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

GLOBAL EDITION

NOVEMBER 2023

www.highereducationdigest.com

FEATURING INSIDE Akos Kiraly Strategic Sales, SRH Higher Education Andrew Pass Founder & Visionary, A Pass Educational Group, LLC Brandon Busteed Chief Partnership Officer and Global Head, Learn-Work Innovation, Kaplan Halima Mohiuddin Founder, Leadership Think Tanks Inc

MOST VISIONARY

EDUCATION LEADER 2023 Dr. Geoff Payne President and Vice-Chancellor, University of Northern 1 British Columbia Dr. Stanley T. Wearden President, Methodist University

Mark Ovens Senior Partnerships Director, Studyportals

DR.

N I KOLI NA

GROOMING THE NEXT GENERATION OF MARTECH LEADERS

LJ E PAVA

DEPARTMENT CHAIR – MANAGEMENT, AMERICAN UNIVERSITY IN THE EMIRATES (AUE)

Higher Education Digest November 2023

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November 2023

Managing Editor Sarath Shyam Consultant Editors

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

Creative Consultants Charlie Jameson Edwards Gonzalez

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Higher Education Digest November 2023

MANAGING EDITOR’S NOTE

Nurturing Excellence: The Guiding Lights of Higher Education in 2023

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he role of visionary leaders in higher education is critical in today’s constantly evolving landscape.

As we navigate through a time of unpredictability and change, these leaders serve as beacons of inspiration. They guide educational institutions with finesse, not only shaping academic structures but also igniting determination in faculty and administrative teams.

Leadership in higher education requires a unique combination of skills, attributes, and values.

It involves fostering innovation, ensuring growth, and navigating the challenges of an increasingly dynamic world. This issue of Higher Education Digest focuses on what makes these leaders exceptional.

Their ability to cultivate environments that foster growth, innovation, and triumph sets them apart in the educational landscape.

Our cover story features Dr. Nikolina Ljepava, who is a true exemplar of leadership in higher

education. She is the Department Chair of Management at the American University in the Emirates, and her journey is a testament to the global nature of education. Dr. Ljepava is a Chartered Marketer, marketing professor, and seasoned practitioner.

She brings a wealth of experience from North America, Europe, and the Middle East. Having spearheaded over a hundred marketing research and development projects across diverse industries, Dr. Ljepava embodies the visionary spirit we celebrate in this issue.

The stories of these leaders who skillfully guide their institutions towards excellence are explored in this issue. They navigate through the challenges with unwavering determination and a unique amalgamation of skills. Their work is not only shaping the present but is also laying the foundation for a future where higher education transcends boundaries and propels us towards unprecedented heights.

Enjoy reading!

Sarath Shyam Higher Education Digest November 2023

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CONTENTS S T N E T N O C

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COVER STORY

DR. NIKOLINA LJEPAVA DEPARTMENT CHAIR – MANAGEMENT, AMERICAN UNIVERSITY IN THE EMIRATES (AUE)

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28 DR. GEOFF PAYNE President and Vice-Chancellor, University of Northern British Columbia

MOST VISIONARY

EDUCATION LEADER 2023

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48 DR. STANLEY T. WEARDEN President of Methodist University

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CONTENTS N

Mark Ovens, Senior Partnerships Director at Studyportals

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THE GLOBAL POLICY CYCLE

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MENTOR’S MANTRA

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22 MAKING AN IMPACT IN THE GLOBAL EDUCATION & WORKFORCE DEVELOPMENT LANDSCAPE Brandon Busteed, Chief Partnership Officer and Global Head, Learn-Work Innovation, Kaplan

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INDUSTRY PERSPECTIVE

CONTENT OR STUDENT? Andrew Pass, Founder & Visionary, A Pass Educational Group, LLC

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62 THE NETHERLANDS AS A PREMIER STUDY THE GLOBAL DESTINATION FOR POLICY CYCLE INTERNATIONAL STUDENTS: KEY FIGURES REVEALED Mark Ovens, Senior Partnerships Akos Kiraly, Director at Studyportals Strategic Sales, SRH Higher Education

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EMOTIONAL INTELLIGENCE: THE CRITICAL FACTOR FOR SUCCESS IN HIGHER EDUCATION Halima Mohiuddin, Founder, Leadership Think Tanks Inc

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COVER STORY

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DR. NIKOLINA LJEPAVA DEPARTMENT CHAIR – MANAGEMENT, AMERICAN UNIVERSITY IN THE EMIRATES (AUE)

GROOMING THE NEXT GENERATION OF MARTECH LEADERS Dr. Nikolina Ljepava is the Department Chair of Management at American University in the Emirates, a Chartered Marketer, marketing professor, and practitioner. She has extensive industry and academic experience in North America, Europe, and the Middle East. She managed more than one hundred marketing research and development projects in various industries. Professional experience includes consulting and management positions in marketing insights and analytics, data-driven decision-making, market entry studies, and digital transformation. She is an author of more than 60 peer-reviewed research publications and holder of various academic and research awards.

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n an exclusive interview with Higher Education Digest, Dr. Ljepava shared her insights on the impact of AI on marketing education, the future requirements for business graduates, her career trajectory, pearls of wisdom, and much more. The following excerpts are taken from the interview.

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In your opinion, what is the impact of AI on higher education, especially in marketing education?

Artificial Intelligence is profoundly transforming all industries, and higher education is facing unprecedented challenges due to the rise of AI. AI can bring many opportunities and benefits to higher education in teaching, learning, and research. Nevertheless, we are facing many challenges, especially in the last six months with the propulsive development of Generative AI. Personally, I am fascinated by the possibilities offered by GenAI. It can completely revolutionize marketing practices, making many processes faster, more efficient and improved. We can use these technologies to create written and visual content, identify consumer behaviour patterns and generate important insights. Furthermore, it can be applied to create marketing campaigns, personalize customer experiences, and optimize pricing.

At the same time, higher education institutions face challenges with GenAI related to verifying the student work and finding ways for ethical applications of these tools without breaching academic

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integrity and standards. However, in my opinion, we cannot afford to be afraid of AI and banish it from our business schools and curriculums since our students will need to know how to use those tools and apply them properly to optimize their work processes and marketing campaign planning and implementation. To be able to do that, we, marketing educators, need to be educated and learn about those new tools.

Then, we need to find a way to update and adapt the curriculum and our teaching methods while keeping in mind ethical considerations and academic integrity. It is a challenge that we should gladly accept to ensure that our graduates are equipped with the skills necessary to succeed in an AI-driven world.

Looking at the rapidly changing business environment, what are the future requirements for business graduates?

There have been many discussions about the future requirements for business graduates, and what is very obvious is that there is a strong shift toward skill development. To succeed in their careers, business graduates must have a solid knowledge base and a combination of technical and soft skills. First, we must shift from traditional higher education concepts focused on memorization to developing critical and analytical skills. Future business graduates are not expected to be walking databases.

However, they must know how to distinguish relevant from irrelevant information, reputable sources from less reputable, and analyze and synthesize available information and data to gain meaningful insights and conclusions. In addition, business success in the future will require an entrepreneurial mindset. Future business graduates should be able to identify

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With a continuous increase in investments in online research, especially after COVID-19, when companies and research institutions are more than ever oriented toward online data collection, I can say that my Ph.D. topic is even more relevant than when I completed it

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business opportunities, innovate and make calculated decisions. Technology proficiency is also one of the prerequisites for success in today’s technology-driven world. Last but not least, soft skills such as communication, teamwork, critical and analytical thinking, and emotional and social intelligence will be crucial for success in the rapidly changing business landscape.

Dr. Ljepava, can you tell us about your professional background and areas of interest?

I am a non-traditional academic who decided to shift to academia later in my career after having more than 15 years of industry experience, mostly in digital marketing and communications and marketing research and analytics. I have worked and lived in several countries on three continents so far, so I understand different cultures and working environments well. Early

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in my career, when I started working in digital marketing, an emerging marketing area at that time, I got interested in human-technology interaction and online consumer behaviour.

This interest has guided my professional and academic career since then. I had several phases where I focused my interest on different areas – from user experience, cyberpsychology, and cyber-victimization to online communication

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and research. Most recently, my interests have been focused on VR and AR applications in marketing, AI applications in marketing and business, and technology and AI applications in teaching and learning in higher education. Aside from human-technology interaction and online consumer behaviour, I also focus on marketing and business analytics, research, and marketing decision-making.

