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The Asia-Pacific region has quickly become a top choice for international students looking for world-class education and rich cultural experiences. With a unique blend of traditional and modern teaching styles, AsiaPacific countries offer a wide range of educational opportunities that align with various academic goals and career paths.
One of the main reasons to study in this region is the quality of education. Countries like Japan, South Korea, Singapore, and Australia host some of the world’s leading universities. These institutions are known for their advanced research facilities, challenging academic programs, and strong ties with industries, providing students with practical experience and a solid career foundation. The focus on innovation and technology ensures that graduates are well-prepared for the future job market.
The Asia-Pacific region offers an appealing mix of high-quality education, affordability, cultural diversity, and career opportunities, making it a compelling destination for international students.
Studying here not only gives students a competitive edge but also immerses them in the vibrant cultures that make this part of the world truly unique.
In this special issue of Higher Education Digest, we explore the higher education landscape of the Asia-Pacific region. We’re proud to feature Universitas Airlangga (UNAIR) as a Must-Watch University in the AsiaPacific for 2024. UNAIR, one of the oldest and top-ranked universities in Surabaya, Indonesia, is currently ranked #4 in Indonesia, #67 in Asia, and #308 globally in the 2025 QS World University Rankings. Established on November 10, 1954, UNAIR has a rich history and continues to be a leader in education.
This issue is packed with insights and inspiration. Whether you’re a student aspiring to study in an Asian country, an educator, or someone passionate about the education sector, we hope you find these stories both informative and uplifting. Let’s celebrate the power of education and the bright futures it creates.
Happy reading!
Sarath Shyam
EXECUTIVE DIRECTOR OF ONLINE EDUCATION AT THE UNIVERSITY OF ARIZONA AND OVERSEES ARIZONA ONLINE
24
UNIVERSITAS AIRLANGGA (UNAIR)
Delivering Educational Excellence with Morality
MUST-WATCH
UNIVERSITY IN THE ASIA-PACIFIC 2024
EMPOWERING COLLEGE GRADUATES: THE VITAL ROLE OF PROJECT MANAGEMENT SKILLS AND IMPLICATIONS FOR HIGHER EDUCATION
Myron L. Pope, Principal Customer Experience Program Manager at Microsoft
VIEW
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UNLEASHING THE POWER OF AI: TRANSFORMING HIGHER EDUCATION FOR THE FUTURE
Dr Iris-Panagiota Efthymiou, Lecturer in Business, MBA at The University of Greenwich, Behavioural Economist, Researcher, Public Speaker
CREATING A DYNAMIC AND ENGAGING LEARNING ENVIRONMENT FOR THE STUDENTS
Dr Nermeen Mustafa, Associate Professor and Global Programme Director, Heriot-Watt University
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THE PATH TO PROGRESS; IDEAS ON CONCURRENT AND REFLECTIVE MODELS OF EVALUATION IN HE
Robert Green, Professor of Forensic Science, University of Kent
FROM CAMPUS TO COMMUNITY: LEVERAGING PSYCHOLOGY AND EDUCATION TO EMPOWER YOUNG PROFESSIONALS
Henry Goodelman, College Advisor, PA eMentoring, Smart Futures 62
MENTOR’S MANTRA
Myron L. Pope, Principal Customer Experience Program Manager at Microsoft
Myron L. Pope has dedicated nearly 30 years to the field of higher education. Having held diverse positions across multiple institutions including the University of Alabama, University of Oklahoma, and University of Central Oklahoma, Pope has amassed a wealth of experience in staff roles, faculty positions, and executive leadership. His expertise spans higher education administration, change management, student success, and inclusive excellence, making him a trusted consultant and advisor throughout his career. His academic journey includes earning degrees in History/English (BA) and Higher Education Administration (MA, EdD) from the University of Alabama. Currently, he is a valued member of the Education Engineering Team at Microsoft.
In today’s dynamic job market, employers seek candidates who can solve problems creatively and think critically
During my tenure at the University of Central Oklahoma, our primary focus was creating an enriching learning environment to nurture productive, creative, ethical, and engaged citizens and leaders. We facilitated student growth through immersive experiences spanning six core areas, aiming to cultivate interdisciplinary skills and broaden students’ understanding of their relationships with themselves, others, their community, and the environment. Transformative Learning empowers students to drive their learning journey through active engagement and reflection. These six core areas encompassed discipline knowledge, global and cultural competencies, health and wellness, leadership, research, creative,
and scholarly activities, as well as service learning and civic engagement. By immersing themselves in their chosen fields, students acquired specialized knowledge essential for their academic pursuits and future careers. Exposure to diverse perspectives fostered cultural awareness, empathy, and adaptability. Prioritizing physical, mental, and emotional well-being equipped students with strategies for maintaining a balanced lifestyle and fostering personal resilience. Cultivating leadership skills prepares students to lead with integrity and influence positive change in their communities. Encouraging exploration and innovation honed critical thinking, creativity, and intellectual curiosity. Active participation in community service projects and civic engagement initiatives
instilled a sense of social responsibility, contributing meaningfully to society. Reflecting on my collaborative work with colleagues during my 15-year tenure, I recognize the need to reassess our approach considering the new realities that graduates face.
My recent experience at Microsoft over the past two years has provided valuable insights into expanding the concept of Transformative Learning. Today’s workforce demands effective project management skills across all fields of study, not just engineering or business. They have become indispensable for all college graduates, and as I reflect on my career, I have utilized these skills in each of my jobs. Acquiring and honing project management skills are crucial for success in the competitive job market, making it
Integrating project management skills into higher education curricula requires a multifaceted approach that aligns with the needs of both students and employers
imperative for college students and future graduates to prioritize them. Allow me to offer insights into the importance of project management and strategies for integrating project management education into higher education curricula.
In contemporary workplaces, change is constant. Projects evolve, priorities shift, and unforeseen challenges arise. Project management equips graduates with the ability to adapt to these changes efficiently. Regardless of their field, graduates must navigate through uncertainty and complexity. Project management provides them with frameworks to plan, execute, and adjust strategies as circumstances demand.
Projects often involve collaboration among diverse teams. Effective project management fosters teamwork and enhances communication skills, enabling graduates to work harmoniously with colleagues from various disciplines. College graduates will encounter collaborative environments in their careers, where the ability to coordinate efforts, delegate tasks, and resolve conflicts is essential. Project management equips them with these interpersonal skills.
Efficient utilization of time and resources is critical in any profession. Project management teaches graduates how to allocate resources judiciously, meet deadlines, and optimize workflows. Whether managing a marketing campaign, conducting research, or developing
software, graduates must balance competing priorities. Project management provides the tools to prioritize tasks, manage schedules, and allocate resources effectively.
Project management encourages graduates to think strategically and anticipate potential obstacles. By breaking down complex problems into manageable tasks, they can devise innovative solutions. In today’s dynamic job market, employers seek candidates who can solve problems creatively and think critically. Project management fosters these qualities by promoting structured problem-solving methodologies.
Successful project management requires accountability and responsibility at every stage. Graduates learn to take ownership of their tasks, set clear objectives, and evaluate their performance against predefined metrics. Employers value individuals who demonstrate accountability and take initiative. Project management instills a sense of ownership and empowers graduates to drive projects to successful outcomes.
Irrespective of their major, graduates with project management skills are highly sought after by employers. These skills enhance their employability and open doors to diverse career opportunities. Many industries, including healthcare, education, and government, require professionals who can manage projects efficiently. By acquiring project management skills, graduates can differentiate themselves in the job market and pursue rewarding careers.
Project management skills are not only valuable for securing entry-level positions but also for advancing in one’s career. As graduates gain experience, these skills enable them to take on leadership roles and lead teams effectively. Employers recognize the value of employees who can drive projects to successful completion. Graduates with project management expertise are well-positioned to advance into managerial and executive positions within their organizations.
Project management is a skill set that continues to evolve over time. By investing in their professional development, graduates can stay abreast of emerging trends and best practices in project management. Continuous learning is essential for career growth and staying competitive in today’s job market. Project management provides graduates with a foundation for lifelong learning and professional development.
