Higher Education Digest – February 2024 – Most Prestigious Colleges & Universities to Watch in 2024

GLOBAL EDITION

FEBRUARY 2024

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FEATURING INSIDE

FEATURING INSIDE

Elton Daddow Commercial Director, GingrTech

Dr. Ruby Bakshi Khurdi Founder, RAY Academy Swiss

Professor Ian Findlay President & Vice-Chancellor, University of Puthisastra, Cambodia

Dr. Senthil Nathan Managing Director and Co-Founder, Edu Alliance Limited

Dr. Jálin B. Johnson Principal and Executive Producer, Insufferable Academics, LLC

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JOSÉ F. MÉNDEZ-MÉNDEZ PRESIDENT OF SUAGM

UNIVERSIDAD ANA G. MÉNDEZ (UAGM) THE EPICENTER OF GLOBAL COMMITMENT, INNOVATIVE LEARNING AND COMMUNITY WELL-BEING

Higher Education Digest February 2024

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Higher Education Digest February 2024

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Higher Education Digest February 2024

February 2024

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 February 2024

MANAGING EDITOR’S NOTE

Exploring the Global Higher Education Terrain

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n today’s ever-changing world, pursuing higher education has become a global affair that surpasses borders, cultures and languages. As the world continues to interconnect, the decision of where to study becomes increasingly important. In this issue of Higher Education Digest, we take a closer look at the complex tapestry of international education, providing guidance, insights and inspiration to students who are embarking on this transformative journey.

The cover story features Universidad Ana G. Méndez (UAGM), a beacon of academic excellence and innovation in Puerto Rico. With a strong commitment to quality education and a dedication to maintaining meticulous standards, UAGM leads the way in shaping the academic landscape. Accredited by the prestigious Middle States Commission on Higher Education (MSCHE) and licensed by the Board of Postsecondary Institutions (JIP), UAGM is a prime example of educational achievement, providing students with a platform to flourish, grow and succeed.

Our feature on the Most Prestigious Colleges & Universities to Watch in 2024 showcases a selection of institutions that are poised to make a profound impact on

the global higher education stage. These universities embody excellence, diversity and innovation, offering students a wide range of opportunities to pursue their academic passions and aspirations.

Additionally, our op-ed articles delve into the latest trends that are shaping the global higher education landscape.

They offer thought-provoking insights and perspectives on topics ranging from digital transformation and sustainability initiatives to the importance of diversity and inclusion in academia. As the world of higher education continues to evolve, these articles serve as a catalyst for dialogue, reflection and collective action, inspiring us to embrace change, challenge conventions, and strive for continuous improvement.

At Higher Education Digest, we are dedicated to empowering students, educators and stakeholders with the knowledge, resources and inspiration needed to navigate the complexities of the global higher education landscape.

As we embark on this journey together, let us seize the opportunities that lie ahead, embrace the diversity that enriches our collective experience, and chart a course towards a brighter, more inclusive future for education worldwide.

Enjoy reading!

Sarath Shyam Higher Education Digest February 2024

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CO N TEN TS

10 COVER STORY

MOST

PRESTIGIOUS TO UNIVERSITY WATCH IN 2024

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UNIVERSIDAD ANA G. MÉNDEZ (UAGM) THE EPICENTER OF GLOBAL COMMITMENT, INNOVATIVE LEARNING AND COMMUNITY WELL-BEING

Higher Education Digest February 2024

MENTOR’S MANTRA

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EQUIPPING WORK-READY STUDENTS FOR TODAY’S DIGITALLY LED 21ST CENTURY Professor Ian Findlay, President & Vice-Chancellor, University of Puthisastra, Cambodia

INDUSTRY PERSPECTIVE EXPERIENTIAL LEARNING IN HIGHER EDUCATION

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Elton Daddow, Commercial Director, GingrTech

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HOW WELL YOUR EDUCATION HELPS YOU WITH YOUR CAREER? Dr. Senthil Nathan, Managing Director and CoFounder, Edu Alliance Limited, Abu Dhabi, UAE

Higher Education Digest February 2024

CO N TEN TS

ACADEMIC VIEW

WE ARE THE CITATION - HONORING LIVED EXPERIENCE WITHIN ACADEMIA

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PRACTICING EMOTIONAL INTELLIGENCE IN TEACHING HUMAN RESOURCES MANAGEMENT IN HIGHER EDUCATION Dr. Ruby Bakshi Khurdi, Founder, RAY Academy Swiss, Educationist, Emotional Intelligence Expert, Author & Keynote Speaker

Higher Education Digest February 2024

Dr. Jálin B. Johnson, Principal and Executive Producer of Insufferable Academics, LLC

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Higher Education Digest February 2024

JOSÉ F. MÉNDEZ-MÉNDEZ

PRESIDENT OF SUAGM

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Higher Education Digest February 2024

MOST

PRESTIGIOUS TO UNIVERSITY WATCH IN 2024

COVE T O R Y RY COVE RR SSTO

UNIVERSIDAD ANA G. MÉNDEZ (UAGM)

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THE EPICENTER OF GLOBAL COMMITMENT, INNOVATIVE LEARNING AND COMMUNITY WELL-BEING

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uerto Rico is often called the Island of Enchantment or Isla del Encanto in Spanish. It is a popular destination for beach lovers due to its sandy beaches, palm trees, and tropical breezes. In the heart of Puerto Rico, there is a renowned educational institution called Universidad Ana G. Méndez (UAGM). Established in 1949 by educator Ana G. Méndez, the institution began its journey with the establishment of the Puerto Rico Junior College and has since laid the foundation for a transformative legacy that has thrived for 75 years.

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UAGM has become a leading force in higher education thanks to the unwavering commitment of its leaders. Guided by the visionary leadership of Ana G. Méndez, the Puerto Rico Junior College faced challenges but ultimately secured accreditation, heralding a new era for higher learning in Puerto Rico. In 1974, Ana G. Méndez passed the reins to her son, José F. Méndez-González, who assumed the presidency. Under his stewardship, the junior college expanded into the Sistema Universitario Ana G. Méndez (SUAGM). This marked the birth of three main campuses—Universidad del Turabo, Universidad Metropolitana, and

Today, UAGM encompasses institutions in Puerto Rico and the Continental United States, standing tall with over 30,000 students across a spectrum of programs

Universidad del Este—along with university centers across Puerto Rico.

SUAGM’s commitment to internationalization materialized in 2003 with the opening of the Metro Orlando Campus in Florida, extending its reach to the Hispanic community in the Continental United States. This endeavor was followed by the establishment of campuses in Miami and Tampa, reinforcing SUAGM’s dedication to providing accessible education.

In 2011, SUAGM took a pioneering step, becoming the first institution in Puerto Rico to offer 100% online university programs. As José F. Méndez-González retired in 2016, José F. Méndez-Méndez took on the mantle, poised to continue the institution’s legacy of educational transformation.

“Our journey is marked by resilience and adaptability. We’re not just educators; we’re architects of societal progress,”

affirms José F. Méndez-Méndez, the current President of SUAGM. In 2019, SUAGM made a significant stride, officially adopting the name Universidad Ana G. Méndez (UAGM), signifying a transcendental step in its evolution. Today, UAGM encompasses institutions in Puerto Rico and the Continental United States, standing tall with over 30,000 students across a spectrum of programs. “The change to UAGM reflects our commitment to global education. We’re not just a university; we’re a community shaping the future,” emphasizes Méndez-Méndez.

Upholding Standards and Committing to Excellence Universidad Ana G. Méndez (UAGM) is committed to providing quality education and upholding meticulous standards. As an institution licensed by the Board of Postsecondary Institutions (JIP) in Puerto

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Rico and accredited by the esteemed Middle States Commission on Higher Education (MSCHE), UAGM is proud of its significant accreditations that shape its academic landscape.

JIP’s licensing ensures that UAGM adheres to rigorous standards mandated by governing agencies, guaranteeing that its educational services align seamlessly with the needs of the diverse population it serves. Compliance with these standards is not only a legal requirement but also a commitment to maintaining high standards in delivering education.

