Connect with us

Media OutReach

CUHK Faculty of Social Science – University Sustainability Index Launch

Published

3 weeks ago

on

Strong Performance by Asian Institutions, 3 HK Universities Ranked Among Global Top 20; Global Universities Still Have Room to Improve in Implementing Social Responsibility

HONG KONG SAR – Media OutReach Newswire – 28 May 2026 – As sustainability issues continued to attract widespread attention, society has come to expect more of universities in fulfilling their social responsibilities. “Institutional social responsibilities and sustainability” has been listed as one of the key performance indicators in the University Grants Committee (UGC) University Accountability Agreement, reflecting the importance placed on the role of higher education institutions in advancing sustainable development. Committed to advancing university sustainability, the Faculty of Social Science at The Chinese University of Hong Kong (CUHK), led by the Faculty and undertaken jointly by the Public Policy Research Centre (PPRC) and the Centre for Business Sustainability (CBS), released Hong Kong’s first systematic global University Sustainability Index (USI). The research was led by Prof. Carlos Wing Hung LO, Director of the Public Policy Research Centre at CUHK, and conducted a holistic assessment of the social responsibility and sustainability performance of 151 universities worldwide, with the aim of driving continuous improvement in university social responsibility (USR) performance.

While Europe and the Americas pioneered the promotion of USR, Asian tertiary institutions stood out notably in this assessment, nearly half of the universities ranked in the “Global Top 20” were from Asia, including 3 from Hong Kong. Overall, global universities recorded relatively weaker scores in the “Practice” and “Impact” dimensions, reflecting that the implementation of social responsibility among universities was still in a developing stage.

Driving Universities From Theory to Practice, Quantifying Social Responsibility in University Sustainability

USI aimed to encourage higher education institutions to adopt USR as a core management model of sustainable development. Through establishing benchmarks for regional and international references, supporting institutions in seeking continuous improvement on their practices, encouraging the transparency of relevant information, and tracking and recognizing institutions with excellent sustainability performance. The USI aspired to transform theory into practice, break the ivory tower image of academia, and build a bridge between universities and society.

Prof. LO stated, “The value of this research lies in breaking the perception that academia is disconnected from the real world, building a bridge between universities and society, and translating abstract academic theories into concrete social practices. Through the assessment model we have developed, we quantify and explicitly define universities’ substantive contributions to sustainable social development beyond pure academic research, allowing higher education institutions to better understand how to take concrete action toward social change, while also providing policymakers with objective data reference.”

Building on the team’s ongoing research into USR in higher education institutions, including a series of preliminary assessments conducted between 2016 and 2022, the research team published the first Greater China University Sustainability Index in 2023, and expanded the scope of assessment to cover global and Asia-Pacific universities this time. The research team applied the “Value-Process-Impact” (VPI) framework, which was grounded in USR performance, as the assessment model. It used data to quantify the USR practices of 151 universities globally# across seven key stakeholder groups, including Student, Employee, Communities, Environment, Government/Funding Bodies, Peer Universities, and Suppliers, thereby providing a comprehensive measurement of each institution’s sustainability performance. The index integrated annual reports and sustainability-related materials publicly published by institutions, invited assessed universities to complete questionnaires, and engaged SGSHK, a third-party body, to conduct sample verification of the assessments.*

#The three sub-indices collectively covered 151 universities, some universities were included in more than one sub-index.

*For the Index methodology, please refer to the Appendix.

USI comprised three regional indices, with the following selection criteria for assessed institutions:

  • Global USI: 113 institutions selected from the top 150 of the QS World University Rankings 2024, with the availability of USR, Sustainable Development Goals (SDG), and sustainability data in English or Chinese as the exclusion clause
  • Asia-Pacific USI: Comprised of 58 member institutions of the Association of Pacific Rim Universities (APRU)
  • Greater China USI: Comprised of 30 institutions, including all 8 UGC-funded institutions in Hong Kong


Global Universities Excelled in Value and Management, Room to Grow in Practice and Impact

The 2025 results showed that, across the dimensions of the VPI framework#, the “Value” dimension achieved the highest scores, followed by “Management,” while “Practice” and “Impact” recorded relatively lower scores. From a regional perspective, Oceanian institutions achieved the highest overall scores, followed by Europe. Among universities ranked in the “Global Top 20,” nearly half were from Asia, including 3 from Hong Kong.

#Under the VPI framework, the “Process” dimension was subdivided into “Management” and “Practice”.