Integrating project management skills into higher education curricula requires a multifaceted approach that aligns with the needs of both students and employers. Strategies for implementation include:
Cross-Disciplinary Courses: Offering interdisciplinary courses that introduce project management concepts applicable across various fields.
Specialized Tracks or Concentrations: Developing specialized tracks or concentrations in project management within existing degree programs.
Prioritizing experiential learning opportunities, such as internships, cooperative education programs, and capstone projects.
Certification Programs: Collaborating with professional organizations to offer certification programs in project management.
Integration into Core Curriculum: Incorporating project management concepts into the core curriculum of undergraduate programs.
Faculty Development Initiatives: Investing in faculty development initiatives to ensure educators are equipped with the knowledge and skills to effectively teach project management.
Collaborative Projects and Research: Encouraging collaborative projects and research initiatives that require students to work in teams and manage projects.
Industry Partnerships: Establishing partnerships with industry organizations and employers to facilitate the development of project-based learning initiatives. Implementing these strategies enables higher education institutions to seamlessly integrate project management education into their curricula. This transformative approach ensures that students are equipped with the essential skills and competencies required to thrive in today’s fast-paced and project-centric workplaces. By mastering project management principles, students are better prepared to navigate complex challenges, lead teams effectively, and drive projects to successful outcomes. This curricular evolution not only enhances students’ employability upon graduation but also empowers them to excel as proactive and adaptable professionals in an ever-evolving global landscape.
EXECUTIVE DIRECTOR OF ONLINE EDUCATION AT THE UNIVERSITY OF ARIZONA AND OVERSEES ARIZONA ONLINE
Caleb Simmons, Ph.D. is the Executive Director of Online Education at the University of Arizona and oversees Arizona Online. He also serves as Professor of Religious Studies and Faculty Director of the Interdisciplinary Studies Program. His current research focuses on online and digital learning, student learning outcomes, and cost-benefit in Higher Education. He was named a Center for University Education Scholarship (CUES) Distinguished Fellow for his research on online pedagogy. In his role as a faculty member, his research focuses on South Asian religious history, and he is the author of the following academic monographs: Devotional Sovereignty: Kingship and Religion in India (Oxford University Press, 2020) and Singing the Goddess into Place (SUNY Press 2022) and over 20 peer-reviewed journal articles and book chapters.
In a recent interview with Higher Education Digest, Caleb Simmons discussed his experience as an Online Education Leader. He shared his insights into how online education transformed the landscape of higher education, key challenges and opportunities in higher education, emerging trends and innovations in online education, and more.
As a higher education professional and advocate for online education, what are your thoughts on the future of traditional brick-and-mortar universities?
Higher Education is changing more rapidly now than ever, but change is at its core. While it may be tempting to view Higher Education as a bastion of tradition, like much of society, it is ever -evolving, tending toward greater inclusivity. Since the foundations of the Western university in the eleventh century (and the Islamic centers of learning that predated them) sought to expand education beyond ecclesiastical subjects, Higher Education transformed—with all attendant growing pains—to broaden its range of disciplines and the learners who can attend. Much of this change has taken place in the last century with greater inclusive of learner diversity. Today’s institutions of Higher Learning would be unrecognizable, both in scope and in student population to those early universities. Traditional brick-and-mortar universities have survived, not by being static, but by being dynamic adaptable organizations that evolve as they shape and reflect society at large. Online Education is the future of education creating a surge in access to Higher Education that is on par with other major moments in the history of US Higher Education, like the Morrill Act of 1862 and Brown v. Board of Education. Unlike these examples that were sparked by legal intervention, the Online Education movement has developed more organically with colleges and universities realizing its potential for broadening access and revenue generation. Online Education is here to stay; it is now the responsibility of traditional institutions to figure out how their institutions
evolve to support all their learners as multi-modal centers of learning built for the future.
How has online education transformed the landscape of higher education, and what benefits does it offer to both students and institutions?
Online Education has transformed the landscape of Higher Education by allowing institutions greater mobility in serving their mission. Institutions of Higher Learning have historically been confined by their physical locations and learners’ ability to access those spaces. As someone born and raised on a cotton and peanut farm in the rural Southern United States, George Washington Carver has always been a great hero of mine for the impact that he had on generations of small farming communities in the region. His impact was only possible because he understood that proximity to a physical location was inherently limiting the spread of knowledge to those without the means or resources to uproot and move to take part in a residential educational experience. Whereas he packed up a horse-drawn wagon to take his classes into these communities and meet learners where they are, technological advances now allow us even greater reach if we are willing to harness them. The ability to extend our reach allows us to truly fulfill our mission of producing and sharing knowledge.
The expanded scope that is afforded by online education has meaningful effects on our institutions and our learners. In addition to helping us fulfill our mission, for the institution, online education helps us to solve a variety of practical challenges as well. These solutions can range from decreased need for physical expansion, reduction of commute times for
Online Education is here to stay; it is now the responsibility of traditional institutions to figure out how their institutions evolve to support all their learners as multi-modal centers of learning built for the future
employees, cost-savings related to utilities, and allowing international recruitment of the best faculty and staff. For students, however, the benefits align with the shifting landscape of work and the economic reality of most students. Similar to online learning, most careers now incorporate some aspect of remote work that requires workers to be self-motivated, using digital and virtual tools to achieve goals from home. I would argue that online learners are uniquely prepared for the future of work because they have invaluable
experience working in this type of environment. Perhaps more importantly, as expenses have increased disproportionately to earnings, the “traditional” student who is residential and has no work or care obligations is now a minority demographic even in traditional brick-and-mortar residential institutions. Online Education provides flexible solutions that allow students to align and balance their educational aspirations with their need for employment and care duties.
Online Education provides flexible solutions that allow students to align and balance their educational aspirations with their need for employment and care duties
What are the key challenges and opportunities that higher education professionals face in promoting and implementing online education initiatives?
I think the key opportunities are manifold for Higher Education professionals both from a mission and values standpoint and from a business perspective. For all the reasons enumerated above, online education helps open Higher Education to be more accessible and inclusive by removing barriers, such as geographic proximity, schedule, and care obligations, that keep learners from achieving their educational goals. From the business side, the wider market that is allowed by online education and the ability to leverage technological solutions for scalability creates new avenues for revenue generation and jobs for faculty and staff. Additionally, instructors can harness powerful digital tools that make learning engaging and allow students to apply their knowledge in ways that are not possible in traditional face-to-face settings. These opportunities, however, do not come without obstacles. The transition from inperson modalities can be challenging for faculty, requiring adaptation and the development of different professional skills and knowledge of new pedagogies. The problems also extend to the systems and organizations themselves. Traditional campuses must rethink everything from academic policies to communications plans to ensure that they take into account the various new scenarios that might occur in the new environment. Culture, however, is the largest challenge for most institutions. Online Education requires a shift in university and college culture to incorporate a student population that is primarily working adults whose needs vary greatly from the notional “traditional student.” This will take time.
How can online education enhance accessibility and inclusivity in higher education, particularly for underrepresented groups or nontraditional learners?
As mentioned previously, for me, accessibility and inclusivity are two of the greatest benefits of online education. Online education is a rupture in the Higher Education paradigm that is creating a paradigm shift towards a new reality of Higher Education. Along with this rupture, the systemic inequities that are perpetuated by the previous paradigm are also being unsettled by opening access to Higher Education and the generational socio-economic benefits that result from higher levels of education. At Arizona Online and our partner organization University of Arizona Global Campus, our student populations greatly increase the diversity of the overall institution in every sense of the word from underrepresented students and post-traditional learners. As the Online Initiatives of the University of Arizona, we are critical in reshaping the institution to be more equitable, accessible, and just.
In what ways can online education provide a personalized learning experience tailored to individual student needs and preferences?
