A Virtual Journey to IIUM 2040

A VIRTUAL JOURNEY TO IIUM 2040
FUTURES SCENARIO BUILDING WORKSHOP

And Allah SWT is all-Encompassing and Knowing. Those who spend their
wealth in the way of Allah and then do not follow up what they have spent
with reminders [of it] or [other] injury will have their reward with their
Lord, and there will be no fear concerning them, nor will they grieve”.
Innovative teaching and learning will be pivotal as borderless knowledge-
sharing requires academics or Murabbis to be ‘fluid’ in their presentation
of courses via an ala-carte or the buffet-style approach.

Another distinct organisational change in 2040 for IIUM is the pull of a
financially and politically autonomous institution. Living up to its unique
existence, IIUM must have the capacity to decide freely on its internal
financial affairs. The ability to manage its funds independently will
capacitate IIUM to manoeuvre and realise its strategic goals.

In this section, Norhayati was the rapporteur and summarised the discussion
of the Radical Change Group. Just to reiterate, this group is expected to be
deeply transformative. Expectedly, their policy recommendations would be
sweeping ones, meant to be game-changers. They represent the opposite end
of the Organisational Scenario method, if we pictured all the scenarios as
part of a spectrum. The rapporteur captured their conversations and humour
by sharing the direct quotes of the members. Much of their arguments
contributed to the preferred future as they are the more progressive and
will harbour bigger and better changes for IIUM 2040.

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GROUP 4: RADICAL CHANGE
BECOMING THE OASIS OF KNOWLEDGE

Brainstorming the Radical Change Scenario
Group Four was tasked to discuss on how radical IIUM could be in the year
2040. The task was scheduled on 13th November 2020, the second day of the
workshop. During the session, everyone seemed enthusiastic to share ideas
on the radical visualisation of IIUM in 2040. Perhaps the team composition
was just nice – two deputy rectors, two student leaders, one mahallah’s
principal, one dean, two directors and one deputy director, as a rapporteur.
The brainstorming session was lively and filled with laughter, despite the
fact that two members had to join virtually through Zoom from the state of
Kuantan. No heated discussions, just healthy and constructive ones.
Giving Meaning to the “Oasis of Knowledge”
The team started off by identifying the title of the scenario. Being facilitated
by Zulkifli, everyone agreed unanimously that the “Oasis of Knowledge”

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will be the radical change scenario. Next, Zulkifli led the team to identify
the drivers for change, employing the Futures Triangle Model. Several
factors that were expected to push for radical change were excitedly put
forth in a in a matter of minutes.
The team also decided to include a hand-drawn illustration that will allow
team members to carefully study how an Oasis look like in order for them
to visualise and imagine how this metaphor depicts what they are trying to
convey. Pictures, as you know, speaks a thousand words.

Figure 11-1: The Oasis
Defining Borderless University
Once the push drivers were agreed upon, the team moved on by giving
meaning to each concept of IIUM 2040: The Oasis of Knowledge.

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Conceptualising Open Sharing
Firstly, the team talked about the concept of open sharing. Lihanna then
commented,

“No more kulliyyahs. We are borderless. Sorry, I am putting you out of a
job, Dean”.

The comment was specifically directed to Razak, the Dean of KAED19.
The room was filled with laughter. Perhaps enjoying the process of giving
meaning to the Oasis of Knowledge. It was the start for a more serious
discussion, despite the hybrid mode meeting, where two members were
on zoom and the rest joined the face-to-face session at the meeting room
of the Office of Deputy Rector, Student Development and Community
Engagement.

Although some team members agreed to Lihanna’s concept, others did not.
Hafiz, for example, did not think that the open-sharing concept is a radical
one. He claimed that,

“This open sharing is already there in Europe, the Ala-Carte system. I think
we need to think of something beyond that”.

The team then realised that they need to visualise something in the future
that is radical enough to ensure that IIUM 2040 will become the Oasis of
Knowledge. It cannot be something of the present. That would not do. The
image in mind needed to be radically different. Before long, team members
offered more ideas and suggestions.

“What about everyone can fly?”, said Zulkifli.

Izzat, the young lecturer from the Kuantan campus, shouted through Zoom,
“What about in 2040, we go for virtual university?”

19 Kulliyyah of Architecture and Environmental Design

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“Education for All”, added Hafiz, also through Zoom. He was suggesting
that everyone can “masuk university (enter university)”, without of entry
qualifications.

The Need for Physical Infrastructure
Secondly, the discussion developed further into the issue of physical
infrastructure. As Borderless University, Global Professors, Global Students,
and Work-From-Everywhere concepts were suggested, the question on the
need for physical buildings were raised.

“Would IIUM need the physical building anymore in the year 2040?” said
Lihanna, actively participated in the discussion.

“Well, I supposed we need them”, replied Izzat. He added, “Rooms to occupy
large servers are still needed in the year 2040.”

At this juncture, the team perhaps had not thought about cloud computing
or cloud server which could dismiss the need for physical storage for server.

A few team members, like Lihanna, were still concerned about the teaching
and learning ecosystem.

“How do we provide a high touch environment?”, she asked. She went
further, “We need to have a hybrid mode of teaching”.

Under the hybrid mode students are expected to be on campus doing face-
to-face interaction with supervisors or lecturers for certain period of time.
So, the idea of physical campus-less is not what the group visualised under
the Radical Change Scenario.

Hafiz again cautioned the team about the physical building. “I think we need
to look back at 20 years ago. How UIA looks like after 20 years in 2020.
So, in 2024 (He meant 2040) I think they won’t be too radical to destroy
all the buildings, but perhaps the function [of the physical building] might
be changed”.

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The team somewhat agree with the suggestion, i.e., under the radical change
scenario, IIUM in 2040 still requires its physical building to be properly
maintained and managed.

Achieving Full Financial Autonomy
“By year 2040, we are financially and politically free university”, said
Zulkifli. But Hafiz was quite sceptical about political freedom. He
commented, “politically...quite hard for us”.

But the team kind of insisting that under radical scenario, IIUM should be
financially free, employing a Waqaf University Model.

Open Language
Under the Borderless University concept, the language of instructions can
include Arabic, English and other languages. It came naturally to the team
that for a borderless university, IIUM should be ready to cater for the open-
language concept.