Prof. LO noted, “USR was first promoted by Europe and the Americas. However, based on the results of this assessment, while Asia started promoting USR later than Europe and the Americas, its level of engagement and performance at this stage improved considerably and even placed it among the top performers, reflecting the emphasis of Asia’s higher education community on sustainable development and its proactive implementation.”

The research findings also indicated that global universities showed weaker performance in the “Practice” and “Impact” dimensions, reflecting that the implementation of social responsibility among universities was still in a transitional stage of development. However, patterns and priorities have emerged across the VPI dimensions. “Students” and “Environment” are most valued by universities in the “Practice” dimension, while in the “Impact” dimension, institutions across the Global, Asia-Pacific, and Greater China indices placed the greatest emphasis on “Peer Universities”. Prof. LO believed that the value of a university should not be measured only by its academic research performance. Universities should also give duly attention and responsibility to various stakeholders to further advance sustainable development in society.

Bringing Scholars Together, Building an International Network for University Sustainability

Prof. LO stated that if Hong Kong institutions strengthened their efforts in the “Practice” and “Impact” dimensions, their overall performance had the potential to improve further. The research team would consider sharing the results with the UGC and relevant government departments, and proposed evidence-based recommendations to promote sustainable development among universities in Hong Kong and make an impactful contribution to social progress.

The research team established an International Advisory Committee, comprising senior scholars from Asia Pacific, Europe, North America, and other regions. The Committee’s functions included reviewing and providing recommendations on the research methodology, data, and findings, serving as a bridge between the research team and institutional stakeholders and assisting in engaging sustainability departments in data collection. Members also regularly attended Committee meetings and related events, assisted in drafting research reports, and promoted the USI through their respective institutions to enhance its international influence.

The USI will be compiled annually to continuously track the progress of institutions across the various dimensions of sustainable development. The research team will hold a forum on USR and sustainability in the second half of this year, inviting relevant stakeholders to share practical experiences and research findings through thematic speeches and panel discussions. Representatives from assessed institutions will also be invited to attend, with the aim of fostering exchange and collaboration on sustainable development within the higher education community.

Through a cross-regional academic network, the research team not only encouraged universities worldwide to more actively fulfill their social responsibilities, but also quantified universities’ substantive contributions to social progress beyond academic research. Prof. LO hoped that the project would help universities clearly define their role in sustainable development, while providing policymakers with objective data to drive higher education institutions to become driving force for social change, thereby benefiting society.

High-resolution photo and press releases HERE
The full report and results HERE

Appendix: USI Methodology

Compilation of the University Sustainability Index:

  1. Annual USR performance assessment, which reflects the performance for the most recent calendar year with available information
  2. Builds on the VPI model, which provides a comprehensive assessment framework focusing on the Value-Process-Impact cycle of institutions
  3. Stakeholder perspective, which includes the evaluation of USR practices towards 7 key stakeholder groups, including Student, Employee, Peer Universities, Communities, Environment, Government/Funding Bodies, and Suppliers
  4. Open information with validation, which relies on publicly available information disclosed in the university’s ESG/CSR/sustainability report/official website

Prudence Measures:

  1. Invited by email to individual index universities to complete a questionnaire on the University Sustainability Index platform
  2. Index universities concerned were requested to review the questionnaire completed by our researchers on data accuracy and provide supplementary information
  3. Sampling check and audit were conducted by the SGS HK after initial assessment scores for individual index universities were compiled
  4. All assessment scores and rankings were reviewed and hence endorsed by an International Advisory Committee

Disclaimer: The scores for individual index universities are calculated using the VPI assessment model based on publicly available information and data related to sustainability/social responsibility of the index university concerned. Thus, the accuracy of the index depends on the sufficiency and accuracy of the publicly available information and data from each index university.
Hashtag: #CUHK #SocialScience #Education #Sustainability

The issuer is solely responsible for the content of this announcement.

CUHK Faculty of Social Science 

The Faculty of Social Science at The Chinese University of Hong Kong is dedicated to education, research, and community engagement across diverse disciplines, including Architecture, Urban Studies, Economics, Geography and Resource Management, Governance and Policy Science, Journalism and Communication, Psychology, Social Work, Sociology, and Gender Studies. Through actively promoting professional, interdisciplinary research, the Faculty fosters knowledge transfer and strengthens societal connections, contributing to social advancement.

Faculty Website:

Related Topics:

Media OutReach

SIM Global Education Students Connect with Industry Mentors Through Campus Life

Published

15 hours ago

on

19/06/2026

By

SINGAPORE- Media OutReach Newswire – 19 June 2026 – For many students considering higher education, choosing an institution is not only about selecting a programme or qualification. Students are also looking for a learning environment where they belong, receive support, build confidence and connect with people who can help with understanding future career pathways.