Brief us about your roles and responsibilities as the Department Chair – Management at The American University in the Emirates (AUE).

I have been in the Department Chair of Management position at the College of Business Administration for almost four years. This department is the largest academic department at the American University of The Emirates,

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16 There is such a thing as good enough; in many cases, perfectionism keeps us from moving forward. So, that would be advice for the young me

encompassing five specializations: Management, Marketing, Human Resources, Logistics and Supply Chain Management and Healthcare Management. My roles and responsibilities include strategic and operational planning, faculty and staff management, budget planning and preparation, promotional activities, annual program assessments, assurance of learning and other program-related analysis, curriculum development, and student advising. Aside from

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that, as an AACSB-accredited business school, I need to fulfill accreditation-related activities as a Department chair.

We place much emphasis on practical work with our students and ensuring that they have adequate industry exposure throughout their studies, so one of the roles of the Department chair is also related to corporate and industry relations and maintaining and establishing relationships with various professional bodies

such as the Chartered Institute of Marketing, SHRM or PMI. You hold a PhD in Marketing Research with a specialization in digital marketing research and analytics. What made you choose this subject, and how relevant is it in today’s digital era?

Since I got involved with digital marketing (20+ years ago), the main area of my interest was always online behaviour and interactions happening in the digital world.

So, when I decided to go for the Ph.D., I was initially unsure if, as a holder of a Psychology degree, I should choose a more theoretical area of social psychology focusing on cyberpsychology or an applied one in marketing. However, my professional work was always related to marketing, specifically consumer research, so finally, I opted for a Ph.D. in Marketing Research. My Ph.D. was a mix of applied psychology and marketing, looking at the motivation for participating in online research and the quality of data collected online, and at that time, this was an emerging area of research. With a continuous increase in investments in online research, especially after COVID-19, when companies and research institutions are more than ever oriented toward online data collection, I can say that my Ph.D. topic is even more relevant than when I completed it.

Can you please tell us about your role as a mentor at The Chartered Institute of Marketing (CIM)?

I have been involved with the Chartered Institute of Marketing for over five years – as their Fellow member, Chartered Marketer, mentor,

and student tutor. As a mentor, I have supervised the junior CIM members and provided them with guidance on how to steer their marketing careers, develop their knowledge and skills, overcome the difficulties they might face and find their place in a saturated and challenging marketing workplace environment.

What has been your most careerdefining moment that you are proud of?

Coming from a professional background, I remember many moments with pride.

However, my academic career gave me another perspective, and nowadays, I see myself primarily as an educator and mentor.

Being able to impact and support my students to develop into good professionals and good people is the most rewarding thing for me. So definitely, the moments that I am most proud of are not related to my achievements but to the achievements of my students under my guidance and mentorship. Over the years, my students have received many research awards, presented at prestigious international conferences, admitted to graduate programs in some of the best universities, and had successful careers after graduating. For me, these are the most career-defining moments, showing me that I made a good choice to transfer to academia and positively impact the young generation.

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

One major thing that took some time for me to learn is that not everything has to (or can) be perfect. There is such a thing as good enough; in many cases, perfectionism keeps us from

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moving forward. So, that would be advice for the young me.

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In your opinion, what qualities constitute a good leader?

A good leader should lead by example, demonstrate honesty, empathy, ethical behaviour, and consistency. They must possess the ability to make sound and timely decisions.

A leader needs to have a clear vision for the company’s direction, know how to inspire the team, motivate them, and support them in times of crisis and uncertainty. A good leader never forgets that he or she is a part of the team and that we can succeed only if we all work together toward a common goal. A good leader is not feared by their team but rather seen as a role model and approachable person who can embrace the team’s feedback and ideas. Assertive and respectful two-way communication is an important quality of a good leader, allowing for constructive discussions and mutual understanding.

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

I believe success is an individual category we must define for ourselves. In modern society, we tend to relate success only to career and work, but many other areas of life can give us fulfillment and a sense of accomplishment.

Success is not only a high position or high salary, having power or respect of others – success is being able to achieve your goals, whatever they are; success is being able to learn new things, recover from the difficult situation, stand up and continue toward your goals when

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. In modern society, we tend to relate success only to career and work, but many other areas of life can give us fulfillment and a sense of accomplishment

you fail. Success is being surrounded by people you love and respect and having strong social support from your family and friends. Success is being able to live a life in a way which is aligned with your values and ethics. If there is one piece of advice that I would give to young people is not to allow themselves to be defined by other people’s perception of success. Find your passion, find what you love, do your best, and do not be discouraged – keep trying and success, however you define it, will come.

Persistence is the key.

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I believe several skills will be essential for future marketing professionals, from digital literacy and understanding of all digital marketing tools and platforms, marketing analytics and analytical tools that will enable them to gain insights needed to make datadriven decisions to the development of their critical and creative thinking skills What piece of advice would you give to aspiring marketing professionals across the globe?

I believe several skills will be essential for future marketing professionals, from digital literacy and understanding of all digital marketing tools and platforms, marketing analytics and analytical tools that will enable them to gain insights needed to make data-driven decisions to the development of their critical and creative thinking skills. However, my most important advice is to be prepared for continuous, lifelong learning. Everything you know today in marketing can (and probably will) become obsolete in 5-10 years.

Therefore, to progress in your marketing career, you must continuously follow new trends, learn new tools and stay on top of all the most recent developments.

Marketing is a dynamic discipline; only continuous learning and professional development can help you keep your competitive advantage in the job market.

Remember: graduation is not the end of your learning journey – it’s only a start!

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MENTOR’S MANTRA

Making an Impact in the Global Education & Workforce Development Landscape Brandon Busteed, Chief Partnership Officer and Global Head, Learn-Work Innovation, Kaplan

22 Brandon Busteed is the Chief Partnership Officer and Global Head of Learn-Work Innovation at Kaplan.

He was previously Executive Director of Education and Workforce Development at Gallup and the founder and former CEO of Outside The Classroom. He currently serves on the boards of the American Association of Colleges & Universities and the Business-Higher Ed Forum. Busteed is a frequent contributor to Forbes. com and is a Top Voice in Education on LinkedIn. He is among the most sought-after speakers and thought leaders on the future of education and work.

Recently, in an exclusive interview with Higher Education Digest, Brandon shared his insights on how higher education institutions should prepare their students for the future of work, his career trajectory, current roles and responsibilities at Kaplan, career milestones, future plans, and much more. The following excerpts are taken from the interview.

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I’ve been an ed tech entrepreneur (long before the term ‘ed tech’ was used), helped build the education and workforce development practice at Gallup, and for the past five years I’ve been able to serve as a leader at Kaplan - arguably the world’s most diversified and successful education organization

23 In your opinion, how should higher education institutions prepare their students for the future of work?

There are a handful of secret ingredients in the student experience that are linked to career success for graduates. Briefly summarized, it’s about having a relationship-rich and workintegrated college experience. Examples of those experiences include having a mentor who encourages students’ goals and dreams, having a job or internship where they can apply what they are learning in the classroom, and working on a long-term project that requires a semester or more to complete. The problem isn’t that these things aren’t happening. They’re just not happening at scale and - with few exceptions they are not being made a priority. For example,

the Gallup-Purdue Index showed us that only ⅓ of college graduates in the U.S. worked on a long-term project or had an internship during college. Only 2 out of 10 had a mentor. We know the ingredients of success. We have not prioritized or scaled them.

Brandon, please tell us a bit about yourself, background, and areas of interest.

I’ve been in the education and workforce development space my entire career, but I would have never predicted that, even as late as my senior year in college. I was born in a tiny coal-mining town in southwestern Virginia in the heart of Appalachia. I was fortunate to have parents that prioritized education - I was

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the first on my mother’s side of the family to get a college degree. All of my mentors and heroes have been teachers or coaches. And I feel I owe a great debt of gratitude to the incredible people who have helped me become

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I lead through energy, ideas, and ideals. I believe very much in the saying ‘fortune to the bold.’

successful. As a public policy major, I can’t think of any public policies more important than education and jobs. I’ve been an ed tech entrepreneur (long before the term ‘ed tech’ was used), helped build the education and

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workforce development practice at Gallup, and for the past five years I’ve been able to serve as a leader at Kaplan - arguably the world’s most diversified and successful education organization.

Brief us about your current roles and responsibilities as the Chief Partnership Officer and Global Head, Learn-Work Innovation at Kaplan.