“We are proud to be licensed by JIP, which reflects our commitment to meeting and exceeding the state’s criteria. Our dedication to excellence in all aspects of education goes beyond mere compliance,” says Méndez-Méndez.

Additionally, the accreditation by MSCHE demonstrates the university’s commitment to

Higher Education Digest February 2024

UAGM has several program-specific accreditations from reputable organizations, such as the Commission on Collegiate Nursing Education (CCNE), the Accreditation Commission for Education in Nursing (ACEN), ABET, and the Association to Advance Collegiate Schools of Business (AACSB)

academic excellence. This affiliation confirms that UAGM’s campuses and university centers operate in complete alignment with MSCHE’s mission, standards, and requirements. It is not just a label but a recognition of UAGM’s unwavering pursuit of quality practices and educational excellence.

“Our affiliation with MSCHE is a testament to our dedication to continuous improvement.

It involves a rigorous plan, a highly prepared faculty, and the delivery of services that exceed expectations,” states Méndez-Méndez. The MSCHE accreditation also offers tangible benefits for students, as it makes UAGM eligible for federal funding, scholarships, and various aid programs. This not only provides financial support but also underscores the institution’s commitment to providing quality education to a wider range of students.

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Each campus and university center at UAGM offers uniform curricular content but has distinctive focuses and specialties, contributing to the diversity of educational offerings

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Higher Education Digest February 2024

Accreditations are more than just institutional approvals; they inspect the very essence of academic programs. UAGM has several program-specific accreditations from reputable organizations, such as the Commission on Collegiate Nursing Education (CCNE), the Accreditation Commission for Education in Nursing (ACEN), ABET, and the Association to Advance Collegiate Schools of Business (AACSB). “Programspecific accreditations confirm the quality and rigor of our academic offerings. They are a sign of approval from recognized agencies across different disciplines,” says Méndez-Méndez.

These accreditations, whether overarching or program-specific, act as the guiding compass for UAGM, leading them toward continuous

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Proactive Support System for Student Success UAGM is a large institution with three main campuses and eight university centers in Puerto Rico. Their commitment to providing a consistent and high-quality educational experience is evident throughout the organization. The integration of UAGM ensures that all campuses and university centers offer the same academic programs with uniform curricular content.

Méndez-Méndez explains, “We believe in a holistic approach to education. Regular assessments at various levels provide insights into students’ learning journeys and their overall experience within our institution. This ongoing evaluation allows us to identify areas that need attention and make the necessary adjustments to ensure student success.”

One critical aspect of their strategy is the rigorous evaluation process of academic programs every five years. This systematic assessment ensures that the programs align with evolving educational standards and remain dynamic in response to changing industry needs.

“Our commitment to quality extends beyond the academic realm. We employ tools to gauge the persistence of our students, promptly addressing

Higher Education Digest February 2024

any challenges they may face. This proactive approach ensures that we provide the necessary support for students to achieve their academic goals,” adds Méndez-Méndez.

Each campus and university center at UAGM offers uniform curricular content but has distinctive focuses and specialties, contributing to the diversity of educational offerings. For example, the Carolina Campus

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Higher Education Digest February 2024

is known for its International School of Hospitality and Culinary Arts, which is celebrated for the excellence of its programs.

On the other hand, the Cupey Campus excels in science-focused programs such as nursing, respiratory therapy, toxicology, biology, and chemistry.

The Gurabo Campus takes pride in its specialized schools of engineering, naturopathic

With over 100 student organizations, UAGM brings together students based not only on academic and professional interests but also on causes that enrich their university experience

medicine, veterinary medicine, and dental medicine. These unique offerings are also present in UAGM’s university centers.

The Bayamón Center emphasizes healthrelated programs, the Cabo Rojo Center is distinguished for its culinary arts offerings, Barceloneta focuses on medical technology, and the Aguadilla Center excels in academic programs related to Business Administration.

Additionally, noteworthy programs such as Programa AHORA, which caters to professional adults seeking further education, and the Technical Studies division, with 20 programs providing quick career integration, are available across all campuses and university centers. This inclusive approach ensures accessibility and flexibility for a diverse student population.

Community-Centric Approach to Education UAGM has a long history of community and engagement, with an enrollment of approximately 30,000 students across Puerto Rico and the USA. The university has created an environment that fosters unity among all components of the community, recognizing that its strength lies in its human capital. As a result, the student takes center stage in every task undertaken at UAGM. The bond between generations is a unique aspect of UAGM’s community. Many current students choose to study here based on the positive experiences their parents and relatives had in UAGM classrooms. This intergenerational connection contributes to a sense of continuity and shared purpose within the university community.

At UAGM, transparency and respect for diversity are not just buzzwords but are embedded in the institution’s processes and policies. With

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over 100 student organizations, UAGM brings together students based not only on academic and professional interests but also on causes that enrich their university experience. These organizations serve as avenues for connection, collaboration, and personal growth.

“While basic student services like tutoring and counseling are integral, what sets us apart is the genuine empathy and contact we have with

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the individual needs of each student. Professors aren’t just educators; they become mentors and role models, reinforcing our commitment to student success,” emphasizes Méndez-Méndez.

UAGM’s dedication to fostering a vibrant community extends beyond the traditional, delving into initiatives that promote understanding and appreciation for diversity. The Generation INK initiative challenges stereotypes, advocating that

In the realm of media innovation, UAGM has carved a distinctive niche as the first and only higher education institution with a PBS-affiliated television channel in Puerto Rico since 1985

physical elements like tattoos, non-traditional hair colors, and piercings should not dictate professional growth or lead to discrimination.

Another noteworthy project is “ABRAZO: Embracing Diversity, Inclusion, and a Sense of Belonging through Academic, Real-Life Skills, and Cultural Enrichment.” With a grant of $2,959,433 from the Developing Hispanic-Serving Institutions Program-Title V of the US Department of Education, this project aims to offer professional development activities fostering an appreciation for diversity and inclusivity. It seeks to instill a sense of belonging within the university community through researchsupported activities. “In our commitment to diversity and inclusion, we understand that it’s not just about numbers; it’s about creating an environment where every student feels valued and heard,” asserts Méndez-Méndez.

UAGM’s Pioneering Venture into Educational Broadcasting In the realm of media innovation, UAGM has carved a distinctive niche as the first and only higher education institution with a PBSaffiliated television channel in Puerto Rico since 1985. This unique venture, Sistema TV, falls under the purview of the Vice Presidency of Telecommunications and Academic Technology at UAGM, playing a pivotal role in advancing the institution’s educational mission.

Sistema TV isn’t just a television station; it’s a conduit for technological innovation initiatives at UAGM. Through its programming, UAGM extends its commitment to the overall welfare of the Puerto Rican community, offering a treasure trove of quality educational content. “Television is a powerful medium, and at UAGM, we leverage Sistema TV to amplify our educational outreach.

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It’s not just about transmitting information; it’s about creating an immersive educational experience,” remarks Méndez-Méndez.

This year marks a significant milestone for Sistema TV as it unveils a new corporate identity and launches new projects. What sets these initiatives apart is the emphasis on student involvement, positioning them as active contributors to the channel’s programming.

Beyond the confines of the university, Sistema TV plays a crucial role in democratizing access to education and information within the broader community. The channel engages in the production of telecourses, offering general and core component courses that students can enroll in through television programming. This innovative approach provides an alternative avenue for students to access courses in fields such as Education, Business Administration, English, Humanities, and History, among others.

One of the distinctive features of UAGM is its offering of doctoral degrees in various fields, including Naturopathic Medicine, Counseling Psychology, Clinical Psychology, Nursing Practice, Environmental Sciences, Toxicology and Drug Design, Business Administration, Education, and starting in August 2024, a Doctor of Veterinary Medicine program

Higher Education Digest February 2024

our dedication to innovation in education,” adds Méndez-Méndez.