At SIM Global Education (SIM GE), campus life is designed to complement academic learning by helping students develop networks, soft skills, career awareness and a stronger sense of community. SIM GE’s holistic learning approach and culturally diverse environment aim to equip students with an all-rounded global education, while student life, career development and networking activities help students build competencies needed to thrive in the real world.

This is increasingly important in higher education. UNESCO’s International Institute for Higher Education notes that student wellbeing is critical to academic success and personal development, and that inadequate support can affect learning outcomes, career readiness and students’ ability to contribute meaningfully to society.

Addressing student concerns beyond the classroom
Students exploring higher education often face several practical concerns. They may wonder whether they will make friends, whether they will be supported if they struggle, whether they will have opportunities to develop leadership skills, and whether they can access career guidance before entering the workforce.

SIM GE addresses these concerns through a campus ecosystem that combines student clubs, leadership development, peer support, wellbeing programmes and career services. Through Project 1095, SIM GE highlights that education extends beyond books, exams and qualifications, encompassing knowledge, skills and activities both inside and outside the classroom. This approach supports students who want a fuller higher education experience to grow personally, socially and professionally.

Building networks through clubs and co-curricular activities
Student clubs and co-curricular activities are among the first ways SIM GE students build connections on campus. SIM offers nearly 80 student clubs across areas such as arts and culture, international student clubs, student councils, special interest groups, sports and fitness. These activities allow students to broaden their interests, discover new talents and interact with peers beyond their academic programmes.

For students, these communities can make networking feel more natural. Instead of viewing networking only as a formal career activity, students can begin by working with peers on events, competitions, club projects and leadership initiatives. These experiences help students develop communication, teamwork, confidence and relationship-building skills that are valuable in both campus life and the workplace.

Developing leadership and workplace-ready skills
Leadership opportunities are another important part of the SIM GE student experience. Project 1095 states that SIM aims to prepare every student to be a leader, with opportunities ranging from leadership positions in clubs, to workshops that help students take charge of their learning journey.

These experiences are relevant to students who want to strengthen their employability before graduation. By organising activities, leading teams, managing projects and engaging with different student groups, students can develop confidence and practical skills that support their future careers. Such skills are increasingly valued by employers. The World Economic Forum’s Future of Jobs 2025 report identifies skills such as analytical thinking, resilience, flexibility, agility, leadership and social influence as important for the future workforce.

Connecting students with career guidance and industry networks
For students seeking more direct career support, SIM Career Connect helps students develop a competitive edge, build industry networks and professional connections, and align their career aspirations with real-world opportunities. This is a key part of helping students transition from academic learning to career readiness. Through career guidance, networking opportunities and employer engagement, students can better understand industry expectations and explore potential career pathways.

SIM’s Employer Engagement team also works with industry partners to connect employers with SIM GE students, supporting employers in finding the right fit from its pool of talent, and provides. For students, this access to industry networks can help reduce uncertainty about life after graduation. It also gives them opportunities to gain exposure to professional environments, employer expectations and potential career directions while still studying.

The role of mentoring in student career development
Mentoring and professional guidance are important because students often need perspective as much as information. Research on employability-oriented higher education programmes has highlighted that higher education has increasingly focused on developing students’ employability competences through mentoring programmes.

Within SIM GE’s broader campus life and career ecosystem, students can connect with peers, student leaders, career advisors, employers and industry opportunities. These touchpoints help students build confidence, ask the right questions, learn from others’ experiences and make more informed decisions about their future.

Helping students make a more confident higher education choice
As students consider their higher education options, many are looking for more than a classroom experience. They want to know whether they will be supported, whether they can build friendships, whether they will have access to career resources, and whether they can connect with people who can help them understand the world of work. At SIM Global Education, student life plays an important role in addressing these concerns. Through clubs, co-curricular activities, student leadership, peer support, wellbeing services, career guidance and employer engagement, SIM GE provides students with opportunities to build meaningful connections and develop future-ready skills.

For students choosing their next step in higher education, these experiences can make a significant difference. They help you move from uncertainty to confidence, from participation to leadership, and from academic learning to stronger career readiness.