Creating personalized learning experiences that suit a variety of student needs is a complex issue within online education. In some ways, digital tools and asynchronous learning allow students with a variety of outside needs and learning differences to interact with the course material in ways that allows each student to personalize their experience. This, however, can also be a strategic challenge for an institution that is balancing
quality, student success, and scalability. Thankfully, new technology is developing that can help in this arena. Arizona Online is currently partnering with Juji, Inc. to develop a Cognitive AI tutor that is embedded within our learning management software. This tool collects psychographic data from students by asking a series of questions, and then the AI tutor can personalize its interactions with the students and its explanations of the course material to align with their broader interests and career goals.
How can traditional universities effectively integrate online education into their curriculum to offer a blended learning experience?
This is certainly a possibility and something that most universities and colleges are tending toward even if they are not doing it intentionally. From the ubiquitous use of digital LMSs to flipped classroom instruction, elements of online teaching are becoming standard practice even in in-person contexts. This is all part of the larger Higher Education paradigm shift discussed previously. Even in traditional residential brick-and-mortar institutions, students desire to take online courses as part of their academic experience, and the Higher Education institution of the future will necessarily need to be multimodal to meet the demand for the modality and the flexibility that it provides. Institutions that are being intentional and strategic in their approach to building a blended learning experience with the end goal of being fully multimodal universities are going to be the educational leaders of tomorrow.
What role does technology play in improving student engagement and fostering a sense of community in online education?
In the digital and virtual world of online education, technology is at the core of engagement. The digital environment lends itself to the application of knowledge through simulations, and virtual reality and gamification of learning help students interact with the content in ways unimaginable only a few years ago. As technology rapidly increases and the market becomes flooded with new platforms and learning technologies, instructors and administrators face the difficulty of deciding which technologies provide a return on the investment through increased learning outcomes. Technologies can also serve to help facilitate a sense of community, but technology can only take it so far. People—staff, faculty, and students—are absolutely the core for creating community and a sense of belonging. To connect our people, we’ve partnered with Mentor Collective to help connect our students through an SMS texting platform. It has been a wonderful success, especially in increasing retention among our underrepresented student populations.
How can higher education institutions ensure the quality and rigor of online education programs, and what measures are in place to maintain accreditation standards?
Online education is no different than traditional in-person education regarding a commitment to quality and rigor. If a program is well designed, and based on a solid and relevant pedagogical foundation, online education can meet or exceed the quality and rigor of traditional in-person education. All the technology in the world is no
replacement for the hard work of developing an excellent course that methodically helps students move toward the achievement of learning outcomes. Technology, however, can help maintain rigor at scale from randomizing exam questions to plagiarism software. Artificial Intelligence is also critical in this arena as it can be leveraged to proctor exams, to rework exams, and to ensure that students are staying on track in the course. Of course, AI can also introduce challenges that affect rigor; however, I am a firm believer that a thoughtful, intentional instructor can create assignments that require students to apply their knowledge in ways that current AI is incapable of producing.
What are the emerging trends and innovations in online education, and how can professionals in the field stay updated and adapt to these changes?
Online education—and Higher Education in general—is rapidly changing, and every day new technologies, policies, and teaching strategies are being developed. There is no way to keep up with them all. So, it is important to have a community of like-minded people in which to immerse yourself. Whether it is professional organizations, like UPCEA or OLC, or networks of colleagues and friends working in online education, fostering a community helps spread out the labor of keeping up and gives a platform for the sharing of best practices and lessons learned. Most important, however, is that we practice what we preach and embody the values of lifetime learning. Seek out new skill sets. Be adaptable. Embrace change. Build knowledge. Like it or not, online education is only going to continue to grow and evolve; so, we, as individuals, organizations, and institutions, must grow and evolve with it.
Universitas Airlangga (UNAIR) is one of the top ranked and oldest universities in Surabaya, Indonesia. According to the 2025 QS World University Rankings, UNAIR currently holds #4 in Indonesia, #67 in Asia, and #308 globally. Going back to its origin, the university was established on November 10, 1954, under Government Regulation Number 57 of 1954 and officially inaugurated by the President of the Republic of Indonesia on the same day. UNAIR provides educational programs for students including diploma programs (D3 and D4), undergraduate programs (S1), post-graduate programs (S2 and S3), professional and specialist programs, as well as international programs.
Walking towards its vision, UNAIR aspires to become an independent, innovative, and leading institution at both national and international levels, a pioneer in the development of science, technology, humanities and arts based on religious morals
Prof. Dr. Djoko Santoso, Ph.D., Sp.PD., K-GH., FINASIM, Chair of Academic Senate, Universitas Airlangga
Prof. Dr. Mohammad Nasih, S.E., M.T., Ak.
Prof. Dr. Bambang Sektiari Lukiswanto, DEA, DVM, Vice Rector for Academic, Student, and Alumni Affairs, Universitas Airlangga
When it comes to standing out, UNAIR is renowned for its values, philosophy, motto, and commitment to excellence with morality. This guiding principle is operationalized through four key concepts encapsulated in the acronym B.E.S.T.: Based on Morality, Excellence in Academics, Research, Community Services, and University Holdings, Strong Academic Culture, and Target-Oriented. Walking towards its vision, UNAIR aspires to become an independent, innovative, and leading institution at both national and international levels, a pioneer in the development of science, technology, humanities and arts based on religious morals.
UNAIR operates across 12 campuses situated in Surabaya, Gresik, Lamongan, Banyuwangi,
and
Pasuruan, and West Jakarta. The main hub of academic activities resides in three primary campuses in Surabaya, equipped with comprehensive facilities for learning, research, student services, dormitories, and administrative centers. Teaching also occurs at campuses in Gresik, Lamongan, and three sites in Banyuwangi, while others serve as teaching farms and experimental gardens.
Moreover, UNAIR boasts several supporting facilities, including the Airlangga Sharia & Entrepreneurship Education Center (ASEEC) Tower, the NANI Building, and the NANO Building, all versatile structures housing meeting rooms, lecture halls, sports facilities, dining options, and commercial services like banks and stores. Outdoor spaces are meticulously designed to promote a green
Prof. Dr. Muhammad Miftahussurur, M.Kes., Sp.PD-KGEH., Ph.D., FINASIM, Vice Rector for Internationalization, Digitalization, and Information Universitas Airlangga
campus environment and pedestrian-friendly pathways. In addition, UNAIR features Teaching Hospitals such as the UNAIR General Hospital (RSUA), Dental and Oral Hospital, and UNAIR Veterinary Hospital.
UNAIR has an award-winning flagship program called “Learning with the Community,” which carries a weight of 20 credits focused on nationality and character education. This program reflects the university’s continuous adaptation to evolving regulations from the Ministry of Research, Education, and Culture.
One such significant adaptation is the integration of “Learning Together with the Community” into the Emancipated Learning program. The primary objective is to enhance students’ interest in Emancipated Learning, thereby equipping them with the essential soft and hard skills required in business and industry. This integrated program includes mandatory subjects such as Internships or Work Practices, Student Exchange, Field Study and Community Service or village development, Independent Study or Projects, Humanity Projects, Teaching Assistantships, Research, Entrepreneurial Activities, and National Defense. In addition to these programs, UNAIR has a sustainable initiative that aligns with Sustainable
Development Goal (SDG) #1: No Poverty. This initiative has been recognized by the Times Higher Education Impact Ranking 2024, where UNAIR ranked first globally.
UNAIR has established the Quality Assurance Agency, an integral organ responsible for conducting internal quality audits at both the faculty and work unit levels. This agency oversees a range of quality assurance activities, including AIMS Internal Audit, AIMS External Audit, National Accreditation, International Accreditation, International Certification, and Risk Management. A dedicated Quality Assurance Unit (SPM) has also been formed at the faculty level. Similarly, at the study program level, a Quality Assurance Group (GPM) has been established. Both units
operate under the integrated supervision of the Quality Assurance Agency, ensuring a cohesive and comprehensive approach to maintaining and enhancing academic and administrative standards across the university.