I wear two hats - which many days are one in the same. I lead all of our university and corporate partnerships while also serving as a thought leader around the future of work and learning. The most exciting space in the world is the one between education and work. I see a future where it becomes almost impossible to tell the difference between an educational institution and a place of work. There will be so much work-integrated learning taking place in education and so much learning-integrated work taking place in our jobs that we won’t distinguish between the two. They will simply become synonymous with one another. That is the future that needs to be built and Kaplan is helping our partner universities and employers build that future.

How do you describe your leadership style? What values are important to you as a leader?

I lead through energy, ideas, and ideals. I believe very much in the saying ‘fortune to the bold.’

Being bold in thinking, action, and ambition.

I seek university and corporate leaders who want to be the pioneers building that big, bold future for education and work. And I have the unique advantage at Kaplan of being able to

do “cathedral building.” We don’t judge our success quarterly - like most publicly-traded and private-equity backed companies do. We think and operate in decades - because that is what it will take for us to be successful in education and talent development. The world’s great cathedrals were built over decades and, in some cases, centuries. Most of the artisans who worked on them never saw the finished product. But they contributed to something great and lasting. That’s how I think about our work at Kaplan and that’s how we think about the partnerships we support with universities and companies. While we are certainly making tangible and meaningful contributions today, I can’t wait to see what we do over the next few generations.

How do you motivate your team?

In one word, hope. But let me expand on its definition. My late colleague, Dr. Shane Lopez, was the world’s foremost authority on hope. He described hope as having “ideas and energy for the future.” And the key to “making hope happen” lies in helping people find pathways to accomplishing their goals. You have goals, you see multiple pathways to accomplishing them and you have a belief in your ability to make it so.

You are a Board Member of BusinessHigher Education Forum and American Association of Colleges and Universities. Can you tell us about these organizations and their missions?

I’ve become involved in both of these organizations because I believe deeply in their mission, and I see them as key bridges

to the future I described earlier. Business-Higher Ed Forum is a group of committed corporate and university leaders who are trying to build more efficacious partnerships between higher ed and employers. AAC&U is the preeminent organization focused on promoting liberal arts education. Anyone who has followed my writing in Forbes, posts on LinkedIn or speeches at various conferences knows that I believe in the “both/ and” not the “either/or” when it comes to ensuring students are both broadly educated and specificallyskilled. These are not mutually exclusive.

Where or whom do you seek motivation and inspiration from? How? I seek motivation from the people I work with - both my colleagues at Kaplan, as well as our partners and the broader ecosystem of education and workforce development folks out there. I also seek motivation from the students - of all ages, all around the world that we serve. I find motivation knowing that we need to work to bring in all those who are still left out of the current system of education and work opportunities.

Which one of your accomplishments makes you the proudest till date?

I’m proud of signature initiatives I’ve helped bring to life. Through the company I founded out of college (Outside The Classroom, acquired by EverFi), we built online courses that have been taken by more students than any in the world (12 million and counting) with efficacy data showing they helped reduce drunk driving, alcohol fatalities, and sexual assaults. At Gallup, I helped lead one of the most influential studies in higher ed history: the

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I want to build a future where learning and work are one and the same

26 Gallup-Purdue Index. At Kaplan, I have helped launch a new access initiative called All Access that is changing the game on graduate school and professional outcomes for underserved students.

You have had a remarkable career trajectory over the years. What is the secret mantra behind your success?

Well, thank you. I’m the product of a lot of luck and fortune and hard work, and I’d be remiss not to acknowledge the magnitude of my great fortune in having many amazing mentors throughout my education and professional career. Without mentors, hard work would have only taken me so far. Those mentors have helped give me confidence to take risks, knowing that I have people to fall back on and support me.

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What is your biggest goal? Where do you see yourself in 5 years from now?

My biggest goal is what I articulated earlier.

I want to build a future where learning and work are one and the same. I don’t see myself 5 years from now; I see myself 50 years from now. Perhaps still alive, but statistically unlikely. Knowing that I helped contribute to a movement that changed the trajectory of human development would be incredibly gratifying.

What top tips would you give to an individual who is trying to excel in their career in higher education?

If you don’t have one, find a mentor. If you’re not already mentoring someone else, do it.

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Higher Education Digest November 2023

MOST VISIONARY

EDUCATION LEADER 2023

Dr. Geoff Payne

President and Vice-Chancellor, University of Northern British Columbia

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An Inspiring Journey of Research, Leadership and Endurance

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r. Geoff Payne, the President and Vice-Chancellor of the University of Northern British Columbia, stands as a beacon of inspiration in the world of education and research. His journey, rich with academic achievements, reflects a passion for knowledge and a commitment to excellence that resonates with both students and academicians alike.

Dr. Payne’s academic voyage began at the Memorial University of Newfoundland. He earned not one but three degrees, culminating in a Ph.D. in Cardiovascular and Renal Medicine. This academic foundation became the stepping stone to his illustrious career.

His thirst for learning didn’t stop with his PhD. Dr. Payne embarked on a transformative post-doctoral Fellowship at the prestigious John

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Dr. Payne’s journey at the University of Northern British Columbia demonstrates his exceptional leadership skills and unwavering commitment to the institution’s growth

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Dr. Geoff Payne President and Vice-Chancellor, University of Northern British Columbia

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B. Pierce Laboratory, Yale University. There, he delved deep into the intricate world of microcirculation, setting the stage for a career defined by groundbreaking research.

Dr. Payne took on a new challenge in 2004 when he became a founding faculty member at the University of British Columbia’s Northern Medical Program, delivered in partnership with UNBC. His goal was to guide and support aspiring medical professionals and help shape their future.

His passion for teaching physiology was not just a job but a testament to his commitment to developing the next generation of scholars and practitioners.

Dr. Payne’s journey at the University of Northern British Columbia demonstrates his exceptional leadership skills and unwavering commitment to the institution’s growth. He wore many hats, including the role of Assistant Dean for Education and Research from 2009 to 2015, and played a

pivotal role in founding the UNBC Health Research Institute.

In September 2015, Dr. Payne’s journey took another exciting turn as he assumed the role of Interim Vice-President of Research at UNBC. His dedication and excellence in this role were undeniable, leading to his official appointment as Vice-President of Research in March 2018. In February 2020, the UNBC Board of Governors entrusted him with the crucial responsibility of Interim President, a position he held until August 31, 2022.

Today, he stands as the President and ViceChancellor of UNBC, steering the institution towards greater heights, much to the benefit of students and scholars alike.

However, Dr. Payne’s journey extends far beyond the confines of boardrooms and lecture halls. He remains an active contributor to the world of biomedical research, with a primary focus on vascular physiology and inflammation. His extensive

By embracing diverse viewpoints and nurturing curiosity, UNBC cultivates a culture of innovation

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In the realm of academia, Dr. Payne’s journey is a captivating fusion of research excellence, astute leadership, and unwavering endurance

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body of work, comprising over 40 publications, is a testament to his enduring passion for pushing the boundaries of knowledge.

Motivated by Vision What motivates someone to become a founding faculty member of a pioneering institution like the Northern Medical Program at UNBC? For Dr. Payne, it was the opportunity to shape something extraordinary right from the start. He says, “The prospect of being part of a new program, standing at the very beginning of something exciting, and seeing it not only meet but exceed its own expectations years later - that was the attraction.

UNBC, as a developing university, was equally

appealing.” The initial excitement planted the seeds of a remarkable career that would eventually lead him to the top of UNBC. As the President and Vice-Chancellor of UNBC, Dr. Payne has a diverse range of responsibilities. He describes his role as providing leadership and guidance to the University as a whole, ensuring that it not only meets but excels in fulfilling its mission and mandate within the academic community and beyond. Dr. Payne leads an exceptional team and offers unwavering support to the University community. He often says that his role is to work with and for the University community.

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Dr. Payne’s transformation from a faculty member to a university leader has significantly impacted his vision for UNBC. In his view, “UNBC holds the responsibility of providing exceptional academic programs and research opportunities that lead to globally impactful ‘scholarships’ for communities ranging from northern British Columbia to distant parts of the world. Our goal is to ensure that local solutions have worldwide relevance.” He believes that his experience as a faculty member has given him a unique perspective, making him a more effective leader and President.

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Under Dr. Payne’s stewardship, UNBC has notched several remarkable achievements.

He remarks, “For me, the standout moment is the new Strategic Plan. It represents the most audacious step UNBC has taken in over two decades, featuring a fresh vision and mission deeply rooted in our identity but stretching toward ‘Leading for a sustainable future.’”

