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

GLOBAL EDITION

OCTOBER 2023

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FEATURING INSIDE Ahmed Kamal Ali MENA Director of International Digital Enrollment, EdPlus, Arizona State University, UAE Dr. Bob Habib Adjunct Professor, Regent University, USA Jeffrey Harris Founder and Managing Partner, Harris Search Associates, USA Dr. Jálin B. Johnson Vice Chancellor of Equity and Inclusion, Senior Diversity Officer, University of Massachusetts Global, USA Robert Clougherty Chief Information Officer, CampusWorks Inc, USA

MOST VISIONARY

EDUCATION LEADERS

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Ian Hugh White DL FREng Vice-Chancellor, University of Bath, England Dr. Yang Neng-shu President, National Yunlin University of Science and Technology, Taiwan

PRESIDENT OF WESTMONT COLLEGE

A REMARKABLE PRESIDENTIAL JOURNEY IN PURSUIT OF EXCELLENCE Higher Education Digest October 2023

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October 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 October 2023

MANAGING EDITOR’S NOTE

The Global Architects of Progress

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oday’s educational leaders face a formidable challenge in the dynamic landscape of academia. They are not only tasked with the complex orchestration of educational institutions but also bear the responsibility of igniting inspiration and determination in their faculty and administrative teams, all while navigating through an era riddled with volatility and uncertainty.

These leaders, who skillfully guide their institutions to strive for excellence, possess a remarkable blend of skills, attributes, and values. It is this unique amalgamation that enables them to cultivate an environment ripe for growth, innovation, and triumph.

The hallmarks of successful academic leaders are many. They understand the critical importance of fostering a sense of community within their institutions, empowering educators to reach their full potential, harnessing the power of data and resources, crafting a clear vision and strategic plan, and demonstrating unwavering strength in communication. These individuals are not just professionals; they are passionate advocates for the power of education. They keep their focus sharp on the goals that drive progress. In their hands, educational environments flourish, students thrive,

faculty excel, and staff is empowered to make meaningful contributions.

In the pages of this latest edition of Higher Education Digest, we proudly present the Most Visionary Education Leaders of 2023. These individuals stand at the forefront of the global higher education sector, setting extraordinary stretch goals in perfect alignment with their institution’s overarching vision and mission.

Our cover story spotlights Gayle D. Beebe, the President of Westmont College. With a career spanning over three decades, Beebe has emerged as a beacon of leadership in higher education. For over a decade, he has steered the ship at Westmont College, nestled in the picturesque landscapes of Santa Barbara, California. His journey to this prestigious position is remarkable—a tapestry woven with rich experiences and a trail of impressive achievements.

As you delve into the pages of this issue, we invite you to immerse yourself in the inspiring narratives of these visionary leaders, each of whom has left an indelible mark on the global education landscape. We hope you enjoy reading about their journeys, their aspirations, and the remarkable impact they continue to make.

Enjoy Reading.

Sarath Shyam Higher Education Digest October 2023

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GAYLE D. BEEBE

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PRESIDENT OF WESTMONT COLLEGE

A PRESIDENTIAL JOURNEY IN PURSUIT OF EXCELLENCE

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30 PROFESSOR IAN WHITE DL FRENG Vice-Chancellor, University of Bath

MOST VISIONARY

EDUCATION LEADER 2023 DR. YANG NENG-SHU President, National Yunlin University of Science and Technology

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MENTOR’S MANTRA

Dr. Jálin B. Johnson, Vice Chancellor of Equity and Inclusion, Senior Diversity Officer, University of Massachusetts Global

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FIVE WAYS TO SUPPORT YOUR DIVERSITY OFFICER - ATTAINABLE ACTION STEPS FOR LEADERS AND MANAGERS

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ACADEMIC VIEW

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DRIVING ONLINE EDUCATION PROGRESS IN MIDDLE EAST AND NORTH AFRICA

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Ahmed Kamal Ali, MENA Director of International Digital Enrollment, EdPlus at Arizona State University, UAE

ONE PLUS TWO DOES NOT EQUAL THREE: WHY AREN’T WE EMPLOYING LEVEL 3 AND 4 SURVEYS IN HIGHER EDUCATION?

