Higher Education Digest – December 2023 – Most Visionary Education Leaders – 2023

GLOBAL EDITION

DECEMBER 2023

www.highereducationdigest.com

MOST VISIONARY

FEATURING INSIDE Vesa Perälä, Founder, Claned Group Valerie Mendonca, Manager, Insights, CIIE.CO Kenrick Cabrera, CTO, Oxford International Education Group (OEIG) Iram Lone, nternational Careers and University Guidance Lead Consultant, Lone Consultancy

EDUCATION LEADER 2023 Dr. Junifen F. Gauuan, President, Philippine Christian University Dr. Steven R. Angle, Chancellor, University of Tennessee at Chattanooga

HIGHER EDUCATION

GAME-CHANGER OF THE YEAR-2023 Dr. Lorrie A. Clemo, President, D’Youville University

UNIVERSITY OF CYPRUS Bridging Borders, Fostering Excellence A Gateway to Global Education

Higher Education Digest December 2023

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Higher Education Digest December 2023

December 2023

Managing Editor Sarath Shyam Consultant Editors

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Dr. John Andrews Naomi Wilson Emma James Stanly Lui Andrew Scott Joseph Alex

Creative Consultants Charlie Jameson Edwards Gonzalez

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Higher Education Digest December 2023

MANAGING EDITOR’S NOTE

Nurturing Excellence in Higher Education Leadership

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n the realm of education, leadership stands as the linchpin, steering institutions toward success and shaping the futures of countless individuals. This issue of Higher Education Digest delves into the distinctive domain of leadership in higher education, where visionaries are crafting environments that foster growth, innovation, and triumph.

Within these pages, we unravel the stories of leaders who navigate challenges with unwavering determination, sharing insights into their unique amalgamation of skills. Their efforts extend beyond the present, laying the groundwork for a future where higher education transcends boundaries, propelling us toward unprecedented heights.

As champions of diverse educational experiences, we also present the MustWatch University in Europe - 2024, a special feature meticulously curated to showcase institutions that embody excellence, innovation, and promise.

Beyond the traditional academic powerhouses, these universities represent the vanguard of education, each with its own distinctive character and offerings.

At the forefront of this issue is the University of Cyprus (UCY), an institution that has caught our editorial eye for its remarkable journey and unwavering

commitment to academic brilliance.

Nestled in the heart of Nicosia, UCY has evolved into a modern, diverse, and dynamic hub of knowledge since its establishment in 1989. The cover story delves into the university’s ethos, academic achievements, and its role as a cultural cornerstone in Cyprus.

This issue explores the indispensable role of decision-making ability, shared responsibility with instructors, and the cultivation of positive cultures within schools to elevate lecturer and student performance. Leadership in higher education necessitates a distinctive combination of skills, attributes, and values to foster innovation and ensure growth in an ever-evolving world.

As we celebrate these leaders who skillfully guide their institutions toward excellence, we invite our readers to join us in acknowledging the profound impact of leadership in higher education.

The stories within these pages not only capture the essence of the present but also shape the narrative for a future where education knows no bounds.

Here’s to the leaders shaping the educational landscape and to a future where higher education propels us toward new horizons.

Enjoy Reading.

Sarath Shyam Higher Education Digest December 2023

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C O N T E N T S

C O N T E N T S

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UNIVERSITY OF CYPRUS BRIDGING BORDERS, FOSTERING EXCELLENCE - A GATEWAY TO GLOBAL EDUCATION

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MOST VISIONARY

EDUCATION LEADER 2023

48 DR. JUNIFEN F. GAUUAN President, Philippine Christian University

72 DR. STEVEN R. ANGLE

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Chancellor, University of Tennessee at Chattanooga

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GAME-CHANGER OF THE YEAR-2023

DR. LORRIE A. CLEMO President, D’Youville University

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C O N T E N T S

C O N T E N T S

MENTOR’S MANTRA

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CRAFTING IMPACTFUL ONLINE LEARNING EXPERIENCES FOR PROFESSIONALS

ENHANCING UNDERGRADUATE LEARNING IN ENTREPRENEURSHIP THROUGH CASE STUDIES

Vesa Perälä, Founder, Claned Group

Valerie Mendonca, Manager, Insights, CIIE.CO

INDUSTRY PERSPECTIVE

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AI GOES MAINSTREAM: WHAT IT MEANS FOR THE HIGHER EDUCATION SECTOR Kenrick Cabrera, CTO, Oxford International Education Group (OEIG)

EMPOWERING SECONDARY SCHOOL TEACHERS TO EXCEL IN PROVIDING CAREERS AND UNIVERSITY INFORMATION, ADVICE, AND GUIDANCE Iram Lone, International Careers and University Guidance Lead Consultant, Lone Consultancy

Higher Education Digest December 2023

COVER STORY COVER

STORY

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UNIVERSITY OF CYPRUS BRIDGING BORDERS, FOSTERING EXCELLENCE - A GATEWAY TO GLOBAL EDUCATION

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niversity of Cyprus (UCY) is a remarkable institution located in the heart of Nicosia, the capital of Cyprus. With around 7.000 students, 113 laboratories and 820 faculty and staff members, UCY was established in 1989 with the collective vision to meet the evolving intellectual needs of the Cypriot people, and it has since grown into a modern, diverse and evolving institution that prides itself for its commitment to scientific thought, diversity, inclusiveness, equity, and creativity.

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UCY has achieved significant milestones since its establishment. In fact, UCY is the leading university in Cyprus, as evident by its positioning in the global university rankings. In the Academic Ranking of World Universities (ARWU) for the year 2023-2024, UCY holds a position in the range of #701-800, being the only university in Cyprus to appear in this prestigious list. This ranking reflects UCY’s standing on a global scale based on various academic and research criteria. Furthermore, in the Times World University Rankings,

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UCY cares about its students and the society they live in. Their mission is to create scientists who are not only knowledgeable but also have a strong sense of values and critical thinking skills

UCY has secured a notable position at #501600, highlighting its reputation for outstanding education and research. Additionally, it ranked #64 in the Emerging Economies University Rankings, emphasising its impact in developing regions. In the QS World University Rankings, UCY stood at #368, while achieving the 53rd

position in the QS Emerging Europe and Central Asia Rankings.

Inclusion in these rankings, together with the fact that UCY is widely acknowledged in international academia among students and graduates, and by major employers, is not at all incidental. There are many reasons why UCY is

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Looking to the future, UCY envisions itself as a leading institution in the greater Euro-Mediterranean area

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considered one of the top academic institutions in the Euro-Mediterranean area.

High-Caliber Academic Staff At the core of UCY’s success is its exceptional faculty. The academic staff comprises distinguished, highly-cited scholars and experts in their respective fields. Their expertise and dedication to teaching and research create an intellectually stimulating environment for students, fostering a culture of curiosity and innovation.

Pioneering Frontiers in Research UCY stands out as a research powerhouse, attracting the largest number of externally funded research programs in Cyprus. This has resulted in 154 research projects and a total funding exceeding €75.4 million. Its high-end research activities, supported by numerous research projects funded by the European Commission, the National Research and Innovation Foundation, and various public and private organizations, contribute significantly to the global scientific community. The university’s 13 Research Centres and research laboratories actively engage in cutting-edge research, providing students with valuable insights and hands-on experience. At the same time, UCY’s success in the Teaming Research Project led to the development of three Centres of Excellence, fostering ground-breaking research and innovation.

These impressive numbers underscore UCY’s commitment to excellence, as evidenced by 7 Starting Grants, 4 Consolidator Grants, 2 Advanced Grants, 6 Proof of Concept Grants, and 1 Synergy Grant across FP7, H2020, and Horizon Europe. ERC’s stringent criteria for selection, emphasising excellence as the sole criterion, further highlight the remarkable achievement of UCY researchers.

Furthermore, UCY’s dedication to cuttingedge research extends to 26 Marie SkłodowskaCurie projects funded under Horizon 2020. The university actively participates in Individual Fellowships, Innovative Training Networks (ITNs), and Rise Actions. With an impressive track record, UCY has successfully implemented 71 Marie Skłodowska-Curie projects, showcasing its commitment to fostering talent and advancing knowledge.

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In the realm of external funding, UCY has reached new heights, with research funding from various sources reaching €27 million in 2021. Currently involved in 375 projects, 198 of which are EU-funded projects under Horizon 2020, Erasmus+, Justice, Life, Cost Action, and Interreg, UCY is a key player in shaping the landscape of European research.

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Transforming Ideas into Impact UCY’s commitment to innovation is evident in its multifaceted approach to Research and Innovation (R&I) contracts. The university concludes approximately 220 R&I contracts annually, encompassing collaborative research contracts and various R&I agreements, such as non-disclosure agreements, material transfer agreements, copyright agreements, research subcontracting, provision of research services, and technology/patent licensing agreements.

In the realm of intellectual property, UCY has secured 6 granted patents with 8 pending patent applications, reflecting a dynamic environment of invention and discovery. The university actively

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manages around 90 cases of innovation and intellectual property rights annually, with a focus on the exploitation of research results, particularly in the realm of copyrighted intellectual property, including software, algorithms, and tools for various assessments with consulting.

The Synergy of Academia and Industry In a strategic move to bridge the gap between academic knowledge and real-world applications, the University of Cyprus (UCY) embarked on the ground-breaking “University Labour Market Liaison Offices” project in October

2016. Co-financed by the Structural Funds of the European Union and national resources, this €7.1 million initiative prioritized integrating students seamlessly into businesses and organizations for internships within their academic programs.

At the forefront of this transformative project, UCY assumed the role of the coordinating institution within a consortium involving eight universities. The primary objective was clear: to cultivate professional experiences that align with students’ fields of study, fostering a symbiotic relationship between universities and the dynamic demands of the labour market.

