Embracing diversity in decision circles.
• Opening floodgates of ideas.
• Making members comfortable to provide their input

without judgement
• Fluid movement for academic staff in terms of

attachment to academic centre of studies
• Talented human resources
• Customised talent attraction and management across

academics and non-academic staff
• Flatten the structure
• Human resource management as the heart of IIUM

Curriculum • Everyone is able to speak Arabic and English fluently
• Focus more on self-initiative
• Bridging the technological gap
• More engagement of students – Research –

T&L – Community
• New narrative of student and academic activism
• Moving from pedagogy to heutagogy
• New knowledge of integration

28

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

Headings Comments

• Students be strongly mobilised and champion policy
change for a more sustainable Malaysia

Student relations • IIUM is able to leverage on alumni especially in terms
of networking, funding, and “ambassadors” nationally
and internationally

University • Free from interference from the Ministry in running
Doctrine the university

• Full autonomy
• Self-sustained university
• Abundance of funds
• Free education
• Virtual university
• IIUM to lead universities in Malaysia

Research and • Change research culture
scholarly • Have more than 40% of academicians do real research
emphasis • All understand the purpose of research – to be leaders

not just end-users
• Lead change and development by conducting need-

based integrated research and innovations
• IIUM become the centre of reference in certain

specialisation and the academics become the “thought
leaders” in their own specialisation.

• Change attitude and commitment

Shared sentiment • Increase Happiness quotient (In Islam, happiness is
not limited to joy and delight in this transient world

but more importantly in the hereafter)

29

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

What is Your Preferred Future
for IIUM 2040?

Curriculum • A less Euro-centric, decolonised (if you like) dynamic
curriculum.
Learning &
Teaching • Should be values-based; humanised
• Transdisciplinary curriculum is an option
• Courses are customised to needs and problems of the

day and A post-disciplinary condition.
• Shift from being self-focused to being “for others”.
• Curriculum to be more human centric – focus more on

human skills that enable them to adapt and excel.
• Humanising education based on Islamic philosophy of

education and Worldview of the Qur’an
• A dynamic curriculum with suitable teachers who are

effective for student’s future

• Learning and teaching are transformational.
• Students can adapt, excel, apply what they learn
• Students are producers of knowledge (entrepreneurial/

industry sensitive)
• Students demonstrate proper understanding because

IIUM exam systems are aligned accordingly.
• Memorisation no longer the key assessment criteria –

focus more on understanding.
• Values-based education.
• Integration between human and Artificial Intelligence

and Divine Knowledge
• Just-in-Time Learning.
• Self-learning is critical while Professors are still key

sources of knowledge
• Good working understanding of Islamisation by students

& staff (Islamisation of Human Knowledge and the Self)
• Effective virtual learning & teaching experience.
• Good academic culture
• If it is a hybrid, it should be seamless
• Curriculum, materials, teachers and students are

comfortable
• Group learning and teamwork prepares students for life

beyond university

30

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

• Passionate and Updated/ Well-read Academicians who
are not burdened with administrative duties but focused
on their students.

• IIUM producer of Murrabi (Dedicated and trusted
educators) everywhere.

• Portable learning

Technology • Values- based machine.
• Islamic- conscious technology.
• Virtual World as new platform of university.
• Ethical Technology.

• Human governance with a heart.
• Administration of the university are focused on active

listening and “oiling” the system constantly, such that it
is simple, free from red-tape, encourages healthy growth
of the institution.
• They don’t blindly emphasise on rules in a mechanical
and mindless manner, instead they are concerned with
governance and serving justice (Maqasid talks about
serving Justice)
• Staff assessment methods and policies need to be re-
aligned
Administration • Staying ahead of the curve with a vibrant research
agenda
• Fluid movement for academic staff in terms of
attachment to academic centre of studies
• Succession plans are in place based on merit always;
strategic
• Endogenous and Islamic perspectives.
• Holacractic administration.
• Less meetings or no meetings.
• Talent Development Centric.
• Let the technology/AI do the repetitive/administrative
job & staffs focus on physical/spiritual bonding task.

General • All four to be values-based.
• Open market
• IIUM to become the referral centre and leading the

Muslim Ummah in various disciplines.