Forging a Path of Distinction in Higher Education Dr. Payne is highly enthusiastic when discussing what makes UNBC unique. He explains that

Dr. Payne’s primary mission is to ensure that UNBC maintains its position as a trailblazer in the academic world. His dedication is unwavering when it comes to empowering students to fulfill their dreams

while UNBC is celebrated for many reasons, its deep connection to the community is what lies at the heart of it all. The journey of UNBC to university status was marked by a profound bond with the community it serves, and this bond remains an enduring cornerstone of its identity.

UNBC’s strengths are multifaceted, spanning robust natural and environmental sciences, along with deep-rooted relationships with First Nation and Indigenous communities.

The university proudly boasts thriving healthrelated programs and a dynamic Arts and Humanities department. Dr. Payne succinctly captures it, saying, “We are a University of the North and for the North, yet our impact resonates far beyond. Our academic programs and partnerships have a global footprint.”

Dr. Payne’s vision for UNBC centers on nurturing innovation and fostering a culture of research excellence. He emphasizes the significance of offering students early opportunities to engage in research. “Innovation

is not just an outcome; it’s a way of thinking,” he observes. UNBC’s approach is to align academic programs closely with research questions, birthing new dimensions of scholarship.

Moreover, UNBC thrives on collaboration and partnership. Dr. Payne elucidates, “We acknowledge our strengths, but it’s through partnerships that we achieve what we couldn’t individually. This ecosystem incubates innovative ideas, outcomes, and a broader perspective.” By embracing diverse viewpoints and nurturing curiosity, UNBC cultivates a culture of innovation.

The ever-evolving landscape of higher education poses a challenge for universities. Dr. Payne sheds light on UNBC’s approach to this challenge, stating, “We continually evolve to meet the aspirations of 21st-century university students while aligning with the needs of society and the community. In a world grappling with global challenges like the climate crisis, higher education must adapt. UNBC’s resilience and

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The influence of UNBC reaches far and wide, driving transformative change. Dr. Payne envisions a university where research and education transcend the realm of theory and become powerful engines of positive change in society

adaptability are integral to our success. We continue to grow and evolve, ensuring our programs and initiatives are attuned to the everchanging world.”

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Where Research, Leadership, and Endurance Converge In the realm of academia, Dr. Payne’s journey is a captivating fusion of research excellence, astute leadership, and unwavering endurance.

His academic roots in cardiovascular and renal physiology have undeniably shaped his approach to leadership. He elaborates, “Research, with its inherent practice of posing questions and providing various perspectives to examine those questions, has had a profoundly positive impact on my approach to leadership. The academic landscape is intricate, and the capacity to tactically approach challenges with a mindset geared towards solutions is a direct outcome of my research background.” This unique blend of curiosity, analytical thinking, and a relentless pursuit of solutions has become a defining characteristic of his leadership odyssey.

Even in the high-stakes world of academic leadership, Dr. Payne maintains a deep connection

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to his research origins. At his core, he remains a vascular biologist and physiologist. Presently, he collaborates with a dedicated team focused on heart valve replacement, applying foundational knowledge to guide clinical research outcomes.

It’s a journey that traverses from the laboratory bench to the patient’s bedside, showcasing the tangible impact of his work.

On the flip side, Dr. Payne’s involvement in ultramarathons and Ironman triathlons is a testament to his remarkable ability to balance

the demands of a high-profile professional role with his pursuits. He shares his approach, stating, “Effective time management is key, and early mornings and weekends are my trusted allies.

I firmly believe that exercise serves as a potent counterbalance to being an effective leader. It has played a pivotal role in my success.”

The experiences garnered through endurance sports have indelibly imprinted Dr. Payne’s leadership style. He acknowledges, “Endurance sports have their moments of adversity, much

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like the challenges faced in leadership. The ability to adapt, to navigate problems, and maintain a solution-oriented mindset, integral to endurance sports, closely mirrors the mindset required in my role as a university president.”

This profound connection between physical endurance and leadership endurance has significantly influenced his approach to addressing challenges and solving complex problems.

Paving the Path to Success Dr. Payne’s primary mission is to ensure that UNBC maintains its position as a trailblazer in the academic world. His dedication is unwavering when it comes to empowering students to fulfill their dreams. He passionately states, “Our students are not just prepared for their next adventure; they are set up for success in any direction they choose to journey. Our programs are at the vanguard of their respective fields, equipping them with the knowledge and skills needed to excel in their chosen paths.”

This vision ensures that UNBC graduates emerge as the next generation of thought leaders and change-makers, carrying the university’s legacy forward. Dr. Payne envisions UNBC as the bedrock upon which their success is built.

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UNBC’s growth and impact transcend the present and stretch far into the future. Dr. Payne observes, “We are constructing a university not merely for today but for the next 50 years. UNBC possesses an inherent forward-looking spirit, ceaselessly striving for excellence and relevance in an ever-evolving world.”

The university’s strategic growth will be meticulously planned and executed, always rooted in its community. “We must never lose sight of our origins and the community we serve. These roots provide us with the strength to expand and evolve while preserving our fundamental values,” Dr. Payne underscores.

The influence of UNBC reaches far and wide, driving transformative change. Dr. Payne envisions a university where research and education transcend the realm of theory and become powerful engines of positive change in society. He emphasizes, “Our research should leave an indelible mark, improve lives, and enhance our communities. Through our alumni, who ascend to the ranks of thought leaders and change agents, UNBC should be celebrated as the bedrock of their success.”

In a nutshell, Dr. Payne’s vision for UNBC is not just about the present; it’s about paving a path to a brighter future for students, the community, and society at large.

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INDUSTRY PERSPECTIVE

The Global Policy Cycle Mark Ovens, Senior Partnerships Director at Studyportals

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Introduction In academic terms, a policy cycle is an idealised process that explains how policy should be drafted, implemented, and assessed.

A continuous flow such as the one below would provide structure and balance in the formation of any ongoing policy development and decision-making.

International student migration When it comes to international education strategies, national study campaigns, and visa regulations, changes to policy can be a key competitive advantage – or disadvantage. In a world where education is quickly becoming

more globalised, specialised, and competitive, many countries have developed international education strategies. This is to help their sectors become more adaptive, innovative, attractive, and internationally connected to respond to the opportunities and challenges that arise in the context of a growing pool of international students.

Strategies often differ in scope and specificity: the US is still in the process of defining a consistent strategy across all relevant government bodies. Canada and New Zealand, in their latest strategies, have moved away from a specific numeric goal and instead emphasize the diversification of international

Strategies often differ in scope and specificity: the US is still in the process of defining a consistent strategy across all relevant government bodies

Higher Education Digest November 2023

Mark joined Studyportals as the Senior Partnerships Director for the UK & Ireland in July 2022 and is primarily responsible for connecting with top universities to help them diversify and grow their international student body, as well as providing them with challenging insights on international student mobility and ways to grow quality and retention of their international cohort. Mark has been working in International HE since 2011, starting at QAHE in Birmingham where he was an international officer for Africa and spent time traveling around the continent to recruit students to come and study in the UK. In 2014 he relocated to Portsmouth to look after their interests in the MENA region and then from 2017-2022 he ran the large global recruitment, marketing, and admissions teams for the University of Portsmouth, managing all pre-arrival activity for international students. He has substantial experience in both the public and private domain of the UK Higher Education sector- allowing him to understand key dynamics from multiple perspectives.

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students and sustainable growth. France and Japan place a particular focus on offering more courses and degree programs in English, while Malaysia and China have stated their aim to improve the quality of their education systems to make them more attractive to international students. The UK in recent years has set out clear priorities for the recruitment of international students. Other countries such as Norway, the Netherlands, and Denmark have introduced policies that have been restrictive to international recruitment.

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However, given that student mobility is often closely linked to migration figures, the idealistic policy cycle reference above can largely be replaced by the below continuous cycle which depends less on outcomes and more on economic and political pressures in the destination country. Whilst this cycle doesn’t seek to be an exact science, it gives an overall trend summary that has clearly played out across global study destinations in the 21st century.

Looking at the UK in particular, there is an increased pressure on the government

leading up to the 2024 elections to show that they have, at least in theory, a control over migration figures. Leading figures across the sector have often called for student numbers to be removed from migration figures but to no avail thus far. The last time the UK made sweeping policy changes was in March 2011 which included the removal of a poststudy work visa, the removal of the ability to bring dependents at the undergraduate level, and significant changes to the licences for institutions to be able to recruit international students. The knock-on effect of these changes on the competitiveness of international student recruitment compared to rival destination countries took the best part of a decade to reverse.