UNAIR is bolstered by an extensive network of Research Centers (RC) and Research Groups (RG) that span a diverse range of scientific disciplines, including Life Sciences and Medicine, Natural Science, Engineering and Technology, and Social Sciences and Humanities. These research centers include the Institute of Tropical Disease, the Institute of Life Science and Engineering, RCGERID (Global Emerging and Re-emerging Infectious Disease), RC-Stem Cell, RCBIOME (Bio-molecule Engineering), and RC-PSQ (Patient Safety and Quality). Over
UNAIR is bolstered by an extensive network of Research Centers (RC) and Research Groups (RG) that span a diverse range of scientific disciplines, including Life Sciences and Medicine, Natural Science, Engineering and Technology, and Social Sciences and Humanities
At present, UNAIR is home to 314 active international students from diverse countries, including Malaysia, Pakistan, Yemen, Timor Leste, and Egypt, among others
the past five years, 66.9% of its publications have been in these areas, highlighting the university’s significant contributions to these disciplines.
Students and faculty staff actively engage in research projects within these centers and groups, benefiting from state-ofthe-art facilities that support their academic and research endeavors. These facilities are not only available to UNAIR students but are also accessible to students from other institutions, provided they adhere to the applicable rules and regulations. This inclusive approach underscores UNAIR’s commitment to fostering research-based knowledge and its application in the community. The collaboration between students, faculty, and these research entities exemplifies UNAIR’s dedication to academic excellence and its role in advancing research that addresses critical societal needs.
A notable example of UNAIR’s impact in the field of Health is its participation in the development of the Covid-19 vaccine
named INAVAC. This vaccine was created by UNAIR researchers in collaboration with PT. Biotis Pharmaceuticals Indonesia. INAVAC received approval from BPOM to be distributed as a booster vaccine in 2022, demonstrating UNAIR’s commitment to contributing to the nation through research with practical applications for the community. While UNAIR’s primary strengths lie in Life Science and Medicine, it is also supported by research projects across various other fields, ensuring a comprehensive approach to academic excellence and societal impact.
At present, UNAIR is home to 314 active international students from diverse countries, including Malaysia, Pakistan, Yemen, Timor Leste, and Egypt, among others. These students bring a wealth of cultural perspectives to UNAIR’s vibrant campus, enriching the academic and social environment. Besides, UNAIR’s commitment
to supporting its international students and fostering a global perspective is evident through the various initiatives and programs orchestrated by Airlangga Global Engagement (AGE), the university’s dedicated international office. One of the standout programs offered by AGE is the Airlangga Cultural Immersion, which organizes cultural activities designed to introduce international students to Indonesian culture, society, and traditions. To further support the international student community, AGE has established the International Students
Association. This association serves as a platform for international students at UNAIR to engage with global issues and connect with peers from other universities. AGE also collaborates with external stakeholders to create volunteering opportunities for international students.
In addition to supporting degree-seeking students, UNAIR offers several programs that attract international students for short-term academic exchanges. The AMERTA program, for instance, allows international students to study at UNAIR for one semester. Another
UNAIR fosters a vibrant campus life and dynamic student engagement through an extensive array of student organizations, clubs, and cultural activities
remarkable program is AIRVENTURE, which engages international students in marine habitat preservation activities. AGE also collaborates with overseas universities to design tailormade programs that meet their specific needs. Furthermore, the INTEGRATION program offers a platform for UNAIR’s local students to organize short-term programs for international students in Indonesia. So far, these comprehensive initiatives have attracted a total of 890 international students to UNAIR, significantly enhancing its global engagement and promoting a diverse academic environment.
UNAIR fosters a vibrant campus life and dynamic student engagement through an extensive array of student organizations, clubs, and cultural activities. These initiatives are meticulously designed to support the holistic development of students, enriching their academic experiences and cultivating a strong sense of community and belonging. In terms of Student Organizations and Clubs, at the heart of student life is the Student Executive Board (BEM) which organizes a myriad of student activities, advocates for student rights,
and represents the student body in university decisions. Complementing BEM are the Student Councils (DPM), which operate within each faculty, focusing on faculty-specific issues and activities to ensure the diverse interests of students across disciplines are addressed.
Apart from these, UNAIR boasts a wide variety of special interest clubs that cater to different student passions. The Airlangga University Choir (PSUA), renowned for its performances in national and international competitions, offers a platform for musically inclined students. Sports enthusiasts at UNAIR
are well-catered for by clubs such as the Airlangga Sports Club (UKM Olahraga), which offers a variety of sports including basketball, soccer, badminton, and martial arts. With respect to cultural activities, UNAIR’s commitment to promoting cultural diversity is evident in its numerous international cultural events, which showcase the rich cultural tapestry of its student body. Events like cultural nights, food festivals, and international student fairs allow students to share and celebrate their diverse backgrounds. UNAIR also hosts significant festivals and celebrations. The Pekan Ilmiah Mahasiswa Nasional (PIMNAS), a national student scientific week, provides a platform for students to present their research and innovations. The Airlangga Education Expo is an annual event featuring educational exhibitions, workshops, and seminars.
Additionally, UNAIR actively promotes traditional Indonesian culture through activities such as traditional dance performances, batik workshops, and gamelan (traditional Javanese music) classes. The university regularly hosts innovation competitions, such as business plan contests, hackathons, and innovation challenges. These competitions encourage students to develop entrepreneurial skills and innovative solutions to real-world problems.
UNAIR is dedicated to embedding sustainability principles into its institutional practices, emphasizing the integration of the 17 Sustainable Development Goals (SDGs) across its core activities of education, research, and community service. Between 2019 and 2023, UNAIR successfully published 6,157 articles related to these themes, demonstrating a significant contribution to global sustainability discourse.
In the realm of education, UNAIR actively encourages its students to pursue scholarships from various sources, promoting equal opportunities for academic advancement. In 2024, 24% of UNAIR students received scholarships, reflecting the institution’s efforts to support its student body financially. To further enhance its social impact, UNAIR has established the Social Fund Management Center (PUSPAS) which is responsible for the collection, management, and distribution of social funds, ensuring that resources are effectively allocated to support students and community initiatives.
Likewise, UNAIR’s commitment to sustainability extends to its infrastructure development, guided by the principles of a green and smart campus. A notable example of
UNAIR is dedicated to embedding sustainability principles into its institutional practices, emphasizing the integration of the 17 Sustainable Development Goals (SDGs) across its core activities of education, research, and community service
this commitment is the expansion of pedestrianfriendly green open spaces at the campus center, creating an environment that promotes well-being and reduces carbon footprints. Since 2022, UNAIR has undertaken significant efforts to optimize its parking policies. The shift from horizontal to vertical parking expansions has led to the construction of several parking centers, replacing previous student parking areas. Not to mention, the newly constructed buildings at UNAIR are equipped with advanced building automation systems, enhancing both security and operational efficiency. These systems contribute to the university’s goals of sustainability by optimizing energy use and reducing waste.
UNAIR maintains a vast network of partnerships at both national and international levels, including global consortia. Internationally, UNAIR boasts over 200 active partnerships worldwide. As the international office, Airlangga Global Engagement (AGE UNAIR) collaborates closely with internal stakeholders to foster these international
partnerships and collaborations. This effort is guided by the SMART strategy, which focuses on Sustainable Education for All, Meaningful Research and Community Services, Advancing Innovation, Enterprises and Industry Linkages, Responsive and Lean Management, and Topping Up Resources Utilisation.
In promoting Sustainable Education for All, UNAIR established the Airlangga Development Scholarship, providing partial scholarships for international students pursuing master’s or doctoral degrees at UNAIR. Additionally, the AMERTA programme offers a semester exchange with a tuition fee waiver for participants. This programme facilitates UNAIR academics in collaborating with partners on lectures, joint research, joint publications, and securing research grants through AGE UNAIR’s International Grants Division. UNAIR has also actively expanded its international research network, with AGE
bridging UNAIR research centres with those of other top universities globally. In 2018, UNAIR established the World University Association for Community Development (WUACD) to initiate and sustain partnerships that support the 17 Sustainable Development Goals (SDGs) through community services and development.