Next the team continued by identifying disruptions or forces which might
affect or bring change to IIUM.

Disruptions in a Radical World
War, pandemic, natural disasters, employment availability, demographic
change, geopolitical change were among the main disruptions that were
identified by the team. The influence of COVID-19 was felt when one of
the team members suggested COVID-19 as one of the major disruptions. It
was earlier on dismissed by the members. However, Hafiz cleared the fact by
saying that although COVID-19 might no longer be the major disruption in
2040, the possibility of a new pandemic could not be denied. Team further
classified wars into cyber war, physical war and economy war. They also
agreed that the depletion of natural resources might disrupt the university
in some way or another. Nonetheless the rise of new renewable energy such
as solar power might bring effect in a positive way.

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Members were also aware of the Ala Carte Education which might disrupt
the university’s operation. “You only take what you want”, said Lihanna.

Over the zoom at Kuantan, a conversation between the two members had
taken place. Hafiz spoke to Izzat, “This concept (Ala Carte Concept) is
not new, it already exists.”

The concept of students as knowledge generators was also put forward as
new concept in IIUM 2040 radical change. Currently professors are being
seen as knowledge generators and transferred the knowledge to the students.
Under the radical change, the role of producing knowledge shall shift from
the professors to students.

Finally, after agreeing on the concept of borderless university and the
disruptions which might happen in the future, Zulkifli continued the
discussion with the image of IIUM 2040.

Defining Image of the Oasis of Knowledge
At first Zulkifli suggested several concepts for the image of IIUM 2040.

“Do we want natural image, artificial, synthetic image, modern image, or
post-modern?” questioned Zulkifli.

He then continued, “Architect would know best.”

Razak replied, “Renaissance! Renaissance!”. The team then went to burst
with laughter. But “Renaissance of What?” asked Zulkifli. The team went
further to propose several examples. “Renaissance of human kind?”,
“Renaissance of …”. Finally, Lihanna had a suggestion. “Ok…RISE.
Renaissance of Islamic Education”

In a follow-up discussion, the team had prepared a list of images of the
RISE so that the information could be shared with the illustrator. See below
- Imagining the Renaissance of Islamic Education.

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IMAGINING THE RENAISSANCE OF ISLAMIC
EDUCATION

A reflection of IIUM on the last 20 years and how it has
transformed now in 2040 posed such a milestone achievement.

The institution has chartered into territory that was unseeingly
viable and possible then.

IIUM has garnered trust and confidence from the masses of
knowledge seekers and academic enthusiasts turning it into
a melting pot of knowledge producers.

The university has arisen and is flying high expanding
its wings disseminating the wealth of knowledge to all
humankind in all parts of the world.

IIUM has magnetised learned academicians from all
continents representing different cultures with understanding
of its respective values making them fitting Murrabi to lead
internationally.

The practice of holacracy method of governance and the ever
readiness of its learned academicians to deliver knowledge
assisted by the state-of-the-art hologram technology in
teaching has turned IIUM into a borderless university that is
accessible by all mankind residing at all parts of the world to
experience academic excellence.

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The group tried to envision a suitable image as they were supposed to share
to large groups on their radical change scenario. Below is the illustration
selected to represent the image of radical change.

Elaborating Incast Details – Headlines data and Stakeholders
Once they have settled the image of RISE, the facilitator continued with
the headlines data or visibility of the IIUM 2040. Stakeholders of IIUM
include parents, industry, government, society, community of students and
scholars and the community at large. Each stakeholder has different needs
and expectations on the university. See Figure 11-2: Incast Details

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Figure 11-2: Images and Incast Details
Next, the team discussed on the system, the dominant culture and the
metaphor that should exist in IIUM 2040 under the Radical Change
Scenario. See Figure 11-3: System, Culture, Metaphor and A Day in the
Life of a Person.

Figure 11-3: System, Culture, Metaphor and a Day in the Life of a Person

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Under the system heading, the team has the view that IIUM 2040 shall
offer hologram education monitored by holacratic management. Keeping
in-line with this radical view, there should be democratisation of education
concept adopted in IIUM.

It didn’t take that much effort for the team to identify the dominant culture.
Way of Life, KhAIR, FAST, WISER are among new culture introduced
under Sejahtera Academic Framework became the main focus of the
team. KhAIR is an abbreviation of Khalifah, Amanah, Iqra’and Raḥmatan
li’l-‘Ālamῑn, terms coined to describe the new culture for IIUM to lead the
way. Whereas FAST refers to prophetic attributes of fatanah (wisdom),
amanah, (trustworthy), siddiq (beingness), and tabligh (togetherness).

The group had come up with several terms for the metaphor. However,
everyone agreed with the “phoenix” metaphor, which then gave rise to
“Flying Phoenix, Phoenix Rising”. See Figure 11-4: The Metaphor

“Flying phoenix…this is kind of like Dumbledore” Hafiz joked.

Figure 11-4: The Metaphor

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The group ended the first team discussion by concluding on the description
of a day in a life of a person in IIUM 2040. Several ideas were mooted to
describe the one-day life of a person. See Figure 11-5: A Day in a Life of
a Person (under IIUM 2040 – Radical Future)

Professional

Intellectual Social

Spiritual Reflections,
Tahajjud

Mindfulness Health

Driven by Islamic
values

Figure 11-5: A Day in a Life of a Person (under IIUM 2040 – Radical Future)

Stakeholders Today (IIUM 2020) vs Transformed (IIUM 2040)
In the second session, the team prepared a stakeholders’ analysis on litany,
systemic, worldview and myth-metaphor. The discussion went smoothly
as each member was already getting used to the future thinking mindset.
See Table 11-1: Stakeholders Today vs Transformed.