“In designing and producing telecourses, our professors undergo specialized training as academic content specialists. This ensures that the script reviewing and instructional module development aligns with the high standards of academic excellence at UAGM,” explains Méndez-Méndez. The impact of Sistema TV extends beyond the traditional classroom setup, reaching individuals who may face geographical or logistical constraints. It represents a commitment to making education accessible to a diverse audience, transcending boundaries and enriching the learning experience for students.

“As we embark on this new phase for Sistema TV, we envision it not just as a channel but as a dynamic platform for learning collaboration, and community engagement. It’s a testament to

Dynamic Approach to Education In the vast array of academic offerings at Universidad Ana G. Méndez (UAGM), a diverse range of programs caters to a spectrum of disciplines, reflecting the institution’s commitment to providing a comprehensive and enriching educational experience. UAGM boasts 240 academic programs covering health allied sciences, natural sciences, nursing, dental technology, veterinary technology, respiratory therapy, social sciences, social work, criminal justice, communications, technology and environmental sciences, biomedicine, molecular and cell biology, education, business, engineering, aviation technology, computer sciences, fashion and graphic design, architecture, and more. A notable jewel in its academic crown is the José A. “Tony” Santana International School of Hospitality and Culinary Arts offers programs in tourism, hotel management, events planning, culinary management, mixology, bakery, and others.

One of the distinctive features of UAGM is its offering of doctoral degrees in various fields, including Naturopathic Medicine, Counseling Psychology, Clinical Psychology, Nursing Practice, Environmental Sciences, Toxicology and Drug Design, Business Administration, Education, and starting in August 2024, a Doctor of Veterinary Medicine program This commitment to advanced studies reflects UAGM’s dedication to contributing to cutting-edge research and knowledge in various disciplines.

Continuing education is a crucial aspect of UAGM’s commitment to meeting the evolving

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needs of professionals in the workforce.

The university adapts to the dynamic landscape by constantly evaluating and updating curriculums to incorporate recent technological advances, industry practices, and emerging skills demanded in the job market.

Flexibility is a key aspect of UAGM’s approach, with the provision of online, hybrid, and in-person courses available in the evenings and on Saturdays. These flexible options allow professionals to balance education with work and personal commitments. The focus is not only on technical skills but also on crossfunctional and soft skills such as critical thinking and effective communication, recognizing their importance in a dynamic work environment.

Collaboration with industries and organizations is integral to aligning academic programs with market needs.

UAGM emphasizes competency-based and case-based learning to help participants

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Recently, the American Veterinary Medical Association (AVMA) Council on Education granted the School of Veterinary Medicine at Gurabo Campus a Letter of Reasonable Assurance, giving it the authorization to admit students for the Doctor of Veterinary Medicine program and begin classes in August 2024

Higher Education Digest February 2024

apply theories in real contexts, enhancing the relevance of their education. Continuous training for teaching staff ensures the maintenance of educational quality, and continuous feedback and evaluation of participants and graduates enable adjustments to programs as needed.

Some of the most in-demand professional courses include certifications in Supervision and Leadership, Human Resources, Distance Course Teaching, Child Development Associate (CDA), Thanatology, Neuroeducation, Passive Income Generation, Competitive Proposal Writing, and Basic Competencies in Service and Care for the Elderly. Short courses, such as Chat GPT allied with educators: Educational Content Creation, Microsoft Excel, Microsoft Power BI for Data Analytics, Basic Sign Language, and Basic Conversational English, cater to diverse needs and interests.

Vision for the Future of Education in Puerto Rico As Universidad Ana G. Méndez (UAGM) continues to evolve, it is spearheading groundbreaking initiatives that underline its commitment to pioneering education in Puerto Rico and beyond. President José F. MéndezMéndez shares insights into some upcoming projects that are poised to shape the future of education at UAGM. “The Gurabo Campus has been at the forefront of developing two groundbreaking doctoral programs: one in Veterinary Medicine, the only one in Puerto Rico, and the other in Dental Medicine. Both programs have received licensing from the board of Postsecondary Institutions. Recently, the American Veterinary Medical Association (AVMA) Council on Education granted our

School of Veterinary Medicine at Gurabo Campus a Letter of Reasonable Assurance, giving us the authorization to admit students for the Doctor of Veterinary Medicine program and begin classes in August 2024. Now we are waiting for authorization from the Commission on Dental Accreditation (CODA),” notes Méndez-Méndez.

In addition to these doctoral programs, UAGM’s Cupey Campus has launched the Doctoral Program in Toxicology and Drug Design, offering students an opportunity to delve into cutting-edge research in these critical fields.

Furthermore, the university is in the process of initiating a Doctoral Program in Physical Therapy, licensed by the Board of Postsecondary Institutions and awaiting authorization from the Commission on Accreditation in Physical Therapy Education (CAPTE).

“These programs represent our dedication to providing advanced education in fields crucial to the well-being of society. We believe in staying at the forefront of knowledge and research to prepare our students for the challenges and opportunities of the future,” emphasizes Méndez-Méndez.

When envisioning its role in shaping the future of education in Puerto Rico and beyond, UAGM acknowledges the significant challenges faced by educational institutions today. The complex interplay of factors, including declining birth rates and economic considerations, underscores the need for universities to be adaptable and responsive to the changing landscape.

“We’ve taken a proactive approach by reviewing our entire academic offering, aligning it with the needs of today’s students and the demands of the workforce. This

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UAGM places a premium on staying closely connected to the communities it serves, forming partnerships with businesses, non-profit organizations, and the government

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process involves a constant evaluation of everything we do to ensure relevance and effectiveness,” explains Méndez-Méndez.

UAGM places a premium on staying closely connected to the communities it serves, forming partnerships with businesses, nonprofit organizations, and the government. The university community is actively engaged in initiatives that enhance the quality of life for the people of Puerto Rico.

“We are committed to serving not only high school graduates but also nontraditional students, including working adults, those seeking specialized programs at the undergraduate and graduate levels, and

Higher Education Digest February 2024

those aspiring to short technical careers. Our goal is to be a leading institution in private higher education in Puerto Rico and emerge as the most significant Hispanic university in Florida,” affirms Méndez-Méndez.

As UAGM navigates the complexities of the educational landscape, it does so with a vision that extends beyond the immediate horizon.

With a focus on innovation, collaboration, and adaptability, UAGM stands poised to be a trailblazer in shaping the future of education, not only within its local communities but on a broader scale, echoing its legacy of anticipating and effectively confronting the challenges of the future.

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Higher Education Digest February 2024

MENTOR’S MANTRA

Equipping WorkReady Students for Today’s Digitally Led 21st Century Professor Ian Findlay, President & Vice-Chancellor, University of Puthisastra, Cambodia

Professor Ian Findlay was appointed President and ViceChancellor of the University of Puthisastra (UP), Cambodia in August

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2018. Ian has had a very successful career in health education, research, learning and teaching and maximizing opportunities in business, research, vocational education and higher education. In health education, he has been Executive Dean, Health for a number of major education providers. In research, he has obtained prestigious ARC, NHMRC and MRC grants, and has more than 50 publications in prestigious journals such as Nature, MJA, BMJ, Clinical Genetics etc.

In addition, Ian is a principal inventor on 11 patents primarily in the fields of forensics, molecular diagnostics and RFID. In learning and teaching, previously he was Pro-Vice Chancellor, Learning and Teaching leading L&T across 24 campuses and 40,000 students.

He successfully introduced many key innovations, including flipped learning, to maximise learning and student employment outcomes.

Recently, in an exclusive interview with Higher Education Digest, Professor Findlay shared his insights on the changes that have taken place in the higher education sector & Cambodian education system over the years, the major strengths of University of Puthisastra, Cambodia, key suggestions on how to integrate quality and excellence at all levels of education, and much more. The following excerpts are taken from the interview.

Higher Education Digest February 2024

Without good English students have a very limited career. So good English skills are a must

You have so many years of experience in the field of education and academics.