31

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

Snapshot of the Four Future Scenarios

ADAPTIVE

1. Conforming to the mainstream
2. Our values should remain the same although the global view of

values may change
3. Shared prosperity, partnership and peace for the whole planet
4. More flexibility and ready for any change
5. IIUM as the role model for Neohumanism
6. Peace Education
7. Key Intangible Performance (KIP)
8. Shopping mall-like University (offering various products and

programmes. More options)
9. Transformative education hub
10. “Garden of Knowledge” becomes “Forest of Knowledge”
11. Fully financially independent
12. More student and staff community-engagements.
13. Appear to address more students’ needs than what is perceived

to be important to students
14. Produces more generalists than specialists
15. Stakeholder does not trust the ivory tower
16. Key Performance Indicators (KPI) type of matrix could come back

NO CHANGE

1. IIUM becomes irrelevant
2. IIUM may even cease to exist
3. Outdated curriculum and program leading to a sharp drop of

student enrollment
4. IIUM does not evolve despite changes in the ecosystem
5. Fails to serve the community
6. IIUM is a Museum of Yesterday

32

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

RADICAL

1. Leading the way with KhAIR and FAST
2. Mercy for All
3. Oasis of Knowledge
4. New division of knowledge
5. Transdisciplinary Knowledge; Arts & Science to merge
6. Ulul albab-based education (Ulul albab: who possess wisdom,

intelligence and knowledge based on belief and devotion to Allah
(SWT) and this is not an ordinary term)
7. Artificial Intelligence as Professor
8. Education is heutagogy
9. Reducing the number of kulliyyahs into 2 or 3 or breaking up
the university into many universities.
10. Students and staff are empowered
11. Innovative and adhering to the highest standards and
values
12. Radical can also be that IIUM loses its vision, its purpose, and
its soul while trying to fit with global change

MARGINAL

1. Some IIUM kulliyyahs disappearing i.e. no longer relevant.
2. IIUM will be like a factory that produces workers
3. ‘Log-in and log-out’ routine i.e. staff only act as operators
4. Functioning without a soul
5. Boring university life
6. Passive and depressing outlook for students
7. Garden of Knowledge and Virtue (GKV) with overgrown trees

and deadwoods
8. Status quo - just to survive another year
9. Too much bureaucracy
10. We change a little but not enough
11. Will soon be like Kodak or Nokia
12. Not a leader
13. Among the average

33

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

Reaching to The Preferred Scenario

(IIUM 2040) as in the Sejahtera

Academic Framework (SAF)

Moving ahead to 2040, there are several probable scenarios:

Scenario 1: No Change
The University community in 2020 has chosen not to change, for
we seem to be doing well, and things have been working, though
not flawlessly, but things get done – students graduate, staff get
promoted, the University has even won several awards at both
national and international level. With this choice, it is expected
that the University will become a “Museum of Yesterday” – the
Garden of Knowledge and Virtue is essentially a deserted and
abandoned garden.

No longer competitive programme-wise and not willing to change
organisational-wise, the University no longer attracts, much less
retain, the brightest minds. It is merely existing, as long as the
government continues to fund it. Meanwhile, the world outside
continues to change, at times exponentially.

Scenario 2: Marginal Change
The University community in 2020 has chosen to change
marginally. Everyone understands that some things have got to
change, but the changes are done only as and when needed; Why
rock the boat too much? Just row the boat but don’t rock it. With
that choice, it is expected that the University will transform into
a Sejahtera community. This does not seem like a bad decision to
have made, until the details are looked into and we see that is it
essentially a stagnant community that is resistant to change, and

34

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

everyone continues to be in their comfort zone - textbook and
exam-oriented pedagogies, low-impact research done mainly for
getting promotions, technology-slave and follower culture – these
images permeate the assembly-line setting.

There is still too much bureaucracy and too much emphasis
on maintaining legacy or heritage blindly. The “Sejahtera
Transformer” in this Sejahtera community remains more of a
litany and a concept than the reality, for in the end, it continues
to be about the paper qualification and instant self-glorification.

Scenario 3: Adaptive Change
The University community in 2020 is happy with the achievements
and wants to continue leading the way while maintaining the
concept of “ummatan wasatan,” hence they have chosen to take
the adaptive change route. With that choice, IIUM becomes “The
Sanctuary” and the aspired university. The University is seen not
just as a place to seek knowledge, but it also generates knowledge
at a viral level. It humanises Artificial Intelligence for the benefit
of humankind and offers a personalised education where students
choose what they want to learn and learn a series of certifications
leading to a degree.

