Higher Education Digest – January 2024 – Most Visionary Education Leaders – 2024

GLOBAL EDITION

JANUARY 2024

www.highereducationdigest.com

FEATURING INSIDE MOST VISIONARY

EDUCATION LEADERS 2024

Brian Stewart President, BWS Education Consulting, Inc.

Tarun Khullar President and CEO, Pacific Link College

Dr. Anna Tavis Department Chair, Human Capital Management, New York University

Prof. Wilert Puriwat Dean, Chulalongkorn Business School

Dr. Kristen Lee Teaching Professor, Behavioral Science, Northeastern University

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Sarah Teagle Coach and Performance and Learning and Development Consultant

MARINE HADENGUE

Tania Rhodes-Taylor CEO, Otus Advisory

RESEARCH AND EXECUTIVE DIRECTOR OF YOUTH TALKS

, PH.D

CHARTING A NEW COURSE FOR GLOBAL EDUCATION TRANSFORMATIONS AND YOUTH EMPOWERMENT Higher Education Digest January 2024

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Higher Education Digest January 2024

January 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 January 2024

MANAGING EDITOR’S NOTE

Crafting Triumph: Navigating Success as Leaders in 2024

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s we look to the future, higher education is going through some significant changes all over the world. This is driven by the advancement of technology, the changing dynamics of society, and the need for new skills. It’s an exciting time, but it makes effective leadership in higher education more critical than ever. Leaders in education must navigate uncharted territories, foster innovation, and prepare students for a future full of possibilities.

The latest issue of Higher Education Digest is all about visionary leadership.

It features the Most Visionary Education Leader of 2024 and is a tribute to those who envision the future of education, understand the pulse of change, and steer educational institutions towards excellence.

The cover story focuses on Marine Hadengue, an exceptional Executive Director of the Higher Education for Good Foundation (HE4G). Her leadership reflects her commitment to revolutionizing curricula to meet

the demands of the future. One of her initiatives, the Youth Talks project, is a groundbreaking idea that harnesses the collective wisdom of young minds all over the world. It uses advanced AI tools to analyze and shape the future of education.

In addition to Marine Hadengue’s journey, this issue features a diverse range of opinions and insights from industry leaders and academics.

They provide a comprehensive view of the latest trends in higher education, offering readers a nuanced understanding of the challenges and opportunities that lie ahead.

This issue of Higher Education Digest serves as a compass, guiding readers through the currents of change in higher education. We invite you to explore the narratives of visionary leaders, embrace the insights of industry experts, and join us in envisioning an education system that prepares students for the challenges and triumphs of tomorrow. We hope you enjoy reading it!

Happy Reading.

Sarath Shyam Higher Education Digest January 2024

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10 MARINE HADENGUE PH.D, RESEARCH AND EXECUTIVE DIRECTOR OF YOUTH TALKS

CHARTING A NEW COURSE FOR GLOBAL EDUCATION TRANSFORMATIONS AND YOUTH EMPOWERMENT

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COVER STORY

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MOST VISIONARY

EDUCATION LEADERS 2024

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30 TARUN KHULLAR President and CEO, Pacific Link College

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52 PROF. WILERT PURIWAT Dean of Chulalongkorn Business School

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MENTOR’S MANTRA

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CREATING A THROUGH LINE OF PSYCHOLOGICAL SAFETY: THE NEW INSTITUTIONAL IMPERATIVE

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Dr. Kristen Lee, Teaching Professor, Behavioral Science, Northeastern University & Award-winning Author

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DESIGNING PROCESSES THAT BRIDGE THE DIVIDE BETWEEN INDIVIDUALS & THEIR ORGANIZATIONS Dr. Anna Tavis, Department Chair, Human Capital Management, New York University, Global Educator, Research, Author, & Coach

ACADEMIC VIEW

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INDUSTRY PERSPECTIVE

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LET’S BE SMART ABOUT ARTIFICIAL INTELLIGENCE THIS SCHOOL YEAR Brian Stewart, President, BWS Education Consulting, Inc.

COACHING BENEFITS EVERYONE IF YOU FIND THE RIGHT COACH Tania Rhodes-Taylor, CEO, Otus Advisory

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DEALING WITH BEING OVERWHELMED AND REGAINING THE PASSION FOR YOUR ROLE? Sarah Teagle, Coach and Performance and Learning and Development Consultant

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C O V E R

S T O R Y

MARINE HADENGUE PH.D, RESEARCH AND EXECUTIVE DIRECTOR OF YOUTH TALKS

CHARTING A NEW COURSE FOR GLOBAL EDUCATION TRANSFORMATIONS AND YOUTH EMPOWERMENT 10

In the ever-evolving landscape of global education, certain individuals stand out as visionaries, tirelessly working to shape the trajectory of learning for the mid-21st century. Marine Hadengue, the Executive Director of the Higher Education for Good Foundation (HE4G), is undeniably one such luminary at the forefront of transformative educational initiatives.

At the helm of HE4G, a Swiss-based not-for-profit organization committed to revolutionizing curricula to align with the demands of the future, Marine spearheads the groundbreaking Youth Talks initiative. This unprecedented global youth consultation employs open-ended questions to engage young minds worldwide, leveraging advanced AI tools to analyze their responses. As a professor at SKEMA Business School, Marine’s expertise spans responsible management education, innovation, and social entrepreneurship, reflecting her multidisciplinary approach to the evolving educational paradigm.

An engineer by training, Marine’s academic journey includes a Ph.D. from Polytechnique Montreal, a master’s degree in political science from the University of Montreal, and postdoctoral studies at Polytechnique Paris. Beyond academia, she extends her influence as a member of the International Advisory Board of the Peter Drucker Society and serves as the CEO of the Arbour Foundation, a Canadian philanthropic organization dedicated to enhancing access to higher education.

In an exclusive conversation with Higher Education Digest, Marine Hadengue delves into the ongoing global shifts in education, offering insights into its future trajectory. Furthermore, she sheds light on the collaborative efforts between Youth Talks and the UN-supported initiative, Principles for Responsible Management Education (PRME). The following excerpts from this enlightening dialogue encapsulate the essence of Marine’s perspectives on the dynamic landscape of education and the objectives that drive her impactful collaborations.

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COVER STORY 11

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Key figures - Youth Talks - Q9 North America

How have student expectations of the education system evolved in light of the ongoing global changes? Can you elaborate on any specific insights from the data that highlight students’ views on the integration of learning between formal education and life experiences?

In the course of the global Youth Talks consultation, which engaged young people aged 15-29 from

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diverse backgrounds to share their perspectives on critical issues, we were particularly struck by their responses on education. These responses revealed unexpected and profound insights into how young people view the evolution of education amidst ongoing global changes. Their expectations and aspirations, articulated with remarkable clarity and maturity, shed light not only on their immediate concerns but also

Student expectations of the education system have evolved in light of ongoing global changes, with a growing emphasis on common values as well as practical life skills

on their long-term vision for a more integrated and responsive educational system. These insights have been instrumental in enhancing our understanding of youth aspirations and in considering educational approaches that are more aligned with their needs and expectations.

Student expectations of the education system have evolved in light of ongoing global changes, with a growing emphasis on common values as well as practical life skills. The data reveals that young Americans prioritize learning common values at school (20%) and in life (45%), suggesting a desire for a more ethical and value-based education system.

This shift in priorities indicates that students are seeking an integration of learning between formal education and life experiences. They recognize the importance of not only acquiring traditional academic knowledge but also developing interpersonal skills, empathy, respect, and open-mindedness, which are essential for navigating today’s complex world.

Moreover, young Americans express a strong interest in incorporating environmental protection topics and practical life skills, such as money management and understanding tax systems, into their education. This reflects a growing awareness of the need to address pressing global issues and develop practical skills necessary for everyday life.

The evolving expectations of young Americans indicate a profound shift driven by the transformative changes of our digital era. With the advent of the internet and revolutionary tools like ChatGPT, the landscape of knowledge acquisition and dissemination has been radically altered. This era, characterized by immediate access to information and, nowadays, sometimes to knowledge itself, necessitates a redefinition of the educator’s role. Teachers are no longer just conveyors of knowledge; they must become facilitators who guide young minds through our

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complex world, fostering critical thinking and adaptability. The transition from being a ‘sage on the stage’ to a ‘guide on the side’ encapsulates this essential transformation. Educators must urgently embrace this shift to maintain student engagement and relevance in the classroom.

This new paradigm seeks to prepare students not just for academic success, but to navigate the challenges and opportunities of a rapidly evolving global landscape as informed, adaptable, and conscientious global citizens.

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The data suggests a blurring of lines between learning “at school” and “in life.” What implications might this have for the future of education?

The blurring of lines between learning “at school” and “in life” has significant implications for the future of education. This shift in perspective highlights the need for educational institutions to

adapt and evolve in order to meet the changing expectations and priorities of students.

Holistic approach to education: As students seek a more integrated learning experience, schools and educators must adopt a holistic approach to education that combines traditional academic subjects with values, virtues, and practical life skills. This approach would foster well-rounded individuals who are not only knowledgeable but also emotionally intelligent, empathetic, and adaptable.

Collaboration between educational institutions and communities: The integration of learning between formal education and life experiences calls for stronger collaboration between educational institutions and communities. Schools can partner with local organizations, businesses, and experts to

The role of educators must also evolve.

Current technologies, notably generative AI and unlimited access to knowledge, should lead us to reconsider our approach to teaching

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provide students with real-world experiences and opportunities to apply their knowledge and skills in practical settings.

Leveraging technology: The future of education will likely see an increased use of technology to facilitate the integration of learning between formal education and life experiences.

Online platforms, digital resources, and virtual learning environments can help bridge the gap between classroom learning and real-world applications, making education more accessible, engaging, and relevant to students’ lives.

How can educational institutions adapt to this perceived shift in students’ perceptions of learning environments?