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Table 11-1: Stakeholders Today vs Transformed IIUM 2040
STAKEHOLDERS (IIUM 2020) Transformed

Students Parents Industry Government Community

Litany Prosumers Employability Ready-Made Vote for Them Ivory Tower Transformative
Problem Solver
Education
Skills &
Competencies Balanced Citizen of
the Worlds
Profit
A VIRTUAL JOURNEY TO IIUM 2040SystemicInstructorStatus QuoMakingAccreditationReliabilitySejahtera Academic
FUTURES SCENARIO BUILDING WORKSHOPWorldviewcentredSaving CostsRecognitionFramework
Convocation
111 Half-baked Job security Factory Productivity Free & Cheap Balanced in this
student Education Yet world and the
centred Another High Quality hereafter
extension of
Jaguh School Ants Ulul-albab
kampung personalities
(Village “Guru Besar”
Hero) (Headmaster) Oasis of Knowledge

Myth- Kampung Helicopter Phoenix Rising
metaphor Boy (Village parenting
Boy)

A VIRTUAL JOURNEY TO IIUM 2040
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Kampung Boy (village boy) was an interesting metaphor for students
described by the team but was commented by the Rector as the metaphor
which might provide a wrong signal. Kampung boy has positive values
which the university might want to preserve.

Futures Thinking Workshop: Going Deeper into Radical Change
As the objective of the workshop is to produce a scenario for IIUM in 2040,
each group was asked to summarise their individual scenario. Group 4 had
two more sessions over Google Meet to discuss the details of the radical
scenario. The following write-up is the contribution by each group member.

Visioning IIUM 2040 as the Oasis of Knowledge and the RISE of the
Phoenix
In 2040, IIUM is both the university holding true to its vision and missions
to be stalwarts of Islam and to ultimately bring good to humanity, yet at
the same time transformed in terms of the institutional culture, academic
environment and its reach to be an oasis of knowledge, where scholars
(budding and established) come from everywhere and is everywhere. This
Renaissance of Islamic Education gives life to a community of learners,
of the learned and the community-at-large that work together, embracing
the Islamic worldview and work ethics, bringing forth innovations and
solutions.

Every person is an integral part of the university – the Centres of Studies
once seen as custodians of knowledge no longer exist. Every scholar (student
or staff) pursues their interests wholeheartedly, for the goal is to give rise to
a new breed of polymaths of the future - a Muslim scholar no longer is only
well-versed in his or her own area of study, but straddles many different
branches of knowledge, with everyone understanding the concept that with
knowledge there are responsibilities.

IIUM nurtures a new breed of inspirational leaders with Raḥmatan
li’l-‘Ālamῑn mindset, excellent character, skills, virtues, knowledge, wisdom
and technology savvy.

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IIUM to be absolutely independent in administration, financial with fully
autonomous, internal talents empowerment, full pledged virtual, cloud
and cyber security systems, polyglot environment, embracing diversity in
cultural values.

Drivers for Transformation
The transformed IIUM in 2040 is visualised as a “virtual” university with
“virtual” academic programmes. The existence of the IIUM name in 2040
is remains as per today but without physical faculties. The lecturers and
professors who act as global scholarly murabbi that will be able to offer an
ala carte education for students that will be everywhere in the world creates
borderless university environment.

The implementation and integration of the academic programmes using the
state-of-the-art infrastructure and technology in relation of IR4.0 concept
will enhance further the aspiration of the “virtual” university of the future
to achieve the aim of education for all and Raḥmatan li’l-‘Ālamῑn.

The support from committed and dedicated human resource team,
reliable and strong financial ecosystem using digital financial approach
will guarantee success. The success of IIUM in 2040 will realise the
“rising phoenix” phenomena that gives light to the ummah and the world
community.

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MAKING THE VISION REAL
The Oasis of Knowledge

Drivers of Change – Pull, Push, History

PUSH FACTORS WEIGHTS OF HISTORY

• Visionary Leadership • Bureaucratic and
• Borderless - Global professors and hierarchical organisational
culture
global students
• Technological driven education • Government’s expectations
• Weak and corrupt
setting
• AI - big push, Robot adviser governance
• New form of financial ecosystem • Heavy reliance on

- financial autonomy, financial Government’s funding
ecosystem, capital market funding, • Political instability and
endowment - Waqaf oriented
• Digital – bitcoin, fintech – payment interference
• Architectural Excellence • Loss of interest from
• New Form of War – Cyberwar
• Geopolitical change students for university’s
• Qur’anic Imperatives: Ummatan education
wasatan; Raḥmatan li’l-‘Ālamῑn, • Security disruptions
Al falah, Islamic Philosophy of • Economic crisis
Education and Civilisation

Figure 11-6: The Futures Triangle

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Elements of Pull Elements of Push Weight of History

These are current images of These are several push These are the
the future which could be or factors that change barriers preventing
should be for IIUM under IIUM to become the the realisation of a
the Oasis of Knowledge Oasis of Knowledge. particular image of the
future of IIUM.
• Waqaf University • Visionary
• Bureaucratic
• Incentivised Education Leadership and hierarchical
organisational
• Borderless • Borderless - culture

• International Image - Global professors • Government’s
expectations on
People and global Public University

• Hologram Education students • Weak and corrupt
governance
• Virtual World • Technological
• Heavy reliance
• Cloud, Free Internet driven education on Government’s
funding
• Astronaut setting
• Political
• Professional students • AI - big push, instability and
interference
- IIUM as an Elevated Robot adviser
• Loss of interest
Kampung Boy • New form from students
for university’s
• Financially and of financial education

politically autonomous ecosystem • Security
disruptions
• Students everywhere - financial

• Murabbi (Dedicated autonomy,

and trusted educators) financial

everywhere ecosystem, capital

• Every language – open market funding,

• Knowledge validation endowment -

• Students as producers waqaf oriented

of knowledge • Digital – bitcoin,

• IIUM as creators and fintech – payment

technology innovators • Architectural

• Custom made Excellence

education • New Form of War

• Appreciate Heritage – Cyberwar

and culture • Geopolitical

• Kampung Boy on the change

Rising Phoenix

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Causal Layered Analysis: Litany, Systemic, Worldview and Myth-
Metaphor
The group further elaborated the visioning of radical change by going
deeper into litany, systemic, worldview and myth-metaphor. Table 11-2:
IIUM Today (2020) vs IIUM Future (2040) provides the details

Table 11-2: IIUM Today (2020) vs IIUM Future (2040)

TODAY (2020) TRANSFORMED (2040)

Litany • Global reference in • Transformative Education
sustainable Islamic • Balanced Sought-after Citizens of the Worlds
education

Systemic • Theoretical-based • Sejahtera Academic Framework and
Islamisation Implementation of Islamisation of
• Working in silos • Knowledge and Self.
• Bureaucracy • Blockchain technology
• Fragile IT System • Holacracy
Self-learning robot as part of the system

• Balanced in this world and the hereafter.