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Dr. Bob Habib, Adjunct Professor, Regent University

INDUSTRY PERSPECTIVE

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PIPELINES, PREPARATION, AND PATHWAYS OF THE NEXT GENERATION OF COLLEGE AND UNIVERSITY PRESIDENTS Jeffrey Harris, Founder and Managing Partner, Harris Search Associates

GENERATIVE AI: THINKING ABOUT THINKING Robert Clougherty, CIO, CampusWorks Inc

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C O V E R

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S T O R Y

GAYLE D. BEEBE PRESIDENT OF WESTMONT COLLEGE

A PRESIDENTIAL JOURNEY IN PURSUIT OF EXCELLENCE

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n the realm of higher education, Gayle D. Beebe’s legacy at Westmont College inspires respect. With a career spanning more than three decades, Beebe has emerged as a true leader in higher education. At the helm of Westmont College in picturesque Santa Barbara,

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California, since 2007, Beebe has achieved this prestigious position through a rich tapestry of experiences and achievements.

Before his presidency at Westmont College, Beebe honed his leadership prowess at Spring Arbor University in Michigan, where he served as president from 2000 to 2007. During

his tenure, Spring Arbor University garnered recognition from U.S. News & World Report as a top-tier institution. Reflecting on this transformative period, Beebe says, “We were not content with the status quo. We strove for excellence in every facet of education, and it paid off.”

Gayle D. Beebe’s presidency at Westmont College has been marked by remarkable achievements and transformative initiatives

Beebe’s dedication to diversity and racial harmony earned the university the 2003 Racial Harmony Award from the Council of Christian Colleges and Universities. “Diversity is not just about numbers; it’s about fostering an environment that values every voice,” Beebe says.

His influence extended far beyond accolades, as he spearheaded transformative improvements across Spring Arbor’s campus, including the construction of a major academic building and the successful completion of a $45 million capital campaign. His academic roots run deep, as he previously served as a professor and dean at Azusa Pacific University’s School of Theology.

Since taking the reins at Westmont College, Beebe has presided over an era of unprecedented growth and innovation. His effective and multifaceted leadership approach involves fostering a strong financial foundation for the college, implementing an ambitious campus master plan, launching innovative academic programs, and raising more than $400 million to propel Westmont into a momentous future.

Beebe’s journey has come full circle, as he fondly recalls his time as a consortium student at Westmont in the 1980s. His own transformative experience at the institution, studying under a celebrated scholar, left an indelible mark on his leadership philosophy. Returning decades later as president, Beebe saw a remarkable opportunity to contribute to a distinctive mission that melds rigorous academics with a deep spiritual foundation, all underpinned by a stellar national reputation. “My student experience made a profound impact on my undergraduate education because I was able to learn from a renowned biblical scholar who shaped my thinking and leadership to this day,” he says.

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Beyond campus boundaries, Beebe has curated an impressive roster of speakers for Westmont’s President’s Breakfast and the Lead Where You Stand conference, featuring Nobel laureates, Pulitzer Prize-winning authors, and influential political leaders. “Bringing these thought leaders to campus inspires our students to engage with the world’s most pressing issues,” Beebe says.

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Devising Excellence with Visionary Leadership During his presidency at Westmont College, Beebe has produced remarkable achievements and transformative initiatives. Reflecting on this journey, he says, “Westmont has a very loyal alumni base and generous donors and friends who have joined us in achieving unprecedented growth at Westmont. Because of an effective strategic planning process, we’ve been able to establish a strong financial base for the college and have consistently identified the right priorities to move the college forward.”

Efforts to realize the objectives outlined in this strategic roadmap have involved a collective effort from faculty, staff and administrators across all facets of the college.

Notably, in the aftermath of the destructive Tea Fire in 2008, which destroyed several buildings and about one-third of the campus’s landscaping and grounds, the focus shifted towards executing the campus master plan.

Beebe emphasizes, “In adversity, we found resilience and determination. We transformed challenges into opportunities for growth.”

Westmont College’s location in the scenic setting of Santa Barbara has provided a unique backdrop for navigating historic challenges.

Higher Education Digest October 2023

Westmont College’s journey under the leadership of Gayle D. Beebe has been marked not only by visionary goals but also by meticulous execution

This environment has helped the college create a truly exceptional and cutting-edge learning environment, making Westmont’s campus one of the most stunning in the entire country.

“As a college dependent on income from tuition, we’ve sought ways to increase revenue streams to Westmont, such as greatly expanding fundraising and building the endowment,” Beebe says. “We have especially focused on gifts for scholarships to help all qualified students afford Westmont.” He highlights his commitment to accessibility and inclusivity in education.