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Responding proactively to this initiative, UCY underwent substantial curriculum restructuring, incorporating internship training as an integral component. The Industry Liaison Office, established as part of the project, became instrumental in engaging with businesses and organizations throughout the academic year. Inclassroom presentations at the beginning of each semester disseminated information about the project and outlined available placements across various industry sectors.

Students, inspired by the prospect of gaining real-world experience, expressed

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their interest in the project. A rigorous evaluation process supervised by academic mentors determined their suitability for specific placements. Successful candidates then enrolled in the corresponding academic course and embarked on their internship journeys.

Since its inception, the project has had a resounding impact, engaging over 1400 UCY students who successfully completed internships in various organizations across Cyprus. Remarkably, approximately 35% of these students secured permanent employment

opportunities due to their commendable performance during their placements.

The direct impact on participating students has been profound. Their professional attributes have been refined through the acquisition of supplementary knowledge and practical experience.

Teamwork capabilities have been augmented, and soft skills, along with communication proficiency, have been enhanced. As a result, the employability prospects of these students, both during their academic tenure and post-graduation, have been substantially elevated.

Simultaneously, businesses and organizations have reaped immediate benefits from the project. They have had the opportunity to recruit qualified young graduates and prepare new talents with cutting-edge ideas, skills, and knowledge.

The project has played a pivotal role in fostering closer collaboration between these entities and UCY, creating a mutually beneficial relationship.

International Outlook Internationalization is one of the top UCY strategic goals. Therefore, the university seeks to establish partnerships with institutions worldwide, promoting academic exchange, joint research initiatives, and student and staff mobility. It also aims to increase its international student population, which is currently at around 10% of its total student population.

By promoting diversity and creating an enriched academic environment, UCY hopes to enhance its global footprint.

Also, UCY’s global networking and active participation in European and international scientific developments are key contributors to its international reputation. The university collaborates strategically with top institutions globally through Bilateral Agreements of Cooperation and active participation in over 65 international university networks and associations.

UCY’s commitment to innovation is evident in its multifaceted approach to Research and Innovation (R&I) contracts

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UCY recognizes the vital role faculty members play in the university’s research and innovation ecosystem

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At the same time, recognizing the importance of a multicultural and inclusive learning environment, UCY aims to prepare its students to engage with the challenges and opportunities presented internationally. This emphasis on diversity ensures that UCY graduates are not only academically proficient but also culturally aware and globally competent. Hence, UCY’s involvement in the ERASMUS+ Programme since 1998 has facilitated student mobility,

with more than 2500 UCY students spending semesters at European universities. Additionally, UCY actively participates in the Erasmus+ International Programme, fostering mobility with third countries.

UCY’s membership in the European university alliance YUFE (Young Universities for the Future of Europe) further solidifies its commitment to shaping the future of European education. As one of the 17 alliances selected by the European Commission in 2019, YUFE aims to develop and implement models for a unified European University, enhancing UCY’s international influence and collaboration.

Since 2014, UCY also hosts on its premises the Confucius Institute - the first to be established on the island - offering Chinese language courses and promoting cultural and commercial connections between Cyprus and China. As the first and only non-profit organisation and joint venture between the Chinese International Education Foundation, UCY and the Beijing Institute of Education, the Confucius Institute at UCY works by offering students a large spectrum of programmes, events and other activities on Chinese language, culture, arts and business. An Aula Cervantes is also hosted on the UCY Campus since 2011, as a result of the understanding between UCY and the Instituto Cervantes Headquarters in Spain.

The Aula offers Spanish language courses and is responsible for the running of the DELE and SIELE exams for the Spanish language proficiency, while at the same time it organises cultural and other activities.

World-Recognized Programmes UCY’s commitment to providing worldrecognized academic programs is one of the cornerstones of its success. The university

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offers a diverse array of courses spanning from Humanities and Letters to Engineering and Applied Sciences. The comprehensive curriculum is meticulously designed to provide students with a well-rounded education, preparing them for the challenges of the modern world. For students aspiring to pursue postgraduate studies, UCY offers a range of postgraduate programs taught in English or other languages. These programs provide a platform for in-depth research and specialized learning, equipping graduates with advanced skills and expertise in their chosen fields.

Among these programs are the MSc in Precision Medicine in Clinical Practice, MSc in Data Science, MSc in Artificial Intelligence, MA in Peace, Conflict, and Democracy, MSc in Behavioral Economics, MEng on Natural Gas in Energy Transition, MA in Field Archaeology on Land and Under the Sea, and MSc in Digital Heritage and Landscape Archaeology.

These niche programs exemplify UCY’s dedication to fostering expertise in emerging fields. Each program is a testament to the university’s commitment to preparing its students not just for the present but for the challenges

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In a strategic move to bridge the gap between academic knowledge and realworld applications, the University of Cyprus (UCY) embarked on the ground-breaking “University Labour Market Liaison Offices” project in October 2016

Higher Education Digest December 2023

and opportunities of a rapidly evolving global landscape. UCY’s academic offerings are crafted with precision and relevance, ensuring that its graduates are equipped to lead in an everchanging world.

European Degrees UCY takes pride in offering internationally recognized degrees that act as passports to the European Union (EU) job market. All academic programs operate under the European Credit Transfer System (ECTS), providing students with a seamless transition within the EU job market.

The inclusion of the Diploma Supplement with DS Label further enhances the credibility and recognition of UCY degrees.

High Employability Rate UCY aims to prepare students for successful careers and enhance their employability through industry-relevant skills and continuous learning.

A testament to the above is its impressive employability rate. Approximately 83% of its alumni are currently employed on a full-time basis, reflecting its commitment to preparing students for successful careers in their chosen fields.

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UCY is looking towards the future with a goal to establish itself as a leading global institution in education, research, and society

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State-of-the-Art Campus and Facilities Nestled in the rapidly expanding University Campus that is expected to cover a sprawling 220,000 m² upon completion, UCY’s commitment to providing a conducive learning environment is evident in its state-of-theart campus and facilities. An example is the “Stelios Ioannou Learning Resource CentreLibrary” serves as a hub of knowledge, offering an extensive collection of books, journals, and digital resources that support academic endeavors. The imposing building was the result of a generous donation by the Stelios Ioannou family as well as co-funding by the European Regional Development Fund, and was designed by the internationally renowned architect Jean Nouvel. Its collection includes: Over 625,000 volumes of books and magazines Over 600,000 subscriptions to e-book titles Over 30,000 electronic magazine titles Millions of electronic journal articles Over 190 electronic databases

Another example of a state-of-the art building is the UCY Athletic Centre, standing out for its modern and excellent outdoor and indoor facilities. It offers services and meets the needs of the university community.

Exciting Student Life Beyond the classroom, UCY offers a vibrant and exciting student life. Student clubs, cultural events, sports activities and community engagement initiatives create a dynamic campus environment. These experiences contribute to personal growth, leadership development and lasting friendships.

Furthermore, Nicosia, the capital city of Cyprus where UCY is based, is an appealing destination for students, seamlessly blending the modern and the old to create a unique and enriching experience. Nestled within its ancient city walls lies a historical tapestry of narrow winding streets, showcasing medieval architecture, vibrant marketplaces, and cultural landmarks. Beyond the ancient charm, Nicosia

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26 embraces modernity with a dynamic urban environment. The city boasts contemporary amenities, bustling cafes, and a lively nightlife that caters to the younger population.

The juxtaposition of old and new creates a stimulating atmosphere, fostering a sense of connection to the past while embracing the possibilities of the future. Nicosia’s appeal to students is not just academic; it’s a cultural journey where the past meets the present, offering a well-rounded and vibrant educational experience.

Social Contribution UCY believes that it has a crucial role as a cultural hub and is committed to promoting artistic endeavors and providing a platform for diverse expressions of creativity. The

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university actively engages with societal issues, leveraging its expertise for the betterment of the broader community and contributing to positive social change.

UCY’s Strategic Vision: Nurturing Excellence and Impact Today, UCY’s strategic plan for the future revolves around nurturing academic excellence both in research and research, fostering sustainability and actively contributing to the cultural and societal fabric. Through these endeavors, the university aims not only to meet the challenges of the future but also to emerge as a trailblazer in the global academic landscape. As UCY continues to evolve, its commitment to excellence, innovation, and societal impact remains unwavering.

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MENTOR’S MANTRA

Crafting Impactful Online Learning Experiences for Professionals Vesa Perälä, Founder, Claned Group

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Vesa Perälä is an international serial entrepreneur with nearly 30 years’ experience and success in building up new businesses and companies. During the last 15 years, Mr. Perälä has founded companies in Finland, Denmark, UK, Germany, USA and UAE; and exited successfully from 3 of the ventures so far. He focuses on sales, new business development, business modeling, scaling up, fund raising and strategic partnership creation.

Recently, in an exclusive interview with Higher Education Digest, Vesa shed light on his entrepreneurial journey, what sets Claned Group apart from other market competitors, future plans, pearls of wisdom, and much more. The following excerpts are taken from the interview.

Higher Education Digest December 2023

We are the only company in the world which has automated the analysis of learning experience and power it up with in-house developed machine learning algorithms

Vesa, what first got you into entrepreneurship and why did you decide to start your own company, Claned Group?

I had always thought of becoming an entrepreneur even during my corporate career. I started by investing in companies, then joined start-ups as a CXO and finally started founding companies myself. Eventually this led to founding Claned with my co-founder Mervi Palander. Edtech has been a poorly served market and we wanted to make a difference.

The edtech sector has grown by leaps and bounds and digital learning solutions have risen due to the COVID pandemic. What differentiates Claned Group from other online learning platforms?

Claned differentiates from all other platforms for three reasons: all features are backed up by

pedagogical understanding and we highlight the importance of pedagogical service design in everything. This ensures highest learner engagement and better learning outcomes.