In terms of Advancing Innovation, Enterprises and Industry Linkages, UNAIR launched the Sustainable University-Industry Collaboration (SUIC) initiative. This initiative encourages faculty collaboration with industry partners to conduct seminars, workshops, sponsored events, and develop career-oriented curricula. To support Responsive and Lean Management, UNAIR recently developed the Airlangga Global Engagement Dashboard which provides extensive storage, cohesive management, and data analysis of internationalisation activities, including signed agreements, inbound and outbound staff and student data, and academic peer lists.
Between 2023 and 2024, UNAIR undertook significant construction projects aimed at enhancing its infrastructure and facilities. These include the construction of the Pringgodigdo Building for the Faculty of Law, the Soetandyo Building for the Faculty of Social and Political Sciences, and the Airlangga Plaza for commercializing UNAIR’s innovative products. The development of a Postgraduate Building and the revitalization of green open spaces for pedestrian use within UNAIR have also been completed. Furthermore, UNAIR has focused on revitalizing its main meeting building, the Airlangga Convention Center (ACC), and upgrading the main mosque at Campus B. These efforts are part of UNAIR’s commitment to creating sustainable, pedestrian-friendly green campuses. In collaboration with local governments, UNAIR has expanded its infrastructure footprint. For example, cooperation with local authorities
has enabled UNAIR to increase the number of lecture sites at its Banyuwangi campus from two to three, thereby improving educational facilities and opportunities for stakeholders.
In the latest QS World University Rankings (QS WUR) 2025, released in June 2024, UNAIR achieved a notable global ranking, securing the 308th position among the world’s best universities. Additionally, in the International Research Network (IRN) indicator, UNAIR holds the top position in Indonesia and ranks #701+ globally. In the academic reputation indicator, UNAIR is positioned #232 globally and #4 in Indonesia, reflecting a 22-point increase. Moreover, in the Faculty Student Ratio (FSR) indicator, UNAIR is ranked #259 globally and #3 in Indonesia, with a notable 42-point increase.
Concurrently, UNAIR is implementing strategies to recruit and retain top-tier faculty by offering competitive salaries, internal research grants, and digital competency training for all staff
UNAIR’s Strategic Plan for 2021-2026 is centered around the theme “Optimizing Added Value and Contributing Significantly Locally, Nationally, and Globally.”
In the QS WUR by Subject 2024, UNAIR’s scientific fields have also achieved commendable rankings. Five fields are positioned within the top 300 to 200 globally, and these fields are ranked number one nationally. In broad subject categories, UNAIR occupies the #401-450 position globally and second place nationally in Life Sciences and Medicine. Finally, Engineering and Technology is positioned #501-550 globally, equivalent to fifth place nationally. These achievements signify UNAIR’s commitment to excellence in various academic and research domains, reinforcing its reputation as a rapidly developing university on both national and international stages.
One of the upcoming initiatives that UNAIR is particularly excited about involves enhancing its
human resources through a comprehensive talent development program. This program includes advanced training, leadership development, and international collaborations aimed at elevating teaching standards and fostering a globally competitive academic environment. Concurrently, UNAIR is implementing strategies to recruit and retain top-tier faculty by offering competitive salaries, internal research grants, and digital competency training for all staff.
Similarly, UNAIR is undertaking initiatives to ensure long-term financial stability. This includes launching an endowment campaign and major fundraising efforts aimed at supporting scholarships, innovative research projects, and facility development. Publicprivate partnerships are also being pursued to create collaborative opportunities and practical
experiences for students and faculty. Efficient financial management systems are in place to optimize resource allocation and maximize the impact of investments in educational and research initiatives.
Internationally, UNAIR is intensifying efforts to enhance global visibility and engagement. This involves leveraging international grant opportunities to facilitate mobility and research partnerships with institutions such as ERASMUS (EU), Turing (UK), New Colombo Plan (Australia), and others. Special emphasis is placed on life sciences and multidisciplinary research, encouraging faculty to pursue grants from overseas institutions. These efforts aim to establish UNAIR as a global hub for cuttingedge research and innovation, particularly in alignment with new capital city developments. These integrated initiatives highlight UNAIR’s commitment to excellence, innovation, and global collaboration in higher education and research, positioning the university as a leader in addressing global challenges and driving societal impact.
UNAIR’s Strategic Plan for 2021-2026 is centered around the theme “Optimizing Added Value and Contributing Significantly Locally, Nationally, and Globally.” This plan lays the groundwork for UNAIR’s ambition to transform into a World-Class Entrepreneurial University. UNAIR aims to achieve this goal through interdisciplinary, transdisciplinary, and multidisciplinary collaboration across various fields, including health, life and natural sciences, social-humanities, and engineering sciences. Such collaboration enables the university to address and accommodate external issues that
In the upcoming years, UNAIR is strategically advancing on multiple fronts to strengthen its leadership in education, research, and community development
influence societal changes, encapsulated in the Global Megatrend 2045.
In the upcoming years, UNAIR is strategically advancing on multiple fronts to strengthen its leadership in education, research, and community development. In education, UNAIR is enhancing academic excellence through updated curricula and innovative learning environments. This includes integrating digital technologies to improve teaching methods and student engagement, ensuring graduates are wellprepared for evolving global challenges. In the same way, UNAIR’s commitment to research is robust, aiming to expand interdisciplinary collaborations and secure increased funding for cutting-edge projects.
In addition, UNAIR has embraced “Meaningful Research and Community Services” as its guiding
theme, focusing its research mission on supporting the achievement of the Sustainable Development Goals (SDGs). The university aims to develop research that addresses community issues, particularly those related to the SDGs, serving as practical solutions. Community service and development are integral to UNAIR’s mission, with initiatives designed to leverage its research findings for practical solutions. Collaborating with local communities, government agencies, and industry partners, UNAIR strives to implement sustainable development programs that positively impact society. Through these integrated efforts in education, research, and community service, UNAIR is poised to not only meet future challenges but also remain at the forefront of higher education, driving meaningful impact locally and globally.
DrIris-PanagiotaEfthymiou, Lecturer in Business, MBA at The University of Greenwich, Behavioural Economist, Researcher, Public Speaker
Dr Iris-Panagiota Efthymiou is a behavioural health economist, author, lecturer and researcher, boasts 20+ years of experience in consulting and public speaking, including engagements at the UN Headquarters in Geneva. With over 15 published books, 50 articles, and numerous peer-reviewed contributions, she serves asChiefEditorfortheJournalofPoliticsandEthicsinNewTechnologiesandAI. Irisbridgesthegapbetween technology and humanity, ensuring ethical implementation, user-centric design, and a positive impact on human well-being. Her multidisciplinary approach addresses complex societal challenges, emphasizing equal opportunities and inclusivity. Her experience serving on various boards and associations involved in deciphering human activities has equipped her with a holistic understanding of societal challenges and opportunities. Whether collaborating with politicians, diplomats, entrepreneurs, or academics, she has consistently advocated for transparency, integrity, and fairness in all endeavours.
Artificial intelligence (AI) and automation have emerged as basic forces driving the dramatic shift in higher education. These technologies are having a profoundly transformative influence not just on educational approaches but also on traditional administrative tasks, ushering in a new era where technology enables tailored
and efficient learning experiences. According to Global Market Insights, the AI education industry is expected to reach a valuation of $20 billion by 2027. Despite this promising outlook, institutions have been slow to discover AI-related application cases. Some institutions are hesitant about the implementation of AI. However, experts in the field see significant benefits from
With the profound impact these technologies are exerting on the education landscape, it is expected that the market for AI education will experience significant growth
AI, including improved educational quality, personalized learning experiences, quick student support, and streamlined administrative processes. Therefore, will examine the future transformational possibilities of artificial intelligence in higher education.
With the profound impact these technologies are exerting on the education landscape, it is expected that the market for AI education will experience significant growth. Through algorithms and data analysis, AI may simulate human cognitive functions including learning, reasoning, and problem-solving, which presents enormous promise for improving educational outcomes. Automating administrative processes, on the other hand, frees up resources and allows educational institutions to concentrate more on enriching the educational experience.