Furthermore, Westmont has embarked on new academic programs designed to attract a broader student demographic. This includes implementing majors in data analytics and engineering, as well as adding an Accelerated Bachelor of Science in Nursing (ABSN) program. The college has strategically designed these academic offerings to meet the evolving needs and interests of prospective students.

Beebe is leaving a legacy of innovation and visionary thinking at Westmont. “One of my key presidential priorities has been expanding the institution’s reach and influence,” he says.

“We’ve realized this by establishing various institutes and centers, each serving as a hub of knowledge and innovation.” These centers, including the Mosher Center for Moral and Ethical Leadership, the Hughes Center for Neuroscience and Leadership, the Goble Center for Diversity and Global Learning, the Eaton Center for Entrepreneurship and Innovation, and the Montecito Institute for Executive Education, collectively contribute to Westmont’s academic excellence and impact.

Furthermore, Westmont’s acquisition of two downtown Santa Barbara buildings has opened

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the door to pioneering new and innovative programs in the heart of the city’s downtown area, thereby extending the college’s commitment to serving the local community.

Balancing Tradition and Progress: The Campus Master Plan Westmont College has not only established visionary goals but has executed them meticulously. The college operates under the guidance of a comprehensive Conditional Use Permit (CUP) that sets specific regulations governing its campus operations, including restrictions on residential student population and timelines for construction.

Reflecting on this significant phase in Westmont’s history, Beebe says, “Gaining

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Westmont College’s commitment to excellence extends beyond infrastructure and encompasses the evolution of its academic offerings

Higher Education Digest October 2023

approval from the county for its thoughtfully developed Campus Master Plan marked a significant achievement in Westmont College’s history. The product of years of dedicated work, this plan encompasses all the necessary facilities to accommodate both the existing and planned academic programs, student body, and faculty.”

Crucially, this plan represents more than just an exercise in expansion; it has created a harmonious collaboration with the local community. Westmont College regularly engages neighbors and community members.

This essential involvement ensures that while the college continues to evolve and grow, it remains deeply integrated into the local landscape, preserving its unique character.

“The construction of Winter Hall for Science and Mathematics and Adams Center for the Visual Arts has been a significant boon to our academic programs in these disciplines,” Beebe says. These state-of-the-art facilities not only elevate the educational experience for students but also enrich the broader community with valuable cultural and educational assets.

In the realm of athletics, the investment in new athletic fields has yielded remarkable results, with Westmont’s athletes clinching several national championships. This remarkable success has paved the way for Westmont College’s transition to NCAA Division II (DII) status, a momentous step beginning this fall.

Moreover, the establishment of the Global Leadership Center in 2017 stands as a testament

to Westmont College’s commitment to fostering a holistic residential campus experience. Comprising two modern residence halls, this center ensures that all students can live on campus while also serving as a hub for leadership programs that benefit both students and the local community. Beebe says, “It’s more than just a place to live; it’s a vibrant center of growth and community engagement.”

Strategic Academic Expansion and Community Engagement Westmont College’s commitment to excellence extends beyond infrastructure and encompasses the evolution of its academic offerings. Beebe explains the college’s intentional approach, saying, “We have been keenly attentive to the evolving needs and preferences of our student body, as

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Higher Education Digest October 2023

Looking ahead to May 2024, President Beebe anticipates the release of his new book, “The Crucibles that Shape Us: Navigating the Defining Challenges of Leadership,” published by InterVarsity Press

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well as the demands of the modern job market.

Education must align with career prospects to empower our graduates.”

The college’s response to these dynamics has led to notable additions to its academic repertoire, including programs in data analytics, engineering and nursing strategically designed to meet industry demands and provide students with a competitive edge in their careers.

They have garnered significant interest while underscoring Westmont’s commitment to relevance and innovation.

“We are committed to staying at the forefront of education so we can prepare students for an ever-changing world,” Beebe says.

Additionally, the introduction of new minors in environmental studies, coaching, ethnic studies, film studies, gender studies, global studies, and movement science ensures that students receive a comprehensive and relevant education that combines both breadth and depth of knowledge.

“We are fortunate to have a supportive external community that shares a deep belief in the institution’s mission and the transformative power of its education,” Beebe says. This synergy between the college and its partners in the local community has been instrumental in advancing various priorities. Notably, it has played a pivotal role in funding initiatives such as the nursing program and developing offerings in downtown Santa Barbara.

These programs not only serve the community but also create direct pathways to careers within the city, reinforcing Westmont College’s role as a catalyst for local economic and social development. Through these collaborative efforts, Westmont College continues to thrive and fulfill its mission, nurturing the leaders of tomorrow who will make a lasting impact on society.