Harmonised worldview towards one direction

Worldview • Students: • Students: Courses are challenging yet very
• Employability interesting, I can see how the things I learn
• Parents: Job • relate to my life, prepare me to become a
• security • professional person and I enjoy using what I
Alumni: • know to become problem solver for humanity
• Ambassador • Parents: IIUM becomes the university of
• Industry: Profit choice because it transforms my child into
making and cost the best person he or she can be
saving Alumni: I came to IIUM to get a degree; I
Government: Vote got an education instead; I wouldn’t trade
for them those times in IIUM for anything else in the
Community: Cheap world
but expect good Industry: Problem solver, creator and
quality. inventor for the benefit of the ummah.
Government: The future leaders that are able

to lead the way. 

• Community: Umbrella and light of the

ummah in the future

Myth-metaphor • The Well of • The Oasis of Knowledge
Knowledge • Phoenix Rising (RISE of the Phoenix) 

• The Unpolished
Gem

• Cookie Cutter

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The Dominant World: The Culture
In 2040, the dominant culture of IIUM is Islam as a complete way of life
and comprehensive excellence (Itqan). The transformed IIUM fully manifest
the “Islamic” aspect of its name. The university may not be made up of
Muslims exclusively, as it welcomes everybody, but the Islamic work ethics
of integrity and doing the best, and social values of respecting and loving
one another, of taking care of people and the environment - are just some
of the tangible feelings one gets. For the Muslims, Islam is a complete way
of life. Everything is done with the knowledge that God is All-Seeing and
Knowing, thus all actions should be for the sake of being closer to God.
The spiritual connectivity is intertwined with behavioural manifestations.
IIUM becomes an exemplar to show Islamophobic individuals why their
fear is misplaced. Everyone strives to inculcate the prophetic traits of
Fatanah, Amanah, Siddiq and Tabligh. Everyone strives to embody the
characteristics of the Insan Sejahtera, a balanced and harmonious person
also as a Khalifah. They are imbued with the value Amanah, embrace the
Iqra culture and aim to spread Raḥmatan li’l-‘Ālamῑn.
In 2040, the Sejahtera Academic Framework is a living document, no longer
a concept in a book.

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Steeple or The System: Teaching and Learning, Administration
IIUM is looking to move forward from a conventional and rigid environment
into a flexible, agile and harmonised system. Starting from the teaching
and learning environment, in 2040, IIUM will be focussed into a diverse
education system, where the students are introduced to more issues and
perspectives, including knowledge, strategies, and applications.

They are also willing to examine and re-examine their personal perspectives,
values and development in order to learn more about themselves. IIUM
2040 will offer platforms to allow flexible curriculum and learning contexts
as well as collaborative learning beyond faculties and courses. These will
produce students and graduates with increased capacity for tolerance,
respect and concern for others and enhanced ability to think creatively and in
more complex ways. They have been trained to with high-adversity coping
skills or quotient to cope with natural or social disruptions.

The educational delivering methods are no longer bound by physical
teaching and learning processes. Virtual classes and internship training
will be conducted in both physical and virtual worlds allowing full
interaction between academics and students beyond borders of citizenship
and nationality.



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Radical changes are not just happening among the students. Academics
will move beyond the lecture halls, studios and research laboratories.
More start-ups and spin-offs will be born and developed by the academics,
in providing various solutions to solve the current problems and issues.
This will make way for sustainability and less dependency of academics
towards governmental financial resources, as they will act as the enablers
of economic development. They will create business opportunities by
translating research results into workable technologies leading to market
solutions. The basic activities will be conducted locally including hiring,
sourcing supplies and production, thus will provide significant multiplier
effects on local economic activities. University start-ups and spin offs will
frequently serve as catalysts for the formation of geographic clusters of new
firms in particular technologies.

In order for this to happen successfully and smoothly, IIUM is going to make
a huge and radical change in its administration system, where management
systems are now designed and formulated through extensive engagements
with all its stakeholders, including employees (both academics and non-

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academics), students, alumni, industries, government, environment and
society at large. ‘Business as usual’ is no longer an option.
IIUM must adopt an approach based on engagement and transparency,
with all stakeholders involved in the creation of policies and objectives. A
holacratic system will be the main focus in managing IIUM where there
will be no rigid assigned roles and employees will have the flexibility to
take on various tasks and move between teams freely. This will give more
authority to the employees to perform at their maximum capacity, with less
bureaucracy and hierarchy pressure.

A day in a life in IIUM 2040
A person’s perspective
Waking up before the dawn, P starts the day praying tahajjud, and practising
Islamic mindfulness as part of the preparation for a productive day ahead.
The obligatory prayers will be done in congregation as part of the communal
spirit of the university; regardless of whether P is in IIUM or not. P then gets
ready to face the day, mindful of the physical and health needs. P gets busy

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at work, or with classes, working along with others. There may be conflicts,
but there are ways to resolve them. P feels positively challenged - tasks are
not boring ruts, even the administrative tasks have meanings, as the routine
ones are automated. P goes around campus feeling very belonged, and works
hard to maintain the camaraderie that is there. As P turns in for the day, P
thanks Allah for making him/her a part of IIUM. The sojourn with IIUM
may be brief, but P knows the spirit of IIUM will continue to be within him/
her and will continue to make him/her a better person.

Figure 11-7: Student’s Life
The University’s perspective
Where does the day begin? For the university never sleeps. The hospital
continues to be alive. The labs may be safely hosting the cultures left
overnight. The security personnel are always alert. The mosques host
worshippers who may choose to do their qiyam there. Slightly before dawn,
more people enter the mosques, greeting each other and then concentrate
on their solitary worshipping and mindfulness activities.