AI acts as a catalyst for universities seeking to transform the student education experience. The pandemic’s aftermath and the development of online education highlight the significance of improving the student experience to attract and retain students in a competitive environment. This enhanced experience emphasizes personalized learning, interactive environments, and round-the-clock assistance.
An educational experience that is customized to each learner’s specific requirements and interests is being introduced by AI. Teachers can improve their methods of teaching and increase students’ retention of knowledge by utilizing
this flexibility. AI-driven personalized learning initiatives promise to greatly improve academic results by meeting each learner’s unique needs and preferences. Generative AI models, combined with advanced analytics, enable institutions to personalize learning experiences for individual students. AI can maximize student results by customizing learning materials and timetables based on parameters including learning styles, preferences, and performance indicators.
AI-powered technologies enable the development of immersive learning experiences beyond of typical classroom settings. Gamification and virtual simulations involve students in complicated concepts, making learning more dynamic and engaging.
AI-powered chatbots provide students with instant and personalized help, increasing satisfaction and retention. These chatbots, such as NashTech’s BonBon, give immediate support
and instruction, especially during peak times like examination seasons.
AI-powered chatbots with natural language processing skills can provide intelligent assistance to student’s mental health and wellbeing. By analyzing students’ thoughts and delivering appropriate materials, AI contributes to comprehensive student support systems.
Immediate academic support and emotional assistance are being provided by AIdriven innovations, such as chatbots and virtual assistants, which are transforming student support services. Through real-time engagement made possible by these AIpowered tools, learning environments are fostered and engaged, leading to improved academic performance. By utilizing AI technology to increase the effectiveness and accessibility of their student support services,
AI-driven personalized learning initiatives promise to greatly improve academic results by meeting each learner’s unique needs and preferences
educational institutions can raise the quality of their students’ experiences.
The global classroom experience enabled by AI
AI makes education a global conversation through its function of bringing together economics and geography hurdles. The AI encourages an interactive and encouraging learning environment where students and teachers of different backgrounds can interact and collaborate in real time. Therefore, the globalization of educational materials is essentially responsible for enhancing the standards of education across the world, not only for the privileged ones but for students across the globe.
In addition to improving the student experience, AI helps universities to simplify internal operations and enhance operational efficiency. By automating crucial tasks like record-keeping, curriculum preparation, and enrolment management, automation is changing the landscape of education administration. Automation saves manual workload and streamlines procedures, freeing up resources that can be used to improve student’s educational experiences.
Generative AI provides real-time feedback on exams, allowing educators to discover areas for growth and personalize learning materials accordingly. This approach improves the quality of instruction and student satisfaction. This revolutionary move to automated administrative procedures maximizes the use of available resources and improves overall operational effectiveness.
AI-powered chatbots with natural language processing skills can provide intelligent assistance to student’s mental health and well-being
By offering specialized assistance and resources to underserved communities, AI has the revolutionary potential to alleviate educational disparities. AI-driven efforts facilitate access to high-quality education by providing personalized learning experiences and educational materials, enabling individuals from diverse backgrounds to excel academically.
Although automation and AI have enormous potential to improve education, there are concerns about security, privacy, and cost. Strong data security measures must be given top priority by educational institutions to protect sensitive data and preserve the human aspect of the teaching and learning process. To guarantee sustainable and equitable educational practices, it is also crucial to carefully assess the financial and ethical consequences of using AI.
By lowering barriers to accessibility and enhancing educational opportunities, AI holds great potential to democratize higher education. Accessibility issues resulting from factors such as cost and location have frequently hindered access to traditional higher education. However, AI-powered platforms can eliminate geographical and financial barriers by offering flexible and reasonably priced learning opportunities. AI can provide personalized learning experiences designed to the requirements of each learner, opening up high-quality education that was previously unattainable for students from
By lowering barriers to accessibility and enhancing educational opportunities, AI holds great potential to democratize higher education
different of backgrounds. Additionally, AI can evaluate massive amounts of data permitting the development of learning environments that are designed to the unique learning preferences and speeds of each student. AI systems may provide real-time advice and support via intelligent feedback mechanisms, ensuring that learners receive individualized assistance as needed. AI can change higher education into a more inclusive and equal landscape, helping learners to fulfil their academic and professional objectives.
The future of higher education is undoubtedly connected with AI. As educators acknowledge the critical role of technology in revitalizing the educational system, AI use is expected to increase. When managing the revolutionary possibilities of automation and artificial intelligence in higher education, we must adopt a balanced and strategic approach. Educational institutions may create new opportunities for inclusive, accessible, and highquality education by using these technologies ethically and responsibly.
In conclusion, the way automation and AI are combined is drastically changing the higher education landscape. These technologies bring us a new era where technology enables efficient and customized learning experiences, not only by revolutionizing teaching approaches but also by streamlining administrative operations. AI has enormous potential to improve educational quality, create personalized learning experiences, give instant student support, and streamline administrative tasks—despite some institutional reluctance. AI-driven technologies have the potential to revolutionize higher education by facilitating inclusive, accessible, and efficient learning through personalised learning, interactive settings, and student support services. We must emphasize ethical implementation and maintain the human aspect in the teaching and learning process while we embrace the revolutionary power of AI. To embrace a progressive future in higher education, it will be necessary to combine the strategic integration of AI with a balanced approach to fully realizing its potential.
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ACADEMIC VIEW
Dr Nermeen Mustafa, Associate Professor and Global Programme Director, Heriot-Watt University
Dr Nermeen Mustafa is the Global Director of the Business Administration programme at the Edinburgh Business School. Dr Mustafa is an experienced strategy consultant and speaker who specialises in topics related to innovation and new product development, particularly those related to luxury and creative industries. Her research studies examined competitive strategies in the perfume industry and the fashion industry.
Recently, in an exclusive interview with Higher Education Digest, Dr Mustafa shared her professional trajectory, the courses taught by her in the areas of business strategy and her research on organisations that design and create luxury goods and services at Heriot-Watt University, significant career milestone, biggest stress relivers, words of wisdom, and much more. The following excerpts are taken from the interview.
Hi Dr Mustafa. Can you tell us about your professional background and areas of expertise?
Many years ago, I set foot into the dynamic world of UK higher education, armed with a passion for knowledge and a vision for pedagogy that goes beyond conventional boundaries. My academic voyage commenced as a young professional with a full-time career in consulting and a visiting
lecturer in London – a role that would later become the focus of my career. As I progressed, my passion for education grew and was fueled by my extraordinary students and their motivation to learn and grow. As a young lecturer who was immersed in industry, I appreciated the teaching and learning environment and campus life, which was a stark contrast to the gray carpeted corridors and wood paneled corporate board
I have been immersed in the field of luxury brand management since my early career and have brought this on with me to the classroom environment and into the learning experience
rooms that I was accustomed to. My classes and workshops grew popular among students who were of a similar age group as myself at the time and I was offered a full-time position which I considered very carefully. It was a difficult decision to make as I had just been promoted and had my career plan laid out. After careful consideration, I decided to accept the role and embarked on my doctoral studies shortly after.
I have been immersed in the field of luxury brand management since my early career and have brought this on with me to the classroom environment and into the learning experience. In line with my passion for working with luxury brands, my PhD study examined luxury brands as organisations and their behaviour around innovation and product development, as well as product launch strategies, and market share creation. Coming from a strategy background, I worked alongside perfume brands starting from inspiration to ideation all the way to launch. It’s a fascinating industry with unique business models and in-house dynamics.
Tell us about the program(s) taught and researched by you in the areas of luxury brand strategies and sustainability at Heriot-Watt University.
I am an associate professor in strategy and act as the global programme director for our popular bachelor’s in business administration programme. I teach courses related to global business and business strategy at undergraduate and master’s levels. Those courses equip students with the fundamental knowledge for assessing the internal and external environment while taking into account the meta level variables. My focus is on equipping students with the necessary knowledge that helps them build a practical repertoire of tools that enable them to contribute to the corporate world. Many of those cases revolve around luxury brands but also a variety of other brands in order to provide a full spectrum of examples. Sustainability and ethics are inherently embedded in many of the courses delivered.