Secondly, the platform is very agnostic in terms of content formats and curricula or use cases. In other words, the platform can be used for any learning or training use case and the best fit is always found. Thirdly, we are the only company in the world which has automated the analysis of learning experience and power it up with in-house developed machine learning algorithms. We can measure the impact of learning and link it with operational or business metrics.

Claned Group was founded in 2016. How have your objectives and goals changed since the company has grown?

Our product vision has not changed since day 1. Focus areas have changed to some extent

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Today, the best companies and products are fusing online pedagogy with technology and results are significantly better than before

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and we for example see corporate training as a much more important segment than before.

You are based in Helsinki, Uusimaa, Finland. What is your opinion on the environment for creating an edtech company there?

Education comes from Finland. The environment is very good and, for example, the City of Helsinki sponsors office spaces for edtech start-ups. The funding environment is rather good as well.

What are the top qualities and skills you look for when hiring at Claned Group?

On top of skilled developers, we need people who master international business development.

If you could give yourself one piece of advice at the start of your career, what would it be?

It’s never too early to start the sales.

In your opinion, what qualities constitute a good leader?

Transparency, inter-personal communications skills, consistency and authenticity, vision and capability to engage others behind of it.

How do you define success? What is your take on the ways to achieve longterm success?

Success can be many things: small daily victories in many fronts or achieving longer term goals. I have personally shifted mentally away from the start-up mantra of

focusing on exit only. I want to build longlasting success and healthy business, which then eventually might result in great financial gains for all stakeholders. Societal impact is more important.

What exciting things can we expect from Claned Group in the next 12 months?

Extended use of artificial intelligence to help educators and trainers to do their jobs better and easier. Even more focus on the measurement of impact.

How do you see the future of edtech?

Edtech has a great future. Focus has been too much on the technology alone in the past and many projects only deploy software instead of delivering added value, impact and results.

Today, the best companies and products are fusing online pedagogy with technology and results are significantly better than before.

The market (and customers) are maturing as well and digitalization is seen as a way to scale up, provide cost-effectiveness and especially measure results.

What piece of advice would you give to aspiring edtech professionals across the globe?

Do not focus on technical features only but on the value, they provide to customers and users. It’s crucial to understand how people learn to be able to build edtech products to enhance learning. Secondly, data is the future of education so try to figure out how you could include data and analytics elements in your offering.

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HIGHER EDUCATION

GAME-CHANGER OF THE YEAR-2023

Dr. Lorrie A. Clemo President, D’Youville University

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Navigating Challenges and Igniting Opportunities

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r. Lorrie A. Clemo has devoted her life to leadership and service in higher education. Beginning her journey as a research assistant at Binghamton University, she progressed through the ranks to Provost and Vice President of Academic Affairs at SUNY Oswego, ultimately reaching her current position as the President of the nationally ranked D’Youville University. Throughout her career, Dr. Clemo has relentlessly pursued a singular goal: transforming each campus she serves into a vibrant learning community of innovation, outreach, and growth.

“Lifelong learning is essential to anyone who leads an organization—and that is how I view my evolution from

Higher Education Digest December 2023

Reflecting on her diverse experiences, Dr. Clemo values the ability to view situations from multiple perspectives – the student, alumni, faculty, staff, and administrative standpoints

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Dr. Lorrie A. Clemo President, D’Youville University

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Higher Education Digest December 2023

graduate student and research assistant at SUNY Binghamton to roles such as assistant, associate, and tenured full professor, and the subsequent transition from faculty to university administration,” remarks Dr. Clemo.

Emphasizing a humanistic managerial style and a commitment to work-life balance, Dr. Clemo says lifelong learning is also a central component of D’Youville’s mission — one she fully embraced long before she began her tenure as President — to inspire and teach individuals to contribute to the world community by leading compassionate, productive, and responsible lives.

Beyond her professional endeavors, Dr. Clemo fulfills the roles of a wife, mother, and grandmother, seeing these facets as deeply intertwined with her professional calling and responsibilities. With a Ph.D. in Political Science and Policy Analysis from Binghamton University in New York, she has garnered recognition through numerous scholastic and leadership awards such as the NCAA,

U.S. Department of Education, Health Resources and Services Administration, SUNY Research Foundation, New York State Higher Education Capital Matching Grant, and the American Council on Education.

An Educational Journey Reflecting on her diverse experiences, Dr. Clemo values the ability to view situations from multiple perspectives – the student, alumni, faculty, staff, and administrative standpoints. Drawing on her early experiences as a professor, she emphasizes the numerous demands placed

on faculty to meet the emotional and intellectual expectations of students while juggling departmental and university responsibilities.

“Unless you’ve been in the shoes of a professor grading numerous research papers and managing multiple courses, it’s challenging to grasp the immense pressure faculty endure,” notes Dr. Clemo. She also points to the importance of understanding the challenges faced by staff, from delicate interactions with students dealing with everything from complex health issues to financial aid woes and helping to solve disputes between college roommates.

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“I was fortunate to leverage robust faculty development opportunities, gaining the skills and innovative approaches needed to teach an ever-evolving and diverse group of learners,” Dr. Clemo remarks, underscoring the importance of continuous learning, relevance, and adaptability in the realm of higher education.

Moreover, her scholarly work in public policy has provided a lens through which she comprehends society and culture. This enables informed and effective decisionmaking in alignment with the university’s overarching vision. Dr. Clemo’s academic journey not only continues to shape her leadership at D’Youville but also underscores her commitment to a compassionate, inclusive, and impactful approach that

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extends to every facet of her personal and professional life.

Elevating Graduates and Driving Success in Western New York D’Youville University, renowned for consistently producing graduates with high early-career salaries in Western New York, attributes its success to strategic initiatives rooted in a legacy of service-oriented education.

Founded by the hard-working Grey Nuns organization, which is committed to improving the lives of others, the university has inherited a rich tradition focusing on medicine, allied health, and education.

The statistics speak volumes – the average annual salary for a recent U.S. college graduate is $52,000, while a D’Youville University

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Embracing the success model of institutions like MIT and the Colorado School of Mines, D’Youville strategically invested in areas of recognized strength, such as healthcare, business, and simulation training

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Using digital communications, virtual reality, and/or metaverse tools, D’Youville students engage in simulated real-world scenarios, honing technical skills and developing essential soft skills like teamwork and effective communication

Higher Education Digest December 2023

graduate boasts an average salary of $65,000 given that the majority of students major in the health professions according to collegefactual.com. This pay advantage also compliments the university’s graduation rate, 15 points higher than the national average according to Niche.

D’Youville University’s strategic plan centers on the principles of academic excellence, enhancing the students’ experience, building opportunities, and community engagement.

Embracing the success model of institutions like MIT and the Colorado School of Mines, D’Youville strategically invested in areas of recognized strength, such as healthcare, business, and simulation training. This focus not only enhances the quality of education but also positions the university as a leader in specialized fields. In 2021, D’Youville’s transition to university status marked a significant milestone, offering 21 master’s degree programs and nine doctoral programs across four schools.

“Though we still offer a comprehensive General Education Program that provides a solid foundation in the arts and humanities, we made the strategic decision to invest heavily in growing and enhancing the offerings, faculty, and facilities in those majors and industries which are projecting high levels of growth and societal need, particularly within the healthcare fields of nursing, pharmacy, mental health counseling, and medicine,” explains Dr. Clemo.

A key pillar of her strategy involves integrating technology into education, offering a variety of classes online or via hybrid learning. Using digital communications, virtual reality, and/ or metaverse tools, students engage in simulated real-world scenarios, honing technical skills and developing essential soft skills like teamwork and effective communication. Dr. Clemo’s 2021 implementation of a four-day workweek further facilitated the adoption of new technologies, showcasing the university’s commitment to innovation, change management, fiscal responsibility, and creating a competitive edge in attracting top-tier employees to the organization.

Advancing Mission and Transforming Opportunities In the past couple of years, D’Youville University has undergone significant transformations, opening the Health Professions Hub and attaining University status. These developments not only reflect the institution’s commitment to its mission of service but also present novel opportunities for students.

The university’s most recent strategic initiative is to expand its healthcare influence through the proposed College of Osteopathic Medicine, a new degree to complement the health-sciences specialization of the university.

Currently holding candidate status with the Commission on Osteopathic College Accreditation (COCA), D’Youville anticipates launching its College of

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D’Youville University’s most recent strategic initiative is to expand its healthcare influence through the proposed College of Osteopathic Medicine, a new degree to complement the health-sciences specialization of the university

Higher Education Digest December 2023

Osteopathic Medicine within the next two years upon accreditation.

The significance of this endeavor becomes evident in the healthcare landscape of Western New York. With only one other medical school currently serving the region, D’Youville’s initiative will address a critical gap, especially in osteopathic medicine, which emphasizes a holistic mind, body, and spirit approach to patient care. This focus on overall wellness aligns with the growing need for primary care providers, an urgent requirement in the face of a severe shortage in the United States and specifically in Western New York.

That the region is experiencing a demographic shift, both in terms of population growth and attracting younger residents, further underscores the timeliness of D’Youville’s endeavors. “After 70 years

of population decline, the population of the City of Buffalo has grown by more than 10% over the last decade and by 6.4% since the 2020 pandemic,” says Dr. Clemo. As the area flourishes due to increased opportunities and a lower cost of living, the university’s commitment to healthcare education becomes integral in meeting the rising demand for skilled professionals.

“In alignment with our work around establishing a new medical college, we recently were awarded $3.2 million from the US Department of Health’s Health Services and Resources Administration (HSRA) to provide assistance to 300 economically and/ or educationally disadvantaged students from

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the Buffalo and rural Western New York region over the next five years who wish to become health professionals,” shares Dr. Clemo. “The Health Careers Opportunity Program (HCOP) initiated through this grant not only provides financial assistance but also creates collaborative experiential training opportunities with community-based partners.

This innovative approach ensures that students actively apply their health skills in real-world settings, making a meaningful impact in underserved communities.”