How do you see the changes which have taken place in the higher education sector & Cambodian education system over the years?

Unfortunately, across the world higher education has generally not kept pace with the very rapid changes in technology, Digital 4.0, the rapidly changing employment landscape and student expectations, career requirements.

Fortunately, the covid pandemic has rapidly accelerated change and many universities are now facing rapid reevaluation of their very purpose, relevance and future. Those universities that do not evolve will no longer be relevant and die.

Cambodia is no different – many lecturers do not even have the basics of technology.

Cambodia also has a mix of public and private universities producing generally cheap but poor-quality degree programs, with 80-

90% students studying social sciences such as business, marketing etc with only 5-10% STEM. This results in a substantial shortage of STEM graduates despite 85% of high-demand jobs are in STEM, and a massive over-supply of business graduates.

Fortunately, Cambodia, and its enlightened Education Minister, Dr. HANG Chuon Naron are now addressing these problems by: Introducing Quality Assurance via ACC (Accreditation Committee of Cambodia) requiring all HEI to have a minimum standard.

Introducing guidelines for academic teaching and promotions. Currently only 8% of university lecturers have a doctorate degree, have no or minimal research experience but are still referred as Professors.

Introducing small research grants to encourage academics to become research active.

Actively pursuing a STEM agenda, encouraging schools and school children to focus on STEM.

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Actively pursuing the introduction of technology (Wi-Fi, internet) into schools, especially via NGS (New Generation Schools)

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Tell us about the University of Puthisastra. What are the major strengths of the University?

We have a number of key strengths: The university of Puthisastra (UP) has over 203 MOUs with domestic and international organizations and universities. We actively promote international exchanges and aim for 100% of our students to have an international experience during their time at UP, we also strongly promote on-the-job education and training with almost all of our students’ doing internships in hospitals, industry etc. This helps to ensure that both their hard skills and soft skills are relevant to industry needs.

English. We recognize that English is the language of international success.

UP is the only university to offer 4 years of intensive English tuition free of charge to students. English is so important because it is the international language of success in health, technology, business, finance, science, diplomacy in fact in so many fields. English is also the international language of the entire world – opening up so many international opportunities.

Without good English students have a very limited career. So good English skills are a must. UP teaches 4 years of English to students - free of charge.

Higher Education Digest February 2024

UP embeds 1. Research skills, 2. Critical thinking/soft skills, 3. IT skills and 4. English skills into 100% of its courses to ensure that UP graduates have the skills to be fully prepared to be the leaders of tomorrow.

We have health programs such as medicine, pharmacy, dentistry, nursing and midwifery – creating young skilled professionals to be the health Leaders of tomorrow.

Science and research we have programs such as lab technology and Bachelor of Science research degree. These allow local Cambodian young people to learn the broad principles of research and equip them to be the science and technology leaders of tomorrow.

UP is the only Cambodian university to have a research degree – guaranteeing good jobs in this exciting frontier.

We have technology programs (such as our bachelors and Masters of IT). Our IT programs

focus on the big technology issues of today – data science, big data and cybersecurity.

UPOP - our custom-built leading learning and teaching systems – not just Zoom or Skype or Facebook – has been recognized as one of the very best on Cambodia. our modern curricula based on international best practice, delivered by international experts. our leading research – with over 200 papers from UP in 2022 – the highest number of research papers in Cambodia. UP also has 6 or the top 20 researchers in Cambodia - more than all the other universities put together.

By delivering more than 75,000 hours of quality online teaching – using technology to make sure UP students and graduates continue to succeed no matter where they are We also have our very own UP Health centre. The largest pharmacy in Cambodia, the largest teaching dental hospital in Cambodia

DEI is not a major issue; some would argue that this is a luxury when many Cambodians are struggling to survive

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Juggle the competing demands of a university seemingly effortlessly promoting confidence in ability, leadership and direction of the university. People want to belong to success

and a wide-ranging medical centre for our students to see and experience real-life patients with real life problems.

Additionally, UP became the first and only Cambodian university ranked in over 1400 of the World’s Top Universities in very prestigious Times Higher Education Rankings; and we celebrate this here today.

UP also became a Top 500 university for the Sustainable Development Goals of the United Nations.

UP is also the only university which has a dedicated research degree; our Bachelor of Science (Research) to strengthen Cambodia’s increasingly important research and economic future as repeatedly outlined by the Cambodian Government. Its not a coincidence that the strongest nations have the highest investment in education, health and innovation. And that’s what UP does.

UP has also recently been recognized at the top 28th private university in ASEAN by AlliedHE. Our students are already seeing the success of the UP approach. In 2022 UP students achieved 100% success in the national Exit exams. 100% pass in Medicine, 100% pass in Dentistry, 100% pass in Pharmacy, 100% pass in Nursing, 100% pass in Midwifery. These are the very best results in Cambodia.

As the VC of University of Puthisastra, what are the challenges do you face and how do you overcome them?

Cambodia is still a developing country and faces several main challenges: 1. Skilled Human resources. The Khmer Rouge genocide just 40 years ago slaughtered

Higher Education Digest February 2024

¼ of the population especially the educated.

This has resulted in a huge shortage of educated/trained professionals aged >50 – traditionally those who would train, teach and mentor the younger generations.

2. Cambodian education is also poor.

Resulting in poorly educated/skilled teachers providing low quality teaching to students – often rote learning.

3. Financial challenges – the average salary is ~$250 per month so education is not a high priority for parents who need their children to earn money rather than get an education.

4. Institutional inertia – culturally people are trained to comply and not rock the boat.

Making the innovation required for success is difficult to progress.

Cambodia has other challenges.

Poor quality higher education Only 10% students go to higher ed (40% developed countries), only 1% into health. 8090% of students do Business/social science – often very cheap and poor quality.

Only 8% of university lecturers have doctorate degrees - >95% in developed countries. UP has 65% with doctorate and 91% with master’s or above.

Only 6.5% (9/138) Cambodian HEI have minimum standards (ACC) accredited by Cambodian Government Inadequate skills in current work force.

Both current skills and future skills. Almost non-existent professional development/ training. Cambodia has enormous Human Resource problem – very difficult to recruit skilled, trained staff.

Almost no development of soft skills/ critical thinking.

How does your university approach diversity, equity, and inclusion, both within the student body and among faculty and staff?

DEI is not a major issue; some would argue that this is a luxury when many Cambodians are struggling to survive. However UP has strong DEI policies, 51% of our students, 47% of our staff and 38% of our Leadership group are female.

Cambodia is a very tolerant and inclusive country and DEI is not a high priority.

What are your views on leadership? How should university vice-chancellors and administrators ensure that their faculty members and students transform into world-class leaders?

In my view university vice-chancellors have several key roles: 1. Provide inspirational and aspirational leadership by providing a strong vision for all staff to believe in. A family environment that encourages personal belonging and ownership which in turn promotes strong values and work ethic.

2. Allow a safe space for mistakes. Have a risk management, rather than risk averse, culture for mistakes. Without mistakes there is no progress. I’d rather people do 8 things well and make 2 mistakes than do nothing well.

3. Provide personal mentorship to junior leaders. To be a “father” figure to encourage them, allows them to grow and become the success they deserve, yet make sure that they remain aligned to the greater vision.

4. Provide broad direction but allow staff to do their jobs. They know their jobs better than the VC does.

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5. Provide strong values including recognizing both good and bad performance – and addressing it.

6. Juggle the competing demands of a university seemingly effortlessly promoting confidence in ability, leadership and direction of the university. People want to belong to success.

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As a seasoned academician and administrator, what are your suggestions, to integrate quality and excellence at all levels of education?

1. Strongly promote these values throughout the organization 2. Ensure that all staff live and breathe these values – not just pay lip service – by

demonstrating how these values can lead to success.

3. Staff training so that all staff not only know expectations but also know how to achieve these expectations. UP offers 74 training courses at all levels to reinforce values.