In addition to what has been said previously, it will be a long-lasting effort to give a clear and comprehensive picture of how educational institutions can adapt to these shifting perspectives. The goal of The Higher Education for Good Foundation (HE4G), the creator of the Youth Talks consultation is to develop a method that educational institutions will be able to use to transform their content and reconcile the vision we bring to the table with the Youth Talks

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Marine Hadengue at the PRME Global Forum in June 2023, on stage with Mette Morsing, Head of PRME and Anoushka Sinah, Y (1)

Our complementary expertise in sustainable development and program redesign will allow us to offer higher education institutions a comprehensive approach to help them meet the transformative needs of their curricula regarding sustainable development

consultation and other initiatives with their educational expertise.

The first thing I’d like to say is that to remain relevant and create leaders of tomorrow by giving young people both what they want and what they need, higher education institutions

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must adopt a more holistic approach to education. The class content they offer and the methods they use to teach must be imbued with the challenges of the 21st century and the expectations of young people, such as the topics seen in the consultation, like the demand to

relearn common values. To better reflect young people’s aspirations, educational content can no longer just be additional modules within programs but rather the guiding principle of the programs.

The role of educators must also evolve.

Current technologies, notably generative AI and unlimited access to knowledge, should lead us to reconsider our approach to teaching.

Today’s professor is no longer just a teacher but rather a guide, a companion who helps students navigate knowledge, use it wisely, and develop critical thinking.

Could you share the objectives behind the collaboration between Youth Talks and the UN-supported initiative PRME? We are extremely excited about collaborating with Principles for Responsible Management Education (PRME). This internationally renowned organization and our Foundation plan to work closely together to build a more sustainable and responsible vision of education.

Our areas of focus and activities complement each other perfectly. While PRME aims to promote sustainability within classrooms by engaging business and management schools to equip future leaders with the necessary skills to balance economic, environmental, and social goals in line with the United Nations Sustainable Development Goals (SDGs), our objective at the HE4G Foundation is to provide our partners, mainly universities and schools, with the resources needed to evolve their entire educational programs while fostering a “glocal” approach tailored to the specific context of each institution. These resources are aligned with PRME’s goal of promoting sustainability in classrooms and addressing

the demands and expectations of young people gathered during the Youth Talks.

First, this collaboration will focus on research activities aimed at analyzing the data derived from Youth Talks, which will be used to meet the missions of both organizations regarding the transformation of education. PRME will also play a central role in defining the scope and questions for future editions of the Youth Talks consultation. Additionally, we are partnering to promote the voices of young people and expand the influence and impact potential of Youth Talks within international organizations, educational institutions, and among young people. Our aim is to encourage even greater participation of young individuals in the upcoming editions of the Youth Talks and ensure that numerous decision-makers around the world hear their voices.

In what ways does this partnership contribute to addressing the changing landscape of education on a global scale?

Our complementary expertise in sustainable development and program redesign will allow us to offer higher education institutions a comprehensive approach to help them meet the transformative needs of their curricula regarding sustainable development. This collaboration provides tools, resources, and support to institutions for their transformation. Through Youth Talks and the PRME collaboration, higher education institutions could benefit from invaluable insights into the worldwide’s youth aspirations and tools to adjust to current global challenges, including social, economic, and ecological issues as well as to address the necessity of enhancing the relevance of traditional educational structures in the emerging landscape of micro-credentials, digital learning,

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open access academic content, and continuous lifelong skill development.

With institutions planning for the 20242025 school year, how crucial is the strategic use of remaining COVID-19 relief funding for shaping the future of education?

The results of the Youth Talks consultation reveal strikingly that young people worldwide, almost unanimously, are asking higher education institutions to refocus learning on common values, thereby fostering harmonious coexistence.

This doesn’t imply that traditional fundamental disciplines have lost their importance, but the urgency to “rebuild society” seems to be the current priority for young people.

Three reasons underlie this shift in expectations from the youth: firstly, it appears that traditional places for learning human values such as family, community, and religion no longer fulfill their roles, leaving the youth feeling disoriented. Secondly, the rise of social networks has created new frames of reference for young people without addressing their need for belonging and establishing a shared framework of values. These networks even tend

to increase feelings of isolation among young people. Lastly, the impact of COVID-19 cannot be underestimated, significantly contributing to feelings of isolation and confusion regarding belonging to a group or community.

Although numerous funds were unlocked post-COVID-19 to support young people, especially for mental health initiatives, the link between education and isolation has been rarely addressed. However, the closure of institutions, the halt of social activities in the school setting, and remote learning have deeply affected the youth. The presently available funds could address this blind spot, particularly by supporting the restructuring of educational programs to better meet youth expectations, especially concerning the relearning of human values.

Are there specific areas where these funds could have a lasting impact on the student experience?

When we talk about restructuring higher education programs, we aim to transform the core essence of education by incorporating humanistic principles, where learning values become an integral part. It’s not just a matter of

The results of the Youth Talks consultation reveal strikingly that young people worldwide, almost unanimously, are asking higher education institutions to refocus learning on common values, thereby fostering harmonious coexistence

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The Club of Rome, like the HE4G Foundation and PRME, is committed to transforming our current system to create sustainable futures

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introducing modules on this topic; rather, it’s about making these values the central guiding force behind all teaching methods and content. It goes beyond simply imparting soft skills for a better resume; it’s a profound overhaul of education to adopt a more humanistic approach that nurtures personal growth, upholds human dignity, and promotes collective wellbeing. The education of the future must resonate with the ideals of humanistic management.

The crises we’re currently experiencing demand a fundamental reconsideration of how we structure ourselves—be it at the global political, societal, economic, or organizational level. The dominance of the economic system and the prevailing obstacles impede our approach to organization, thinking, and conducting business. Humanistic management is a contemporary theory that advocates for more effective organization by embedding the practice of human dignity and well-being into essential management systems.

Adopting a humanistic and holistic approach to education will be crucial in shaping a more sustainable future by equipping young people with the tools required to tackle the challenges of their era.

Could you shed light on how the collaboration with the Club of Rome aligns with the broader goals of Youth Talks and PRME? The Club of Rome, like the HE4G Foundation and PRME, is committed to transforming our current system to create sustainable futures. Our partnership will focus on in-depth analysis of Youth Talks data.

We plan to co-write policy briefs based on this data, offering concrete recommendations to international decision-makers to initiate societal transformation, with a particular emphasis on education. Our goal is to learn from the aspirations and expectations of young people in order to define actionable paths that

global leaders can implement. We aim to create new societal models that reflect the desires and expectations of the youth while keeping the wisdom and experience of experts and older generations integral to the process. This approach is not about discarding the insights of those with more experience, but rather about finding a harmonious balance where the voices of young people are given due consideration. By doing so, we ensure a diverse range of perspectives that enriches our societal evolution, honoring both

the innovative spirit of youth and the invaluable legacy of experience.

Leveraging the international expertise of the Club of Rome, we aim to amplify the impact of Youth Talks and ensure that the voices of youth are heard at the highest levels of decisionmaking. This partnership aligns seamlessly with the continuity of the collaboration between the HE4G Foundation and PRME. It complements an initial ambition by contributing to research and the creation of actionable proposals for

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Marine Hadengue, CEO of the Higher Education For Good Foundation and director of Youth Talks, and her teams in a planning meeting for the foundation’s upcoming consultation and debate on ‘AI and Education, Youth Perceptions,’ scheduled for February 2024.

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international decision-makers. By involving these three entities, our initiatives provide us with the opportunity to adopt a holistic approach to issues, addressing both the complex global concerns advocated by the Club of Rome, the management of education, the achievement of the United Nations’ Sustainable Development Goals, and fostering a holistic and humanistic vision of education. All of this is informed by the data from Youth Talks. Thus, with the integration of the Club of Rome, we advance our thinking by incorporating education into a comprehensive approach to transformation, considering all the necessary dimensions for change.

In what ways does this collaboration contribute to a more sustainable and responsible approach to education?

The expertise of the Club of Rome complements that of the HE4G Foundation and PRME. Thanks to the work carried out by the Club of Rome and its international reputation, we have the opportunity to disseminate our findings and share

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the perspectives of young people with decisionmakers, particularly electeds. By influencing policymakers who have the ability to transform our institutional models and enact laws that promote change, we can rally more organizations around our vision to transform higher education and embed sustainability at the core of teaching.

To achieve our goals and garner the support of as many institutions as possible by implementing the changes we advocate for, it is essential to persuade politicians to act now. Some institutions, like Youth Talks partners, are already convinced and ready to follow us, but others will require clear guidance, potentially in the form of laws, to make changes. This is why it is crucial to inform and persuade electeds, ensuring that the laws and decisions they make align with the insights from Youth Talks and the direction we advocate for. This will ensure that we effectively guide our education and societal models towards more sustainable futures, guaranteeing collective well-being.

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Higher Education Digest January 2024

MENTOR’S MANTRA

Designing Processes that Bridge the Divide Between Individuals & their Organizations Dr. Anna Tavis, Department Chair, Human Capital Management, New York University, Global Educator, Research, Author, & Coach

Dr. Anna Tavis is Clinical Professor and Chair of the Human Capital Management Department at NYU’s School of Professional Studies. As Department Chair, she leads three MS degree programs in the Human Capital Management Portfolio: Human Capital Management; Human Capital Analytics and Technology and Executive Coaching and Organizational Consulting.

Additionally, Dr. Tavis manages five HCM certificate programs. She is the co-author of Humans at Work. The art and practice of creating the hybrid workplace. (Kogan Page, 2022). Her upcoming book, The Digital Coaching Revolution (Kogan Page, 2024) is scheduled for launch in the spring 2024.

