By Dr Nik Fatinah Nik M. Farid

BANDUNG, INDONESIA: In an era where education extends far beyond the four walls of a classroom, INASIS TM from Universiti Utara Malaysia (UUM) continues to break barriers in entrepreneurial education and global learning through its Global Collaborative Learning Initiative (GCLI) 2.0.

This programme, which successfully concluded in Bandung, Indonesia, provided 18 UUM students with a comprehensive and transformative learning experience, combining business innovation, social responsibility, and international collaboration.

The two-week programme, held in partnership with Institut Teknologi Bandung (ITB) and Shibaura Institute of Technology (SIT) Japan, was designed to help students develop real-world business acumen, problem-solving abilities, and intercultural competency.

Through direct engagement with local startups, students not only applied their theoretical knowledge in practical settings but also explored innovative solutions to real-world business challenges.

Additionally, GCLI 2.0 incorporated a corporate social responsibility (CSR) segment, reinforcing the importance of social impact and community service in shaping responsible global citizens.

As part of UUM’s University for Society (U4S) initiative, the students participated in the “Ramaikan” campaign in Indonesia, an effort to assist underprivileged communities.

UUM alumna Marissa Vee, who played a key role in the CSR activities, highlighted the vital role of alumni engagement in providing mentorship and shaping students' holistic learning experiences.

“This experience extends beyond academics; it nurtures leadership, problem-solving, and empathy,” said Programme Director Hamidah Baharin.

Through GCLI 2.0, UUM has once again demonstrated its commitment to integrating academic excellence with real-world impact, solidifying its reputation as a leader in global education initiatives.

A Practical Approach to Global Entrepreneurship and Business Problem-Solving

Unlike traditional classroom-based education, GCLI 2.0 adopts a hands-on, problem-solving approach to teaching business and entrepreneurship.

The participating students were assigned case studies on three emerging startups in Bandung – Papricia, Terve, and Kazee. Each of these companies operates in different industries, ranging from sustainable agriculture, digital services, to technology-driven business solutions.

During the programme, students worked closely with the founders and key decision-makers of these startups to identify business challenges, operational bottlenecks, and market limitations. Through a structured process that involved market research, competitor analysis, and creative brainstorming, the students formulated innovative strategies to improve the business models of these startups.

For example, one team focused on Terve, a digital services startup, analysing how the company could expand its reach and improve its customer engagement strategies.

Another team worked on Kazee, a tech-based startup, developing recommendations for scaling up its digital infrastructure to optimise efficiency and cost-effectiveness.

According to Hamidah, this real-world exposure is what makes GCLI 2.0 such a transformative experience for students.

“Students are challenged to apply what they have learned in theory and tailor solutions to real-world problems. They are no longer just university students studying theories in textbooks; they are young consultants, business analysts, and future entrepreneurs learning to navigate global business landscapes.”

Beyond business problem-solving, the students were also immersed in a cross-cultural exchange with their Japanese and Indonesian counterparts, exposing them to different working styles, business perspectives, and communication techniques. These interactions helped the students develop a global mindset, an essential skill for anyone aiming to thrive in the interconnected world of business and technology.

Corporate Social Responsibility: A Humanitarian Approach to Learning

While GCLI 2.0 is primarily an academic and entrepreneurial learning initiative, it also integrates humanitarian efforts, instilling a strong sense of social responsibility in its participants.

As part of the UUM’s University for Society (U4S) initiative, the students participated in a large-scale community welfare project under the "Ramaikan" campaign in Indonesia.

The initiative, which coincided with the beginning of Ramadan, aimed to provide aid and support to underprivileged communities, including orphans and low-income families.

Throughout the CSR event, students were involved in various humanitarian activities, including:

• Food distribution to families in need.
• Interactive educational sessions with children from underprivileged backgrounds.
• Community engagement projects to foster inclusivity and social awareness.

According to Vee, who played an instrumental role in the CSR segment, alumni involvement in student initiatives helps create a bridge between academic learning and real-world application.

“The best learning experiences are the ones that teach you not just how to be successful, but also how to give back. As an alumna, it’s fulfilling to see current students actively engaged in both entrepreneurial problem-solving and humanitarian work. This blend of learning is what sets UUM apart,” she said.

For many students, this CSR experience was a defining moment, shifting their perception of success beyond monetary gains to include social impact.

“It was truly humbling to see how small efforts can make a big difference in someone’s life. It made me reflect on the kind of leader I want to be in the future,” said one of the participating students, Anis Insyirah.

Through this initiative, UUM continues to instil values of empathy, ethical leadership, and corporate citizenship in its students, preparing them not just as successful professionals but also as responsible global citizens.

Cultural Immersion and Professional Networking

Beyond academics and humanitarian work, GCLI 2.0 also served as a platform for cultural exchange and professional networking.

Throughout their stay in Bandung, the students were immersed in Indonesia’s vibrant cultural heritage, attending events that showcased traditional arts, cuisine, and historical sites.

In addition, participants had the opportunity to attend industry talks from local business leaders, gaining insights into Indonesia’s economic landscape, startup ecosystem, and challenges faced by businesses in the Southeast Asian market.

For Lim Jia Shin, one of the participants in the programme, the cultural immersion was one of the most enriching parts of the experience.

“Understanding the local culture and its influence on business operations was eye-opening. It helped me realise that business success is not just about having a good idea, but also about understanding cultural nuances and customer behaviours.”

Moreover, the networking opportunities provided through GCLI 2.0 allowed students to connect with business professionals, academic scholars, and fellow students from different backgrounds, laying the groundwork for potential future collaborations and career opportunities.

The Future of UUM’s Global Learning Initiatives

With the success of GCLI 2.0, UUM remains committed to expanding its global education initiatives, ensuring that its students are equipped with the right skills, knowledge, and experiences to thrive in an increasingly competitive world.

According to Dr Fodli, Assistant Principal of INASIS TM, GCLI 2.0 is just the beginning.

“This programme has proven to be an invaluable learning experience, and we aim to expand its reach by incorporating more countries, more industries, and more innovative learning methods.”

Future editions of GCLI may include digital learning elements, AI-assisted business simulations, and even hybrid programmes to cater to a wider group of students.

For the 18 students who participated in GCLI 2.0, this experience was a defining moment in their academic journey, equipping them not just with business expertise but also with a sense of purpose and responsibility.

As UUM continues to innovate in global education, programmes like GCLI 2.0 reaffirm the university’s mission to produce world-class graduates who are ready to take on the challenges of tomorrow.

-- BERNAMA

Note:

INASIS stands for Inapan Siswa. INASIS TM UUM refers to Inasis Telekom Malaysia (TM), one of the student residential halls (INASIS) managed by the Student Accommodation Centre (SAC) at Universiti Utara Malaysia (UUM).

Dr Nik Fatinah Nik M. Farid is Senior Lecturer and Principal, INASIS TM, at Universiti Utara Malaysia.