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The azan for Subuh is heard, the first of the five daily prayers. The mosques
become a hive of activities as more people come in. After the prayers, and
a short tazkirah reminding them on the day ahead, they disperse to their
respective place of work or study or play, and everyone gets productive.
There are hubs of activities everywhere - in the physical and the virtual
realms. Life is busy, but it is meaningful. Help is available for those who may
be having trouble coping, for the environment is meant to be facilitative,
not to be punishing. All learning hubs also offer access to learning in real
time, from anywhere. Flexible learning experience is available on demand
24/7 and tailored to what student want to achieve. In additional, students are
able to study in multiple modes: on-campus, blended, and wholly online.
Visitors come and go during the day - and night. They will be struck by the
fact that there are not only university students and staff milling around, but
there are also the community at large, for IIUM is an oasis of knowledge
where people of all sizes may come.

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Just as the day doesn’t really begin, the day doesn’t really end. Yet there are
balanced persons with balanced life, for people are empowered and given
the flexibility to manage their tasks to fit their lifestyle.
On any of the IIUM campuses, during the day or during the night, there
are things to do, and there are things to appreciate. Even if it is to gaze into
the lush gardens of the campuses, there is always a gentle reminder of the
good life, of Allah’s blessings for humankind.

Despite the changes there are still values that IIUM preserved in order to
transform the Kampung Boy.

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Backcasting 2040
In order to arrive at the preferred vision, the team suggested several
backcasting steps that the university is recommended to undertake.
Generally, the university needs to firstly operationalise its vision and
missions in such a way that the citizen of IIUM could clearly see where
the university is heading to. Secondly, all strategic initiatives supporting
the vision and missions are for the whole institution transformation. “No
one left behind” should be among the principles applied for the strategic
initiatives. Lastly, the university should put the Sejahtera Academic
Framework into practice. In short, all segments of the IIUM should make
the SAF as practical as possible.

2040: IIUM – The Oasis of
Knowledge

2035: IIUM Hologram
Education

2030: Al Falah Development
Goals 2030-2040

2025: IIUM Autonomous
University

2022: IIUM Sejahtera
University

2020: Sejahtera Academic
Framework

Figure 11-8: Backcasting 2040 (Group 4)

Group Members:
Abdul Razak Sapian | Ahmad Hafiz Zulkifly | Amir Nadzim Kaharudin | Izzat
Fahimuddin Mohamed Suffian | Lihanna Borhan | Muhammad Amin Mubarak
Mohd Junid | Siti Masitah Jamaludin | Sufian Hamat
Facilitator: Zulkifli Hasan
Rapporteur: Norhayati Mohd Alwi

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Surely those who believe (those who wish to have their spirits to reach Allah
before death) and do improving deeds (cleanse the souls), We do not waste the

reward (merit) of those who do the best deeds.
Qur’ān, 18:30

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As we take steps towards the Preferred Future bearing the Raḥmatan
li’l-‘Ālamῑn virtues for the benefit of humanity, IIUM’s preferential skewed
towards Itqan which leverages on quality of perfection and passion for
excellence, benevolence and continual self-evaluation. Itqan stipulates
goodness and the ability to adapt things in a scientific and artistic way in
order to obtain the most perfect results.

As Muslim Believers, our highest and ultimate sources of knowledge
and wisdom, principles and values, norms and guidance, are the Glorious
Qur’an and the Noble Sunnah of the Final Messenger of The Compassionate
Creator – Master - Sustainer, Muhammad (may the peace and blessings of
Allah SWT be upon him) as extracted from the “Ideological Framework of
Vision 2077”, written by Professor M. Kamal Hassan, Honorary Advisor
of Centre for Islamisation (CENTRIS).

It would be appropriate here to mention Ummatan Wasatan, a term taken
from the Qur’an (2:143) which literally means “the middle community.”
However, we draw from it a concept which describes a community that is
moderate; one which stands on Balance, Justice, Excellence and Goodness,
together with several other dimensions of Islamic moderation as described
by Dr Yusuf Al-Qardawi (1992, 2002) in several aspects of Muslim life:
religious, intellectual, political, economic, social, cultural.

In this final section, the vision of IIUM 2040 was discussed whole-heartedly
by the Preferred Scenario group on the 24th of November 2020. Members
hailed from Groups 1 to 4, to ensure that deliberations were representative.

Rightly so, the preferred future, as Noor Lide highlighted, must bring
together the important elements of each of the future scenarios from no
change to radical change. The preferred future should reflect the best of
each scenario (Diversion) and be amalgamated into one single preferred
future (Conversion).

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Bringing Us Closer to Ummatan Wasatan

From the No Change scenario, the foundations upon which the IIUM was
founded upon should remain intact and should guide the changes that will
bring the IIUM to greater heights. The serene garden of knowledge and virtue
is the Bi’ah or the supporting environment that IIUM should strive to achieve.
The chameleon represents the adaptability of the IIUM to new needs and
demands whilst remaining steadfast to its Vision and Missions. The ‘Rising
Phoenix’ and the digital transformation are the aspiration for IIUM to excel
and lead the way towards Raḥmatan li’l-‘Ālamῑn. These aspirations of the
future are in line with the parables found in the Noble Quran in:

i) Surah Ibrahim (verses 14-24): Do you not see how Allah compares a
good word to a good tree? Its root is firm and its branches reach the sky;
ii) Surah An-Nur (verses 24-35): All is the Light of the heavens and the
earth…Allah guides whoever He wills to His Light…Allah has perfect
knowledge of all things.
iii) Surah Al-An’aam (verse 97): And He is the One Who has made the
stars as your guide through the darkness of land and sea. We have
already made the signs clear for people who know.

IIUM 2040 is a beacon of light with strong Islamic foundations guiding
mankind/humanity towards Raḥmatan li’l-‘Ālamῑn, with the right
knowledge and virtue seeking the Light of Allah to gain Ridhwan of Allah
(Pleasure of Allah). With this in mind, each and every person, staff or
student, is a Khalifah (Vicegerents) of Allah in the true sense of the word
spreading light to all of mankind and as a bountiful tree, brings Raḥmatan
li’l-‘Ālamῑn.

In terms of strategic initiatives, IIUM has to inculcate the right
organisational culture and climate that would ensure the firm development
of Insan Budiman. The initiatives must empower IIUM the ability to chart
its own course by being financially autonomous, having strong, formidable
leadership and governance, and the agility to manage disruptions.