Recently, in an exclusive interview with Higher Education Digest, Dr. Tavis shared her professional journey, current roles and responsibilities at NYU, the impact of generative AI models including ChatGPT on the workforce, pearls of wisdom, and much more. The following excerpts are taken from the interview.

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Generative AI models including ChatGPT are already reshaping the workforce in a few profound ways

25 Dr. Tavis, please tell us about your professional background and areas of interest.

Throughout my professional career, I’ve been deeply engaged in examining the interactions and dynamics of individuals and teams within organizational settings. My primary interest has always been in understanding how individuals operate within work environments, taking into account the myriad factors that shape their behavior, interactions, and overall well-being.

The rapid evolution of technology and its transformative effect on the workplace has been a significant area of focus for me. At every juncture of my career, I have aimed to design processes that bridge the divide between individuals and the organizations they are a part of.

Brief us about your roles and responsibilities as Department Chair, Human Capital Management at New York University.

In my role as the Department Chair, Human Capital Management at New York University, I oversee a diverse portfolio of responsibilities.

This spans from leading departmental strategies that stay ahead of the ever-evolving field of Human Resources Management to adapting real-world needs into our academic programs. I am privileged to lead a team of world class faculty who not only teach cutting edge curricula, but also mentor and guide our students. Most of our graduates make a significant impact in the world of work. Equally vital to my role is remaining at the forefront

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of workplace innovation. This involves research, industry conferences, and sharing insights on the future of work. Throughout all these commitments, we remain committed to diversity, inclusion and the highest ethical standards of our profession.

How do you try to bring in a practical approach towards the subjects and make them industry-oriented?

At the heart of NYU’s HCM program lies our distinctive people and culture. Both our students and faculty are deeply invested in applied and experiential learning. This commitment to practical engagement isn’t

just an attribute -- it is our signature strength, setting us apart from other academic institutions. The current dynamic of the workplace and its inherent challenges is the starting point for us and our collaboration with industry is not an afterthought – it is integral to everything we do. The examples include Internship and field visits allowing students to gain first hand experiences in real HR settings Capstone projects requiring students to work on corporate partners’ projects and apply their knowledge to real life projects.

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It is critical to prioritize our physical and mental health; only then can we navigate and adapt to the increasing pressures brought about by the relentless pace of technological and societal change

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Guest speakers. NYU doors are open to industry leaders, HR practitioners and alumni.

Staying current with technology. We equip our students not only with the theoretical knowledge of the latest technology trends but also with the latest tools as they are being introduced in the workplace.

Focus on “Human Skills.” In our curriculum, we emphasize communication, negotiation, and other “soft” skills, as they are vital for success in organizations, especially for HR leaders.

We transform our classrooms into hubs of innovation, not mere venues for transmitting established knowledge. We emphasize critical thinking, evaluating opportunities and challenges, and cultivating problem-solving skills. This approach provides our students with a solid foundation, preparing them to succeed even in the most demanding work scenarios.

You co-authored the book, “Humans at Work: The Art and Practice of Creating the Hybrid Workplace”. Can you please share the major takeaways from this book?

Our book, Humans at Work (Kogan Page, 2022) examines the pivotal role of humancentric practices in today’s constantly evolving workplace. At its core, the book emphasizes the shift towards a more humanoriented work environments amidst multiple changes involving digitization of tasks, emerging workplace designs, and diverse makeup of today’s workforces, all converging to redefine traditional workplace norms.

Together, these trends are shaping a new era of distributed and digitally enabled network of workers where the work comes to workers instead of the workers going to work.

What causes burnout in professionals and how does it differ from other challenges and obstacles at work?

Worker burnout is a multifaceted challenge, stemming from both external and internal factors. Externally, the triggers are often more straightforward to identify and address. They include extended work hours, relentless travel, lengthy commutes, multitasking, and sleep deprivation. Further complicating this issue is the rise of “workism” – a social shift where work isn’t merely a means to support oneself. It becomes the central pillar of one’s identity, often sidelining family, friends, social engagements, and leisure activities.

On the other hand, the intrinsic factors revolve around the essence of work and the core human motivators: autonomy, mastery and purpose. Extended burnout frequently arises from feelings of lost autonomy (such as mandates to return to the office), stagnation in professional growth, and a missing sense of purpose in one’s role.

To solve the epidemic of burnout at work, one must address those two sets of issues together.

What will be the impact of ChatGPT and other forms of generative AI on the workforce?

Generative AI models including ChatGPT are already reshaping the workforce in a few profound ways. Their integration offers both challenges and opportunities for

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organizations and societies at large. To name just a few specific shifts whose impact needs to be addressed.

Automation of routine tasks and replacement of routine jobs is already reducing demand for certain types of jobs including data entry, customer support and other such roles. More complex tasks are also undergoing automation.

Enhanced productivity. For knowledge workers, these AI tools can aid in research, draft content, provide data analysis, thus enhancing their productivity with an idea that every job will eventually have a “co-pilot” to assist with the routine tasks.

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Creation of new roles. Historically speaking, the introduction of new technology will lead to the emergence of new types of roles. For AI itself, one can expect roles related to AI training, “prompting”, maintenance and ethics and many more.

Continuous learning. To remain relevant and “employable,” one needs to continue to learn new skills. The workplace culture needs to be the culture of lifelong learning.

Improved Decision Making. Generative AI can assist in data analysis, forecasting, and provide better insights for decision makers.

Ethical and Privacy considerations.

Concerns related to data privacy, surveillance, intellectual property rights are front and center when the latest AI tools are being integrated into the workplace. New roles will be created

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to oversee the ethical implementation of these tools.

Increased Personalization. AI will be used to create more personalized experiences for consumers leading to potentially higher engagement and demands for more personalized services.

This list is by no means exhaustive.

Proactive strategies, continuous learning, and a focus on ethical applications will be essential for successful AI integration.

What do you think the world of work will look like in 10 years?

Given the fast pace of innovations in all aspects of our professional lives, it is truly hard to offer precise predictions. Nonetheless, beyond technological advancements, I foresee an enhanced emphasis on well-being and health. It is critical to prioritize our physical and mental health; only then can we navigate and adapt to the increasing pressures brought about by the relentless pace of technological and societal change.

What valuable advice would you like to the students for them to have a prosperous career ahead?

To the HR students, I would advise to stay current with the trends of the time. Our profession is as much about understanding people as it is about creating the right organizational conditions for them to flourish. Keeping the balance between our personal and professional lives backed by continuous learning and ethical principles can pave the way for a rewarding HR career. I am convinced that HR will continue to grow in the importance of its mission in the age of AI.

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MOST VISIONARY

EDUCATION LEADER 2024

Tarun Khullar

President and CEO, Pacific Link College

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On A Mission to Establish A Global Center of Excellence

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arun Khullar is the driving force behind Pacific Link College (PLC) and a dedicated advocate for global education. As the President and CEO of PLC, Khullar’s journey is a fascinating blend of personal passion and a deep commitment to empowering students. “I came to Canada as an international student. After completing my degree in Computer Science and International Business, my path took a turn and led me into a life that was dedicated to helping other international students succeed in Canada,” shares Khullar.

Khullar’s commitment to student success has remained steadfast throughout the years, and he aims to ensure students

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Khullar envisions a PLC that spans over 100 countries by 2025, providing students with a diverse and enriching educational experience

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Tarun Khullar President and CEO, Pacific Link College

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have every opportunity to succeed. Under Khullar’s leadership, PLC has become a global community where the vision is to equip students with skills that make them stand out in their workplaces. Founded in 2011, PLC has grown from language instruction to career-centered campuses, with students from over 73 countries.

Khullar envisions a PLC that spans over 100 countries by 2025, providing students with a diverse and enriching educational experience.

“Success is not confined by borders; it’s a journey we take together,” he affirms. At the

Higher Education Digest January 2024

The integration of industry standards and best practices ensures that PLC graduates not only possess theoretical knowledge but also practical skills that set them apart in the competitive job market

33 core of PLC’s philosophy is the idea of giving back. “We want to make a positive impact on our students’ home countries,” adds Khullar. A portion of student’s tuition goes towards supporting underdeveloped communities through medical supplies, care packages, and scholarships.

Embracing Global Partnerships PLC has fostered meaningful partnerships with renowned institutions. One of the significant collaborations is with the American Hotel & Lodging Educational Institute (AHLEI). Khullar says, “Our collaborations are a reflection of our commitment to offering students not just education but an immersive learning journey that aligns with global industry standards.”

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At PLC, the commitment to excellence extends beyond the conventional, particularly in its unique specializations of digital media, hospitality, and business programs

These partnerships, including the one with AHLEI, play a pivotal role in elevating the quality and relevance of PLC’s programs. Khullar explains, “When we bring in the expertise of institutions like AHLEI, we’re not just adding certifications to our curriculum; we’re enriching the entire educational experience.” The integration of industry standards and best practices ensures that PLC graduates not only possess theoretical knowledge but also practical skills that set them apart in the competitive job market.

Beyond the classroom, these collaborations offer students invaluable real-world exposure and networking opportunities. “Internships, industry connections, and exposure to real-world practices are integral parts of our students’ journeys,” Khullar remarks. The partnerships extend far beyond academic boundaries, providing a bridge between education and industry expectations. This holistic approach is a cornerstone of PLC’s philosophy, ensuring that students graduate not only with a degree but with a skill set that resonates globally.

Furthermore, these collaborations contribute significantly to PLC’s credibility and reputation within the industry. “Our partnerships speak volumes about the quality of education we offer.

They are endorsements from esteemed institutions that recognize the value we bring to the table,” notes Khullar. As PLC continues to attract talent and industry recognition, these collaborations underscore the institution’s commitment to preparing students for a globally competitive landscape.

Nurturing Excellence in Specialized Programs At PLC, the commitment to excellence extends beyond the conventional, particularly in its unique specializations of digital media, hospitality, and business programs. Under the visionary leadership

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PLC actively champions cultural awareness through a myriad of initiatives, including cultural events, workshops, and guest lectures

of Khullar, these programs have not only evolved but have flourished into dynamic educational experiences tailored to meet the demands of the ever-changing professional landscape.