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A Vision to Become a Wellness Capital In the face of unprecedented challenges shaping modern society, D’Youville University is steadfast in its commitment to becoming a leading wellness capital. The university recognizes the pervasive stress, anxiety, and burnout stemming from factors like the pandemic, inflation, political polarization, climate change, war, and a general mistrust in institutions. In response, D’Youville is pioneering initiatives that prioritize personal relationships, physical and emotional well-being, and upward mobility.

Central to this vision is the Health Professions Hub, which was officially launched in June 2021. Developed during the COVID-19 pandemic, this 59,000-square-foot facility addresses critical healthcare needs and serves as an educational, training, and community health center embedded in Buffalo’s Westside.

Offering everything from a primary care clinic, pharmacy, and rehabilitation gym with physical therapy, occupational therapy, physician assistant, and chiropractic services to all who reside in the community.

“When you add in our Proposed College of Osteopathic Medicine, which also will be located adjacent to the Health Professions Hub, you can see why D’Youville University is truly creating a space where wellness is prioritized,” elaborates Dr. Clemo.

Seizing Opportunities in Challenging Times In the face of formidable challenges confronting higher education, aspiring leaders have a unique opportunity to demonstrate

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In the face of unprecedented challenges shaping modern society, D’Youville University is steadfast in its commitment to becoming a leading wellness capital

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and redefine the value of academia. Dr. Clemo recognizes the complexities arising from the “enrollment cliff,” affordability concerns, lower graduation rates, and the sociocultural impacts of the pandemic. Moreover, the sector is contending with ideological movements that question whether higher education is even necessary.

For those aspiring to lead, Dr. Clemo sees this as an extraordinary moment to not only showcase the value of a college education but also to reshape academic institutions. The key

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lies in forging robust partnerships with local communities, businesses, and nonprofits. Dr. Clemo says, “Few moments inspire me more than a trip to our Health Professions Hub where I see people from the local community receiving healthcare from D’Youville students under the watchful eye and careful mentoring of highly experienced medical faculty.” This, she believes, exemplifies a path forward— providing students with the experience essential for long-term success.

“The AI revolution currently underway also offers new opportunities for higher education leaders. While AI and other types of automation will create millions of new jobs in fields and areas we can’t yet predict, in the shortterm, AI technologies are beginning to displace tasks human workers currently perform,” notes Dr. Clemo. To that end, millions of Americans will need to be upskilled and retrained to participate in the evolving workforce. Colleges and universities can and should play a critical role in imparting these high-end skills. Beyond technical capabilities to ensure success, individuals will require superior skills in critical thinking, ethical decision-making, and empathy, which many colleges already teach through a variety of liberal arts and STEM courses.

Dr. Clemo emphasizes that the success of institutions in meeting these challenges hinges on bold leadership.

She says, “Only those colleges and

For those aspiring to lead, Dr. Clemo sees this as an extraordinary moment to not only showcase the value of a college education but also to reshape academic institutions

Higher Education Digest December 2023

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Beyond technical capabilities to ensure success, individuals will require superior skills in critical thinking, ethical decisionmaking, and empathy, which many colleges already teach through a variety of liberal arts and STEM courses

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universities with leadership who possess the courage and humility to acknowledge both their strengths and limitations can bring together the stakeholders necessary to develop curricula and processes that are relevant and immediately applied to realworld situations. This approach enables them to respond more quickly and effectively to the

Higher Education Digest December 2023

continuously evolving needs of industry and society as we strive to tackle humanity’s most complex issues.” Given the rapidity with which technology and knowledge evolve, only those who have learned how to learn will remain relevant over time, as they will have the emotional and intellectual capabilities to adapt to the changes the future holds.

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Higher Education Digest December 2023

MOST VISIONARY

EDUCATION LEADER 2023

Dr. Junifen F. Gauuan President, Philippine Christian University

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A Tale of Resilience and Leadership

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e was born Junifenio Juan Franco Gauuan on June 24, 1956 in the vibrant rural town of Bayombong, the capital of the mountainous Province of Nueva Vizcaya in the Philippines.

Dr. Junifen Franco Gauuan’s remarkable journey to leadership and education began with a brilliant academic record.

He graduated as Valedictorian from Bayombong Central Elementary School in 1968 and continued his exceptional educational journey at Nueva Vizcaya General Comprehensive High School, where he once again stood out and graduated Valedictorian.

His thirst for knowledge led him to the University of the Philippines in Diliman, Quezon City, where he earned Bachelor of Science in Business Economics in 1976 with a Dean’s Medal for Academic Excellence for Outstanding Undergraduate Thesis Award. He later completed his Master of Business Administration (M.B.A.) in 1982

Higher Education Digest December 2023

Beyond his academic accomplishments, Dr. Gauuan has delved into various domains, including business, governance, education, health, information systems, and environmental development

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Dr. Junifen F. Gauuan President, Philippine Christian University

Higher Education Digest December 2023

from the same university. His dedication to learning reached its zenith in 2007 when he obtained a Ph.D. in Development Administration from Philippine Christian University in Manila.

Dr. Gauuan’s academic excellence was not left unnoticed. Through competitive examinations, he became a National State Scholar of the Department of Education from 1972 to 1976. In 1977, he qualified as a UNIVAC Computer Summer Scholar and briefly studied computer programming and systems analysis.

He likewise embarked on various scholarly journeys: as an AIDAB

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Fellow for Rural and Environmental Development at Macquarie University in Australia in 1994; and FAPE-UNICEF Fellow for Higher Education Management in Asia at SEAMEO-INNOTECH in 1998 at Quezon City, Philippines.

Beyond his academic accomplishments, Dr. Gauuan has delved into various domains, including agri-business, governance, education, health, information systems, and environmental development. His work extends across borders, fostering global connections with both governmental and corporate bodies.

He is not just an academic leader but also an active participant in civic and religious organizations. Dr. Gauuan’s commitment is exemplified by his role as the Church Council Chairman of Bayombong United Methodist Church from 1996 to 2014, among many other engagements. His dedication extends to international platforms as well, having been a Delegate to the 2004 General Conference of The United Methodist Church in Pittsburgh, Pennsylvania, USA.

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Dr. Gauuan ardently believes in the saying that “Luck comes when Preparation meets Opportunity.”

Higher Education Digest December 2023

Dr. Gauuan is a well-known figure in the field of education and development management. He currently serves as the President of Philippine Christian University and ICA Associates Philippines, Inc. His involvement extends to the Board of Trustees of the Association of Christian Schools, Colleges, and Universities (ACSCU), the South Manila Educational Consortium (SMEC) and AgriPortal Advocates Philippines Inc. He previously held the position of President of Aldersgate College in Solano, Nueva Vizcaya from October 1982 to May 2014 and served as the Board Chairman of Wesleyan University Philippines in Cabanatuan City, Nueva Ecija, from 2010 to 2014.

52 Dr. Gauuan’s active participation in community service is exemplified through his roles as the Charter President of the Manila PCU Lions Club, District 301-A3 in 2021, his membership in Magat Lodge No. 68, F & A. M., and the UP Alpha Sigma Fraternity. He is also a Past President of the Rotary Club of Vizcaya, RI District 3770, for the term 2001-02.

Strategic Leadership and Resilience Dr. Gauuan ardently believes in the saying “Luck comes when Preparation meets Opportunity.” He emphasizes the critical role of strategic thinking as the mother of preparation.

Strategic thinking has the following elements: 1. Comprehensive Assessment. Strategic thinking enables us to comprehensively assess past, present, and future operating landscapes. It empowers us to identify strategic directions that can guide us safely through chaotic and uncertain times.

Higher Education Digest December 2023

PCU not only grew its Senior High School enrollment, now boasting over 11,000 students but also generated substantially more income than what it had lost in its College enrollment

53 2. Opportunity Detection. It helps us identify emerging opportunities that we can exploit ahead of our competitors, ensuring a competitive edge.

3. Resilient Organizations. Strategic thinking forces us to shape resilient, flexible, and dynamic organizations capable of adapting to the requirements of changing environments.

Dr. Gauuan recognizes that organizations are not static, hierarchical structures managed through one-dimensional command and control relationships. Instead, they are dynamic and multi-layered networks of interconnected and committed groups and individuals. He emphasizes the need to unify and focus the energies of these networks toward achieving a common goal.

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To harness the potential of these dynamic networks, Dr. Gauuan advocates aligning various managerial elements within a Total Quality Management framework. These elements include Strategic Planning and Management, Program – Project Management, Performance Management, and Process Management. While these tasks are essential for stability, they become inadequate when the rules of business change.

In times of change, management fluidity is essential to swiftly adjust organizational structures and processes, including management systems, policies and procedures, skills, technology, leadership, and work groups, to meet the requirements of the “new normal.”

Collaboration is a key component of change, highlighting the importance of sensitivity, transparency, positivity, and cooperation.

Amid the challenges of today’s VUCA (volatile, uncertain, complex, and ambiguous) world, Dr. Gauuan believes that foresight and organizational flexibility are the most effective antidotes. He understands that leaders who foster the development of more leaders rather than merely creating more followers, increase their organizations’ flexibility, capability, and performance.

Dr. Gauuan sees it as the duty of leaders to facilitate the development of High-Performance Organizations (HPO). These organizations stand

At PCU, during the COVID-19 pandemic, total enrollment surged from more than 16,000 to over 26,000 students

Higher Education Digest December 2023

out by doing the right things, including the right strategy, products, services, and people, while also emphasizing doing things right whenever possible, leading to continuous improvement.

Philippine Christian University’s Journey of Resilience and Transformation During the last nine years, Philippine colleges and universities faced two significant crises that significantly impacted their enrollment: (a) the K+12 Program which added two (2) years of Senior High School to the basic education curriculum and (b) the COVID-19 pandemic.

Remarkably, Philippine Christian University (PCU) managed to turn these crises into opportunities.