Mental health is a key concern for many students. What steps are you taking to support students’ mental health and well-being?

Cambodia has major mental health concerns including intergenerational trauma from genocide as well as the modern pressures that students face. UP has a comprehensive Student Welfare service with dedicated staff – probably the only university in Cambodia to do so. We provide a PASS (Peer Assisted Student Support) where senior students mentor & support junior students. We also have an active referral system referring at risk students to trained professionals/counsellors.

Where are you seeing students engaging the most and the least?

Cambodia is quite different to Western education. Students (and especially parents) are very focused on job outcomes, so students only do courses that have very clear, very

defined careers rather than doing courses that just interest them. This means that students are rather conservative and reluctant to try new courses or something new. However, with a young energetic population (65% of Cambodia are under 30) who demand more, the rapidly (37% per year) increasing middle class and Cambodia’s fastest growing economy in ASEAN there is growing understanding of the benefits and need for high quality education – especially international education. However, this is still tempered with substantial financial constraints.

Traditionally >90% students undertake business related courses at ~120 of the 138 Cambodian Higher Education institutions.

These courses are usually cheap and low quality. Only 5% of graduates are STEM graduates despite 85% of the highest demand jobs being in STEM. Overproduction of business graduates and insufficient STEM creates a huge imbalance.

However, the Cambodian Govt has recognized this and is actively promoting STEM, higher quality education and higher quality standards which will all combine to force the poorer quality business providers out and rebalance graduate attributes to fit Cambodia’s needs.

Cambodia has major mental health concerns including intergenerational trauma from genocide as well as the modern pressures that students face

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Vocational Education/TVET training is almost non-existent in Cambodia.

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With an ever-changing higher education landscape, what do Vice-Chancellors and their senior teams need to be mindful of in the coming year?

Covid has accelerated change and continues to be a powerful disrupter of the education system but is also a promoter of innovative teaching and learning processes. What brings chaos brings opportunity. In a very short period of time, covid has triggered a forced digital transformation of educational delivery. Only enlightened, visionary and successful leadership will be able to shepherd this revolutionary approach – challenged by decades of university complacency, inertia and procrastination. Universities with conservative figureheads and those driven by profit more than academic excellence will disappear. Only those that are student focussed and evolve quickly to the sweeping changes required of higher education will survive.

Although change has been obvious for decades, Covid has accelerated change in many areas: 1. Increased use of technology – hugely increased online learning which brings its own opportunities and challenges.

2. Increased expectations of students – education has become much more expensive so students are increasing demanding higher value for money, they will no longer tolerate 2nd rate lecturers, content, facilities and poorer student outcomes. Only the strongest, and/or most prestigious and/or most innovative universities will survive.

Higher Education Digest February 2024

3. Rapid changes in international education.

Foreign students are no longer queuing up for a Western degree and the often barely mentioned but inevitable carrot of PR. Compounding this decline have been short-term actions such as Governments reducing visa availability, sending students home during covid, and greedy universities with very high international fees = $25-30k USD per year. all contributing to killing the golden goose. International education also faces challenges from the other direction - the rapid rise of universities, particularly Asian, in university rankings such as THE and QS with the subsequent fall of Western universities – thus eroding a major selling point of TOS. Why should Chinese students spend $40-50k/yr (or $150k for 3 yr degree) to come to Australia where they have a local university with higher ranking on their doorstep? Additionally, some countries such as China, traditionally a very lucrative source of IE students, are actively encouraging students to stay at home. We must look to alternative models such as Enabler or Partnerships models if the richness of IE is to continue to prosper. We are just waking up to post-covid bounce, the inevitable rise of Asean universities in World rankings and the complacency of much of the Western sector will slowly reach tipping point then it will come tumbling down. I predict that in 10 years traditional onshore enrolments will decline by 70% - primarily affecting universities outside the global top 100. Huge implications for Australian (and other) universities that are overly dependent on IE and only just breaking even now with high levels of IE. What happens when the $37 Billion (Australia) and $43 Billion (UK) IE market dries up? Australia currently

Universities with conservative figureheads and those driven by profit more than academic excellence will disappear

37 has ~170 HEI - many focused only on the IE market. I predict <100 will survive the next 10 years.

4. Value and relevance of higher education qualifications - many organizations no longer require degrees. High profile figures like Tesla’s CEO, Elon Musk, and Apple’s CEO, Tim Cook, have questioned the need for degrees, and In 2021 IBM announced it had removed bachelor’s degree requirements for more than half of its US openings. Google’s job postings requiring a bachelor’s degree fell from 93% to 77% between 2017-2021.

More and more companies and young people are realizing degree requirements put them at a “competitive disadvantage”. Many

companies (particularly in finance, business management, engineering, and health care occupations) have scrapped degree requirements altogether to widen their net and diversify their workforce. Young people are increasingly questioning the need to get a >$100,000 education debt as well as foregoing 3-4 years of earning potential ($200-400k) – $500,000 behind in total just to get a degree that has limited value.

The challenges, including financial, are combining to substantially challenge the very being and purpose of many universities – which are further disadvantaged by their often complacent, risk averse workforce.

Only those that evolve will survive.

Higher Education Digest February 2024

ACADEMIC VIEW

Practicing Emotional Intelligence in Teaching Human Resources Management in Higher Education Dr. Ruby Bakshi Khurdi, Founder, RAY Academy Swiss, Educationist, Emotional Intelligence Expert, Author & Keynote Speaker

38 Dr. Ruby Bakshi Khurdi, Founder at RAY Academy Swiss is a renowned innovative educator, celebrated as a LinkedIn Top Voice, TEDx speaker, and trainer based in Switzerland. Her passion for education is evident in her belief that learning and teaching should be an enjoyable and enriching experience for both educators and learners alike. She conducts highly engaging & interactive workshops on Public Speaking & Emotional Intelligence. As a prolific author, Dr. Ruby has made significant contributions to the field of education with her book, “How to engage learners in a virtual Learning Environment.” This publication reflects her commitment to enhancing the learning process, especially in the digital age.

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earning is a constant process of gaining information, experience, new skills and techniques in different situations.

It is an on-going phenomenon, we learn new things practically every day by observation, reading, researching, environment around us as well as by our students. All of us have the ability to learn but the level of perception varies from one

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person to another. Our educational system is highly governed by assessment requirements – the teachers use different methods of evaluation to test the skills of students at all levels. The students are facing cutthroat competition to prove themselves every day; study hard consistently and finally get their dream job placements. However, modernday educationists believe that teaching and

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The concept of Competency can be described as relevant skills, information and individual abilities to accomplish the tasks in an efficient manner

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learning should be fun; it should be a winwin both for educators as well as learners.

The learning experience for our students should not be stressful, it should have the right balance of using technology, creativity and innovative ideas.

Higher Education Digest February 2024

Understanding Human Resources Management HR means people, it’s a very vast department in an organization which involves planning, recruiting, selecting, training and development of employees. The fundamental objective

Our students can perform much better when they learn all these techniques in classes via real industry case studies or simulations.

The role of a teacher is to provide a positive environment in the classroom where students feel safe and confident to talk and discuss without being judged

of HRM is to empower the employees at workplace, constantly plan on recruitment and selection strategies, improve communications in the workplace, develop performance management procedures, provide trainings and prepare employees for managing change.

Competencies of a HRM Professional The concept of Competency can be described as relevant skills, information and individual abilities to accomplish the tasks in an efficient manner. For achieving an effective performance at job, there should be harmony in following factors: individual competencies, job requirements and organizational environment.

Although competency tells us HOW to do WHAT we do to achieve a particular result, it is not about creating standards but practicing by trial and error. It also reflects the organization’s values and mission; they are part of company culture.

Learning using Emotional Intelligence (EI) Students tend to perform better and emerge more confident when educators practice Emotional Intelligence (EI). The classes tend to be more engaging, creating an environment of comfort and assurance.

But what is Emotional Intelligence?