The digital media program at PLC stands as a testament to the institution’s dedication

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to preparing students for the visual age. “Our goal is to train students to make a visual impact in the companies they work at,” notes Khullar.

The program offers comprehensive training in various aspects of digital media, from graphic design to multimedia storytelling. In line

37 with the rapidly evolving digital landscape, PLC consistently updates its curriculum to incorporate the latest industry trends, technologies, and tools. Khullar emphasizes, “In the digital world, staying relevant means staying ahead. Our students are equipped not just with knowledge but with the ability to navigate the dynamic field of digital media.”

In the hospitality program, PLC takes a holistic approach to education, aiming to provide students with a well-rounded understanding of the industry. “Hospitality is not just about service; it’s about creating memorable experiences,” affirms Khullar.

Under his leadership, the program has undergone significant enhancements, with a focus on experiential learning opportunities.

Collaborations with industry partners bring realworld scenarios into the classroom, ensuring that students are well-prepared for the dynamic and competitive hospitality sector.

PLC’s business programs, under Khullar’s guidance, are designed to foster a deep understanding of entrepreneurial business.

“We believe in not just teaching business but nurturing business leaders,” states Khullar.

Through strategic initiatives and collaborations with industry leaders, the business programs at PLC have expanded networking opportunities, guest lectures, and practical experiences for students. The emphasis is on providing a comprehensive education that goes beyond textbooks, preparing students to navigate the complexities of the business world. Khullar

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reaffirms, “Our commitment is to offer a dynamic and relevant education that equips students with the skills and knowledge needed to excel in their chosen fields.”

Nurturing Diversity and Inclusion PLC stands as a welcoming haven for students from diverse backgrounds, embracing the ethos of inclusivity at every turn. At the heart of PLC’s approach to inclusivity is a curriculum that mirrors the richness of the world’s perspectives and experiences. “Our programs are intentionally designed to reflect a broad range of voices and ideas,” Khullar emphasizes. This intentional design ensures that students encounter a diverse array of viewpoints throughout their studies, preparing them for a globalized and interconnected world.

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PLC actively champions cultural awareness through a myriad of initiatives, including cultural events, workshops, and guest lectures.

These endeavors serve as windows into the diverse tapestry of the global community at PLC. “Cultural exchange is not just a concept; it’s a living reality at our college,” says Khullar.

These initiatives celebrate the richness of various cultures, fostering an environment where students not only coexist but thrive through mutual understanding.

Recognizing the uniqueness of each student, PLC has established dedicated support services tailored to address individual needs. From academic challenges to cultural and personal hurdles, the college believes in creating an environment where every student feels valued and supported. “Our commitment is not just to

At PLC, the commitment to providing a transformative education extends to ensuring that students with varying abilities can acquire career skills quickly and effectively

academic success but to the holistic well-being of our students,” notes Khullar. This support system ensures that every student, regardless of background, has the resources and assistance needed to thrive.

PLC goes beyond the traditional classroom setting, organizing and encouraging participation in events that celebrate the rich tapestry of cultures, traditions, and backgrounds within the student body. “Unity in diversity is not just a phrase for us; it’s a lived experience,” Khullar states. These events serve as platforms for cross-cultural exchange, creating a sense of unity and community among the diverse student body.

Inclusivity is not confined to the academic realm alone; it extends to the physical spaces students inhabit. PLC strives to maintain accessible and inclusive facilities that accommodate the diverse

needs of its students. From accessible entrances to inclusive seating arrangements, the college ensures that every student feels welcome and accommodated.

Empowering Every Student for Success At PLC, the commitment to providing a transformative education extends to ensuring that students with varying abilities can acquire career skills quickly and effectively.

Recognizing the diversity in learning styles and abilities, PLC has invested in adaptive learning resources. These resources, including online materials, multimedia content, and interactive tools, cater to different learning preferences and abilities. “We believe in providing a learning environment that adapts to the unique strengths of each student,” Khullar states.

This commitment ensures that every student,

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Graduates of PLC now hold senior roles in Canadian companies and venture into entrepreneurship, embodying the mission to nurture leaders who make a difference globally

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regardless of their abilities, can access and engage with educational content effectively.

PLC takes pride in offering accessibility services to accommodate the unique needs of students with varying abilities. These services encompass providing alternative formats for instructional materials, assistive technologies, and other accommodations to ensure an equitable educational experience. “Accessibility is not just a feature; it’s a fundamental aspect of our educational philosophy,” notes Khullar. This commitment underscores PLC’s dedication to creating an inclusive environment where every student can thrive.

Understanding the individual strengths and challenges of each student, PLC provides individualized support services. These services include one-on-one tutoring, English programs, and personalized academic advising. Khullar emphasizes, “Our goal is not just academic success but the personal growth of every student.” The individualized support ensures that students with varying abilities receive tailored assistance to overcome challenges and excel in their studies.

PLC recognizes that flexibility is key to accommodating the diverse needs of its student body. The institution has implemented flexible learning options, such as online courses, parttime programs, and alternative scheduling. This flexibility allows students to progress through their studies at a pace that suits their abilities and circumstances. “Flexibility is the cornerstone of accessibility,” affirms Khullar, emphasizing PLC’s commitment to adapting to the needs of every student.

To ensure the relevance of career skills, PLC actively collaborates with industry partners.

This collaboration allows the institution to stay informed about the evolving skills and competencies required in various career fields.

Khullar notes, “By staying connected with industry trends, we can tailor our programs to ensure that every student, regardless of their abilities, is equipped with the relevant and upto-date skills demanded by the workforce.”

Pinnacle of Success and Global Impact When we look back at Tarun Khullar’s time as President and CEO of Pacific Link College (PLC), it’s clear that his leadership was marked by significant achievements and milestones

that have shaped the institution’s journey toward global excellence. One of the standout accomplishments during his tenure was the establishment of the Global Philanthropy Outreach program, which reaches across 100 countries and touches the lives of those in orphanages. This initiative reflects PLC’s commitment to social responsibility, extending its impact beyond borders and instilling a sense of global citizenship in its students.

PLC’s diverse student body has produced many success stories, which are a testament to the institution’s transformative education and career preparation. Graduates of PLC now hold senior roles in Canadian companies and venture into entrepreneurship, embodying the mission to nurture leaders who make a difference globally. PLC actively contributes to this development by training students to engage in global conferences, networking internationally, and participating in the Global Outreach program, fostering their growth as impactful leaders on the world stage.

PLC has grown into a global educational hub from its humble beginnings and hosts over 1000 students annually from more than 70 countries. This growth underscores the institution’s commitment to providing a diverse and enriching educational experience.

As Tarun Khullar looks towards the future, his aspirations for PLC are grounded in a continued dedication to excellence, innovation, and social responsibility. The ongoing narrative of PLC is one of continuous growth and impact, inviting readers to join in this journey of education, innovation, and positive global influence.

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INDUSTRY PERSPECTIVE

Coaching Benefits Everyone If You Find the Right Coach

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Tania Rhodes-Taylor, CEO, Otus Advisory

his may be a bold statement, but every leader would benefit from the support of a coach from time to time. Leadership, whilst fulfilling, is demanding and often lonely.

Countless surveys have demonstrated that what we expect from our leaders has changed and evolved in recent times and in addition to the technical skills necessary to manage an enterprise they are also expected to demonstrate a broad range of personal characteristics including, but not restricted

to, being an effective communicator, demonstrating an understanding of their own strengths and weaknesses, being open to giving and receiving feedback and the ability to be innovative, creative, and effective problem solvers. We want them to be open, but only within accepted boundaries because we also need them to shield us from their vulnerabilities, fears, and insecurities. They have to have one eye on the present and another on the future, to be adaptable at the moment with the ability to respond appropriately and

In a context of diminishing resources, evolving external expectations, and a career to date that is less likely to have prepared individuals for the demands of leading a multi-million-dollar enterprise it’s no wonder university leaders can benefit from a little external support

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Tania is a senior higher education leader with an established reputation for the delivery of strategic and innovative solutions. Her career has spanned all sectors and four continents, with the last fifteen years enjoyed in universities. Her most recent role in a university was in Australia where she spent five years as the Vice Principal of External Relations at the University of Sydney. She is a trained consultant, facilitator, and a qualified and accredited coach. In 2022 she established Otus Advisory, a higher education and coaching practice, in order to build on a long-held ambition to share her experience and expertise more widely across the sector. As a first-in family and mature graduate Tania is passionate about the transformative power of education and the role Universities play more broadly in building better societies through research and teaching.

Tania sits on various boards including the UK Advisory Board for Auticon, THE Advisory Board, and the Bow Arts Trust.

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Coaching supports leaders to better understand their own values, feelings, preferences, and behaviors and how these impact others and helps leaders identify a broader range of options and approaches

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swiftly to any circumstance or crisis, but also visionary in outlook developing strategies and ways to capitalize on them.

Universities add a whole different level of complexity. Our institutions are often messy and complicated organizations that strive to deliver for the public good, but are structured around collegiate, but also competitive communities and are expected to be run with business-like efficiency. In a context of diminishing resources, evolving external expectations, and a career to date that is less

Higher Education Digest January 2024

likely to have prepared individuals for the demands of leading a multi-million-dollar enterprise it’s no wonder university leaders can benefit from a little external support.

So how does coaching help you become a better leader? It’s no coincidence that as our expectations have grown and our leaders demonstrate these capabilities and behaviors, executive coaching, with its personalized approach, has evolved as a means of supporting leaders to develop these very personal attributes. The personalized

approach of coaching has been described as one of its major benefits; it facilitates an individualized approach to specific areas of development and targeted support, including a range of techniques, methodologies, and models which can consequently lead to a more significant and sustained growth.