UK policy changes made in 2023/2024 are likely to have a similar, or worse effect for multiple reasons.

Domestically, the UK can no longer rely on the EU funding or student interest it enjoyed in 2011. Even for the home market, rising inflation figures combined with a fixed tuition fee mean that universities have lost around a third of their income since 2012. According to dataHE, this equates to almost £3 billion in losses from their annual UG teaching funding in just the past 18 months.

Additionally, as below, the rise in nontraditional study destinations as competitors in the market is significant and the options for students to choose alternative destinations with more attractive policies has grown

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Looking at the UK in particular, there is an increased pressure on the government leading up to the 2024 elections to show that they have, at least in theory, a control over migration figures

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and continues to grow at pace. A specific example of this- South Korea announced just last month that it had reached a new record number of incoming international students- and a significant percentage of these students were Vietnamese (23%)which is also one of Sir Steve Smith’s top 5 priority countries in the UK’s international education strategy.

Current trends The growth in the UK’s international student recruitment in recent years has been heralded internally in the sector, as the target of 600,000 international students was reached a decade sooner than aimed for. However, this growth was largely centred around PGT students from volatile markets that have been

45 proven historically to be affected by migration rights and policy changes.

The below table shows that whilst the UK is still in a period of absolute growth in terms of student interest, in relative terms it is starting to lose ground for the first time as news of the upcoming change in regulations on dependents starts to filter through to markets.

More worryingly, in the below chart we can see that demand for UK masters comes largely from 4 overseas countries, and 80% of its demand comes from only 25 countries- half as many as for the bachelor’s level. If these countries are made to feel unwelcome either in policy or by rhetoric it is likely to have a large adverse effect on incoming international student numbers in the UK, at a time when,

as stated above, these students have never been more important to institutions across the country.

Action/mitigation As pressure builds, it becomes very difficult to reverse through the cycle shown above. It will require both individual and collective action throughout the sector to mitigate changes made and the knock-on effect of the uncertainty it has on the student decisionmaking process.

Our previous article on this site explored individual ways universities can ensure their interests are spread across a variety of types and origins of students. In many ways, there’s never been an easier time to reach potential students globally and give them all the

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information they need to make an informed, best-fit decision.

To ensure a strong evidence base to lobby against policy change, institutions should also create a strong ethos of post-study career and visa support for international students. Perhaps most importantly, this support will assist international graduates to find the work they need and want and therefore keep a positive trajectory for stakeholders.

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The most difficult trend to reverse in some sense is the potential rhetoric that international students in the UK don’t feel welcomed and wanted. There is a fine line between sensible policy and damaging sentiment. International students can bring a wealth of diversity, cultures, and experiences to our classrooms and their stories should be celebrated. The collective action of the formal relaunch of the #weareinternational campaign is a great example of this.

International students can bring a wealth of diversity, cultures, and experiences to our classrooms and their stories should be celebrated

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Conclusion The comparison of policies relating to international students in the UK and its key competitors shows that overall, the UK currently provides an attractive environment for international students and its offer is broadly favorable over other study destinations.

However, the UK’s recent growth has largely been centred around markets that are likely to react negatively to upcoming changes. It’s vital for the sector that: a) UK policy does not further restrict international students and b) individual and collective action is taken by the sector to avoid negative

rhetoric and make incoming students feel like the welcome, diverse positive assets that they are to our institutions.

Retention is likely to be a key priority into 2024. In order to retain the UK’s place as a top study destination, institutions will need to work harder than ever to retain students through the discover, application, and enrolment periodsthen through their studies, and into their alumni networks. A strong, consistent message from both the UK Government and its Higher Education providers that international students are welcome is fundamental to keeping the sector on track.

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MOST VISIONARY

EDUCATION LEADER 2023

Dr. Stanley T. Wearden President of Methodist University

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A Visionary Leader Encouraging Fresh Perspectives

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n a world where career trajectories can often seem predefined, Dr. Stanley T. Wearden, the president of Methodist University in North Carolina, stands as living proof that a particular degree (in his case, English) doesn’t necessarily predetermine one’s life work. Wearden’s journey is a testament to the power of multidisciplinary education, spanning English, science journalism, and mass communication research. His story is not just about acquiring degrees; it’s a narrative of how these diverse disciplines have molded him into a visionary leader who excels at nurturing talent and guiding others toward success.

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Dr. Wearden’s journey, spanning almost 40 years in higher education, transitioned from professorship to leadership roles, including director, dean, senior VP, and provost.

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Dr. Stanley T. Wearden President of Methodist University

Higher Education Digest November 2023

“From my English degree, I developed a critical eye and a creative problem-solving approach,” Wearden emphasizes. “These skills have become my foundation, allowing me to inspire my team to think differently.

It’s about encouraging fresh perspectives.”

But it wasn’t just about critical thinking; his communication skills, the foundation of which were laid during his English studies, became an indispensable tool for bridging the gaps and fostering understanding.

“In that degree program, my communication skills began to gel,” he says. “Effective communication is the key to success, especially as a writer. A skilled writer is a skilled thinker. Those things go hand in hand.”

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Dr. Wearden’s philosophy that values collaboration is crucial on a campus of approximately 2,000 students, with more than 50 buildings, on more than 600 acres

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Wearden’s journey continued with a Master of Science in Journalism, with a focus on science.

This educational phase not only elevated his communication abilities but also reinforced the notion that a skilled writer is, indeed, a skilled thinker. It was during this period that he learned the art of probing questions, developed a healthy skepticism, and found a passion for drilling to the heart of complex issues.

“Journalism taught me a few indispensable skills,” he reflects. “To research an issue thoroughly before I jump into it, to ask good and probing questions, to have a healthy skepticism, to drill to the heart of an issue, to be dissatisfied with pat answers and dissemblance, to be comfortable interacting with people of

all backgrounds, to place a high premium on candor, and to write effectively and fast. I use those skills all the time in this job.”

Wearden’s journey, spanning almost 40 years in higher education, transitioned from professorship to leadership roles, including school director, dean, and senior VP and provost. The presidency, while not initially on his career radar, became the logical next step. When Methodist University extended the invitation, he was honored and intrigued.

“I saw the opportunity more and more as a perfect fit for me,” Wearden explains. “My skills matched well with the current needs of the university. I met many people with whom I felt an instant connection. I have felt truly

at home at MU since my first day on the job nearly five years ago.”

A Collaborative Leadership Philosophy Wearden’s journey in higher education includes a wealth of experience across diverse institutions. As he reflects on his impressive career, he emphasizes the invaluable knowledge he has gained about the “business” of higher education. It’s a depth of experience that has not only broadened his understanding but also honed his expertise in navigating the intricate landscape of academia.

“My leadership style is collaborative,” Wearden notes, setting the stage for a profound insight into his approach. Collaboration, for

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That Methodist University is the most diverse university in North Carolina – with students from more than 50 countries – falls in line with Wearden’s commitment to equity, inclusion, and belonging

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him, is not just a buzzword but a guiding principle. He understands the significance of teamwork, the power of diverse perspectives, and the need for leaders to be listeners as much as decision-makers.

“I believe very much in the power and importance of listening,” he emphasizes.

This core belief underscores his humility and recognition that, in higher education, the university leader isn’t always the smartest person in the room. Wearden acknowledges the abundance of intellect that thrives in this field. It’s a sentiment he absorbed from a wise friend who reminded him years ago. In a sector filled with brilliant minds, he sees himself as a facilitator of ideas rather than the sole generator. Good ideas, he recognizes, can emerge from anywhere, often surpassing his own, making it critical to remain vigilant and open to them.

Yet, in his collaborative leadership style, he doesn’t lose sight of the necessity for decisive moments. “Our success as a university is not solely dependent on me as president,” he states with conviction. It’s about the exceptional leadership team that has been assembled to work alongside him. Wearden acknowledges the significance of the Board of Trustees, an entity that both oversees their work and provides generous support for their efforts.

The essence of collaboration and teamwork is integral, but he wisely adds, “Still, in the end, you also can’t let yourself be paralyzed by a collaborative, teams approach. There come key moments that call for decisiveness from the president.”

In a nutshell, Wearden encapsulates a leadership philosophy that values collaboration and cherishes the wisdom of collective

intelligence, yet he remains ready to take charge when the occasion demands it. It’s a harmonious blend of humility and decisiveness, a style that underscores his commitment to the success of Methodist University and its entire community.