Effective leadership is a fine balance between decisiveness, empathy, integrity, and inspiration
How do you try to bring in a practical approach towards the subjects taught by you and make them industryoriented?
As an educator, I’m passionate about infusing a practical approach into the courses I deliver. I aim to foster an immersive experience that breaks down barriers between theory and application and creates a dynamic and engaging learning environment. I can see this immersive approach building curiosity, critical thinking, and a love for learning among my students. As an early adopter of immersive learning, I have inspired and led the way for many of my colleagues to continue with imbedding this practical approach into their learning journey. It is truly satisfying to see those colleagues’ efforts and success in engaging a practical learning approach. In some of my past courses, assessments were designed in collaboration with key industry players. This is a very popular approach among students as they feel connected to live cases with organisations. This approach truly creates a nexus between organisations and higher education institutions.
In your opinion, what qualities constitute a good leader?
In my view, effective leadership is a fine balance between decisiveness, empathy, integrity, and inspiration. Some of the most effective leadership skills required are excellent communication and social skills.
What has been your most careerdefining moment that you are proud of?
There have been many defining moments that have led me to where I am currently. My decision to leave the corporate world and move into
academia was the start followed by my decision to embark on my PhD journey at Bayes Business School London (City University London) which was a key milestone. Bayes business school is a highly regarded university in the City and being part of that environment shaped my professional character, while allowing access to some of the world’s renowned professors as my mentors. This was a paradigm shift for my professional career. I am also proud to be part of Heriot Watt university where quality and academic standard excellence are a priority. Heriot Watt university represents rich heritage with its first origins dating back to 1821.
What is your favorite non-academic book and why?
Books related to the science of the brain are fascinating, particularly books related to cognition, learning, neurons, the subconscious mind, and how we can rebuild certain pathways and their relation to existing programming and books addressing the topic of neuroplasticity.
What is your biggest stress reliever?
Early morning walks in nature, exercise and connecting with an inspiring supportive community. Pursuing hobbies and passions such as my love for art, travel, culture, and languages. Sharing knowledge and experiences with colleagues and reflecting on those experiences goes a long way.
How do you define success? What is your take on the ways to achieve longterm success?
I must point out that success as a concept is deeply personal and subjective, often defined by individual values, goals, and aspirations. This is
Success can be seen in the positive impact and contributions one makes to their community, industry, and lives of the students
a question I often ask my students as I am quite curious to understand their outlook on life.
There are many layers to success, and it begins with the small wins and the achievement of smaller goals that can be measured by the attainment of personal and professional goals. These goals could range from career milestones to personal development objectives. Feeling content, fulfilled in one’s personal and professional life is a significant aspect of success. This involves finding joy and satisfaction in both daily activities and long-term pursuits.
Success can be seen in the positive impact and contributions one makes to their community, industry, and lives of the students. It is also felt in the respect trust and recognition received from colleagues and industry partners, students, and their families. Ultimately, success is a dynamic and evolving concept. It’s important for individuals to define what success means to them personally, considering their unique values, passions, and life circumstances.
What valuable advice would you like to give to the students for them to have a prosperous career ahead?
I would advise students to be intentional and to pay close attention to detail as they navigate their higher education journey. Take every task and each opportunity seriously and stay curious and approach your journey with a blend of passion and discipline. I am an advocate of life-long learning and I take each opportunity to acquire new skills. Continuous learning is the key to staying relevant and resilient. Finally, networking and building friendships and professional networks goes a long way and cultivating your soft skills is key.
ACADEMIC VIEW
Robert Green, Professor of Forensic Science, University of Kent
Bob Green is a Professor of Forensic Science at the University of Kent in the UK and is noted for his contributions to forensic science. Awarded an OBE in 2008 for his services to forensic science, he is also a Senior Fellow of the Higher Education Academy. As a committed educator within the university’s forensic science program, he imparts his expertise to students. As a Fellow and Vice President of the Chartered Society of Forensic Sciences, he is dedicated to supporting the profession. His passion lies in ensuring the highest quality of education and guidance in the field of forensic science.
Over the years, I’ve come to realise that the relationship between diversity in education and student engagement is particularly close. Hence – this is just one of several ideas on engagement that sprang out of my work to achieve Diversity Mark accreditation for the modules I teach.
Of course, module evaluation is an important aspect of continuing quality improvement in higher education (Setiawan
& Aman, 2022). However, it is common for module evaluation to be circulated at either the end of the term/module or academic year. The feedback obtained from students is then analysed and fed back to the lecturer/ Module Convener. It strikes me that these module/year evaluations may have several limitations concerning the drive for constant improvement. Firstly, it’s not uncommon for students to be showered with evaluation requests from various modules. Especially
The lack of comprehensive feedback from students through evaluations can hinder the understanding of issues that need to be addressed and the identification of areas for improvement
so as end-of-year evaluation can coincide with other assessment deadlines. It’s been my experience that some students may not have the time or the willingness to write much or provide constructive opinions about their experience. Hence the response rates for end-of-year module evaluation are often low and not entirely representative of the cohort. Low levels of student evaluation can also pose challenges in influencing change and improving educational outcomes. The lack of comprehensive feedback from students through evaluations can hinder the understanding of issues that need to be addressed and the identification of areas for improvement (Zhao et al. 2022). Low response rates can also call into question the validity of the data and the representativeness of the student voice. Accordingly, the comments and feedback obtained from end-of-year module evaluation may have limited usefulness
Accepting fully the value of reflective evaluations, real-time evaluation can be valuable in driving module evolution for the best student experiences
in promoting concurrent change. Negative comments about teaching styles and course structure, for example, may no longer be useful because the module has been taught and the teacher/student interaction (following from those comments) has come to an end. And so, only with time will the feedback be useful when review is done periodically. It is, of course, accepted that the data obtained from end of year module evaluation may be used to make comparisons and to see if there is any significant change or improvements in the quality of the course over time. On the other hand, concurrent module evaluation can influence changes to be taken, based on the feedback obtained, while the module is ongoing. This method enables us to quickly review and learn from the ‘student voice’ instantly. Using this method to support the end-of-term evaluation better enables changes/improvements to the module content by considering the feedback from both (a) current and (b) previous students. Reviewing the literature, there appears an emerging view that focuses on a formative evaluation through the use of real-time evaluation techniques in which feedback is sought throughout the duration of the module (Dawson et al.2021).
Accepting that this approach reflects a significant change from more traditional methods; neither is it put forward as a ‘one size fits all’ option, nevertheless – I have found that it offers some significant advantages, quickly pinpointing and addressing learning and teaching issues
as they arise, rather than waiting until the end of the academic year. Furthermore, it provides us with more ‘intervention points’ as can be summarised in the illustration above. This more immediate feedback loop enables a speedier resolution of problems, for example, confusing module components. A personal opinion is that quickness of pace is key and often supports the yearend assessments. Moreover, it’s been my experience that continuous feedback and reflection cycles encourage a culture of continuous quality improvements. But above all, prioritising student voice in real-time assessment underscores the importance of their opinions, empowering them to witness the impact of their feedback instantly. To restate, I’ve experienced how these benefits ultimately enhance the student learning journey and teaching quality. Once again, the focus of concurrent evaluation is targeted towards improving the current student cohort’s learning experience by swiftly addressing issues during ongoing modules. Accepting fully the value of reflective evaluations, realtime evaluation can be valuable in driving module evolution for the best student experiences. What is more, integrating both concurrent and reflective feedback (end of module) opinions as the joint, methods of evolution, seems to make sense, by supporting quality enhancements for both current and future students. An illustration from my real time feedback ‘dashboard’ can be seen above. In short, along with, further responses I’m able to gauge how things are going, week on week.