A coach who has built rapport with a coachee and is trusted with confidential information provides a safe environment in which a coachee allows themselves to be vulnerable and perhaps more compassionate.

Being kinder to themselves as they work through problems can have positive benefits for a leader’s performance, resilience, and well-being.

Coaching supports leaders to better understand their own values, feelings, preferences, and behaviors and how these impact others and helps leaders identify a broader range of options and approaches.

Seeking feedback in both formal and informal ways is common practice but knowing what to do with the feedback and how to use it to improve performance is sometimes less obvious. A coach can help a leader understand and interpret what is being said and identify what needs to change and, perhaps more importantly, the impact of making and not making that change.

By combining techniques like active reflective listening, powerful questioning, Clean Language (Tompkins, Lawley 2007) and challenge with models and methodologies coaches help their coachees gain new perspectives and identify ways to progress.

Sometimes all that is needed is a Thinking Partner, but I’ve also worked with leaders to

identify more effective approaches that not only benefit the broader enterprise but also align with their own values.

It has to be acknowledged however that challenge can be crucial for truly transformative coaching. My own experience in universities has taught me that senior leaders are less likely to face regular challenges and coaches can play a vital role as critical friends and an “outsourced supplier of candor” (Berglas 2002). Challenge delivered in a non-judgemental way will help leaders move beyond their own biases and form new insights.

If you’re thinking of recruiting a coach to support your professional and personal development what should be looking for?

There are some hygiene factors that you may want to consider; do they have a relevant qualification, are they accredited and are they able to talk you through their approach?

Have you met with them and developed a clear, written, understanding of what you are looking to achieve through coaching? Have you been given the opportunity to co-create that coaching contract and are the rules of engagement clear and understood?

You might also want to check that they’ve got the relevant insurance – a small thing but it is an indication of professionalism.

Other less tangible things you may wish to consider are things like their ability to establish and hold space for you as a coachee.

Coaching presence is created through a combination of rapport, trust, empathy, and active reflective listening. It occurs when a coachee is confident that the coach’s attention rests solely on them, and this creates a quiet

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A coach’s ability to demonstrate empathy is essential for maintaining rapport and trust, and ensuring the coachee feels heard, but it needs to be appropriate empathy

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space where they are able to put aside the distractions of the day-to-day and bring some focus and clarity to their thinking. A quiet place isn’t always a space without sounds, for some clients talking out loud is how they achieve understanding, and a ‘quiet space’ can be full of noise.

A coach’s ability to demonstrate empathy is essential for maintaining rapport and trust, and ensuring the coachee feels heard, but it needs to be appropriate empathy.

Scott has written about ‘ruinous empathy’ as an approach that avoids the discomfort of challenge and while coaches think they are being kind they are in fact failing to be supportive by leaving issues unaddressed.

Coaching and being coached is not always a comfortable experience and sometimes a coach’s role is to support the clients to sit with and work through discomfort to gain insights. It is the coachee, not the coach, who is the owner of the coaching experience, and a coach should align their approach to the client and adapt as necessary.

Ultimately coaching will only work if both parties are invested in both the process and outcomes and are able to work together within defined boundaries. Occasionally it can be an intense, sometimes challenging experience but a successful coaching relationship can be transformative not only for the coachee but for the coach also. For me as a coach, this is one of the most satisfying aspects of my career to date. I feel privileged to have had the opportunity to share space with, and support, some amazingly talented individuals on their own development journeys and to learn from them along the way.

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INDUSTRY PERSPECTIVE

Let’s Be Smart About Artificial Intelligence This School Year 48

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Brian Stewart, President, BWS Education Consulting, Inc.

alk to any high school humanities teacher about the upcoming year, and one concern dominates— how can I be sure my students are not using artificial intelligence to cheat or gain an unfair advantage over their classmates? This school year is the first one that will be fully accompanied by the widespread availability of ChatGPT and other generative artificial intelligence technologies.

In the same way that the availability of the calculator transformed math instruction,

generative AI has transformed humanities instruction—for example, producing a final product is not necessarily sufficient to demonstrate understanding of the intellectual process. How can high schools ensure that the potential benefits of AI are made available to their students while minimizing student temptation to use AI to avoid rigorous work?

1. Make AI expectations clear.

Colleges are at the forefront of giving schoolwide recommendations for the use of AI

Without guidance from teachers about the expectations and consequences of improper use of AI for assignment help, secondary school students may take the easy way out, leaving them unprepared for higher education

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Brian W. Stewart M.Ed. is the founder and president of BWS Education Consulting, Inc. and is a nationally recognized test preparation expert, having over 30,000 hours of direct instructional experience with a wide variety of learners from all over the world. He is the author of several best-selling Barron’s books on test preparation and is the author of Barron’s Digital SAT Study Guide Premium, 2024 (Barron’s Educational Services (August 1, 2023).

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Given the increasing availability of AI-enhanced customized homework, student complaints about “busy work” should be a thing of the past

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in the classroom. For example, Stanford University states, “Absent a clear statement from a course instructor, use of or consultation with generative AI shall be treated analogously to assistance from another person.” Perhaps more importantly, colleges often have robust honor codes that outline serious consequences for plagiarism, including everything from automatic course failure to possible dismissal from school. Many secondary schools are not as clear about their AI policy.

Also, the consequences for cheating in high school are typically less severe than those in college— students may receive a zero on an assignment or a detention. Without guidance from teachers about the expectations and consequences of improper use of AI for assignment help, secondary school students may take the easy way out, leaving them unprepared for higher education.

2. Utilize adaptive testing.

Many teachers are responding to the possibility of AI-assisted cheating by shifting to in-class handwritten assessments. While this approach will undoubtedly curtail academic dishonesty, it requires that a large portion of class time be devoted to testing. Moreover, for schools with chronically absent students, finding time for students to make up in-class assignments can be especially challenging. Fortunately, the outlines of an AI-enabled assessment solution are coming together. In the coming months, millions of U.S. students will take the Digital PSAT and Digital SAT—these will be the first widespread national exposures to adaptive, computer-based assessments. The later sections of the Digital SAT and PSAT will adjust in difficulty based on student performance on the earlier sections, making the tests much shorter than the paper-based versions.

Also, the tests can be administered on different

days to different groups of students. If other academic assessments can be structured this way, the amount of time devoted to in-class exams will be minimized.

3. Use homework to target learning needs.

Most students in the United States had significant disruptions to their education because of the pandemic. As a result, public school students lost about half a year of math and a quarter of a year in reading. In order to turbocharge remediation of these learning gaps, homework should be tailored to students’ weak areas. Fortunately, artificial intelligence can be a tremendous aid when it comes to targeted instruction. Students with gaps in their reading fundamentals can try a personalized program like Lexia Learning.

World language instruction can be significantly bolstered with programs like DuoLingo that use AI to customize the quizzes and pace of instruction based on a student’s needs. And an excellent free resource, Khanmigo, can be incorporated into classroom instruction to give helpful tutorials to students as they work through assignments. Given the increasing availability of AI-enhanced customized homework, student complaints about “busy work” should be a thing of the past.

4. Assess and reassess the pros and cons.

While we have had a few months of experience using ChatGPT, many other generative AI products will likely become widely available this coming year. As they emerge, students and teachers can work together to assess their strengths and weaknesses. For example,

students looking to find out information about current events should be mindful that the data set used in ChatGPT only goes up to 2021. Also, the capacity of AI to create fundamentally novel explanations may be limited, as outlined in this piece. AI gives students the opportunity to experience the thrill of discovery—with their phones or tablets, they can test hypotheses to see how useful the technology is in providing helpful and accurate information. Doing this will help them see where AI can be a good tool and where it is more trouble than it is worth.

5. Show the real-world applications.

When given a new topic in school, students often ask, “When will we ever need to use this?” Learning both the capacities and limitations of artificial intelligence is relevant to nearly all professional fields. While sales professionals can use AI to enhance their customer relationship management, nothing beats developing a personal connection with a client. While doctors can use AI in the analysis of medical imaging, doctors are ultimately responsible for the diagnosis.

While a therapist may use AI to provide ongoing support to patients, the therapist must be certain that patient confidentiality is respected. Students should learn that AI can be an incredible tool to minimize repetitive tasks, but not something that should replace human creativity and responsibility.

For teachers and students, proper use of artificial intelligence is not some distant science fiction. It’s the here and now. It’s reality. By taking the challenge head on, schools can make it more likely that this story has a happy ending.

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MOST VISIONARY

EDUCATION LEADER 2024

Prof. Wilert Puriwat Dean of Chulalongkorn Business School

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Fostering a Thriving Academic Environment

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n the world of academia and business leadership, the journey that shapes an individual’s path is often as fascinating as the destination they reach. This is certainly true for Prof. Wilert Puriwat, Dean of Chulalongkorn Business School, whose academic journey has woven together an impressive tapestry of education, corporate experience, and a deep-seated commitment to societal impact.

Prof. Puriwat’s academic journey began at the prestigious Chulalongkorn Business School, where he earned a Bachelor of Business Administration with honors. This foundation set the stage for a remarkable trajectory. Fueling his passion for knowledge, he

Higher Education Digest January 2024

Prof. Puriwat’s passion lies not only in imparting knowledge but in witnessing the growth of students, inspiring them to chase their dreams, and molding them into responsible global citizens

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Prof. Wilert Puriwat Dean of Chulalongkorn Business School

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continued to earn an MBA from Thammasat University and a Master of Public and Private Management from Yale University in the USA. The pinnacle of his academic pursuits was the attainment of a Doctor of Philosophy, D.Phil (OXON), in Management Studies from the University of Oxford in the UK. However, the story took an intriguing turn when Prof. Puriwat, armed with his academic laurels, entered the corporate arena. Serving as an Independent Director and Chairman of the Marketing and Sustainable Development Committee at Zen Corporation Group Public Company Limited, he brought a unique blend of academic rigor and practical insights to the boardroom.