A Vision for Student Success As Wearden leads with a collaborative yet decisive approach, he also steers the institution with a clear strategic vision. With six key strategic initiatives, he’s guiding Methodist University toward a future marked by excellence, inclusivity, and commitment to student success.

1. Build a Comprehensive Framework to Advance Student Success 2. Extend the MU Reach through Online Programs, Community College Articulations, and Military and Community Partnerships 3. Embed Career Readiness and Civic Engagement in Curriculum and Campus Life 4. Commit to Equity, Inclusion, and Belonging 5. Increase Endowment in Support of Student Scholarships 6. Create a School of Medicine, in partnership with Cape Fear Valley Health, to Serve the People of this Region In the heart of Wearden’s presidency at Methodist University lies a profound commitment to student success, retention, and graduation. In his strategic plan, he outlines three compelling reasons why this focus isn’t just a priority but a necessity. It is, indeed, the very essence of Methodist University’s mission.

For Wearden, it’s clear that education is not just what Methodist University does; it’s at the core of its existence. It’s a mission, a calling,

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With an impressive 12:1 student-to-faculty ratio, Methodist University professors provide one-onone insights, guidance, and mentorship

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and a commitment. The university takes pride in preparing students for a lifetime of success and then launching them into the broader world. But there’s a harsh reality, too; every student who doesn’t complete their journey represents a collective shortcoming for the institution. It’s a challenge that Wearden is determined to face head-on. “We must not rest until those failures are rectified,” he firmly states.

Enrolling students isn’t just a transaction; it’s a promise, a pact that Methodist University makes with every student who walks through its doors. Wearden recognizes the profound moral obligation that this promise carries.

“We are morally obliged to do everything we can to keep that promise,” he asserts. It’s a commitment that resonates deeply with him, and he understands that when students place their trust in the university, they deserve nothing less than unwavering support on their journey to graduation. Importantly, he also shares a startling statistic: only 22 percent of students who leave college without a degree will ever complete one anywhere for the rest of their

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lives. For Wearden, this statistic reinforces the notion that they owe their students more than just a partial education.

Wearden, as a leader with a keen eye for strategy, also sees the business aspect of education. Students are not just learners; they are customers. Their satisfaction and success are pivotal to the institution’s longevity and growth.

In his view, education is a two-way relationship, and Methodist University must deeply care about the experiences of its students. He recognizes that an institution thrives as a business when it places the success and contentment of its customers at the forefront.

Unlocking the Potential of Online Education In the world of higher education, embracing online learning is no longer just an option; it’s a necessity. Wearden understands the value of quality education that transcends traditional classroom boundaries. In its quest to deliver excellence, Methodist University has adopted a two-tier approach, bridging the gap between in-person and online education.

“Our faculty members are clearly the content experts who also have tremendous pedagogical knowledge and experience,” Wearden affirms. They serve as the pillars of traditional education, providing students with insights, guidance, and mentorship. However, he recognizes that effective pedagogy in the classroom doesn’t always seamlessly translate to the online environment.

To bridge this gap, the university has partnered with a company that specializes

in the support of highly skilled professional online course designers. “These professionals bring a unique set of skills to the table,” Wearden explains, “combining expertise in effective pedagogy within online platforms with a deep understanding of user experience design.” Together with the faculty, these course designers work hand in hand to build and enhance the online curriculum.

Importantly, Wearden emphasizes that faculty members always maintain control over

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Fully accredited, Methodist University offers more than 80 areas of study for undergraduate, graduate, and doctoral students both on campus and online

the curriculum and its content. The course designers serve as valuable collaborators, helping faculty members adapt their expertise to the online environment in the most effective ways. This collaborative spirit ensures that online education at Methodist University carries the same quality and rigor as its inperson counterpart.

“I have been involved in online higher education for many years and at three different institutions,” Wearden reflects. This experience has given him a profound understanding of its potential. When executed effectively, online education can be just as enriching as in-person learning. However, he recognizes that it caters to a different student demographic with unique needs and aspirations.

At Methodist University, online students tend to be older and more established, including active-duty soldiers, veterans, and military family members. Their focus is distinct, driven by specific career goals. They view a university degree not only as a source of professional education and training but also as a credential that will open doors in the professional world.

While the university’s founding liberal arts values are embedded in all academic programs, online education at Methodist University is tailored to meet the specific professional needs and interests of its students. Each online degree program is meticulously crafted, with extensive market research informing its development.

Building Trust and Bridges: The Power of Partnerships At Methodist University, success isn’t just a destination; it’s a journey. Wearden is deeply committed to serving a diverse range of students, including active-duty military

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personnel, military families, veterans, and community college transfer students. The foundation of this commitment lies in fostering meaningful relationships, understanding individual needs, and providing unwavering support to ensure that every student thrives.

Methodist University has forged successful partnerships with six community colleges situated within a 40-mile radius of its campus.

But that’s not the end of the story. Wearden and his team are extending this collaborative spirit to community colleges that are farther away, recognizing the importance of making the educational journey accessible. The key to success in these partnerships is the establishment of trust and understanding.

“Success begins with making sure the MU faculty and the community college faculty get to know and trust each other,” Wearden emphasizes. This trust becomes the foundation for curriculum development that facilitates smooth transitions for students. The university is dedicated to staying up to date with curriculum changes to maintain an effortless transfer of credits, ensuring that students don’t face unnecessary hurdles.

Furthermore, Methodist University offers students in various majors the opportunity to take six credits of MU coursework at their community college tuition level. They have created both transfer and “reverse transfer” agreements, ensuring the seamless flow of credits in both directions.

Wearden proudly highlights the generous A-to-B (Associate to Bachelor’s) Scholarship.

Students who complete associate degrees at Methodist University’s six community college partners and who are eligible for Pell Grants and North Carolina Need-Based Grants are

invited to attend MU at no additional charge.

It’s a commitment to accessibility, reducing financial barriers, and making higher education a reality for more individuals.

Nurturing Relationships and Wellbeing for Student’s Success Wearden is passionate about his belief that student success is all about relationships. To achieve this, he and his team have created an environment that values genuine compassion, effective communication, and shared understanding. It’s not just about academics; it’s about students as human beings.

“An important part of their jobs – no matter what they do on campus, is to get to know students as human beings, to understand students’ needs, and to facilitate student well-being so that students may thrive,” he emphasizes. It’s a philosophy that recognizes that thriving students are those who feel fully understood, accepted, and valued for who they are as individuals.

Methodist University’s commitment to student well-being is backed by extensive research, reinforcing the idea that creating an environment where students can live fully into their unique and authentic selves significantly increases the likelihood of student retention and graduation.

But the support doesn’t end with compassion and understanding. The university ensures that students have access to a wide array of support services, including academic and financial advising, mental health counseling, a health center, an office of inclusion and belonging, an office of student life, and dedicated staff for military-related students, commuters, and transfer students, to name just a few. This

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comprehensive support network serves as the safety net that empowers students to thrive.

The Challenge and Fun of Building Relationships For Wearden, the pursuit of increasing the university’s endowment holds a significant place in his vision for providing accessible education. But how does one achieve this while ensuring that it directly benefits the students? The answer lies in the art of building relationships, fostering philanthropy, and nurturing partnerships.

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Growing the endowment is both a challenge and an enjoyable endeavor for Wearden. He spearheads a campaign aimed at expanding the endowment, and the dynamic part of this process revolves around relationships. “My job, and the fun part,” he explains, “is to meet and build long-term relationships with as many people as I can.” These individuals include alumni, community leaders, business leaders, prospective donors, foundation leaders, religious leaders, and government leaders.

His approach involves telling the captivating story of what Methodist University is achieving.

He takes the time to understand their concerns and interests and, over time, explores the possibility of helping them establish a personal connection with the university. The outcome of this approach often leads to more than just financial contributions. “Money is not the only way they can help,” Wearden emphasizes. They also become valued guests, speakers, mentors, and, most importantly, friends.

The process rarely involves direct requests for money. Instead, it centers around

Methodist University offering financial aid to more than 97% of its students goes hand in hand with Dr. Wearden’s vision and dedication to serving students

creating a sense of connection, and when that connection is felt, individuals often express a desire to contribute to and support the university. The ease with which this unfolds is a testament to the power of genuine relationships.