The IIUM Culture is like a family where you feel wanted in
a nurturing, warm, honest and welcoming environment, and
people keep coming back for support and advise. The teachers are
Murabbis, nurturing self-learning. There is green-tape governance,
and diversity is embraced. The 7 missions are in place once again
in navigating the required changes. The Garden of Knowledge and
Virtue is also now a sanctuary.

35

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

Scenario 4 : Radical Change
The University community in 2020 feels blessed with the
achievements and is thirsty for more. KhAIR and the 7 missions are
well-grounded in the IIUM community. The COVID-19 disruption
shows that more needs to be done – sooner rather than later – hence
they have decided to go for radical change. With that choice, in
2040, IIUM becomes an Oasis of Knowledge. With the metaphor
of the Rising Phoenix, IIUM leads the renaissance of knowledge,
in the Islamic world and beyond.

This is achieved by becoming a hybrid global university. The
global aspect of the mission is achieved - there are scholars
and students around the world, engaged in knowledge seeking,
impactful research that generates knowledge while improving
societies around the world – all under the IIUM mantle and high
standards. The scholarly community and general public flock to
campuses, virtual ones and physical ones, for the environment is
both a sanctuary and a verdant garden of knowledge and virtue.

No longer relying on government funding, as well as being fully
autonomous, IIUM is able to move forward faster than before.
IIUM is the preferred choice; It is borderless, and inclusive –
all languages are spoken in IIUM, and they all speak the same
language, which is that of mercy to all the worlds and glorification
of Allah.

36

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

IIUM 2040 (The Preferred Scenario)
With the 4 possible scenarios presented above, it is clear that
change is a must. Not changing is not an option. So, the question
is how much change, and what kind of change. It is perhaps also
clear by now that marginal change is insufficient, not if we want
to be leading the way, not simply just to remain relevant. The
preferred scenario combines the best of being radical yet adaptive.
The details are subject to further consultation as the scenario is
cascaded to the community and extensive engagement with all is
done. In general, in 2040, it is envisioned that IIUM graduates
will truly be the khalifahs - nurtured in an inclusive, green and
happy environment, going through an academically rigorous yet
meaningful and flexible programme, with the best facilities and
having instructors who are murabbis – the IIUM graduates will
continue to bring goodness and positive changes to their respective
communities.
Administratively, the University continues to adapt such that there
is optimum efficiency with full transparency and accountability to
materialise the various University agendas (including the Roadmap
2021-2022), designed for optimum positive impact. The Sejahtera
Academic Framework has become one of the major catalysts to
move things forward, and it can be seen in full-swing by 2040.

37





And to Allah belong the unseen

[a“sApencdts]toofAthlleahhebaveelnosnagntdhtehe earth
aunndsetoenH[iamspweiclltsb]eorfettuhrened the

hmeaavtetenr,saallnodf tith,esoeawrotrhshainpdHtiom and
reHlyiumpownilHl bime.rAetnudrnyoeudr tLhoerd is not
mauttnearw, aarlel ooff tiht,atsowhwiochrsyhoiupdo.
Him and rely upon Him.

And your Lord is not
unaware of that which

you do”.

Al-Qur’an : Hud (123)

No Change
Scenario

“For each one there are successive angels before and behind, protecting them by
Allah’s command. Indeed, Allah would never change a people’s state ˹of favour˺
until they change their own state ˹of faith˺. And if it is Allah’s Will to torment a

people, it can never be averted, nor can they find a protector other than Him.
Qur’ān, 13:11

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

Allah SWT does not change the condition of people until they make the
effort to change themselves first. Most people recognise that things are never
constant. Created as khalifah of the earth, humans are the actors and drivers
of change. IIUM’s aspirations of a tenable, holistic Islamic university must
be driven by the pushes from within – a driving force with a tenacity to lead
the way. What would a No Change scenario IIUM look like?

The group assigned to the No Change scenario presented, among others, a
likelihood of an outdated infrastructure, reduced enrolment of international
students due to increasing tuition fees, a demoralising and disintegrating
ecosystem, a depressed campus community (staff, students and surrounding
community) with a magnanimity resulting in IIUM being an irrelevant entity
towards the prosperity of the nation.