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Beyond its innovative educational approach, Chulalongkorn Business School holds global recognition with the prestigious Triple Crown Accreditation

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56 The pivotal moment in his journey came when he sensed a yearning for more profound meaning in his career. Inspired by the desire to contribute positively to society, particularly in the realm of education, Prof. Puriwat made a conscious decision to return to academia, this time as a professor. His love for teaching, coupled with a commitment to nurturing the next generation of leaders, fueled this transition.

“For me, an academic career is far more than just a profession—it’s a calling,” Prof. Puriwat says. His passion lies not only in imparting knowledge but in witnessing the growth of students, inspiring them to chase their dreams, and molding them into responsible global citizens.

Initially focused on teaching, Prof. Puriwat soon realized the need for a broader impact.

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His dedication, optimistic outlook, and strong relationships within the academic community paved the way for him to step into leadership roles. Rising from the Head of the Marketing Department, he eventually assumed the prestigious position of Dean of Chulalongkorn Business School. In his own words, “Working in academia allows me to dedicate myself to what I love most while simultaneously making a societal contribution.”

Trailblazing in Data Analytics, Practical Education, and Global Recognition In the realm of business education, Chulalongkorn Business School emerges as a trailblazer, distinguished by its innovative approach and unique strengths. Recognizing the evolving needs of the business world, the school

is at the forefront of integrating data analytics into its curriculum.

Prof. Puriwat emphasizes the significance of this approach, stating, “Our commitment to data analytics ensures that our students not only grasp traditional business skills but also become adept in data-driven decision-making.

This dual proficiency equips them to tackle the complexities of modern business.”

An embodiment of this commitment is the presence of a dedicated department for Data Science and Statistics, setting Chulalongkorn Business School apart from its counterparts.

Through this initiative, the institution fosters a new generation of professionals with a holistic skill set, blending analytical prowess with a deep understanding of business dynamics.

Further reinforcing its commitment to practical education is the establishment of Chula Business Enterprise Company, Limited.

Prof. Puriwat articulates the vision behind this groundbreaking venture, stating, “Our aim is to bring ‘real business into the school.’ This handson experience bridges the gap between theory and practice, preparing our students to navigate the dynamic business environment effectively.”

The practical dimension of education is integral to the school’s philosophy, ensuring that graduates not only understand business concepts theoretically but also gain invaluable real-world experience. This approach aligns with Prof. Puriwat’s belief that practical exposure is a cornerstone for success in today’s business landscape.

Beyond its innovative educational approach, Chulalongkorn Business School holds global recognition with the prestigious Triple Crown Accreditation. Prof. Puriwat remarks on this

achievement, saying, “Our commitment to excellence is reflected in this accreditation, placing us at the pinnacle of business education worldwide.”

Being recognized as one of the top business schools in Thailand, the institution’s ability to attract the brightest minds is underscored by the highest SAT admission scores in the country. Prof. Puriwat expresses pride in this achievement, stating, “Our global recognition opens doors to unparalleled opportunities, ensuring that our graduates are well-positioned for success in their careers.”

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58 Under the visionary leadership of Prof. Puriwat, Chulalongkorn Business School (CBS) has marked a series of noteworthy achievements, solidifying its standing as a premier institution in the realm of business education

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Mastering Global Competitiveness and Adapting to Change Under the visionary leadership of Prof. Puriwat, Chulalongkorn Business School (CBS) has marked a series of noteworthy achievements, solidifying its standing as a premier institution in the realm of business education.

A transformative milestone under Prof.

Puriwat’s guidance has been the introduction of the Master of Science in Business (MSB) program. This groundbreaking initiative opens the doors for students from non-business disciplines, allowing them to seamlessly transition into the realm of business education at the master’s level. The MSB program stands out for its interdisciplinary approach, emphasizing social responsibility and business ethics. Prof. Puriwat elucidates, “This program aims to enhance our students’ global competitiveness and address societal and national needs.”

In response to the evolving dynamics of the global business landscape, CBS has adapted by introducing two new majors, Branding and Marketing, and Digital Business, for its international undergraduate program. This strategic move aligns the curriculum with the contemporary demands of the business world, ensuring that students are well-equipped for the challenges and opportunities that lie ahead.

Prof. Puriwat takes pride in the continued success of the Bachelor’s degree program, which consistently attracts top-tier students, as evidenced by the impressive average SAT score of 1420 for incoming classes.

This accomplishment speaks to the school’s commitment to maintaining high academic standards and fostering a learning environment that attracts the brightest minds.

Furthermore, CBS has expanded its global footprint and collaborative efforts by signing Memoranda of Understanding (MOUs) with over 50 organizations. This reflects Prof.

Puriwat’s dedication to enhancing the school’s reach and fostering meaningful partnerships on both local and international scales.

Undoubtedly, the pinnacle of CBS’s achievements under Prof. Puriwat’s leadership is the attainment of the prestigious Triple Crown Accreditation. With recognition from AACSB, EQUIS, and AMBA, CBS stands among an elite group of only 108 business schools worldwide out of more than 30,000. Prof. Puriwat expresses, “This Triple Crown Accreditation reaffirms our commitment to excellence and solidifies our position as the leading business school in Thailand.”

From Lifelong Learning to Sustainable Digital Innovation In response to the dynamic shifts in the business landscape, Chulalongkorn Business School, under the guidance of Prof. Puriwat, has implemented proactive strategies to remain relevant and address emerging challenges. Two pivotal approaches exemplify the institution’s commitment to innovation and adaptability.

The Chula Business Enterprise (CBE) stands as a cornerstone in the school’s commitment to real-world applicability. Functioning not only as an educational tool but also as a platform to create a genuine business within the school, CBE serves as a catalyst for nurturing students’ innovative ideas. As Prof. Puriwat articulates, “It’s a unique blend of learning and practical application, fostering an entrepreneurial mindset and providing invaluable hands-on experience.” By investing in and supporting

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Chulalongkorn Business School has taken bold steps to embed a digital sustainable mindset into its core activities, recognizing the importance of sustainability in the modern business world

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students’ business concepts, CBE creates a supportive, real-world environment for testing and developing ideas, aligning education with practical application.

Recognizing the disruption caused by the rise of online learning platforms, Chulalongkorn Business School has embraced the concept of lifelong learning. Collaborating with leading companies, the school is developing practical short courses designed to cater to the idea of education as a continuous journey. Prof.

Puriwat emphasizes, “Our aim is to become a leader in business education for lifelong learning, offering opportunities for continuous personal and professional development in an ever-changing world.” By providing accessible courses regardless of age or income, the school is fostering a culture of continuous learning, adapting to the evolving needs of learners in a digital age.

In addition to these adaptive strategies, Chulalongkorn Business School has also taken bold steps to embed a digital sustainable mindset into its core activities, recognizing the importance of sustainability in the modern business world.

A newly established function within the school, led by an Associate Dean, focuses on innovation and sustainability. This dedicated department ensures that digital social responsibility and sustainability are integral components of the curriculum and overall activities. Prof. Puriwat highlights the significance of this initiative, stating, “It’s a commitment to weaving these crucial themes into the fabric of our education, preparing students to be responsible leaders in the business community.”

Chulalongkorn Business School has instituted a program where students are sent to rural community enterprises, allowing them to apply

their knowledge in real-world settings. Prof.

Puriwat emphasizes that this experience is not only instrumental in enhancing practical skills but also instills a sense of social responsibility and an understanding of sustainable business practices.

In a pioneering move, the school is developing the CBS application, envisioned as a digital marketplace that extends beyond the student body to the wider community. This platform represents a fusion of technology with sustainable business practices, offering a space for entrepreneurial activities that are digitally advanced and socially responsible.

Integrating Rigorous Research and Premier Teaching for Real-World Impact The commitment to the synergy between rigorous research and premier-quality teaching is at the core of Chulalongkorn Business School’s philosophy, as articulated by Prof. Puriwat. This balance is not merely about maintaining two separate academic pillars but integrating them to mutually enhance the learning experience for students.

The school strongly believes that research should not exist in isolation but should invigorate the teaching environment. The

faculty is encouraged to seamlessly integrate their research findings into their teaching methodologies. A tangible example is the recent research on decentralized finance, a rapidly evolving area in the financial world. Rather than confining this research to academic journals, it is directly incorporated into the classroom, enriching the educational experience for students. Furthermore, the school extends the impact of this knowledge by sharing insights with external parties beyond Chulalongkorn Business School.

Chulalongkorn Business School goes beyond theoretical knowledge, emphasizing active and applied research. An illustrative example is the research on brand valuation, where faculty identify organizations in Thailand with high brand values. This research has practical applications, notably in the ‘ASEAN and Thailand’s Top Corporate Brands award, demonstrating how academic expertise translates into actionable insights for business leaders.

In the Finance department, research initiatives extend to societal contributions, particularly in supporting retirees with financial planning.

This work is not just about academic pursuits; it has tangible benefits for broader community

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in Free Enterprise) club serves as a prominent example, spearheading initiatives like the ‘Khon Talay’ Project. This project, centered on conservation fishing and the development of the ‘Khon Talay Shop,’ involves students in crucial roles such as developing branding and marketing strategies, as well as creating an online media presence. The shop, in turn, supports local community members by promoting legal and conservation-friendly practices in seafood transactions. Profits generated are reinvested in further community initiatives.

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segments, showcasing the school’s commitment to making a positive impact beyond the campus.

Faculty members at Chulalongkorn Business School actively engage with the business community by serving as consultants to various organizations across Thailand. This involvement goes beyond external activities; it forms an integral part of the teaching methodology. The experiences and insights gained from real-world consulting endeavors are brought back to the classroom, enriching the learning experience with current, practical examples.