Reference

  1. SIM Global Education – https://www.sim.edu.sg/degrees-diplomas/sim-global-education/university-partners-sim-ge/sim-ge
  2. New insights on countries’ objectives to support student well-being in higher education – https://www.iesalc.unesco.org/en/articles/new-insights-countries-objectives-support-student-well-being-higher-education
  3. Project1095 – https://project1095.simge.edu.sg/
  4. Future of Job Report – https://www.weforum.org/publications/the-future-of-jobs-report-2025/
  5. SIM Career Service – https://www.sim.edu.sg/degrees-diplomas/life-at-sim/career-services
  6. Measuring mentoring in employability-oriented higher education programs: scale development and validation – https://pmc.ncbi.nlm.nih.gov/articles/PMC10170025/
  7. Wellness and Counselling – https://www.sim.edu.sg/degrees-diplomas/life-at-sim/student-care

Hashtag: #SIMGlobalEducation #SIMGE #GlobalEducation #InternationalDegree #CareerReady #FutureSkills

The issuer is solely responsible for the content of this announcement.

About SIM Global Education

SIM Global Education (SIM GE) is a leading private education institution in Singapore and the region. We offer more than 140 academic programmes ranging from diplomas and graduate diploma programmes to bachelor’s and master’s degree programmes with some of the world’s most reputable universities from Australia, Canada, Europe, United Kingdom, and the United States. SIM GE’s cohort is made up of 17,000 full- and part-time students and adult learners, of which approximately 41% are international students hailing from over 50 countries.

SIM GE’s holistic learning approach and culturally diverse learning environment aim to equip students with knowledge, industry skills and employability competencies, as well as a global perspective to succeed as future leaders in a fast-changing, technologically driven world.

For more information on SIM Global Education, visit

Continue Reading

Media OutReach

Thailand’s “trust capital” a potential strategic advantage amid global realignment: NUS Business School Dean

Published

16 hours ago

on

19/06/2026

By

BANGKOK, THAILAND – Media OutReach Newswire – 19 June 2026 – As geopolitical tensions reshape global trade, supply chains and investment flows, Thailand’s long-standing reputation as a trusted and neutral regional partner could become one of its strongest competitive advantages, according to Distinguished Professor Andrew K. Rose, Dean of NUS Business School.

NUS Business School Senior Lecturer Ms Usa Skulkerewatana (foreground, first from left) and Distinguished Professor Andrew K. Rose, Dean of NUS Business School with Thai media representatives.

Speaking to the media during a visit to Bangkok, Professor Rose said economies with deep international trust and stable regional relationships are increasingly well positioned as businesses rethink where they invest, manufacture and expand.

“In a world where global alignments are shifting and supply chains are being redrawn, trust becomes a strategic asset,” said Professor Rose. “Thailand has spent decades building strong relationships across Asia and beyond. That foundation becomes more valuable in periods of uncertainty.”

A pivotal moment for Thailand
Thailand’s current environment is demanding, and the International Monetary Fund’s World Economic Outlook (April 2026) projects growth of 1.5 per cent in 2026.

Professor Rose noted that rising energy costs, softer long-haul tourism demand and rapid AI adoption are creating near-term pressure across key sectors of the Thai economy. However, he said periods of disruption often create the conditions for long-term competitive repositioning.

“The economies that emerge stronger are usually the ones that adapt earliest,” as Professor Rose. “Leadership capability, agility and the ability to navigate change will determine who captures the next decade of growth.”

The comments come as businesses across Southeast Asia accelerate investment in AI, digital transformation and workforce reskilling amid growing global economic fragmentation.

A 2026 Milieu Insight study of 3,000 workers across six Southeast Asian markets including Thailand found that 53 per cent ranked over-dependence on AI as their top concern, ahead of privacy risks and job displacement. This suggests that organisations in Thailand and across the region must do more to guide, not just deploy, new technology.

Building regional leadership capability
Addressing these challenges requires more than a policy response alone. Professor Rose emphasised that both multinationals and SMEs must build their adaptation strategies around talent and leadership development to power Thailand’s growth engine.

Ms Usa Skulkerewathana, Senior Lecturer at NUS Business School, said Thai organisations should consider focusing on strengthening talent development and practical AI readiness rather than treating technology as a standalone solution.

“This is not a wait-and-see moment,” said Ms Skulkerewathana. “Thai businesses that invest early in leadership, digital capability and workforce resilience will be better positioned to compete regionally and internationally.”

Singapore’s role as Asia’s financial and educational hub offers Thai professionals and organisations a natural gateway to build regional leadership capability. Thai professionals and executives have, for decades, benefitted from NUS Business School’s MBA, MSc and executive education programmes, including the Stanford–NUS Executive Programme and other senior leadership initiatives developed with global academic and industry partners. Thai enrolment has remained steady over the past five years as professionals seek regional exposure and globally benchmarked leadership training.