PCU not only grew its Senior High School enrollment, now boasting over 11,000 students but also generated substantially more income

than what it had lost in its College enrollment.

Moreover, during the COVID-19 pandemic, total enrollment surged from more than 16,000 to over 26,000 students. The key to this success lies in the timely build-up of ICT infrastructure, preparation of integrated course modules, and an agile learning management system. These measures, along with a flexible organizational approach, saved the day for PCU. As a consequence of this substantial growth, PCU underwent a transformation to a system of shared or distributive leadership.

Organizational heads were assigned responsibilities within a manageable span of control. While this meant more individuals took on leadership roles concentrated on narrower operational areas, it also resulted in better business focus, enhanced specialization,

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reduced bureaucracy, clearer communication, improved coordination, and faster action.

At PCU, certain organizational structures had to be corrected to align with these changes.

For instance, the Vice-President for Academic Affairs was managing over 25 academic and academic-support units in Manila and Dasmarińas Cavite campuses, contrary to management principles that suggested no more than six direct subordinates.

In a rapidly changing, technologicallydriven environment, it became evident that some senior officials, faculty, and staff had knowingly or unknowingly reached what is known in Peter’s Principle as their level of incompetence.

The COVID-19 pandemic forced the retirement of many faculty and staff who couldn’t adapt to technological advancements, especially the use of digital course modules and learning management systems. Moreover, some university administrators continued to operate as if they were solely in an 8-hour/5-day work schedule of a brick-andmortar university, neglecting the need for a complementary 24-hour/7-day work discipline of a digital university.

In this era of ongoing and rapid change, leadership is crucial at every level of the organization. Effective managers can maintain stable operations, but when change is necessary, they must transform into leaders, guiding people through coaching and capacitation to make them leaders in their own right. Continuous adjustment and adaptation of mindsets, skills, and attitudes are the only reliable ways to cope with the challenges of a rapidly changing world.

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Digital, Borderless, Multiversity The appointment of Dr. Junifen F. Gauuan as the 7th University President of PCU beckoned rapid university transformation and growth.

Within nine (9) years, from School-year 201415 to School-year 2022-23, Total Enrollment grew from less than 6,000 to more than 26,000 students. Annual Gross Revenues increased from P270 Million to P1.389 Billion. And Annual Net Income jumped from P17 Million to P414 Million.

Cumulative Net Savings had already reached P1 Billion, which were invested in land, buildings,

The journey of Dr. Junifen F. Gauuan and the Philippine Christian University (PCU) is a testament to the power of vision, adaptability, and the indomitable human spirit

equipment, property development and other university facilities. The construction of another academic building is being planned for PCU Manila. And a 20-hectare PCU Technopark and University Township Project within the PCU Dasmarińas Campus in the Province of Cavite is now in the design and development stage.

Currently, all educational levels of the university are expanding, from basic to undergraduate to graduate programs.

More foreign students who want to study in the Philippines are being accommodated.

Educational extension programs for employed life-long learners in the country continue to grow in partnership with public and private agencies. And opportunities for successful transnational education programs and partnerships in Africa, Middle East, USA and Asia keep on coming.

With the leadership of Dr. Junifen F. Gauuan, PCU has become a DIGITAL, BORDERLESS MULTIVERSITY.

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Dr. Gauuan understands that leaders who foster the development of more leaders rather than merely creating more followers, increase their organizations’ flexibility, capability, and performance

A Journey of Empowerment and Compassion In the midst of these continuing surge in opportunities and the abundance they bring, the sharing of financial resources to the two (2) sponsoring churches of PCU, The United Methodist Church and the United Church of Christ in the Philippines, as well as to its sister

Higher Education Digest December 2023

institution, Union Theological Seminary, had been profuse. It has reached P41 Million in School-year 2022-23 alone.

The journey of Dr. Junifen F. Gauuan and the Philippine Christian University (PCU) is a testament to the power of vision, adaptability, and the indomitable human spirit. In the face of challenges like the K+12

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Programs and the COVID-19 pandemic, Dr. Gauuan’s strategic thinking and PCU’s resilience turned crises into opportunities.

Their reorganization expedited a system of shared leadership, a commitment to create more leaders, not just followers, has brought about remarkable growth and efficiency.

In this dynamic world, the story of Dr. Junifen F. Gauuan and PCU serves as a beacon of inspiration, showing that with the right mindset and a willingness to embrace change, we can not only survive but thrive. Their journey reminds us that even in turbulent times, we can build a brighter future through steadfast vision, strategic thinking, and the ability to adapt.

Higher Education Digest December 2023

INDUSTRY PERSPECTIVE

Enhancing Undergraduate Learning in Entrepreneurship Through Case Studies Valerie Mendonca, Manager, Insights, CIIE.CO

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ndergraduate education generally adheres to the traditional or conventional method of teaching, which is predominantly the lecture method. As such, the lecture method is great for explaining complex concepts and theories to students, but the drawback is that it does not render itself a hands-on learning experience. Experiential learning or

‘learning-by-doing’ is a great way of learning entrepreneurship but learning to start and run a business, while desirable is not always feasible in undergraduate education at the university level for practical reasons. This makes case studies a highly recommended learning tool for undergraduate students of entrepreneurship as cases are based on real-world problems in the business world.

While case studies might not help in learning specific technical skills, they can certainly equip students with analytical skills that are key to the learning process

Higher Education Digest December 2023

Valerie Mendonca has over 15 years of experience in corporate, research and academics. She has worked at the Indian Institute of Management Ahmedabad (IIMA) as an Academic Associate where she has closely assisted Faculty on the case teaching method. At CIIE.CO, she leads case writing in entrepreneurship.

Her case studies focus mainly on early-stage founders and startups. Her areas of research are entrepreneurship, gendered voices, storytelling and inclusion. Her skills include qualitative analysis and research writing. She has coauthored over 10 case studies, published by the IIMA Case Centre and has contributed to other forms of publication such as articles, book reviews and book chapters. Valerie strongly believes in the potential of the case method to facilitate classroom learning.

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The most essential benefit is that case discussions in class provide real-world context to students and give them a glimpse of problems or challenges they are likely to encounter when they start their own entrepreneurial careers

The Need for Case Teaching at the Undergraduate Level Case studies are fast emerging as an alternative teaching method to facilitate learning in classrooms. While there are different kinds of case studies, teaching cases have become a widely accepted method of learning at the postgraduate level. Many of the top MBA colleges in the world use the case study method for teaching post-graduate courses. However, case studies are still not used very frequently for teaching at the undergraduate level. The world around us is changing at a rapid pace and keeping up with changes in technology and trends means making striding changes in the way we teach at the undergraduate level. The students graduating today are less equipped to make their way into the workforce. For instance, in 2021, only 45% of graduates of B Tech in India had skills that make them employable. This figure was lower - 22%, for graduates of polytechnic courses. One of the objectives of university education is to prepare students for the real world and case studies are a learning tool that brings the real world into the classroom. While case studies might not help in learning specific technical skills, they can certainly equip students with analytical skills that are key to the learning process.

What is a Teaching Case?

Case studies are of many types – one of them is the teaching case. Teaching cases are real or fictional events or situations that are used in teaching different concepts at the school or university level. Case studies can be taught over a wide range of topics such as marketing, finance, organizational behaviour, or entrepreneurship.

Case studies in entrepreneurship typically trace

Higher Education Digest December 2023

the journey of a founder or a startup with a focus on the challenges faced by the entrepreneur.

Usually, a teaching case ends with a question or dilemma for the students to analyse and is accompanied by a teaching note that serves as an instructional guide to the educator for conducting the classroom session.

equips students with skills for mutual and inclusive decision-making.

The most essential benefit is that case discussions in class provide real-world context to students and give them a glimpse of problems or challenges they are likely to encounter when they start their own entrepreneurial careers.

Benefits of Using Cases for Teaching Entrepreneurship in Undergraduate Classrooms Analysing case studies in a guided classroom session can help students enhance their problemsolving skills. Since cases end with a dilemma of choices, students need to use the case facts to make assumptions and arrive at decisions that they can justify. Thus, they get introduced to decision-making – which is a constant activity in entrepreneurship.

Solving case studies greatly enhances classroom engagement. Students are required to prepare case studies ahead of the class to be able to indulge in a meaningful and transformative learning experience. In this way, the case method puts some of the onus of learning on students. More often, case discussions in class are centered around a dilemma. Students invariably get drawn into the discussion while presenting opposite points of view in the classroom. This helps them to appreciate, build and accept different perspectives making them more open to decision-making in a dynamic business environment.

Case teaching facilitates collaboration.

Instructors or educators can facilitate group learning by dividing students into groups during case study sessions. Exchanging ideas and decision points and arriving at a consensus

Case Studies for Teaching Entrepreneurship There is no doubt that entrepreneurship education is important to churn out business leaders. Entrepreneurship education equips aspirational venture creators with skills and concepts they’d need to pursue and launch successful ideas. Case studies are a crucial tool for developing an in-depth understanding of entrepreneurial concepts. Case studies can cover a wide range of topics within entrepreneurship such as testing an idea, researching the market, creating a prototype, coming up with a go-to-market strategy, creating a brand, managing people and culture, the dynamics of pitching, funding options, and strategies, etc. Teaching cases highlight real-world problems of choice and their consequences for founders and some of these choices can either make or break the startup.

Case discussions in class provide a safe space for aspirational entrepreneurs to test their understanding of entrepreneurial concepts.

Recommendations for Teaching with Cases at the Undergraduate Level Educators at the undergraduate level rarely use case studies and therefore there is merit for them to get trained on the case method of teaching. A few things need to be considered

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by an educator before teaching a case study in class. Case studies for undergraduates need to be carefully curated. The length of the case study is important – too long and students lose interest, too short and they are not challenging. The educator could go for shorter cases of about 6-11 pages which can

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The key to case learning is to deliver students with a transformative learning experience that will challenge their mental models and make them feel more responsible for their learning

Higher Education Digest December 2023

work well for the ever-shortening attention spans of today’s undergraduate students.