Direct and Lasting Benefits for Students Methodist University ensures that endowment gifts directly benefit the students. The University Advancement office works closely with donors to help them specify how they want their gifts to be utilized. Each gift is accompanied by a clear and specific contract, leaving no room for ambiguity.

The majority of endowed gifts are directed toward student scholarships. The university operates within a framework that allows them to spend 4.5% of any investment earnings from an endowed gift each year on scholarships.

These endowed gifts are legacy gifts, lasting throughout the university’s lifetime. With prudent investment management by the Board Investment Committee and professional investment advisors, the endowment grows over time, thereby increasing the size of scholarships that can be awarded.

The Role of Philanthropy and Partnerships Wearden places significant emphasis on the role of philanthropy in higher education.

He acknowledges that many individuals, including himself, were able to attain college degrees because they received financial aid, often in the form of generous scholarships.

His perspective on philanthropy is both a

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moral duty and an opportunity to participate in a beautiful philanthropic cycle.

“It’s important for us all to understand that very few of us succeed in life without a lot of help and support from others,” he notes. The act of ‘paying it forward’ becomes an essential part of this cycle, where each generation contributes to the education of the next.

Wearden extends a similar viewpoint to partnerships. He believes that higher education, along with other great social institutions, can achieve more through collaboration. The power of shared learning and shared work is a guiding principle where mutual growth and progress become the ultimate goal.

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A Shared Vision for a Thriving Future At the heart of Methodist University’s journey lies its mission statement, a guiding beacon that shapes the institution’s direction and purpose.

Wearden places immense importance on ensuring that this mission is more than words; it’s a promise to students and stakeholders. In his conversations with various university constituents, he articulates four fundamental promises: 1. Career and Graduate Readiness: Wearden assures that Methodist University will equip students to excel in their chosen careers or graduate studies.

2. Lifetime Reflection: The university commits to preparing students for a lifelong journey of reflection on meaning and purpose.

3. Moral and Ethical Preparedness: Students are nurtured to become moral and ethical agents in the world, understanding the importance of integrity and ethics in their actions.

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4. Engaged Citizenship: Methodist University instills in students the values of engaged citizenship, empowering them to make a positive impact on society.

These promises encapsulate the essence of the university’s mission statement, and they serve as a compass guiding every facet of Methodist University’s operation.

A dedicated vice president oversees the university’s campus-wide focus on mission, ensuring that these values are ingrained in every aspect, from academics to student activities and administrative functions.

As Wearden reflects on his role and his impact at Methodist University, he doesn’t focus on personal legacy or individual accolades. His primary objective is to leave the university in a healthier, more vibrant state than when he found it. He emphasizes that success is a collective effort achieved through the dedicated work of the entire team. If recognition were to come his way, he’d want it to be shared with every individual who contributed to the university’s growth and success.

The true measure of Wearden’s success is the thriving university he envisions, serving students even better than before. He believes in the continuity of excellence, with each succeeding president building upon the accomplishments of their predecessors.

In Wearden’s vision, the collective effort, trust, and candid communication of the Methodist University community are the driving forces behind the institution’s continued greatness. As he paves the way for a brighter future, he embodies the spirit of shared success.

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INDUSTRY PERSPECTIVE

The Netherlands as a Premier Study Destination for International Students: Key Figures Revealed Akos Kiraly, Strategic Sales, SRH Higher Education

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T

he Netherlands, renowned for its picturesque landscapes, rich cultural heritage, and progressive society, has emerged as one of the top study destinations for international students.

This small European nation offers a plethora of high-quality educational opportunities, diverse programs, and an inclusive environment that fosters personal and academic growth. In this article, we

explore the key figures that make the Netherlands an enticing choice for international students seeking an exceptional educational experience.

International Student Population: The Netherlands has witnessed a significant rise in the number of international students over the past decade. Currently, it hosts over 122,000 international students from more than

The Dutch education system has garnered international acclaim for its excellence and innovation

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Akos Kiraly is a higher education marketing specialist with 10+ years of experience. Akos grew up in Hungary and came as an international student to Germany. He started his career in Germany with one of the leading German university agencies before he switched to the education provider side. Previously Akos has been working as Director of Student Recruitment at GISMA Business School and has successfully implemented an international student recruitment strategy for SRH Berlin University of Applied Science (SRH Hochschule Berlin). SRH has opened Haarlem Campus as a joint Venture together with Global School for Entrepreneurship (UAS) last year.

Akos joined Lancaster University Leipzig in September 2019.

Currently, he is responsible for the sales strategy of SRH Universities in Germany and the Netherlands.

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160 countries, making up roughly 12% of the total student population. This multicultural environment provides students with a chance to engage in cross-cultural learning, expand their horizons, and build a global network of connections.

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Dutch universities consistently secure prominent positions in global university rankings, further validating their academic excellence

High-Quality Education System: The Dutch education system has garnered international acclaim for its excellence and innovation. Several Dutch universities consistently rank among the top institutions worldwide, ensuring students receive a world-class education.

Institutions such as the Delft University of Technology, the University of Amsterdam, and the University of Twente offer a wide range of programs across various disciplines, including engineering, humanities, social sciences, and business studies. These universities are known for their state-of-the-art facilities, distinguished faculty, and research opportunities.

Broad Range of English-Taught Programs: One of the significant advantages for international students is the extensive selection of English-taught programs available in the Netherlands. Nearly 2,100 programs are taught entirely in English, catering to students who may not be fluent in Dutch. This facilitates access to high-quality education for nonDutch speakers and fosters a truly international classroom environment.

Affordable Tuition Fees: Compared to other popular study destinations, the Netherlands offers relatively affordable tuition fees, especially for European Union (EU) and European Economic Area (EEA) students. For EU/EEA students, tuition fees can range from €2,000 to €4,000 per year, while non-EU/

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EEA students typically pay higher fees, averaging around €8,000 to €20,000 per year, depending on the program and institution.

Scholarships and financial aid options are also available, easing the financial burden for deserving students.

Strong International Rankings: Dutch universities consistently secure prominent positions in global university rankings, further validating their academic excellence.

The University of Amsterdam, for instance, consistently features among the top 100 universities worldwide. These rankings reflect the institutions’ commitment to quality education, cutting-edge research, and international collaboration, enhancing the value of a degree earned in the Netherlands.

Research and Innovation: The Netherlands boasts a robust research infrastructure and fosters a culture of innovation.

It is home to numerous research institutes and initiatives that contribute to groundbreaking discoveries across various fields. The country encourages students to engage in research activities, allowing them to gain hands-on experience and collaborate with leading experts in their respective fields.

Stay back options for students The Orientation Year, also known as the Search Year, is a popular stayback option for international graduates. After completing a Bachelor’s, Master’s, or Ph.D. program at a recognized Dutch higher education institution, students are eligible for a one-year residence permit extension.

During this period, they can work and search for employment relevant to their field of study.

Accommodation issues in the Netherlands With a significant increase in the number of international students and limited housing availability, many students face difficulties in finding suitable and affordable accommodation. Here are some of the main challenges associated with student housing in the Netherlands. The demand for student housing in popular Dutch cities, such as Amsterdam, Rotterdam, and Utrecht, far exceeds the available supply. This shortage is particularly acute during peak enrollment periods at universities, leading to intense competition among students for limited housing options. Rental prices in the Netherlands, especially in major cities, can be quite high.

The combination of high demand and limited supply has contributed to rising rents, making it challenging for students to find affordable accommodation that fits within their budget.

Conclusion: The Netherlands has established itself as a highly desirable study destination for international students, offering a harmonious blend of academic excellence, multiculturalism, and affordable education. With a diverse range of English-taught programs, renowned institutions, world-class research opportunities, and comprehensive student support services, it’s no wonder that the Netherlands continues to attract a growing number of ambitious students from around the globe. By choosing the Netherlands as their study destination, international students open the doors to a transformative educational experience that equips them with the skills, knowledge, and global outlook necessary for a successful future.

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INDUSTRY PERSPECTIVE

Content or Student?

Andrew Pass, Founder & Visionary, A Pass Educational Group, LLC

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An Educator’s Perspective on His Past In my first job, as a middle school teacher, the principal explained to me that the primary difference between middle school teachers and high school teachers is that while middle school teachers teach students, high school teachers teach content. He would certainly have argued that college instructors should also teach content. Of course, all teachers should teach content to students. However, if you had to pick

one as being more important, would you choose content or student?