Thailand’s “trust capital” is intact, and its position within a reorganising ASEAN is reinforced by the changes underway. The Thai institutions and business leaders that treat “trust capital” as a competitive asset, and build the leadership depth to deploy it, will define the country’s next chapter of growth.

Hashtag: #NUSBusinessSchool





The issuer is solely responsible for the content of this announcement.

About NUS Business School

With 50,000 alumni and 60 global chapters, the National University of Singapore (NUS) Business School is known for providing management thought leadership from an Asian perspective, enabling its students and corporate partners to leverage global knowledge and Asian insights.

The school has consistently ranked first in Asia by independent publications and agencies, such as The Financial Times and Quacquarelli Symonds, in recognition of the quality of its programmes, faculty research and graduates.

The school is accredited by AACSB International (Association to Advance Collegiate Schools of Business) and EQUIS (European Quality Improvement System), endorsements that the school has met the highest standards for business education.

For more information about NUS Business School, please visit .

To discover our MBA, MSc or Executive Education courses, visit , or

Continue Reading

Media OutReach

Dayos Releases Athena: Agentic Replacement for Oracle and Workday AMS Contracts, Now Generally Available

Published

1 day ago

on

18/06/2026

By

Hero performs full end-to-end report development, Application configuration, and token management, closing tickets at no marginal cost on top of the platform fee while customers keep their existing systems, controls, and access model.

SINGAPORE –

The release addresses four structural problems with the AMS model that enterprises running Oracle and Workday have lived with for two decades.

Time to deploy. Traditional AMS engagements take months to scope, onboard, and ramp to full coverage. Athena Starter deploys in two weeks – from contract execution to production agents running inside the customer’s Oracle or Workday tenant.

Quality of work. Hero’s agents reason through tickets in the customer’s actual tenant – exploring, planning, and validating before posting. Report development tickets, historically the worst offenders on enterprise SLA reports, complete 70% faster on Hero. Plain English in, validated SQL out, executed inside the tenant.

Long-term support drag. Hero reduces Oracle ticket backlogs by 50% in the first 30 days for Starter customers, with a sustained 60% reduction in the active ticket queue by the end of year one for Pro customers. SLAs across customer engagements run 50% faster. Every ticket Hero closes is a ticket the customer’s AMS provider does not bill for.

Proof. Dayos used Hero internally to retire its own ServiceNow ITSM environment in 45 days, with 60% of Tier 1 tickets now resolved autonomously. The deployment is documented as a reference case in Section 2.1 of the IMDA Model AI Governance Framework for Agentic AI, published by Singapore’s Infocomm Media Development Authority at ATxSG in May 2026, alongside case studies from AWS, DBS, Google, Workday, OCBC, Tencent, PwC, and GovTech.

“AMS providers bill per ticket or per hour. Hero closes tickets at no marginal cost on top of the platform fee. Every ticket Hero closes is one your AMS provider doesn’t bill for,” said Brad McElhannon, Founder and CEO of Dayos.

AVAILABLE NOW AND AHEAD

Athena Starter is available at USD 60,000 per year, delivering 50% Oracle ticket backlog reduction in 30 days, 70% faster report development, and 50% faster SLAs. Athena Pro is available at USD 150,000 per year, adding custom agent development and a contractually committed 60% sustained reduction in the active ticket queue by the end of year one. Plan details and outcome breakdowns by tier are at dayos.com/plans (https://www.dayos.com/plans).

The Athena Hero release ships with full support for Oracle and Workday. SAP availability is targeted for January 2027.

Hero is built on Google’s Agent Development Kit (ADK) with Gemini as the lead reasoning model, and operates under ISO 42001-aligned governance with SOC 2 Type II controls. Athena enters general availability, with active enterprise deployments across the Asia-Pacific region.

Hashtag: #AgenticAI #Oracle #Workday #SAP #EnterpriseAI #AMS



The issuer is solely responsible for the content of this announcement.

About Dayos

Dayos is an AI-native platform company headquartered in Singapore. Its platform, Hero, automates the Oracle and Workday application-managed services work that enterprises have historically outsourced, including configuration, report development, reconciliations, transaction entry, monitoring, and incident resolution. Rather than replacing a customer’s systems, Hero works inside their existing Oracle and Workday environments and respects their established controls and role-based access model.

Dayos is ISO 42001 and SOC 2 Type 2 certified and was published as a reference deployment in the IMDA Model AI Governance Framework for Agentic AI. The company was founded by Brad McElhannon, who spent more than 20 years in enterprise Oracle implementation across 200+ clients and led Finance Engineering at Robinhood through its IPO. Learn more at www.dayos.com.

Continue Reading

Trending