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Aspects of IIUM 2040:

Financially and
politically autonomous

Murabbi (facilitators) Graduates are
everywhere Khalifahs/ vicegerents

Students as producers Student hail
of knowledge globally (and
return to
Waqaf University homelands as
agents of change)

Based on the preferred futures compiled from previous teams, Irwan
proceeds to explain them his own understanding of what IIUM 2040 should
be:

GRADUATES ARE KHALIFAH/VICEGERENTS

In the future, IIUM aims to produce holistic graduates who perform
their dual roles in life: vicegerents (khalifah) and servants (‘ibad) of
God. Infused with servitude (‘ubidiyyah) they will be the agents of change,
by applying the knowledge, skills and values that they have gained from
IIUM wherever they go. They should try and have a positive impact on their
surroundings and their communities. They shall strive to make sure that the
just rules of God are established and benefit whole societies.

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Figure 12-1: Graduates of IIUM 2040
IIUM graduates are aware that they have been entrusted by God with the
knowledge, values and other skills that they obtained when they were
students of the University. These knowledge and skills basically give them
advantages relative to others. They must apply these knowledge and skills
responsibly and beneficially since they will be questioned on the Day of
Judgment. It should never cross their mind to misuse their advantages simply
for personal gain at the cost of others. Therefore, it is important to strike
a good balance between khalifah and ‘abd. There is no more dangerous
creature on earth than a khalifah of Allah who no longer considers himself
to be an ‘abd of Allah.

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WAQAF UNIVERSITY
IIUM in the future should be a university that is funded publicly
through endowment and no longer dependent on the government. This
would act as a beacon of transparent governance with full engagement
from the public who is now has become a part of the University’s
big family. To quickly test whether IIUM commands the trust and
confidence from the public at large. This would also help IIUM to
secure its autonomy and preserve the academic freedom.

AUTONOMOUS UNIVERSITY
IIUM has full autonomy and free from any political interference.

STUDENTS AS CO-PRODUCERS OF BENEFICIAL
KNOWLEDGE & SKILLS

IIUM curriculum focuses on equipping students with the keys to
explore knowledge independently. Prepare themselves for occupations
which are not yet in existence. The rapid change in technology and
lifestyle has made every student to be unique in their own situation. In
this case, the students themselves would be the best person to produce
knowledge that best suit their unique conditions that may improve
themselves or solve their problems.

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IMAGE OF THE SCENARIO

Do you not see how Allah compares a good word to a good tree? Its root is firm
and its branches reach the sky, ˹always˺ yielding its fruit in every season by the
Will of its Lord. This is how Allah sets forth parables for the people, so perhaps

they will be mindful. And the parable of an evil word is that of an evil tree,
uprooted from the earth, having no stability. Allah makes the believers steadfast
with the firm Word ˹of faith˺1 in this worldly life and the Hereafter. And Allah

leaves the wrongdoers to stray. For Allah does what He wills.
Qur’ān, 14:24-27

From this verse, we envision IIUM graduates in the future like a tree
with firm roots deep in the earth, but grows tall and reaches the sky, and
produces fruits all year round. Their life experience as students in IIUM
would entrench the Islamic faith and values in their hearts and minds like
firm roots of a tree. The Islamic faith and values will be the principles that
will guide our students in their life such that they will never be swayed or

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distracted by any form of corruptions. Wherever they go in the future
and no matter how bad the future is, they will never compromise these
principles. This is like a tree that has strong roots beneath the earth that
will stand firmly when facing storms.

UNICORE20 courses would play the role of providing a deep
understanding of Islamic faith, values, and principles to the students.
This is the roots of the tree. Courses at the Kulliyyahs which are specific to
their programs would equip the students with the necessary expertise and
skills that would give them advantages in the future. This is like the trunk
of the tree that would stand tall and reach the sky. They would be known
within their circles of friends, colleagues, and society. The knowledge,
values and skills that they obtained during their time at IIUM would
help grow their expertise and enable them to reach higher levels in life,
just like a tall, good tree that reaches the sky, providing shade as well
as nutrition and fruits for humans.

The values that they obtained during their daily interactions in IIUM and
participations in various co-curriculum activities would nurture the desire
to do good to others and spread kindness such that they will always use
their knowledge and skills to benefit others. They will not simply keep
the knowledge and skills to their own interest. Instead, the students will
constantly be thinking of ways of solving various problems faced by the
society, including protecting the most vulnerable segments in the society.
Their actions are like a tree that yield its fruits in every season, where they
will benefit everyone around them all the time. The fruits will not only
benefit human, but also animals.

This vision is also applicable to the University itself. IIUM is like a tree of
knowledge and virtue. The root is entrenched firmly based on revelation
from God. Revelation serves as the foundation of all other branches of

20 University Required Courses. Compulsory courses encompassing knowledge from
language, Islamisation, leadership, co-curicular and community engagement.

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knowledge. As IIUM excels in all other disciplines, the University shall
stand tall among other institutions.

The excellent performance of the University in various fields of knowledge
is like a tree with tall branches that reach the sky. Through its efforts of
integration and Islamisation of human knowledge, IIUM ensures that
these achievements must be guided by virtues that translate into benefits
to humankind and the environment. The society at large must be able to
benefit from IIUM just like any creature that would be able to enjoy fruits
from a tree.

The next parable is taken from Surah Al-Nur, verse 35:

“Allah is the Light of the heavens and the earth. His light1 is like a niche
in which there is a lamp, the lamp is in a crystal, the crystal is like a

shining star, lit from ˹the oil of˺ a blessed olive tree, ˹located˺ neither to
the east nor the west,2 whose oil would almost glow, even without being
touched by fire. Light upon light! Allah guides whoever He wills to His
light. And Allah sets forth parables for humanity. For Allah has ˹perfect˺

knowledge of all things”

Qur’ān, 24:35

We visualise IIUM graduates in the future like a lantern made of olive oil
that brightens the dark. With the knowledge and skills that they obtained
during their life in IIUM, they have become the beacon of goodness that
will benefit everyone around them wherever they are.

IIUM graduates must have a clear vision and missions in their life. The
students’ experience that they obtained in IIUM should provide them with a
clear direction in life. They will always uphold the truth and desire to spread
benefits to others. The clear direction that they have in life is similar to a
clear lantern box where the lights from inside would have no obstruction
to illuminate the surrounding.