The simple changes made, operationalise the way in which the student voice is gathered. In short, it enables (a) more frequent and (b) closer inspection, topic by topic analysis and, (c) when necessary and possible, correction. The illustration (page 2) summarises how the inclusion of topic-by-topic feedback provides opportunities to implement concurrent changes (that affect current students) to shape the module content as well as involving students both in the process of regular feedback and enabling them to see how any changes made are delivered. When changes cannot be accommodated, explaining the reason why. These changes embed ‘student voice into’ module content, week by week, making it clear, that their “… opinion is valued”. This approach enables me to take feedback more regularly and to provide additional support.
The approach is already generating a good degree of concurrent follow-up and interaction, helping to identify topics that
students would like to be explained a little deeper, differently, or more clearly. The simple process is summarised in the five points, below, essentially using QR codes to link with the feedback (MS Forms), anonymously and at the time. Where students have asked questions or requested clarity, the very quick anonymous feedback, generated by a ‘cut and paste’ from the MS Form is fed back to the class. The ability to ask questions anonymously appears both in practice and from the literature (Yu, F. and Liu, Y. 2009) to ease embarrassment or unease by providing a more detailed response, in what is sometimes termed, a psychologically safe learning environment. The information and feedback is shared via our online teaching platform, Moodle - week by week showing that their feedback is being acted upon and the ‘student voice’ is being heard.
And so, it seems that the idea may have some merits. For example, feedback generated by this method attracts around 150 interactions, during the course content (26 hours). In comparison,
The approach is already generating a good degree of concurrent follow-up and interaction, helping to identify topics that students would like to be explained a little deeper, differently, or more clearly
the end of your module survey often attracts feedback in single figures. Furthermore, the end of module, reflective feedback provide few opportunities for improvement/change for students currently studying.
Conclusion
These ideas are not a ‘one size fits all’ or perhaps to everyone’s palate but nevertheless this is just one example of how the implementation of Diversity Mark led to wider improvements. I’m hoping to be able to share some more of these with you in the
fullness of time. So, to conclude, this short article puts forward the suggestion that both concurrent and reflective model evaluation provides a more holistic approach to promote continuing quality improvements in some HE settings. The idea shows how the student voice can be used to drive concurrent improvements as well as providing a safe, learning environment for students to question. Above all, these are just a few ideas in an attempt to get the most out of Diversity Mark’s implementation and the quality improvements it undoubtedly promotes.
HenryGoodelman, College Advisor, PA eMentoring, Smart Futures
Henry Goodelman is a veteran campus professional with a background working across enrollment management and student affairs. Earning a master’s degree from the University of Pittsburgh in Higher Education Management, he dedicated himself to enhancing student services and campus resources, driving institutional success. Stepping away from campus, Henry founded ReJews, a sustainability and social entrepreneurship nonprofit, which eventually led him to a career in renewable energy. Now serving as the National Retail Training Manager for Momentum Solar, Henry focuses on supporting the success of new hires and managers alike, drawing on his background in psychology applied to education. He engages with families as customers, ensuring their needs are met while driving positive outcomes in the industry. Though on a hiatus from his career in higher education, Henry’s unique trajectory underscores the value of diverse experiences and the potential for professionals to make impactful shifts in their careers, demonstrating the importance of adaptability and resilience in navigating professional pathways while remaining actively involved in volunteer mentoring and career service initiatives.
Acollege administrator by trade, my journey from managing student services and campus resources to overseeing sustainability outreach campaigns has consistently given me the opportunity, and responsibility, to support the success of
college students and young professionals. On campus, my offices have advised students to help them navigate their admissions process and degree progress. In the workforce, my teams design training programs to guide staff toward their professional goals. In both realms, my
Just as students require guidance and support to build confidence, young professionals also benefit from mentorship, training, and opportunities for personal and professional growth
work has been driven by a dedicated focus on applying the discipline of psychology to the field of education.
Years ago, when I completed dual B.S. degrees in different areas of psychology and earned my M.Ed. in higher education management, I was fortunate to transition immediately into roles across enrollment and student services at Drexel, Touro, EDMC, and my alma mater, the University of Pittsburgh. Eventually stepping away from campus life to found the ReJews 501c3 sustainability and social entrepreneurship nonprofit, initially promoting recycling as part of a student-led initiative. As the campaign picked up steam and garnered a good amount of press coverage, it evolved into
a full-fledged organization, securing grants and support from Google, GoDaddy, Microsoft, the United Nations, as well as some really great corporate sponsors and private foundations along the way. It was through my work in the world of sustainability that I was introduced to the renewable energy sector.
As the National Retail Training Manager for Momentum Solar, the intersection of psychology with our training strategies is always clearly evident. Collaborating with retail partners to operate marketing campaigns in hundreds of store locations, our brand ambassador team plays a central function in our business. Their ability to pitch effectively, schedule consultations, and build rapport hinges on their understanding of the
By integrating psychology into training and support programs, we can better assist students and young professionals as they navigate their academic and career journeys
psychological aspects of these interactions, emphasizing the need for them to grasp some basic psychology.
Providing comprehensive training that incorporates psychological principles, staff excel in their roles and drive positive outcomes. This approach ensures that individuals are equipped with the necessary skills to thrive in their roles and contribute effectively to organizational success. Just as students require guidance and support to build confidence, young professionals also benefit from mentorship, training, and opportunities for personal and professional growth.
Recognizing the transformative power of leveraging psychology in both academic and professional settings, when you build teams focused on their self-awareness, you create environments conducive for growth and accomplishment. Whether it’s advocating for the utilization of support centers to assist students with coursework, application deadlines, and graduation requirements, or it’s implementing community engagement strategies to broaden access to the financial and infrastructure benefits available to homeowners as incentives for getting solar panels, there is a great deal of value found in tailoring support to meet every individual’s needs, and making sure that they themselves are aware of their needs. This approach facilitates goal achievement while recognizing and addressing the specific challenges and opportunities faced by each person.
Promoting mentoring, resume writing, and career advising programs has underscored the importance of effective communication and psychology in building confidence among
students and young professionals alike. Training modules cover communication strategies and active listening techniques to help staff learn to engage effectively with customers, enhancing the overall customer experience and driving brand loyalty. Staff are also trained to anticipate customer needs and tailor their approach accordingly, understand customer motivations and preferences, and adapt their communication style and approach to meet the diverse needs of customers. Strategies for empowering and developing leadership skills among young professionals have helped create unprecedented success in residential solar. This success not only breeds organizational outcomes that transcend individual achievements but also fosters the growth and thriving careers of young colleagues and team members.
Tapping into principles from psychology and education in successful training initiatives must extend beyond simply coaching new hires. Staff are trained in emotional intelligence skills, ensuring they can navigate challenging situations with professionalism and empathy, fostering positive outcomes, and maintaining customer satisfaction. Tailoring training methodologies involves supporting regional market trainers and adjusting strategies to meet the diverse needs of young professionals. Supporting career development initiatives and bridging the gap between academia and real-world careers is crucial for the success of both college students and young professionals. Reflecting on my transition from college administration to sustainability advocacy, the importance of psychology always stands out as a common thread linking the academic world to the professional arena. By integrating psychology into training and support programs, we can better assist students and young professionals as they navigate their academic and career journeys.
From administration to advocacy, from textbooks to solar panels, and ultimately from campus to community, the goal remains consistent in supporting both students and young professionals. By acknowledging the parallels between these groups and remaining mindful of the numerous psychological factors at play in both contexts, we can effectively succeed in our endeavors with others, regardless of the setting.
As higher education professionals, it’s essential to consider these insights and apply them in our organizations to foster growth and development. Let’s remain committed to providing ongoing assistance and mentorship to help them achieve their goals and reach their full potential. By applying these principles in their everyday life, we can foster growth and development among the next generation of leaders.
In conclusion, the transition from college to the professional world often presents new challenges and goals for recent graduates. Just as they received support during their academic journey, they now require guidance and resources to navigate their careers successfully. Let’s remember the importance of teaching how different people think and learn differently to help ensure that all are equipped with the necessary skills and support to thrive. Whether you’re working for a college, a community partner, as a recruiter, or as a manager in any industry, let’s remember that ongoing support and mentorship are essential tools to use when helping others. Successful college students, after graduation, embark on new challenges where the same skills will help them succeed there, too.