Nurturing Global Leaders with Local Impact Chulalongkorn Business School is dedicated to creating a meaningful impact in both local and international business arenas, employing a comprehensive strategy that encompasses community engagement and global preparedness.

At the grassroots level, the school actively encourages and supports student engagement with community enterprises. The SIFE (Students

Higher Education Digest January 2024

On the global stage, Chulalongkorn Business School is focused on nurturing students who are not only academically proficient but also capable of making an impact worldwide. The institution provides students with opportunities to study at top international schools and engage in businesses with global reach. This emphasis goes beyond geographical considerations; it is about instilling a mindset that is globally aware, adaptable, and capable of making a positive impact in diverse settings.

The Khon Talay Project serves as a tangible example of the school’s commitment to bridging

the gap between local and international impact.

Through active participation in projects like these, students gain practical, hands-on experience that transcends traditional academic boundaries.

This approach ensures that students not only understand business concepts theoretically but also apply their knowledge in ways that contribute positively to local communities and prepare them for the complexities of global business.

Forging a Path to Global Prominence through Academic Excellence At the heart of Chulalongkorn Business School’s future lies a compelling vision articulated by Prof.

Puriwat: “A chief business school delivering life-changing experiences with innovative wisdom and a philanthropic spirit.” This vision propels the school towards transformation, aspiring to emerge as a Global Business School synonymous with excellence and innovation on the international stage.

Prof. Puriwat underscores the pivotal role of high-quality education, emphasizing the commitment to a curriculum that remains rigorous, relevant, and responsive to the dynamic business landscape. He states, “Academic excellence is the cornerstone of our students’ success.”

A central element in achieving this vision involves enriching real business learning experiences. The school provides practical work opportunities through Chula Business Enterprise Company, Limited, enabling students to apply academic knowledge in real-world business scenarios. Prof. Puriwat notes, “This handson approach bridges the gap between theory and practice, preparing our students for the complexities of the business world.”

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In pursuit of global prominence, collaboration takes center stage. The school actively forges partnerships with leading international business schools, aiming to combine rigorous research, premier-quality training, and practical business wisdom. Prof. Puriwat highlights this approach, stating, “These collaborations cultivate wellrounded professionals who can contribute significantly to both local and international business arenas.”

Engaging with alumni and building a robust network emerges as a strategic imperative. Prof.

Puriwat emphasizes the importance of expanding the knowledge base through relationships, stating, “Alumni play a vital role in driving economic, societal, and national development, and their involvement is instrumental in our growth and outreach.”

Sustainability is ingrained in the school’s DNA, recognizing its significance in the contemporary business landscape. Prof. Puriwat articulates the commitment to embedding ESG principles in students’ education, stating, “It’s about more than just environmental focus; it encompasses economic, social, and transparent practices.” The establishment of a dedicated department for innovation and sustainability underscores this commitment.

Crafting a Legacy As the Dean of Chulalongkorn Business School, Prof. Puriwat envisions leaving a legacy characterized by tangible achievements and an enduring institutional spirit, with a primary focus on elevating the student experience and cultivating a vibrant entrepreneurial culture.

At the core of Prof. Puriwat’s vision is the strategic development of new facilities

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designed to cater to diverse aspects of business practice, extracurricular activities, and research opportunities. Despite the prevailing digital age, Prof. Puriwat emphasizes the irreplaceable value of physical spaces, envisioning them as dynamic hubs fostering student interactions, idea exchange, and the cultivation of meaningful relationships. The recent transformation of a student space into the CBS Lounge exemplifies this commitment, offering a dynamic environment for studying, collaboration, and diverse activities. Prof.

Puriwat expresses his commitment, stating, “I strongly believe in the importance of physical spaces where students can gather, exchange ideas, and build meaningful personal relationships.”

An integral component of Prof. Puriwat’s envisioned legacy is the establishment and fortification of the Chula Business Enterprise (CBE). Positioned as a foundational element within CBS, CBE provides every student with the opportunity to actively engage in running a business. Prof. Puriwat emphasizes that this initiative goes beyond resource provision and support, stating, “It’s about embedding an entrepreneurial mindset within our students, allowing them to apply their learning in realworld contexts.”

Prof. Puriwat’s measure of leadership impact involves assessing the tangible outcomes of these initiatives. The focus is on observing how enhanced facilities contribute to a vibrant and collaborative student community and how the entrepreneurial culture embedded through CBE resonates in the achievements and mindset of graduates. Prof. Puriwat articulates, “The legacy I aim to leave is one

where Chulalongkorn Business School stands as a beacon of enriched student experiences and a nurturing ground for entrepreneurial leaders, making a lasting impact in the dynamic landscape of business education.”

Insights for Aspiring Academics and Students In his reflection on academic leadership, Prof.

Puriwat shares valuable insights for aspiring academics, students, and those interested in higher education leadership.

Prof. Puriwat emphasizes the idea that leadership extends beyond a title, stating, “Leadership is not about a position; it’s about active participation and making a real difference on the frontline.” In his view, gaining unique insights through active involvement is crucial for guiding a team or institution effectively.

Furthermore, he underscores the essence of leadership lying in the impact one makes.

It goes beyond overseeing tasks; it involves influencing the overall direction and

development of individuals. Prof. Puriwat’s perspective is clear: “As a leader, your role is to support and inspire, serving as a catalyst that motivates others to strive for excellence.”

Moving swiftly and purposefully, according to him, sets a pace that encourages those around to match commitment levels.

In his role as the Dean of Chulalongkorn Business School, Prof. Puriwat sees himself as a connecting point, a nexus for all stakeholders and activities within the institution. This viewpoint, as he articulates, is integral for anyone in a leadership position in academia.

It requires harmonizing diverse objectives and aspirations to create a cohesive, thriving educational environment.

Prof. Puriwat’s message to aspiring leaders is clear: “Embrace your journey with a selfless mindset and a focus on guiding and uplifting others.” According to him, such an approach not only facilitates personal success but also fosters an environment where everyone can succeed and grow.

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ACADEMIC VIEW

Creating a Through Line of Psychological Safety: The New Institutional Imperative Dr. Kristen Lee, Teaching Professor, Behavioral Science, Northeastern University & Award-winning Author

66 Dr. Kristen Lee, Ed.D., LICSW, is an internationally recognized, award-winning behavioral science clinician, researcher, leader, and educator from Boston, Massachusetts. As Behavioral Science Faculty at Northeastern University, her research and teaching interests include individual and organizational well-being and resilience, particularly for marginalized and underserved populations. She is the author of RESET: Make the Most of Your Stress, Winner of the Next Generation Indie Book Awards Motivational Book of 2015; bestselling Mentalligence: A New Psychology of Thinking-Learn What it Takes to be More Agile, Mindful and Connected in Today’s World, and Worth the Risk: How to Microdose Bravery to Grow Resilience, Connect More, and Offer Yourself to the World, a 2022 The Next Big Idea Book Club nominee and Nautilus Book Award Silver Medal Winner. She is a regular contributor for Psychology Today and Thrive Global. Dr. Kris’s work has been featured on NPR, Ted, Forbes Fast Company, and CBS radio.

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istinguished Harvard Professor Richard Elmore once said that the work of education is like trying to fix a plane while it’s in flight.

Now the planes are low on fuel and dangerously close to the ground, with

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no runway in sight. Education is facing its Mayday Moment, with many leaders, students, faculty, and staff on the verge of aborting given the jarring turbulence. Retention and turnover are wreaking havoc. Smooth skies seem elusive.

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This Mayday Moment is calling higher education to face a new institutional imperative: to respond properly to the escalating, excruciating mental health crisis at hand

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When times feel so unsafe, what can institutions do?

This Mayday Moment is calling higher education to face a new institutional imperative: to respond properly to the escalating, excruciating mental health crisis at hand. One that isn’t brand new, that’s not just affecting students, and can’t be pinned entirely on the pandemic and its aftermath.

Campuses have long run on the tradition of ad hoc services for those who “need it” on the premise that therapy is “reserved for crisis”, or a small cadre of “unwell” or “really sick” students or “troubled” faculty who can’t handle the pressure. Historically, services have been scarce, and “over there”, the clunky in case of emergency pull handles that not everyone is sitting next to, or feels comfortable pulling.

We can’t ask students, faculty, and staff to politely wait their turn for relief, not in times of trauma and trepidation. We can’t ask that of education leaders either, piloting such jarring conditions. And even the most carefully plotted orientation programming, curated wellness programs, telehealth on demand, or well-stacked counseling programs aren’t enough to steady the plane and its passengers.

Research shows a clear need for action.

The global and campus mental health crises were well-documented before 2020. The amplification brought on by the pandemic has heightened burnout, anxiety, and depression across the education landscape, with a staggering 1 in 3 students reporting significant anxiety.

Burnout is notorious among educators, who face disproportionate risks for emotional exhaustion, depletion, and working

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mechanically to the point of ill health.

Demoralization, when educators cannot enact the values that motivate and sustain their work, can play a major role in disengagement and leaving altogether. The time has come to renegotiate the ways institutional culture helps or hinders its constituents to maneuver through traumatic times.

Like their students, leaders, faculty, and staff are grappling with how to respond properly to student mental health while attempting to maintain their own in the face of rigorous academia. A 2021 Healthy Minds Network study reveals that a strong majority of faculty believe that student mental health has “worsened” or “significantly worsened” during the COVID-19 pandemic. The same study revealed that 73% would welcome additional professional development in the topic of student mental health. 21% of faculty agreed that supporting students in mental and emotional distress has taken a toll on their own mental health. Close to half believe their institution should invest more in supporting faculty mental health and well-being. All this while The Great Resignation and Quiet Quitting have left an indelible mark, with staff shortages and unfilled positions leaving an already stretched system in peril.