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Figure 12-2: Olive Oil Lantern
Many IIUM graduates would aim to become leaders in order to improve
the life of everyone in the society. This is like the lamp from the lantern
that shine like a star to guide everyone to reach their goals even when the
whole world is engulfed in darkness. IIUM graduates as vicegerents of God
would be enhanced if they are given the right position. When the olive oil
is being put to light, then it will enlighten a greater area.
Olive oil itself is bright and would almost glow even when it is not lit by fire.
Even if IIUM graduates are not given any leadership position, they would
still be able to benefit others and share their knowledge and good values with

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everybody else. Regardless of their positions, IIUM graduates would be
able to use their personal capacity to contribute towards the success of
whole organisations and the society they are in.
Allah (SWT) described the olive tree to be located in the middle, not to the
extreme East or West. Similarly, we envision IIUM graduates to be balanced
and moderate in life. They must uphold justice and be fair, equitable ad
egalitarian in their decisions.

WHAT IS OBSTRUCTING US?

Figure 12-3: Obstruction from 2040
According to Hafiz and others, there are several factors that are obstructing
the way for us to reach the peak of IIUM 2040:
• The university struggles with retaining good talent. It fails to attract

well-qualified academicians and administrators with their much-needed
expertise to move this institution forward.

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• Succession planning is also weak; with unclear career pathways in
the organisation. As such, we suffer from a brain drain.

• The poor culture IIUM stifles healthy growth and effective
implementation. How can we inculcate a dynamic culture in our
workplace?

• We suffer from almost a self-imposed paralysis as change cannot
take effect when hijacked by weak implementation. Breakdown in
communication and excessive bureaucracy are some culprits.

• Workflow processes are not clearly spelled out and hence, can make
teamwork uncomfortable. Projects cannot be delivered in a seamless
manner. Something simple and almost logical can be so difficult to
implement, sometimes making IIUM staff members reluctant to give
their all or go that extra mile.

• The lack of proper understanding of the vision and missions of the
university are all problems that obstruct our journey to IIUM 2040.

• Financial independence is a favourite argument that the majority of
the workshop members highlight repeatedly. Autonomy both financially
and politically would be a great driver to achieving IIUM 2040.

Hafiz highlighted that “Academicians may need to be supported by
an internal budget, university budget, Ministry of Finance, (MOF),
Malaysian government in order to sustain academic & research activities”.
Academicians do face difficulty in engaging with external organisation or
NGOs to obtain additional funds.

The management of the university needs to empower their members in
practical terms and not just lip service. Otherwise, dependence of the
university will always be there.

Finally, the rigid system of the establishment is perhaps one of the
strongest hurdles that can undermine any plans we may have for the
future. Inflexible policies with the expectation of strict adherence to rules
and formalities, only creates additional constraints.

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We need to provide manoeuvring space to our members, so as to
encourage them to be responsible and independent. Policies, structures and
processes are important to run an organisation harmoniously and effectively.
We are not advocating for a “free for all” system, which can lead to chaos.
But what we are arguing for is, that amount of freedom and flexibility that
will allow for autonomous, self-motivated and independent behaviour to
take place.

Hafiz wrote: “Creativity in our rigid systems need to be enhanced” also “The
KhAIR approach must be observed.”

Futures Triangle of IIUM 2040

- Waqaf University
- Financially and politically autonomous
- Graduates are Khalifahs/ Vicegerents & producers of knowledge
- Murabbi (Dedicated and trusted educators) everywhere

Pull
of the future

image

Push Weight
of the of history
present

- Raḥmatan li’l-‘Ālamῑn - Inability to retain good talent
- Sejahtera Academic Framework - Poor Culture:
- Waqaf University- Financial - Organisational Culture impedes

ecosystem health growth and effective
- Digital – bitcoin, fintech – pay- implementation
- Financial Dependence
ment - No autonomy
- Pandemic (Covid19) - Rigid system
- Ummatan Wasatan - Inbox mentality

Figure12-4: Futures Triangle IIUM 2040

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Backcasting starts with defining a desirable future and then works
backwards to identify policies and programs that will connect that
specified future to the present. Attaining the preferred vision, IIUM has
to undertake the following backcasting process.
Generally, IIUM needs to firstly operationalise its vision and missions in a
way that the stakeholders of IIUM could clearly see where the University’s
future directions. Secondly, all strategic initiatives supporting the vision
and missions are for the Whole Institution Transformation (WIT). “No one
left behind” and “No Stones Left Unturned” should be the underpinning
principles for outlining the strategic initiatives. Lastly, IIUM should put
the Sejahtera Academic Framework (SAF) into practice. In essence, all
segments of the IIUM should make the SAF as practical as possible.

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Conclusion
In facing up to a robust future and accelerated challenges of unprecedented
events, IIUM has taken a cardinal response for an anticipatory action
learning process through a three-day Futures Scenario Workshop involving
forty participants from various faculty/management levels. Engaged
in an active and immersive discourses and deliberations, the Preferred
Future for IIUM was envisioned and coordinated. IIUM designated to
the following actionable changes:1. Whole Institutional Transformation
(WIT), 2. Sejahtera Academic Framework (SAF), 3. Financial and
Political Autonomy, 4. Raḥmatan li’l-‘Ālamῑn (Mercy to all the Worlds)
Organisational Culture, 5. Murabbis/Dedicated and trusted educators as
enablers to IIUM’s preferred image of a sustainable Waqaf university and
6. Graduates who are lifelong learners and knowledge producers. Human
factor is the main determinant to transformation and progress – leadership,
academics, administrative staff, and students are critical drivers to the soul
of a university. IIUM’s narrative is lucidly based on the Qur’ān, Surah Al-
Anbiyaa (verse 108), “And We have not sent you [Prophet Muhammad]
but as a Mercy to all the Worlds.” IIUM’s commitment is none other than
to promote universal values to all and this underlying principle will lead
IIUM to its Preferred trajectory in 2040 as an Oasis of Knowledge.

Group Members:
Ahmad Faris Ismail | Ahmad Hafiz Zulkifly | Hilmi Wan Kamal | Muhammad
Irwan Ariffin | Noor Lide Abu Kassim | Wan Mohd | Zarinah Gulam Rasul Nalla

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Bibliography

Inayatullah, S. (2013). Futures Studies: Theories and Methods. In There’s
a Future: Visions for a Better World. Madrid: BBVA.