EI is the ability to understand one’s own emotions and further for social development, understand & connect with emotions of other people in society. In teaching, normally when students like a particular teacher, they tend to understand his courses better, they pay more attention and like everything about that course. However, if students do not like a particular teacher as he doesn’t respect them or insults them, students do not like that particular course. It’s the emotional reaction

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of students that makes them like or dislike a particular course.

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Emotional Intelligence in Higher Education The role of a teacher is to provide a positive environment in the classroom where students feel safe and confident to talk and discuss without being judged. Quality learning and teaching can take place if the learners feel connected with their teachers, and they empathize with them. It has been observed that teachers undergo a wide range of emotions while teaching in classrooms, it can be both positive and negative. But we need to pay attention to emotional issues like dealing with anger, stress, anxiety etc. by teachers as well as students.

Effective learning takes place if both learner and educator are connected - the teacher can easily foresee how his lecture or class is progressing by the behavior and performance of his students. If they are constantly asking smart questions, paying attention, coming up with creative suggestions it indicates that they are engaged and are enjoying the class. On the other hand, if students are a bit quiet, show no enthusiasm, are constantly looking at watch or trying to show that they are paying attention but actually surfing internet – the teacher should get the signal!

Instead of being angry- why they are not attentive, he should empathize with them and do something more interesting…

The more educators connect emotionally with their learners, the better results they will achieve!

Higher Education Digest February 2024

The constant changes in work styles or management can be very challenging & stressful for employees, the students in higher education should be taught how to deal with those situations

Benefits of fostering Emotional Intelligence The constant changes in work styles or management can be very challenging & stressful for employees, the students in higher education should be taught how to deal with those situations. Certain universities have initiated courses to help students understand & develop competencies in emotional intelligence. Inspirational leadership, dealing with conflict, managing change, cultural catalyst, keeping calm under stressful situations are some of EI Competencies…

Each expertise plays a crucial role in managing ethical decisions and smart teams.

Challenges or barriers for achieving Emotional Intelligence (EI) Assessments are very important for students as well as teachers, they play a vital role in learning and teaching. An assessment provides a guideline to students to see how they are doing in class; helps them to understand whether they are following the instructor’s courses or need help.

However, there are certain challenges which they face practically every day in culturally diverse classrooms: The ability to deal with different temperaments and behaviors of students.

Intellectual competence to manage different academic levels of students in the same classroom.

The art of motivating students to understand concepts and give their best performance.

Being diplomatic when discussing sensitive issues like politics, religion or cultural differences.

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Emotional Intelligence is understanding how an individual perceives and reacts with other people around him. In order to be an efficient and highly successful educator, teachers must practice EI

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The ability to be calm even when students are testing your patience by arguing over something of very little importance.

Understand the mental as well as physical state of students in the class.

The ability to deal with conflicts and different points of views.

Conclusion Emotional Intelligence is understanding how an individual perceives and reacts with other people around him. In order to be an efficient and highly successful educator, teachers must practice EI. They must be collaborative, high performers, tolerant, adaptable, knowledgeable and have the ability to understand & respect the point of view of their students. Their main objective should be to create a safe learning environment for the learners.

In today’s modern technological era, HRM educators should be competent to teach in various innovative and creative styles.

Gamification and emotional intelligence should be employed by teachers for higher student engagement and performance

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during lectures. The millennials learn better and faster with audio-visual aids and problem-solving techniques. Teachers should empathize with students coming from diverse cultural, academic and professional backgrounds. Teaching methodology should be flexible, educators can experiment using different assessment methods to evaluate the students. Therefore, teaching and learning should have the right balance of components from different theories and engaging styles.

The teachers should try to create a positive learning environment where students feel confident and happy to learn and deliver.

Learning should be open; feedback based and trust oriented. Students will be motivated and self-driven if the teacher recognizes their learning needs in an appropriate manner.

The success of teaching process in higher education is greatly influenced by emotional intelligence of educators. They should have the right balance of intellectual and emotional competence to teach efficiently. Thus, the educators should offer customized methods of teaching, tailored to suit individual needs of the hospitality and business students.

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INDUSTRY PERSPECTIVE

Experiential Learning in Higher Education 46

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Elton Daddow, Commercial Director, GingrTech

n 1988, I learned to ride a skateboard. There was no PowerPoint presentation involved, no lectures, and no eLearning modules. I just got on and had a go! I didn’t stay on for more than 5 seconds before falling off, but it was after the board shot out from underneath me that I had time to re-wire my mind and adapt my strategy for the next go based on what I’d experienced during those 5 seconds.

The second time around, 15 seconds on the board, and the same process again repeatedly

until I had, within a few hours, achieved a level of competency that meant that although I wasn’t necessarily ready to skateboard at the Olympics, I had learned how to ride a skateboard well enough, simply by the power of experiential learning – learning by doing!

In today’s rapidly changing world, traditional classroom-based learning alone, whilst there is a place for it, may not be enough in isolation to prepare students and professionals for the challenges they will face in the workplace. Enter

In today’s rapidly changing world, traditional classroombased learning alone, whilst there is a place for it, may not be enough in isolation to prepare students and professionals for the challenges they will face in the workplace

Higher Education Digest February 2024

Elton Daddow has been working in the field of Higher Education for over 20 years, 13 of which were spent in Higher and Further Education partnership roles at FTSE100 Pearson in the UK through their digital transformation journey from print publisher to becoming the leading digital content and assessment provider in the education sector. Elton is passionate about embedding technology-enhanced learning solutions and initiatives into teaching and learning strategy to support broad strategic goals for higher education providers and was selected 5 times to join Pearson’s Leadership Council for outstanding achievers. Elton now works in a global role as Commercial Director at GingrTech, who creates experiential learning business simulation games that surface and tackle common business challenges, using use advanced game technology, experiential learning, and behavioral dynamics to increase retention and create lasting connections.

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Higher Education Digest February 2024

experiential learning, a dynamic approach that bridges the gap between theory and practice, enriching the educational experience and fostering a deeper understanding of subjects.

The World Economic Forum (WEF) reported in 2020 that “40% of current workers’ core skills are expected to change in the next 5 years”, with 50% of all employees needing to be reskilled by 2025. Higher education will play a vital role in addressing this evolution.

What is Experiential Learning?

Built on the relatively simple yet eminently powerful concept that the only way to get people to believe in an idea is to get them to believe it was their own idea in the first

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place, ‘experiential learning’ is an educational philosophy that emphasizes learning through direct, hands-on experiences. It goes beyond simply repetitive memorization and passive absorption of knowledge, encouraging learners to actively engage with the material. This approach is built on the idea that people learn best by doing, reflecting, and applying their knowledge in real-world situations.

In the 1980s, David Kolb (Harvard University) wrote down the experiential learning cycle we see here.

It starts very simply with a concrete experience, so in my case just getting on the skateboard and having a go. I then undertook a period of reflective observation to consider

how the experience made me feel. Was it positive? Negative? This led to the abstract conceptualization whereby I’m making conclusions about the experience and thinking “When I get back on the board, what’s my strategy this time? What do I want to do differently to have more success?” I then move into active experimentation to put directly into practice my new and revised approach and strategy for being more competent on the second attempt, which as the attempts increase, becomes more and more fruitful each time throughout this process.

Experiential learning promotes active involvement, challenging participants to take on tasks, make decisions, and solve problems, enhancing critical thinking and problemsolving skills

What problems does it address?

Whilst there is always a valuable place for traditional learning methods, it is also fair to say based on fairly extensive research, that there are some well-evidenced problems with those traditional methods, such as: Lack of engagement.

Workforce resistance.

Not always relevant: often in this world of increased individualized learning and development it’s focused on the individual, not the group, so contextualizing learning and putting it into practice effectively on the ground can be problematic.

Lacks contextual feedback.

Information overload: often way too much information for individuals to be able to take complex concepts on board and apply them in real-world settings.