Then there’s the tacit messages that leaders, faculty, and staff internalize: Mental health struggles happen to students.

Maintain your professionalism. Attention must be entirely devoted to students. Call your EAP if you have a “problem”.

Investments towards better mental health must be made, but the shift from ad hoc services for a few to integration for all is

essential given the turbulence at hand. Here are some recommendations for practice that help institutions can prioritize people, working to create a help-seeking and help-giving culture, in which needing help is normalized: 1. Prioritize psychological safety as a through line. Psychological safety, a sense of being able to be oneself and share one’s identities and perspectives without being punished, scrutinized, is today’s educational imperative. Superficial rhetoric won’t cut it given the deep wounds at hand. Especially when it comes to creating the conditions where it becomes increasingly safe to voice mental health concerns. Even with growing comfort over mental health disclosure, the greatest barrier to persistence amongst students is fear of stigma, shame, and discrimination. And yet many students seem to be leading the way in terms of candor and courage, while taboos for educational leaders, faculty, and staff continue to deter open dialogue.

Investments towards better mental health must be made, but the shift from ad hoc services for a few to integration for all is essential given the turbulence at hand

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2. Create the conditions for interpersonal risk-taking and peer support. The construct of psychological safety is grounded in seminal work by Schein and Bennis, who initially defined it as the extent to which individuals feel secure and confident in ability to manage change. Scholars have extended psychological safety as involving a shared belief as to whether it is safe to engage in interpersonal risk-taking. Environments that work to build conditions of psychological safety are more likely to demonstrate improved communication, knowledge sharing, voice and learning behavior. They also spur on improved performance, innovation, creativity.

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3. Acknowledge students aren’t the only ones in mental health peril. Leaders, faculty and staff fear losing professional face, and all its potential consequences when they reveal the truth of their struggles. Although antiquated, the pressure on educators to remain untouchable in the face of crisis remains the norm, even while reeling and stricken with the gnawing feeling “I’m not (doing) enough”, through gritted teeth and heroic exertion. We can’t expect education systems to be healthy if there’s a blatant disregard for the well-being of those tending students.

4. Strive for candid conversations.

Asking for help and acknowledging distress is a form of interpersonal risk-taking that can create vulnerability, but also help spark candid connection, and become a protective force within an educational ecosystem.

Institutions can take the helm and make it

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safer to struggle and recover. This can’t come solely from the mouths of counseling staff or wellness programs, but through policies and practices that back up a consistent through line of conscious caring. In short, institutions can’t expect its people to seek help if the right help isn’t given, if the risks of doing so seem greater than the benefits, or if the conditions of studying and working are inhumane.

5. Embody human reverence. Commit to relentlessly communicating a message of shared humanity and reverence for the sacred and arduous work of education. Demonstrate respect for identities and competencies. Relish progress and celebrate strengths. Ask constituents “what would mean a lot to you?”. Curate resources for students, leaders, faculty, and staff that are research backed. Be flexible. Seek to create shared understanding and commitment to cause.

Strive for empathy, not judgment or punitive measures. Focus on creating a sense of belonging, appreciating someone’s valuable contributions to the community. Call out outdated practices, especially those that oppress, marginalize, and discriminate against non-dominant identities.

Show interest in one another, demonstrate positive intentions backed by action. Embrace, see, welcome, revere varied identities. Move from tolerance, to acceptance, to reverence.

Reverence is key to creating a through line of psychological safety.

Mayday Moments can create collective panic, but they can also ignite collective action. Fixing planes in flight is delicate, but critical work. Institutions can prioritize this new imperative to help its students, and all those supporting them to stay and do well.

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INDUSTRY PERSPECTIVE

Dealing with Being Overwhelmed and Regaining the Passion for Your Role?

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Sarah Teagle, Coach and Performance and Learning and Development Consultant

n my mid 30’s I worked as a Learning and Development Partner in a large corporate.

By taking advantage of a continual series of reorganizations I moved quickly up the career ladder. After a while, the stress of the reorganizations and the new roles meant I found myself near to burnout. I was working harder and longer hours as I felt the need to prove myself, to please everyone at work, and all this with a young family at home who I also wanted to please. Things were just not working for me and I felt tired and overwhelmed.

Two things saved me from complete burnout; firstly, I attended a course that highlighted how I needed to make changes to sustain working in the environment I was in and have a good family life. The second was a two-week family holiday in Cuba where, upon stopping, I realized I was exhausted; I felt unable even to read a book on the beach.

This gave me time to think, recharge, and reflect on the course and the changes I needed to make when I returned home. Twenty years later I can still close my eyes and picture the

Effective people make time to regularly establish their goals and decide on actions to achieve them

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Sarah is an ILM-qualified and accredited executive and management coach who has worked in people development for over 30 years. Her career has spanned 25 years with AstraZeneca in various global learning and development roles across the business driving large projects to enact change. She left AZ to work at The University of Manchester where she focused on academic staff development and partnered with the Faculty of Science and Engineering to drive strategy through people development. In 2021 she set up her own business to follow her passion of coaching and now coaches Higher Education leaders who reach out for help and as part of programmes for a number of Universities as part of their leadership development initiatives.

Sarah is accredited by the EMCC at the Senior Practitioner level and is an accredited member of the CIPD with a master’s level qualification in learning and development. Sarah also trains learning and development professionals in consultancy skills and uses her AZ experience of implementing change in global projects in her coaching.

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scene from that sunbed as I spent so much time there feeling hardly able to move!

In the constantly changing environment both within organizations and outside, it is no wonder that many people feel overwhelmed.

As a coach in Higher Education, I routinely hear about the constant need to manage emails, apply for research grants, solve problems, comply with new bureaucracy, develop and enact strategy, have difficult conversations, embed unpopular changes, and much more. You would need to have superpowers and a 100-hour day to do it all - the simple fact is we can’t do it all and trying to do so can cause you to resent and lose the passion for your role. Therefore, compromises must be made to enable you to enjoy the role you have worked so hard for and we need to actively manage our lives.

I have observed in my coaching that everyone has a lot to do, but some seem to handle the pressure better than others. So what are their superpowers? In the rest of the article, I have highlighted just a few of the traits and behaviors that I see that contribute to a feeling of overwhelm and some ideas on how to overcome it. The great thing is that if you work on it you can overcome it.

I have observed many people do not consciously think about what they do and don’t want and they don’t plan how to get there with purpose and determination.

Effective people make time to regularly establish their goals and decide on actions to achieve them. They review their goals and how effectively they are achieving them, adapting, and learning along the way.

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I see some coachees who secretly like being busy and yet complain about it; it is worn as a badge of honor and is almost addictive.

Why is this? There are many reasons but often people can feel valued if they are busy.

They race to answer emails quickly to feel worthy. This dials up the pressure and they set themselves up as the ‘go too’ person to solve all problems. This makes them busier.

By reframing what you consider makes you worthy you can free yourself of this pressure - recognizing that you are so much more than the work you deliver.

Ingrained and unconscious belief systems are not helping. Beliefs are formed in childhood, developing over a lifetime, and influenced by those around us. If left unchallenged they cause overwhelm as well as other negative feelings like low selfconfidence. Beliefs are created to help us survive in this world, but they may no longer work well for us and by going unchallenged they can contribute to feelings of anxiety.

For example, believing that to be successful in your career you need to please people or that you must work long hours. These need to be challenged to get a better life balance and ultimately a happier life.

Then there are more practical things.

There are those who don’t delegate enough.

Delegation frees up time and gives others the ability to develop and learn new skills, take control, and make decisions.

A virtuous circle can happen as people feel more empowered, they feel they are developing and have more autonomy in their roles which in turn increases their motivation. There are many reasons for a

If you can let go of doing things ‘perfectly’ this can be liberating not only for you but for those who work for you

fear of delegating. I often see an underlying ‘perfectionist’ streak as the reason. If you can let go of doing things ‘perfectly’ this can be liberating not only for you but for those who work for you. So think, “What is really stopping me from delegating?” Work on that.

Another key skill is effective diary management. You need to set your boundaries so you can get to the important but not urgent work. For example, 9-10 is for emails, Friday morning is for strategy review, and Wednesday is a 3:30 finish to pick the children up – whatever works for you and your goals. Then, the harder part, sticking to them! Do not allow others to stop you from being focused on your priorities.

Once you have made your life choices, learn to accept the ‘trade-offs’ that come with them. Those who manage this well have an appreciation that they can’t ‘have it all’ They accept the advantages as well as the downsides. In other words, they decide what is acceptable to them and work to that. They establish what is ‘good enough.’ For example, if you want to be a senior leader you may need to recognize you will not be able to be there for your family all the time. This can help reduce negative emotions and lessen the temptation to stray from your goals by accepting the consequences.

Often, I see people sacrificing their personal interests which once gave them relaxation to balance the stress of their career.

This results in fewer activities that bring them joy and are used to revitalize them.

Resentment can also increase over the large amount of time they spend working in the

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Arguably the most important is where people stop investing time in their personal relationships - we need balance in all areas of life, it is our family and friends who support us and make life worthwhile

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career that they once felt passionate about.

Balance is needed to maintain any passion.

Linked to this is the need to maintain your physical and mental health. Regular exercise and good sleep management alongside getting outside each day and moving do wonders for mental health and stress relief and can give perspective to the worries created for the rest of your life.

Arguably the most important is where people stop investing time in their personal relationships - we need balance in all areas of life, it is our family and friends who support us and make life worthwhile. We

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all know the quotes about how quickly we can be replaced in our roles compared with our family roles.

If you need to justify any of the balancing activities, I suggest you consider what is the alternative, how much use are you to anyone in your life if you are burned out?

As I’ve written, there are many other things that cause overwhelm and help prevent it, it can be very specific to you, the key is to identify the route cause and work on it, ideally before they have too much of a negative impact and you can start to balance and achieve the sustainable life you want.

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