Inayatullah, S. (2017). Causal Layered Analysis: A Four-level Approach
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Causal_ Layered_Analysis_A_Four-Level_ Approach_to_Alternative_
Futures_RELEVANCE_AND_USE_IN_ FORESIGHT.

Inayatullah, S. (2020). Scenarios for Teaching and Training: From Being
‘Kodaked’ to Futures Literacy and Futures-Proofing. CSPS Strategy
and Policy Journal, 8 (July 2020), 33-50.

Kamal M., Hassan. (1995). IIUM’s Vision and Mission for 2020 and the 21st
Century. (Paper submitted to and endorsed by IIUM Majlis in 1995).

Maryville University. n.d. Future Universities: Changing Times Means
Adapting Education. Maryville University. Retrieved 19 January, 2021
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OECD. n.d. How are scenarios made? Oecd.org. (2021).
Retrieved 19 January, 2021, from https://www.oecd.org/site/
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Somyürek, S. (2019). Youtube as a non-formal/informal learning platform.
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APPENDIX

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BIODATA OF COURSE LEADER

Sohail Inayatullah is a Pakistani-
born Australian academic, futurology
researcher and a visiting professor at the
Graduate Institute of Futures Studies at
Tamkang University in Taipei, Taiwan.
and Associate, Melbourne Business
School, The University of Melbourne.
From 2001-2020, he was Adjunct
Professor from the University of the
Sunshine Coast, Australia. From 2011-
2014, he was Adjunct Professor at the
Centre for policing, counter-terrorism
and intelligence, Macquarie University,
Sydney. In 1999, he was the UNESCO Chair in European Studies at the
University of Trier, Germany.

Inayatullah is most famous for introducing and pioneering the  futures
technique of causal layered analysis (CLA) , that uses a four-layered
approach to bring about transformative change. He introduced the idea in
a widely cited paper for Futures. He also edited and wrote the introductory
chapter for the Causal Layered Analysis (CLA) Reader.  He has also
described the idea for a popular audience in an article for The Futurist.

He founded Metafuture, an educational think tank that explores alternative
and preferred futures and the worldviews and myths that underlie them.
Through presentations, workshops and research, Metafuture helps local and
global organisations and institutions create alternative and preferred futures.

In 2016, Inayatullah was awarded the first UNESCO Chair in Futures
Studies. In 2010, he was awarded the Laurel award for all-time best futurist
by the Shaping Tomorrow Foresight Network. In March 2011, he was

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awarded an honorary doctorate by Universiti Sains Malaysia, Penang. He
received his doctorate from the University of Hawaii in 1990.

Inayatullah has lived in Islamabad, Pakistan; Bloomington, Indiana;
Flushing, New York; Geneva, Switzerland; Kuala Lumpur, Malaysia;
Honolulu, Hawaii; and Brisbane and Mooloolaba, Australia.

Inayatullah is the Editor-in-Chief of the Journal of Futures Studies and on
the editorial boards of Futures, Prout Journal, East West Affairs, World
Future Review, and  Foresight. He has written more than 350 journal
articles, book chapters, encyclopaedia entries and magazine editorials. His
articles have been translated into a variety of languages, including Catalan,
Spanish, Urdu, Hindi, Bengali, Italian, Japanese, Russian, Indonesian,
Farsi, Arabic, and Mandarin. Inayatullah has also written and co-edited
twenty-two books and CD-ROMs, including: What Works: Case Studies
in the Practice of Foresight; CLA 2.0: Transformative Research in Theory
and Practice  (2015);  Questioning the Future: Methods and Tools for
Organisational and Societal Transformation (2007); and, Macrohistory
and Macrohistorians: Perspectives on Individual, Social, and Civilisational
Change (1997). His latest (2018) book is Asia 2038: Ten Disruptions That
Change Everything.

In addition to that, Inayatullah is not a stranger to Malaysia. To date, he has
assisted University Sains Malaysia (USM) in 2005, University Teknologi
Malaysia Melaka (UTeM) in 2012 and also Universiti Sains Islam Malaysia
(USIM) in 2016 when he was the UNESCO Chair in Futures Studies. He is
not new to Malaysia. In fact, in 2005 after a meeting with Tan Sri Dzulkifli in
Luxembourg, he was asked to come to University Sains Malaysia (USIM).
Universiti Sains Islam Malaysia (USIM) and Ministry of Education had
joined hands in organising: “Foresight Workshop: Leaders, Laggards, Losers
Or Lost: The Alternative Futures of Malaysian Universities” at Dorsett
Hotel, Putrajaya. This event took place in 2017 with more than 10 public and
private universities joined this workshop including from Korea and Taiwan.

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Agenda of FSB Workshop

Futures Scenarios Building (FSB) Workshop for IIUM (Virtual)
13 November 2020

13 Nov 2020 Activity Duration
Friday
Keynote by Dzulkifli Abdul Razak, 30 minutes
9am-9:30am Rector of IIUM

Introduction to the Six Pillars Approach
to Futures Studies by Sohail Inayatullah.

10 am - 10:30 am This will be done through case 30 minutes
10:30 am - 10:45 am studies of nation-states, international 15 minutes
organizations, universities, and other
associations.

Tea Break

Session 1: Creating alternative futures of
IIUM led by Sohail Inayatullah

10:45 am - 12:15 pm 1. From forecasting to futures literacy 90 minutes
2. Challenging the used future
12:15 pm - 2 pm 3. Anticipating emerging issues and 105 minutes
2:00 pm - 3:30 pm 90 minutes
3:30 pm - 4:00 pm trends 30 minutes

Lunch at Zohor Prayers (1pm)

Session 2: Creating alternative futures of
IIUM by Sohail Inayatullah (continued)

Tea Break

• Importance of Futures 101 (online
course)

4:00 pm - 5:15 pm https://www.slideshare.net/adam21CW/ 75 Minutes
become-a-futurist-futures-101-
presentation
https://www.metafutureschool.org/p/
become-a-futurist

What’s to come after Futures 101? led
by Dzulkifli Abdul Razak, Rector of
IIUM

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