The Content Supporters Rabbi Doctor Aaron Cohen1, from the Jewish Theological Seminary of America, was one of my teachers who put the content above all else. Cohen was a teacher of ancient Jewish law. He correctly insisted that his students, future rabbis, must have the ability to deliver short sermons at any moment

Educators who choose students recognize that the best way to teach content is to start with the students

Higher Education Digest November 2023

Andrew Pass is the founder of A Pass Educational Group, LLC., an educational content development firm that partners with organizations to develop customized content.

The firm believes that all learning should start with the student and has a goal of engaging 100 million learners in content that it has developed or helped to develop in the next ten years.

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Higher Education Digest November 2023

and that these talks should always focus on Jewish heritage. He required that his students memorize the structure of ancient texts so they would have a foundation from which to pull these sermonettes.

His teaching method worked. I left Jewish education many years ago. But, I still remember the structure of the texts. Cohen would be thrilled that I remembered this text. He might say, “If only you were still teaching it.”

At the tertiary level of education, many instructors, like Cohen was, are scholars with deep disciplinary knowledge. This is particularly true in the liberal arts and sciences. In his 1962 book, The Structure of Scientific Revolutions, Thomas Kuhn explains that every discipline has two sets of structures - substantive and syntactic.

The substantive structure contains the content that fits within the discipline. The syntactic structure contains the rules for determining whether or not

content should be included. Experts within any discipline understand these two sets of structures.

They research them on an ongoing basis. Often, they see teaching as the opportunity to share this knowledge with their students. Like Cohen, these instructors put content before students.

These scholars, and instructors of most career and technical fields, certainly see the content as important for both themselves and their students.

They likely believe that through study and mastery of this content, students will develop important knowledge and skills that will help them throughout their lives. It is as if content is king.

Learn it well and prosper. Dr. Cohen certainly believed this about his content.

Educators who put content first know far more about it than they do the students. In extreme cases these instructors might not even make an effort to learn their students’ names. Though

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Though Dalton taught many students I felt comfortable enough to approach him with a serious issue.

This man was a teacher of students first and then of content

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brilliant, Cohen was not always a kind man. He would call students out, in front of the class, for making mistakes and sometimes even suggest that they think about different career fields. These scholars do believe that they are helping their students because they are transmitting important information. I have always been proud to have deep knowledge of Jewish text.

The Student Supporters One of my favorite teachers at Columbia University, where I earned my bachelor’s degree, was professor Dennis Dalton. A political theorist, he was a master at transmitting knowledge. He brought the theorists of history alive through story. Professor Dalton had the largest classes on campus. Though he was a tenured professor at one of the finest institutions in the United States, Dalton put his students before his discipline.

Dalton taught hundreds of students each semester. He could not possibly know each student. But, he could know the typical student profiles. He knew what kinds of things were important to Columbia students: career choices, relationship issues, political perspectives, and more. This professor actually began classes by reading from letters of both current and past students offering their perspectives on relevant topics. He encouraged students to come to his office hours. He wanted to get to know us. More than thirty years later I still remember him.

I also remember the political theorists that we studied in his class. The ancients including Plato and Aristotle came the first semester. More recent theorists including Marx and Smith came the second. I remember a specific lecture in which Dalton nearly cried discussing Ghandi and the terrible treatment that the Indians received at the hands of the British. I learned how to analyze

political philosophies in his courses. I learned how to think. This professor cared about the content.

He cared about his students more.

Though I never asked Dr. Dalton what made him such a great teacher, I suspect that he would have agreed with the master educators to whom I have asked this question. Every one of these teachers has explained that they love their students. Dalton loved us too.

Educators who choose students recognize that the best way to teach content is to start with the students. They care about how students think and process complicated ideas.

They think about how students most effectively ingest information. They present their content in ways that students will find easier to learn.

It is all about the student.

I spoke to Dr. Dalton in his office on several occasions. On one of these occasions, I asked to speak with him because I wanted his advice after a graduate school rejection. I remember his compassion and care. Though Dalton taught many students I felt comfortable enough to approach him with a serious issue.

This man was a teacher of students first and then of content.

Conclusion I learned just as much from Dr. Dalton as I did from Dr. Cohen. However, my memories of Dr. Dalton are far warmer, as I experienced in writing the second part of this article. Dr. Dalton provided a warm, safe environment for his students to explore important ideas. My peers and I flocked to him because we knew that he cared about us. We therefore cared about him and perhaps more importantly to him, his content. I choose to start with the student. Nothing is more important.

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INDUSTRY PERSPECTIVE

Emotional Intelligence: The Critical Factor for Success in Higher Education Halima Mohiuddin, Founder, Leadership Think Tanks Inc

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F

or decades, academic success has been attributed to intelligence quotient (IQ), but recent research suggests that another type of intelligence, emotional intelligence (EQ), is essential for success in higher education. EQ is the ability to recognize, understand, and manage emotions, both one’s own and others. Higher levels of EQ have been linked to better academic performance, higher levels of well-being, and more positive social relationships.

Therefore, developing emotional intelligence competencies such as empathy, self-awareness, and relationship management can help students and leaders in higher education institutions achieve their goals and improve overall well-being.

Higher Education Digest November 2023

The Impact and Significance of EQ in Higher Education Research published in the Journal of College Student Development indicates that students with high levels of emotional intelligence tend to participate more in academic activities, such as attending classes, studying, and interacting with faculty. The study also found that students with higher EQ were more likely to have positive social relationships and higher levels of well-being (Brackett et al., 2010).

Another study published in the Journal of Personality and Social Psychology found that emotional intelligence was positively associated with academic achievement. The

Halima Mohiuddin is the founder of Leadership Think Tanks Inc. She is a respected higher education visionary. She has also been a professional development coach and a leadership capacity-building expert to numerous S&P 500 corporate giants like P&G, Nestle, etc. She has also served on the Executive Development teams hired by several government entities and global institutions like The World Bank and The Commonwealth. Some of her many specializations are in Finance, MIS, Healthcare Management, Process Engineering, and Innovation. She is passionately invested in transforming the global education landscape. With over 20 years of experience in the corporate and education sectors, she has a proven track record of transforming educational institutions, building leadership capacity, and driving innovation encompassing all stakeholders.

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study found that students with higher levels of emotional intelligence tend to have higher GPAs and are more likely to graduate from college than those with lower EQ (Zeidner et al., 2012).

In addition, KPMG found that EQ competencies such as empathy, relationship management, and self-awareness were critical for effective leadership in higher education institutions (KPMG, 2021). According to a study conducted by McKinsey & Company, emotional intelligence is a critical skill for leaders and organizations to succeed. In higher education, where leadership skills are essential for success, EQ can make a significant difference (McKinsey & Company, 2016).

The American Association of Psychology supports the importance of emotional intelligence in higher education, indicating that “higher levels of emotional intelligence may be associated with better academic performance, leadership, and overall wellbeing” (APA, 2021).

EQ Enhancement in Higher Education: 5 Strategic Ways Here are five strategic ways to incorporate EQ enhancement in higher education: 1. Incorporate EQ into the curriculum: Higher education institutions can develop courses focusing on emotional intelligence and teach students about emotional management, empathy, and relationship building.

2. Provide emotional intelligence training: Higher education institutions can offer workshops and training programs focusing on developing emotional intelligence skills such as self-awareness, self-regulation, motivation, empathy, and social skills.

Higher Education Digest November 2023

3. Introduce emotional intelligence assessments: Higher education institutions can offer EQ assessments to students and provide feedback on their emotional intelligence skills to help them develop and improve.

4. Encourage emotional intelligence development in student groups and clubs: Higher education institutions can create student groups and clubs that focus on emotional intelligence development, which can help students build social connections and improve their overall well-being.

5. Emphasize the importance of emotional intelligence in leadership development: Higher education institutions can emphasize the importance of EQ in leadership development and offer leadership training programs that focus on developing emotional intelligence skills.

Conclusion In conclusion, EQ plays a vital role in academic success, leadership, and overall well-being in higher education. The incorporation of EQ enhancement strategies into higher education can benefit students, faculty, and the institution as a whole. By prioritizing EQ alongside IQ, higher education institutions can better equip students and leaders with the skills needed for success in the 21st century.

Higher education institutions can provide students with the opportunity to develop their emotional intelligence competencies through coursework, training, assessments, and extracurricular activities. Moreover, the development of EQ can be incorporated into leadership development programs to create more effective leaders.

By focusing on EQ enhancement, higher education institutions can create an environment that fosters academic achievement.

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Higher Education Digest November 2023