Educators in entrepreneurship can make use of case studies to create courses or pick and choose individual case studies to teach specific concepts.

Educators should try to make the selection of cases more relatable to the wider student audience. For instance, they could choose cases on local or regional startups, reputed family businesses, or founders and brands that are widely familiar. Case scenarios are another way of introducing the case method to first-time users and making a lecture more interesting and participative. Case scenarios are shorter versions; snapshots of a case study are presented within one to four pages and end with a dilemma. However, the drawback with case scenarios is that the educator needs to allow the class a lot of assumptions within which to discuss the case scenario and arrive at decisions. Also, as data is limited and the case is a short read only, case scenarios are not suitable for structuring an entire session around them.

Conclusion The key to case learning is to deliver students with a transformative learning experience that will challenge their mental models and make them feel more responsible for their learning.

Aspirational entrepreneurs in a classroom setting can journey in the footsteps of other founders and get a second-hand experience of what it takes to start and run a business enterprise. Case studies are a great learning tool that can introduce students to the challenges and dilemmas that real entrepreneurs face on an ongoing basis.

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Higher Education Digest December 2023

INDUSTRY PERSPECTIVE

AI Goes Mainstream: What It Means for the Higher Education Sector Kenrick Cabrera, CTO, Oxford International Education Group (OEIG)

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rtificial Intelligence (AI) seems poised to completely change our sector. Broader public interest in the technology cannot be overstated: the launch of ChatGPT in November 2022 catapulted AI into the mainstream and related internet searches reached an all-time high in May 2023 at 42 million. However, AI is not, in itself, brand new. From biometric scanners in airports to ‘Alexa’ devices in homes, versions

of modern artificial intelligence have existed for some time.

So, what has changed? Our answer: the level of human engagement with AI technology and its increasingly mainstream accessibility. Although AI was previously quietly whirring away in our home devices, films, and television shows portrayed artificial intelligence as the harbinger of the apocalypse. Now, however, generative AI programs have suddenly become within easy reach

For AI to have a positive impact on the services provided by educational groups and the student experience, organisations need to understand the technology at the deepest level possible

Higher Education Digest December 2023

Kenrick Cabrera joined Oxford International Education Group in January 2022 as Chief Technology Officer. Kenrick brings over 20 years of expertise to the Executive Leadership team in delivering business transformation in various sectors and organisations. With a proven track record of using technology to encourage business development and growth, Kenrick brings a unique perspective that will influence the company’s understanding of how the latest technology can help students. Kenrick’s previous roles include Programme Delivery & Assurance Lead at PwC, where he ran several technology and regulatory change programs, Head of IT Projects and Support at Hyde Housing Association Ltd, and Head of IT Operations at Markerstudy Group.

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for anyone who looks for them. Where we once asked Siri for facts or answers, we now work with Chat GPT to perform simple tasks. The reaction to this, publicly and in the higher education sector, has been a mixed bag.

This technology will drastically alter the student experience and the way in which higher education is delivered – from plagiarism to virtual teaching assistants and recruitment acceleration. It is crucial that we move beyond panicking about the challenges AI presents in our sector and work to understand how this technology can be used to our benefit. There will be no escape

from AI in the years to come. Educational organisations must be at the forefront of this technological revolution to ensure AI is used and regulated in a way that enhances the higher education sector and society.

How do you win the AI race?

For AI to have a positive impact on the services provided by educational groups and the student experience, organisations need to understand the technology at the deepest level possible. Belated, circular training and discussions about the implications of AI are not enough. Organisations must engage

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For the higher education sector, plagiarism remains a core concern - from worries about academic integrity to reports of university students being falsely accused of using ChatGPT for coursework

Higher Education Digest December 2023

highly skilled and experienced individuals who are able to understand developments as they are happening, rather than after the fact.

Interacting meaningfully with experts in the field will also go a long way in the development of necessary ethical frameworks.

Universities have exhibited concerns that the introduction of the newly-advanced technology will have a negative impact on their reputation and stymie compliance procedures. To mitigate these concerns, partner organisations must prove that they can adopt the technology in a safe and sustainable manner. Given the trust placed upon them by higher education institutions, partner companies such as Oxford International are uniquely positioned to catalyse the introduction of AI at universities.

The challenges: The seismic shift caused by the introduction of such ‘new’ AI is comparable to the launch of the Internet. These advancements will change our world irreversibly and, like the dawn of the Internet – organisations and individuals can either embrace the change and work with it, or risk fading into irrelevance. Both the introduction of the World Wide Web and generative AI come with a similar number of challenges around regulation and safety and, generally, young people continue to be much more in tune with new technology than their parents, guardians, and teachers.

For the higher education sector, plagiarism remains a core concern - from worries about academic integrity to reports of university students being falsely accused of using ChatGPT for coursework.

The industry remains divided on best practices regarding this. However, the absence of a universally agreed approach opens the door for increased collaboration and innovation across the higher education sector and beyond. For example, OEIG recently rebuilt our English Language Level Test (ELLT) platform to incorporate a more robust defense against AI-generated content and plagiarism. To do so, OIEG partnered with CopyLeaks, incorporating their technology to flag content that students may have obtained through a generative AI platform. The new ELLT also utilises AI to monitor eye or head movements associated with cheating, a system known as ‘proctoring’. AI actually provides opportunities for far more sophisticated plagiarism monitoring than was previously available.

The opportunities: Most commonly, the use case for AI in the higher education sector is associated with streamlining administrative processes, such as recruitment, tracking student performance, and accounting. However, the technology also presents the opportunity for a vastly enriched student experience, both during the admissions process and at the university itself. Advanced chatbots, like ChatGPT, can be used to improve the interface between students and educational providers. Integrating AI in this way will reduce response times, alleviating frustrations and anxieties during the admissions period.

Once at university, students will begin to expect systems that have integrated AI.

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Benefits of such systems range from accelerated interactive learning and increased inclusivity for students with disabilities (including mobility and speech impairments), to a tailored student interface. Increasingly, students will begin to consider the level of access to AI technology when making their university plans, including studying abroad.

Communicating universities’ AI offerings will, therefore, become an essential part of the recruitment process.

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Increasingly, students will begin to consider the level of access to AI technology when making their university plans, including studying abroad

Higher Education Digest December 2023

Staying ahead of the curve: Universities and educational organisations that do not grasp AI technology with both hands are at significant risk of fading into irrelevancy. As is so often the case with new, groundbreaking technology, students are likely to be ahead of the curve. This means educational institutions must be open to upskilling quickly to reap the benefits and continue to attract leading talent.

Right now, the industry is apprehensive about these technologies. We are at a tipping point of integrating this new tech, and I would urge others in the industry to consider the opportunities it presents as well as the challenges. We are not on the verge of being plugged into The Matrix – though we will have to ensure that students are not farming essays out to machines.

AI is not only the problem but also the solution to this and other issues facing our sector. We must treat AI as an operational, ethical, and moral challenge as well as the technological one. Only then will we be able to fully benefit from it?

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MOST VISIONARY

EDUCATION LEADER 2023

Dr. Steven R. Angle Chancellor, University of Tennessee at Chattanooga

Navigating the Future at UTC 72 with Resilience, Growth, and Technological Ascent

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rowing up, Dr. Steven R. Angle always thought he would become a veterinarian.

However, college changed his career trajectory. During his B.A. degree in Chemistry from the University of California, Irvine, a required chemistry class turned into an “a-ha” moment, which was ironic because he disliked chemistry in high school. “Once I found that love, it steered me down a road—which eventually led to a faculty position and dean’s role at the University of California, Riverside and provost at Wright State University in Ohio,” recounts Dr. Angle.

Higher Education Digest December 2023

Under the leadership of Dr. Angle, UTC is committed to providing the best education and making a positive impact on the community

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Dr. Steven R. Angle Chancellor, University of Tennessee at Chattanooga

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UTC has witnessed a remarkable doubling of its fouryear graduation rate, reaching a six-year graduation rate of 53%, rising to an impressive 91% for student-athletes

Higher Education Digest December 2023

Today, in the heart of Chattanooga, Dr. Angle leads the University of Tennessee at Chattanooga as its 17th Chancellor. From the outset, his mission was clear: prioritize student success and strengthen community bonds. “I am honored to serve as the chancellor of the University of Tennessee at Chattanooga. UTC is a special place, not because of our beautiful park-like campus or our incredible facilities, but because of the people who are UTC. It is the people that make UTC special. We are

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driven by our desire to provide the best possible education to our students and positively impact our community,” shares Dr. Angle.

Under the leadership of Dr. Angle, UTC is committed to providing the best education and making a positive impact on the community.

“It is the people who are UTC,” he reiterates, highlighting the genuine spirit that defines the university. The tight-knit UTC community fosters not only academic growth but also social support, improved mental and physical

health, and greater civic engagement. Dr. Angle underscores the university’s unique commitment to civic engagement, a defining aspect of its identity. “As a metropolitan university, civic engagement is in our DNA,” he explains. UTC encourages students to become active citizens and leaders through service learning, community outreach, internships, and volunteer work.

What drew him to Chattanooga was the prospect of making a difference in a metropolitan

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setting. “Chattanooga and the region are our laboratory,” he notes. The intertwining growth of UTC and Chattanooga has been a source of excitement for Dr. Angle, who sees the university not as an isolated institution but as an integral part of the community, shaping the future of the region.

At the Crossroads of Excellence As we approach the end of 2023, Dr. Angle reflects on the start of his second decade at UTC with a resolute commitment to excellence.

“We are Chattanooga’s university, and this has become part of our identity,” he declares, embodying the university’s integral role in the fabric of the city. Over the past 10 years, UTC has undergone a transformative journey, with a keen understanding of its purpose, identity, and impact on lives, community, and society.