In fact, the research into this dates back to 1885, with Herman Ebbinghaus. Ebbinghaus’s study focused on voluntary and involuntary memory, revealing that if you are learning something in a traditional way on day zero, within 30 days you’re down to about 20% retention unless you’ve gone back and revisited it several times, in which

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case you can get the retention up to about 80%.

Many people of course do not have the time to revisit those learnings to be able to achieve this, and that in itself renders many traditional learning methods at a disadvantage from an efficacy perspective.

How does Experiential Learning add value?

1. Active Engagement: Experiential learning promotes active involvement, challenging participants to take on tasks, make decisions, and solve problems, enhancing critical thinking and problem-solving skills.

2. Reflection: After any hands-on experience, learners reflect on what they’ve encountered and learned. This self-assessment deepens understanding and connects theory to practice.

3. Application: Experiential learning emphasizes the active application of acquired knowledge and skills in real-life situations. This encourages the development of practical skills that are immediately relevant.

4. Feedback: Constructive feedback is integral to the process. Learners receive guidance on their performance, which helps them improve and refine their abilities.

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Simulation-based learning is a valuable way to provide students with the opportunity to experience the running of a business (for example) in a safe space

Higher Education Digest February 2024

5. Increased Retention: Learners retain information for longer and understand concepts more deeply when they actively engage with the material.

6. Real-World Relevance: Individuals are prepared for the complexities and challenges of the real world, bridging the gap between academia and practical workplace application.

7. Personal Growth: Participants experience personal growth and increased self-confidence as they overcome challenges and learn from their experiences.

8. Preparation for the Future: Experiential learning equips individuals with skills and knowledge they can immediately apply in their careers, fostering adaptability and readiness for an ever-changing world.

Experiential Learning in the Higher Education Setting 1. Supporting Student Employability: Simulation-based learning is a valuable way to provide students with the opportunity to experience the running of a business (for example) in a safe space. Learning to fail fast and making iterative improvements to develop an agile methodology for running a successful organization is a valuable addition to employability initiatives across higher education.

2. Soft Skills Development: Communication, teamwork, inclusivity, adaptability, time management, leadership, conflict management, problem solving, persuasion, and openness to criticism. These are all vital skills that

experiential learning can surface and actively be worked on in real-time as students apply themselves to specific challenges.

3. ‘Oven-Ready’ Graduates: As the world of work continues to evolve at pace with the ever-emerging opportunities created by AI for example, cross-modular learning in subjects such as Business is creating greater flexibility which can be further explored through interdisciplinary experiential learning to produce graduates ‘oven-ready’ for the world of work in 2023 and the future.

4. Project-Based Learning: Learners work on authentic, long-term projects that require collaboration, problem-solving, and the application of subject matter knowledge.

5. Sustainable Thinking: In support of increasing ESG thinking in organizations worldwide, the role higher education can play in introducing students to this thinking through the power of simulation-based activities is an important one, not to be underestimated.

As the higher education landscape continues to evolve, experiential learning is well-evidenced and very well-placed to be a powerful vehicle for preparing learners to thrive in a complex and dynamic society. By emphasizing active engagement, real-world relevance, and personal growth, this tried and tested educational approach is shaping the future of learning and development. It empowers individuals to become lifelong learners and leaders who can tackle the challenges of the 21st century with confidence and competence, and you might learn to ride a skateboard too!

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ACADEMIC VIEW

We Are the Citation Honoring Lived Experience within Academia Dr. Jálin B. Johnson, Principal and Executive Producer of Insufferable Academics, LLC

52 Dr. Jálin B. Johnson is a renowned J.E.D.I. Strategist. She is the Principal and Executive Producer of Insufferable Academics, LLC. In addition to her tenure as a strategist and leadership consultant, Dr. Johnson has contributed to publications including Higher Education Digest, Inside Higher Education, the National Center for Institutional Diversity (NCID), where she is a Diversity Scholars Network member; and The International Journal of Diversity in Education where you will find her Experience Context & Perspective (ECP) framework. A former elected member of Faculty governance, she also served as an inaugural Senior Diversity Officer & Vice Chancellor of Equity & Inclusion, a standing Institutional Review Board (IRB) member, a doctoral dissertation chair, an inaugural AAUW (branch) Diversity Chair, a Competency Based Education (CBE), DEI certification, Ethics, Human Resources, MBA, Public Administration and Organizational Leadership synchronous and asynchronous curriculum developer, while also serving as a member of the Chancellor’s cabinet, to a 26 campus distributed university system.

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n the early fall of 2023, I shared the hashtag #WeAreTheCitation as part of a social media calling associated with amplifying the voices of Black Women and members of the global majority within higher education and in spaces of scholarship.

Higher Education Digest February 2024

Much like the embraced call to “Cite Black Women” (Smith, 2017), noting that “We are the citation” incites recognition. Doing so requires acknowledgment that the lived experiences of members of minoritized groups are significant and add valued perspectives

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Throughout the years I have heard from educators and curriculum developers that the work of such authors and scholars is not readily included among studentfacing resources, at a number of IHEs

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to scholarly discussion. Additionally, this call denotes that these experiences should be equally valued among commonly cited authors and scholars within institutions of higher education (IHEs). One path towards honoring these lived experiences is accomplished by highlighting them alongside those from groups considered predominant within Westerninfluenced, IHE scholarship.

Throughout the years I have heard from educators and curriculum developers that the work of such authors and scholars is not readily included among student-facing resources, (including bibliographies, literature reviews, and library databases, within a given curriculum), at a number of IHEs. ‘Diversity in publishing’ (Lee & Low Books, et al., 2016) for example, is studied and takes care to document this ongoing journey. While there may be an undeniable observance of a deficit in Black publishers and authors, represented among the list of scholarly references within a number of IHEs, there are Black authors, sharing valuable lived experiences, to choose from, for inclusion among the proposed recommended reading list. With concerted effort, these narratives and those via folx from an array of backgrounds can be made accessible to students in search of references needed to explain a variety of phenomena in scholarly spaces.

During my tenure as a Professor, a curriculum developer, a curriculum team & accreditation team lead, and within the education consulting space, I have advised educators, content developers, and instructional designers on steps they may utilize to diversify the content that students will draw upon within a given course of study, via multiple modalities.

While curating and adding these enhancements to curricula and course or program learning

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objectives may take time, the positive impact on our students, derived from accessing a broader worldview through windows into the lived experiences of others, is an achievable process.

As a starting point, below are four (4) areas of focus for learning & development teams, striving to broaden the scope of lived experiences represented among their studentfacing body of resources: 1. Unfamiliar does not equate unknown.

Begin with researching authors whose lived experiences differ from those on your current reading list. Initiatives including the AfricanAmerican Read-In (AARI), (launched in 1990 via the Black Caucus of the National Council of Teachers of English), and Black-owned bookstores, are great places to begin. Include diversifying your scholarly reading list among the objectives your faculty, course custodians, and/or PLC leads take on as a priority this year.

These authors already have eager audiences, now you may join them.

2. Context Matters. The need for valuing frames of reference we don’t recognize due to differing lived experiences is imperative.

Kinthaert (2023), like myself, recently ran across the NY Times piece (2023), that examined the lived experiences of Black authors, literary agents, marketers, publicists, editors, and booksellers, who offered insight into the context with which they view their professions and how that is expressed in their respective crafts. The richness of their perspectives offers an additional example of why lived experience adds to the tapestry students can glean from, as they inform their own scholarly journeys within IHEs.

Honoring lived experience within academia allows for a coalescence of ideas, enhancing diversity cognizance, yielding greater representation, and offering more opportunities for many of our students to see a range of identities within the curriculum

3. Including authors from an array of backgrounds does not negatively impact rigor. As a consultant to curriculum development teams and professional learning communities, I have been in the room when someone has said, “But if we bring in too many personal stories like these, it will lessen academic rigor.”

During one of my earliest round tables with several dozen doctoral students (twothirds, describing themselves as persons of color), I listened to them share a number of disappointments they harbored about the required reading and assignments within their program. A recurring concern from students who participated in this discussion was that there was a “lack of representation” in their program’s learning, from authors whose lived experiences they could identify with, or from those whose lived experiences spoke to their journey from the lens of a ‘person of color.”