Some foundational questions were deliberated to challenge the default
future: What is IIUM’s forte? What works and what doesn’t work? How
do we react to the changing future? What do we do things differently and
how do we re-shape the future towards the preferred?

Mapping of the preferred was done through the Futures Triangle which
encapsulates three distinct factors: the contending pulls of the future, the
critical drivers pushing the future and the weights of history hindering the
realisation of IIUM’s desired image of the future.

In this section, Zurina, the rapporteur, had to capture discussions and
arguments facilitated by Wahed. It would be interesting to point out that
team members were initially reluctant to be part of the No Change Scenario.
Some of them were desperately scrambling to get out of their pre-assigned
groups because this scenario went against their natural instincts. Even
during the course of discussion, team members would momentarily forget
that they were “No Change” and needed to make U-turns. It was comical
and heart-warming at the same time. The Course Leader explained how
important this group was in illustrating the consequences of No Change,
which could positively impact the university. The bleak scenario being the
catalyst for action.

42

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

GROUP 1: NO CHANGE
THE MUSEUM OF YESTERDAY

The Honor and Nobility of Man in His Knowledge

“Read! In the Name of your Lord, Who has created (all that exists), Has created
man from a clot. Read! And your Lord is the Most Generous, Who has Taught
(the writing) by the pen. Has taught man that which he knew not,”
(Qur’ān, 96:1-5)

The above ayah represents the essence of the Philosophy of IIUM – Al-Alaq
ayah 1-5. Established on the 20th of May, 1983, the raison d’etre7 of IIUM is
in pursuit of comprehensive and holistic excellence for the development of
the Muslim world, as an alternative to the secular model of higher education.
The first thing that was mutually agreed upon by all members was to ensure
that whatever ideas and inputs suggested will be based on the Philosophy,
Vision, Missions and Objectives of IIUM, as in the Constitution. Group 1
comprised academics, administrators and a representative of the student
leadership. All members were new to the subject except for the facilitator
of the group. In the last fifty or so years, the study of futures has moved
from predicting the future to mapping alternative futures to shaping desired
futures, both at external collective levels and inner individual levels8.
In the beginning, some group members were sceptical about being

7 “Reason for being”
8 Sohail Inayatullah, Futures Studies: Theories and Methods (Madrid: BBVA, 2013);

OECD, How are scenarios made? (2021)

43

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

Futures assigned the ‘No Change’ scenario with the
studies creates metaphor of “The Museum of Yesterday”.
The University has been in existence for 37
alternative years with so many victorious moments and
futures by memories cherished. From a small campus in
making basic Subang Jaya to Petaling Jaya and now it has
assumptions expanded to five campuses altogether. The
problematic. facilitator of Group 1, Wahed, commented,
Through
questioning the “How can that be? We want
future, emerging change? We don’t want to be the
issues analysis, Museum of Yesterday for crying out
and scenarios,
the intention loud?”
is to move out
of the present But then, Sohail, the course leader for the
and create the FSB Workshop explained how important it
possibility for would be for the role of Group 1 to dive deep
new futures. into the ‘No Change’ scenario. Seconded by
Dzulkifli, the IIUM Rector, this convinced
Que Sera Sera group members to explore further the picture
What Will Be, of ‘Museum of Yesterday’ and how this
scenario would play out, what policies of
Will Be inaction could lead the university into such
a dismal future. They realised that their
- Zurina findings can in fact drive change. They had
a chance to motivate the IIUM community
to strive for education sustainability and
institution stability in several aspects, such as:
talent and financial management, corporate
governance, infrastructure for teaching and
learning, responsible research and all other
areas.

44

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

THE SCENARIO

No change can be c’est la vie (“such is life”)

- Norbik

The Garden of Knowledge and Virtue (GKV) is the University’s tagline
that carries a sacred meaning. The tagline was inspired from the Qur’an.
There are 78 ayah (verses) highlighting the word garden and Surah Al-
Baqarah, ayah 25 highlights gardens in Jannah with flowing rivers and
fruits as provision.