Dr. Angle emphasizes the need for actions that are not only relevant but also easily understood and impactful, underscoring the importance of innovation while staying true to the university’s core values.

“Our aspirations must embrace the increasing pace of technological change,” Dr. Angle asserts, calling for bold leaps forward rather than incremental steps down familiar paths. This forward-looking mindset is evident in the impressive 10-year snapshot of UTC’s

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UTC’s Lupton Hall has multiple centrally scheduled classroom spaces, including Technology Enhanced Active Learning (TEAL) rooms, General Classrooms, and Computer Labs that are used for classes and can be requested by the campus community achievements. The university has witnessed a remarkable doubling of its four-year graduation rate, reaching a six-year graduation rate of 53%, rising to an impressive 91% for student-athletes.

Research grants have soared by 52%, surpassing $14 million, while donor gifts have seen a remarkable increase of 131%, culminating in

the university’s biggest fundraising year ever in 2018 with $56.8 million. Notably, that year marked the naming of the Gary W. Rollins College of Business, a testament to the growing support for UTC. In the realm of education, University High, a unique dual enrollment program, symbolizes

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a commitment to student-focused education.

The largest freshman class ever entered UTC in Fall 2023, setting the stage for a vibrant academic community. Acknowledging the driving force behind these achievements, Dr. Angle attributes success to the talented people at UTC and in the community. “Our faculty and staff and their passion to be difference makers in the lives of our students, in our community, our state, and our nation. This is our success,” he affirms.

The past accomplishments fuel a bold vision for the future, with a focus on making the next 10 years the best ever for UTC. The collaborative partnership between the campus

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and the UTC community has not only benefited the city and region but has also built a robust talent base for workforce development. UTC’s commitment to workforce development is not just theoretical; it is woven into the educational fabric. Students engage in realworld problem-solving, applying classroom knowledge to regional challenges. The university’s emphasis on internships and collaborative projects with businesses ensures that students graduate job-ready, contributing to the local workforce.

As a meaningful community partner, UTC challenges the status quo and inspires a creative culture. From the Center for Innovation and

Opened in 2013, UTC’s Chamberlain Pavilion features the entrance sign and actual bricks from Chamberlain Field, the football stadium that stood on this site for nearly 90 years. Today, the pavilion serves as a hub of campus and community events

Entrepreneurship to the Master of Public Health program and the College of Engineering and Computer Science’s outreach initiatives, the impact of the community on student educational experiences is evident. Dr. Angle shares, “Student participation in community service and community engagement are not just phrases; they are focal points and part of the fabric of the institution.” As UTC looks ahead, the commitment to excellence, innovation, and community engagement remains steadfast, laying the foundation for a decade of even greater achievements. Stay tuned as we explore the exciting journey of UTC into the future.

Pioneering Innovation, Shaping the Future of Academia and Community In the ever-evolving landscape of academia, UTC continues to blaze a trail of innovation, and this year marked a significant milestone with the launch of the UTC Research Institute,

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a strategic initiative poised to elevate the university’s research endeavors. Spearheaded by the dynamic leadership of Dr. Mina Sartipi, the Institute embarks on a mission to secure increased research funding, foster interdisciplinary collaboration, and address community and local industry priorities.

At the core of the UTC Research Institute lies a commitment to impactful and broad cross-disciplinary research, positioning Chattanooga as a hub for mobility electrification, connectivity, and automation.

Dr. Sartipi, along with the Center for Urban Informatics and Progress (CUIP), embodies a legacy of innovative and cutting-edge

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research, showcasing how UTC is actively shaping the community for the future.

One of the distinctive features of the Research Institute is its inclusive approach, engaging all colleges and departments at UTC in defining ambitious outcomes that transcend individual departments’ capacities. Dr. Sartipi and her team are not confined to campus boundaries; they actively involve the community and strive to forge strategic partnerships that extend the reach of their research.

“The Research Institute narrows and intensifies our focus on strategic areas of research funding. Two initial focus areas are transportation—intelligent transportation systems, electric vehicle and battery technologies, human factor, automation, multimodal systems, policy and planning, cybersecurity, privacy and infrastructure—and quantum technologies (computing, sensing and networks),” shares Dr. Angle.

For a remarkable decade, UTC has earned the prestigious title of “Tree Campus USA,” a designation bestowed by the National Arbor Day Foundation

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UTC’s quantum endeavors are particularly noteworthy, as the university collaborates with EPB and other partners to establish the nation’s first industry-led, commercially available quantum network, with a node on the UTC campus. This initiative extends beyond the theoretical realm, as UTC actively expands its quantum physics faculty, develops a curriculum to prepare a quantumready workforce, and serves as a gateway for building partnerships. The envisioned quantum network is poised to be a magnet for entrepreneurship, partnerships, and talent, positioning Chattanooga at the forefront of quantum exploration.

Building on these strides, the UTC Smart City program, orchestrated by Dr. Sartipi and CUIP, secured an impressive $9.2 million in funding, a historic achievement for the university. This funding facilitates the creation of a networked system, establishing Chattanooga as the nation’s largest electric vehicle “living testbed.”

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What sets UTC apart is the quality of its student body. The statistics speak volumes: over 92% of incoming freshman students boast a high school GPA of 3.0 or higher

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The transformative journey of UTC extends beyond research initiatives, with substantial investments in campus infrastructure. The $50-million UTC Library project stands as a beacon of knowledge, attracting over 3 million visits within its first five years.

The revitalization of key campus hubs, including Lupton Hall, Guerry Center, and the University Center, reflects a commitment to providing students with vibrant spaces for interaction and collaboration.

Looking ahead, the Dorothy and Jim Kennedy Health Sciences Building, slated for groundbreaking in fall 2024, promises to be a cornerstone of excellence for the UTC School of Nursing. This 90,000-square-foot structure will house cutting-edge simulation labs, stateof-the-art classrooms, and collaborative spaces, underscoring the dedication of faculty, staff, and students to advancing health care education.

In the tapestry of UTC’s journey, Tennessee government support has played a pivotal role, with well over $1 billion invested since

2010. This support has fueled transformative projects and initiatives, contributing to the university’s ascent as a vibrant and forwardthinking institution. As UTC continues to push boundaries, forge partnerships, and redefine the future of education, the trajectory is clear: a commitment to excellence, innovation, and community engagement that propels the university toward new frontiers. Stay tuned as we navigate through the evolving chapters of UTC’s inspiring narrative.

Embracing Green Harmony In the midst of Chattanooga’s urban landscape, UTC stands as a testament to the harmonious coexistence of education and nature. “As a metropolitan university, we have a strong history of creating and sustaining green spaces to enhance our urban environment for residents, students and visitors,” states Dr. Angle.

At the heart of this commitment to environmental stewardship lies the UTC Arboretum, a haven that not only conserves

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From creative and diverse learning opportunities to impactful capstone projects, life-changing study abroad programs, cutting-edge research, and community engagement, UTC serves as a dynamic springboard for students to explore, discover, and commence writing their next chapters

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but also proudly showcases the diverse array of plants that enhance Chattanooga’s urban environment. The arboretum, spanning the campus’ 120 acres, is a living testament to the heritage of the UTC urban forest, harboring trees that pre-date the very establishment of the campus. A symphony of nearly 2,000 trees and woody plants, representing over 60 species, adorns the campus grounds, serving both scientific and educational purposes while adding ornamental charm.

For a remarkable decade, UTC has earned the prestigious title of “Tree Campus USA,” a designation bestowed by the National Arbor Day Foundation. This accolade recognizes the university’s unwavering commitment to fostering healthy trees and actively involving students and staff in conservation efforts. The lush greenery, carefully curated gathering spaces, expansive

lawns, and pedestrian-friendly walkways are not merely aspects of the campus; they are integral components meticulously integrated into UTC’s Master Plan.

UTC’s green campus isn’t just a source of pride; it’s a living manifestation of the university’s role as a working partner in Chattanooga’s national recognition as an environmental and outdoor activity leader. The commitment to maintaining the campus’s natural beauty is evident in ongoing construction and renovation projects, where native vegetation, green spaces, and permeable walkways find a home. Even in recent endeavors, such as the beautification projects along Vine and Oak streets, the incorporation of these elements is a deliberate choice, showcasing a dedication to sustainability and aesthetic appeal.

“Our green campus is a never-ending point of pride; keeping it beautiful is just one way we continue to be a working partner in the national recognition of Chattanooga as an environmental and outdoor activity leader,” says Dr. Angle.

As UTC continues to evolve, the lush green spaces remain a defining feature, inviting students to connect with nature amid their academic pursuits. The university’s commitment to environmental responsibility and the integration of green initiatives into its ongoing development projects underscore UTC’s role not just as an institution of higher learning but as a custodian of nature within the heart of Chattanooga. In the continuous interplay between education and the environment, UTC stands as a beacon of sustainable practices, contributing to the broader narrative of Chattanooga’s commitment to a greener, more vibrant future.

Dedication to Student Success and Holistic Growth What sets UTC apart is the quality of its student body. The statistics speak volumes: over 92% of incoming freshmen students boast a high school GPA of 3.0 or higher. Beyond academic excellence, the university is steadfast in its mission to make higher education accessible.

In Fall 2022, an impressive 99% of incoming freshmen students received financial aid, turning a college degree into an affordable and intelligent investment in their future.

UTC is not just providing access; it is actively setting its students up for success. “Students are the reason we exist. Students, our core mission. Enrollment, retention, progression,

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Preparing students to be problem solvers and critical thinkers, UTC recognizes the need to navigate the benefits and limitations of emerging technologies such as quantum and artificial intelligence

and graduation will all continue to increase,” states Dr. Angle.