4. Perspectives are subjective. We must recognize that our colleagues’ perspectives have been shaped by their lived experiences

(as noted within the ECP framework (Johnson, 2019)) and in turn, influence the context with which they view the development of course content, thus influencing and shaping the perspectives they offer students within the classroom and in assigned coursework. It is our responsibility as educators to broaden our own scope and frame of reference equal to what we ask of our students.

Honoring lived experience within academia allows for a coalescence of ideas, enhancing diversity cognizance, yielding greater representation, and offering more opportunities for many of our students to see a range of identities within the curriculum.

Acknowledging that the lived experiences of members of minoritized groups are both significant and valued added perspectives, enhances scholarly discussion. Students seeking to see themselves, in addition to students who have varied backgrounds, eager to learn more about cultures that may be distinct to them, will benefit from this informed recognition.

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INDUSTRY PERSPECTIVE

How Well Your Education Helps You With Your Career?

Dr. Senthil Nathan, Managing Director and Co-Founder, Edu Alliance Limited, Abu Dhabi, UAE

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got in touch with my alumni class three decades after we graduated from our college. And when I reflected on the career progression of my classmates in these decades, I was surprised to see a vast disconnect between those who were successful in their studies and those who had excelled in their careers. Reasons for this “success gap” could be quite complex and

multi-pronged. But one important reason is that many education systems “reward our students for memorization, not imagination or resourcefulness” (to quote Prof. Sugata Mitra) whereas the real world does just the opposite.

Many higher education systems globally do not encourage students in risk-taking, entrepreneurship, and innovation, though many do lip service to these attributes. Most

Many higher education systems globally do not encourage students in risk-taking, entrepreneurship, and innovation, though many do lip service to these attributes

Higher Education Digest February 2024

Dr. Senthil Nathan co-founded and leads Edu Alliance Ltd, Abu Dhabi – a boutique management consultancy for education. In the past 10 years, he has consulted for 30+ universities and helped establish a few new universities. The client list includes several leading universities in the region. He has 30+ years of experience in university academic and administrative leadership and in civil engineering. He is a co-founder of EdTech company Edorer Inc., San Francisco. Prior to Edu Alliance, for over two decades, he was part of a core leadership team that developed the Higher Colleges of Technology, UAE from a simple beginning to become the largest university in the nation with 20,000+ students and 17 campuses. He served as its Deputy Vice-Chancellor for several years.

As a dean, he introduced 30 degree programs aligned with the needs of the UAE industry. He has a Ph.D. in Engineering (Rice University, Houston), MSc (IISc, Bangalore), and executive education from Harvard and MIT.

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The skills gap has been stubbornly growing over the past decades but is being magnified to an alarming extent in the age of Industry 4.0

Higher Education Digest February 2024

of the college graduates are thus sent out of campuses ill-prepared to face the reality of the workplace.

Interestingly, this gap between realworld skills and graduate outcomes exists even in top research universities. Most of the professors in these research universities have never worked in the “real” world.

Hence, these universities often produce basic researchers even at the undergraduate level, in the image of the professors who design and deliver the courses.

Exceptional individuals such as Steve Jobs, Bill Gates, Mark Zuckerberg, Ralph Lauren, Larry Ellison, Azim Premji, Steven Spielberg, Gautam Adani, and Michael Dell (all college dropouts) showcased their inherent aptitude for innovation outside the campus boundaries and without the benefit of university education.

Millions of graduates around the world face the same challenge but do not always get the opportunities to demonstrate their innate talents in their social environments.

A recent study done by Eric Hanushek and Ludger Woessmann makes a disturbing conclusion, “Two-thirds or more of the world’s young people fail to reach the minimum skill levels required to compete in the international economy. These deficits are found worldwide but are most severe in the poorest countries”. Not only the fresh college and school graduates are impacted by this skills gap, but also more than half of all employees around the world need to upskill or reskill soon to embrace new responsibilities driven by automation and new technologies, according to the World Economic Forum.

The skills gap has been stubbornly growing over the past decades but is being magnified to an alarming extent in the age of Industry 4.0. I could relate to this skills gap personally.

When I completed my higher education, I had 11+ years of university education from some of the best academic institutions in the world. However, I learned much more about my specialization in my first year of work as a structural engineer at one of the pre-eminent engineering consulting companies in the USA than from the previous 11 years of higher education put together. My line manager, the smartest engineer I have ever come across, truly understood and taught me the macro and the micro aspects of engineering design. The three years I spent at that firm helped me thrive in my career for the next three decades. That led me to ponder why our universities cannot emulate such a powerful learning environment that I experienced at that company.

Since then, I have been passionately trying to bridge the gap between academia and industry.

I had the privilege of helping introduce 30+ degrees that were custom-designed for specific industries in the UAE. We took the entrylevel job description of relevant professionals in these companies and reverse-engineered the curriculum to ensure that our graduates have the required entry-level skills. To validate the curriculum, we incorporated a one-month work experience as a core-requirement at the end of every year of these programs and refined the programs from the feedback of the line supervisors in the industry. This process also helped the companies to refine their own induction programs and their expectations of fresh graduates. To deliver such “applied

programs”, we recruited professors with a minimum of 5 years of industry experience.

Much more can be done, must be done.

Universities must establish effective industryadvisory committees to advise them on the curriculum design and delivery of respective programs; and offer co-op programs in which students spend alternate semesters in industry and in academia as part of their undergraduate education. Stackable credentials, providing systematic and lifelong learning pathways to working professionals such as service industry staff or technicians, may be offered in collaboration with regional employers at convenient times and delivery modes. This will minimize the challenges faced by such professionals in their career development paths. Universities must have robust and timely processes to rationalize programs no longer needed and to introduce new programs in response to current industry demand.

The governments must demand this kind of close collaboration between academia and industry through policies and tax incentives.

Businesses have pragmatic resource limitations to accept many student interns.

However, businesses must try their best to accommodate internships and co-op programs; participate wholeheartedly in program advisory committees; and fund tailormade programs for universities to develop a small number of needed professionals.

All sides must try their best. Why? The skills gap exacts a heavy price on countries and their social fabric: bulging youth unemployment and underemployment is a

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The governments must demand this kind of close collaboration between academia and industry through policies and tax incentives

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common challenge across all developing economies. Some of these young people exert their energies in negative areas and disruptive behaviors. 65% of the population in the MENA region is under the age of 30, and it is home to one of the world’s largest youth populations. Unfortunately, in 2022, a staggering one-third of 15–24-year-olds are jobless and not involved in education, exceeding the global average by 10%.

The digital skills gap comes at a cost.

According to RAND/Salesforce, fourteen G20 countries could miss out on $11.5 trillion cumulative GDP growth. PwC projects that by 2030, the talent shortage and skills gap in the U.S. alone is expected to total a loss of $8.5 trillion. The startling projection of 85.2 million unfilled positions globally by 2030 underscores the gravity of the skills gap crisis.

I find that many stakeholders complain a lot about this skills gap but do little about addressing it. Corporate leaders seem to be content to develop their own induction and training programs rather than forging effective

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collaborations with select universities. The reluctance of universities is from ignorance or apathy of academics, lack of interest in their graduates’ success, and their bubble existence.

And sadly, the primary stakeholders, the students (and parents) are often oblivious to these issues while they are choosing their programs and universities. They consider university ranking over graduate placement data when they make their choices. In countries with massive higher education markets, there is often a sheep mentality in choosing program majors. Students do not focus sufficiently on their own skill development. If they vote with their feet on which universities they choose, then the universities may wake up to their responsibilities.

Next to political and economic factors, the skills gap is the major reason for unemployment and resulting social ills around the world. And this is growing to be THE issue of this decade as the AI revolution sets into the workplace.

The time for collective action from academia, industry, governments, and students is NOW.

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