“(O Muhammad!) Give the good news to those who believe and
do right actions that they will have Gardens with rivers flowing
under them. When they are given fruit there as provision, they
will say, ‘This is what we were given before.’ But they were only
given a simulation of it. They will have their spouses of perfect

purity and will remain there timelessly, forever.”
(Qur’ān, 2:25)

We are in the garden as the murabbis, manning the trees and all which
grow in the garden. It is our amanah; we have been entrusted to ensure
that the garden bears the best fruits – an imagery for what the university
aims to produce in terms of: modules for teaching and learning, responsible
research, graduates and etc. Knowledge and virtue can only come together,
if knowledge learned is put to practice (amal) and transferred to others in
the spirit of Raḥmatan li’l-‘Ālamῑn (Mercy to all the Worlds).

We are tending to this garden, taking good care of it whilst in our journey to
the eternal life of the hereafter; to be in the garden of Jannah. The narration,
i.e., the Garden imagery, was shared among the members and there were
also discussions on the strategic outcomes of the Roadmap 2021-2022 i.e.,
Beautifying the GKV should encompass not only the physical aspects of the

45

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

University but also ‘beautifying’ the inner beauty of the IIUM community.
We are concerned with the serenity of the soul. The duty as the murabbi
and the agent of change must be carried out effectively.

The group defined ‘No Change’ as the French sayings, c’est la vie9 or que
sera sera10. The ‘No Change’ scenario depicted laissez faire11 management
and a c’est la vie attitude. The group discussed at great lengths the
“disruptions” that could occur, especially since we remain tied to old
patterns of behaviour. We know we need to step up, but somehow, we
procrastinate, we seem unable to do so. To feel good about it, we start finding
ways to justify why we cannot do it. We start to point fingers. We blame the
system and find fault with others. We are so contented in our comfort zone
and sometimes become self-centred. Shukran, Dean of the Islamic Revealed
Knowledge and Human Sciences (IRKHS) Kulliyyah added,

“We are going to create a scenario, that if we were to
continue to operate such, there will be no future of IIUM, it’s the

end of Garden of Knowledge and Virtue”

The general attitude of IIUM staff is to come to work solely for the purpose
of drawing a salary. The typical questions they ask when a little bit more
is expected from them would be: “What do I gain from it [extra work]?
What is in it for me?”. The culture of clock-in and clock-out, with layers of
bureaucracy limits staff’s ability to be creative, innovative and productive.
The typical top-down initiatives are being carried out by team members
with a ‘business-as-usual’ mindset. Everyone works in silos.

9 “Such is life”
10 “What will be, will be”
11 “Leave [it] alone”

46

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

Figure 8-1: Business as Usual

Apart from that, issues in relation to post COVID-19 were discussed and
some members talked about mental-health and wellness. There were
debates on heutagogy in relation to the post-pandemic era of teaching
and learning. Team members highlighted that adab, or behaviour and
etiquette, in seeking knowledge must be preserved, face-to-face teaching and
learning should be emphasised, even with the advent of virtual education.
Heutagogy is not the answer for it because heutagogy is meant for
adult learners. Isarji, a professor of applied linguistics, highlighted another
teaching methodology,

“Suggestopedia, where the students or learners decide what to
acquire and how to acquire”.

However, looking at the current global pandemic, it was agreed that self-
learning is inevitable. Having said that, self-learning needs to be guided
by proper procedures, extensive global collaboration and enhanced IT
infrastructure. Only then can they produce graduates who have attributes of
Insan Sejahtera12. The importance of having the elements of heart, emotion
and spirituality in the curriculum must be given full attention.

12 A balanced and harmonious person

47

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

Amidst all the lively discussion, a few members reiterated the fact that
IIUM must preserve the essence and niche of the university in the area of
‘Islamisation’. The vision and missions of IIUM must be carried throughout
all initiatives. Additionally, Norbik mentioned further,

“The reason we cannot change is because we do not have enough
funding, the university also has failed to develop its own new sources

of revenue. So as a result, it goes into the natural behaviour of
retaining itself, just like a typical brick and mortar university”

VISION

Inspired by the worldview of tawḥῑd and Islamic philosophy of the unity of
knowledge as well as its concepts of holistic education, the University aims at
becoming a leading international centre of excellence in education, research and
innovation which seeks to restore the dynamic and progressive role of the ummah
in all branches of knowledge
THEREBY, CONTRIBUTING TO THE IMPROVEMENTAND UPLIFTING
OF THE QUALITIES OF HUMAN LIFE AND CIVILISATION.

MISSION

Figure 8-2: IIUM Vision and Missions (IIUM Constitution, 2018)

48