The pursuit of excellence extends beyond academic achievements. It involves the meticulous intertwining of the academic experience with student life—a commitment to evolution. The unveiling of “A Moc’s First Year,” a visionary Quality Enhancement Plan, demonstrates UTC’s dedication to enhancing the freshman experience. Designed to boost retention and graduation rates, this program forms a centralized learning community model, fostering increased interaction between students and faculty, a heightened sense of community on campus, stronger connections to Chattanooga, and, ultimately, greater UTC student success.

The evolution of housing at UTC reflects a commitment to enhancing student life. The introduction of new housing in 2018 led to the creation of residential colleges, faculty in residence, and Living Learning Communities.

Looking ahead, plans for a new 700-bed student housing complex in this decade underscore UTC’s commitment to providing a vibrant and supportive living and learning environment.

Beyond the classroom, UTC students are actively engaged in a rich tapestry of experiences. From creative and diverse learning opportunities to impactful capstone projects, life-changing study abroad programs, cuttingedge research, and community engagement, UTC serves as a dynamic springboard for students to explore, discover, and commence writing their next chapters.

UTC’s Resilience, Growth, and Vision for a Tech-Infused Future The crucible of the COVID-19 pandemic presented unparalleled challenges to universities

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worldwide, and UTC emerged from this tumultuous period not only as a resilient institution but as a community that weathered the storm together. “We lived our values and together came through one of the most challenging times in our history, and we have come out of the pandemic on an upswing,” shares Dr. Angle.

A testament to this resilience is the fall freshman class, the largest in UTC’s history.

The incoming first-time, full-time freshman class of 2,359 marks a 5.8% increase from the previous fall, aligning with the university’s growth trajectory from pre-COVID years.

The freshman-to-sophomore retention rate of 74.3% surpasses rates from any pre-COVID year, reflecting a strong commitment to academic continuity and student support.

The overall headcount at UTC this fall stands at 11,380—a 0.9% increase from the previous year, comprising 9,982 undergraduates and 1,398 graduate students.

The uptick in new graduate students, a 12.9% increase, signals a growing market for advanced education, demonstrating that UTC remains at the forefront of providing opportunities for lifelong learning.

Looking to the future, UTC is poised at the intersection of the digital revolution’s technology crossroads, with the momentum gained from generative artificial intelligence and the potential applications of quantum technology. As the university imparts knowledge and instills a commitment to lifelong learning in the next generation, the challenges and questions that arise are met with a spirit of inquiry and contrarian thinking.

Preparing students to be problem solvers and critical thinkers, UTC recognizes the

need to navigate the benefits and limitations of emerging technologies such as quantum and artificial intelligence. The evolving landscape of business, increasingly influenced by quantum and AI, necessitates an educated workforce that can effectively apply these technologies.

In response to the demand for skills development in the current workforce, UTC’s Center for Professional Education emerged as a game changer. Offering non-college credit certificates in areas vital to the local economy, the center plays a pivotal role in workforce development, aligning education with practical industry needs.

The fall semester saw UTC engaging in campus open forums, delving into discussions on the application of generative AI in instruction, business operations, and research.

These forums, rich with opportunities and challenges, have provided valuable insights for strategic investments as UTC positions itself at the forefront of technological integration while maintaining a steadfast focus on students and excellence.

As UTC charts its course into a future shaped by technology, the university acknowledges that its greatest asset is its people. The faculty and staff, integral to UTC’s success, are empowered, invested in and poised to lead the way in integrating new tools into the fabric of the institution. In this dynamic landscape, UTC continues to evolve, ensuring that innovation, excellence, and a commitment to student success remain at the forefront of its mission. The university’s journey through the challenges of the past has not only strengthened its resolve but has set the stage for an exciting and exhilarating future.

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INDUSTRY PERSPECTIVE

Empowering Secondary School Teachers to Excel in Providing Careers and University Information, Advice, and Guidance Iram Lone, International Careers and University Guidance Lead Consultant, Lone Consultancy

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Introduction Preparing students for higher education and guiding them toward successful careers requires a comprehensive approach involving academic and pastoral staff. However, there exists a lack of consistent motivation among teachers in providing career and university information, advice, and guidance (IAG) to students. To address this issue, it is essential to explore the factors that hinder teacher motivation, understand individual motivations, and

recognize how leadership can play a crucial role in boosting motivation. Many teachers enter the profession with a strong desire to make a difference but often leave within five years due to factors such as work-life balance challenges and a target-driven culture.

Pressures to prioritize student attainment over personalized IAG contribute to this issue. By examining motivational theories and incorporating 21st Century skills into the curriculum, we can discover ways to foster

By examining motivational theories and incorporating 21st Century skills into the curriculum, we can discover ways to foster teachers’ motivation in delivering effective IAG to students

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Iram is a seasoned career and university guidance leader with a wealth of experience in providing high-quality guidance and information to secondary education students. With a focus on inspiring and motivating students, she has successfully coordinated Oxbridge and Ivy League applications in international independent schools and has extensive experience in coordinating international university systems, embedding them into strategies, policies, and curriculums.

Iram’s in-depth knowledge of the field has been further enhanced by her Higher Education Studies MA from UCL.

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teachers’ motivation in delivering effective IAG to students.

Rationale Encouraging academic and pastoral staff to provide quality IAG is of utmost importance as it ensures that students receive appropriate

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Teachers play a vital role in providing IAG to students but motivating them to do so remains a persistent challenge in the education sector

subject combinations and guidance on suitable university options based on their career aspirations. However, this task can be challenging as teachers are occupied with delivering high-quality education and achieving

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excellent outcomes, leaving IAG provision low on their priority list. To motivate teachers effectively, it is crucial to understand what drives them to deliver personalized IAG to each student.

Context To motivate teachers in providing IAG, it is essential to distinguish between information, advice, and guidance. While information should be factual and reliable, advice entails directing students to relevant sources, and guidance involves a more extended process of providing direction. In evaluating the quality of IAG in schools, Ofsted measures it against the Eight Gatsby benchmarks, and independent schools are evaluated against the Independent Schools Standards. Leadership plays a critical role in fostering teacher motivation.

A strong senior leadership team that takes responsibility for managing staff workload can lead to effective teaching and improved student outcomes. Personal motivation is also crucial, as intrinsically motivated teachers go the extra mile in providing individualized guidance, whereas extrinsically motivated teachers may only complete the minimum required. Shifting the culture towards intrinsically motivated teachers is essential for enhancing the quality of IAG. Literature Review Teachers play a vital role in providing IAG to students but motivating them to do so remains a persistent challenge in the education sector.

Research by Perryman & Calvert (2020) indicates that while teachers initially join the profession with a motivation to make a

difference, many leave within five years due to workload, a target-driven culture, and inadequate support. Furthermore, teachers often feel a lack of personal autonomy in their practice. To enhance teacher motivation, it is crucial to equip them with the tools, capacity, and independence to fulfill the three essential psychological requirements for self-motivation: Competence, Autonomy, and Relatedness.

Additionally, attention should be given to older teachers who possess valuable “real-world” experience relevant to providing IAG. Intrinsic motivation is also critical in delivering quality IAG to students. Addressing the lower needs in Maslow’s hierarchy can enable teachers to reach self-actualization, leading to increased motivation in providing IAG. The Herzberg Two Factor Theory identifies motivators and hygiene factors as determinants of employees’ working attitudes and performance levels.

Analysis, Reflection, and Discussion Teachers’ demotivation in providing IAG can be attributed to the target accountability culture in schools. To address this issue, it is essential to combine IAG with the curriculum seamlessly. The inconsistency in teachers’ motivation can be better understood through the lens of Self-Determination Theory (SDT).

Intrinsically motivated teachers are driven to deliver IAG, while extrinsically motivated teachers perceive IAG as someone else’s responsibility. To enhance IAG quality, SDT’s three categories—Competence, Autonomy, and Relatedness—should be addressed. Teachers need to know where to seek information, collaborate as a team to provide guidance, and establish personal connections with students

to be effective, although time constraints may pose challenges. Education policies that create pressure on teachers can diminish their capacity to deliver quality IAG. Schools must recognize the significance of IAG provision and foster a supportive environment for teachers, including training, mentorship, and adequate resources.

Recommendations To drive teachers to provide quality IAG, school leaders should focus on integrating IAG into the curriculum and creating a motivating atmosphere for teachers. Inviting universities to deliver lectures based on curriculum content can lead to follow-up IAG with students. This integration should not be seen as an additional service but rather an integral part of teaching practice. Leaders should also motivate older teachers by providing IT skills training and granting autonomy in delivering IAG within their departments or roles. Implementing government policies on careers guidance and the Gatsby benchmarks can be incorporated into schools’ teaching and learning strategies. Teachers should be supported with relevant and appropriately pitched continuous professional development (CPD) opportunities, including peer-to-peer CPD. To meet teachers’ lower-level needs and hygiene factors, dedicated time and space should be provided, and leadership responsibility can be assigned to oversee aspects of IAG, thereby addressing motivator factors and fostering a sense of achievement.

Additionally, integrating careers and university IAG into the curriculum is vital for ensuring student success. For example, linking algebra with its real-world applications, such

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Motivating teachers to provide career and university information, advice, and guidance to students is a complex task that requires a multi-faceted approach

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as ranking search engines, can make it more accessible to students. It is essential to make 21st Century skills a compulsory requirement in the curriculum. Leaders must motivate and support teachers to provide high-quality IAG to ensure student achievement.

Conclusion Motivating teachers to provide career and university information, advice, and guidance to students is a complex task that requires a multi-faceted approach. By understanding the factors influencing teacher motivation,

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addressing individual motivations, and providing effective leadership, schools can create an environment where teachers are empowered to deliver personalized IAG to students. Integrating IAG into the curriculum and emphasizing 21st Century skills will not only enhance students’ career prospects but also contribute to the overall success of the education system. With the collective efforts of educators, school leaders, and policymakers, we can empower teachers to play a significant role in shaping students’ future careers and fostering a well-rounded society.

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