Challenges and Resilience: Fortifying Westmont College’s Spirit Amidst the idyllic landscapes of California, Westmont College has faced its share of persistent challenges, particularly those posed by droughts and wildfires. The Tea Fire of 2008 stands as a stark testament to the college’s resilience. This devastating event wreaked havoc, demolishing

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several residential and academic buildings on campus, as well as 15 faculty homes nearby.

Under the steadfast leadership of President Beebe, Westmont College did more than rebuild; it reinvented.

The institution undertook the monumental task of restoring what was lost, adopting innovative designs to enhance both learning and living spaces.

Meticulously repairing the grounds, the college invested in fire equipment and training to fortify the campus against future wildfires. “In the face of adversity, we chose to rebuild stronger and more resilient,” Beebe says.

Subsequently, the Thomas Fire in December 2017 perilously approached the campus, yet inflicted no damage. However, a severe rainstorm in January 2018 triggered a devastating, historic mudflow in the Montecito community, claiming 23 lives and destroying hundreds of homes. While Westmont College remained physically unscathed,

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the ensuing road closures and compromised water supply presented formidable logistical challenges. Beebe recalls, “These dual disasters tested our resolve, but they also revealed the strength of our community.”

The college faced a series of five evacuations, commencing during finals week in December and persisting throughout the spring semester, as both the fire and mudslides etched themselves into the history of California’s natural disasters.

Beebe explains, “The titles ‘Stronger Together’ and ‘Courage and Kindness’ encapsulate the

resilience and compassion displayed by our faculty, staff, and students during these trying times. From loss and pain emerged stories of hope and unity.”

Westmont College also demonstrated remarkable adaptability when the COVID-19 pandemic disrupted education in 2020. In September of that year, the institution welcomed students back to campus, offering classes outdoors and online while ensuring that students could live in the residence halls, fostering a sense of belonging within the academic community.

Higher Education Digest October 2023

As Westmont College continues to stand at the intersection of tradition and innovation, its unwavering commitment to its mission and traditions remains steadfast

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“In adversity, we discovered innovative ways to continue the pursuit of knowledge and personal growth,” Beebe says.

Looking ahead to May 2024, President Beebe anticipates the release of his new book, “The Crucibles that Shape Us: Navigating the Defining Challenges of Leadership,” published

by InterVarsity Press. In this volume, he identifies seven defining crucibles, including natural disasters, which have personally shaped his journey. He shares, “Each chapter of this book delves into one of these crucibles, offering insights into how colossal setbacks can become the foundation for a stronger, more profound faith.”

Leadership, Legacy, and the Westmont Vision As Westmont College continues to stand at the intersection of tradition and innovation, its dedication to its mission and traditions remains

steadfast. At the heart of this commitment is a curriculum meticulously crafted to foster a comprehensive understanding of the liberal arts, prepare students for meaningful engagement in the professional world, lay a firm moral foundation, and deepen their love and knowledge of God. These pillars form the bedrock of a Christian perspective on education and life. “Our curriculum embodies our commitment to faith, knowledge, and moral values,” Beebe says.

Throughout its storied history, Westmont College has benefitted from the presence of people driven by their faith, propelled by their intellect, and unwavering in their dedication to enduring principles that ignite a lifelong journey of learning, leadership, and service. This commitment has flourished through the harmonious synergy of academic programs and extracurricular activities, giving Westmont a distinctive role in shaping leaders who now occupy diverse spheres of society. Beebe emphasizes, “Our mission involves upholding our heritage as a Christian liberal arts college, cherishing our unwavering faith and fostering a strong sense of community as we navigate the challenges that higher education faces in the coming decades.”

With a forward-thinking perspective, Westmont College continually seeks new horizons while preserving the ethos that has propelled its success since its founding in 1937.

The institution stands resolute in its dedication to retaining its position as the premier Christian liberal arts college in California and the western United States, a recognition reflected in its consistently high rankings and program evaluations by publications such as US News & World Report.

President Beebe urges leaders to prioritize the development of both character and competence. He encourages them to invest in endeavors greater than themselves that will endure and leave a lasting impact on their institutions and society. Reflecting on his own 17-year tenure as Westmont’s president, Beebe concludes, “In challenging times, I’ve been reminded daily of Peter Drucker’s wisdom: A true leader focuses not on what they want to do, but on what needs to be done. In challenging times, this question has resonated deeply with me, inspiring me to offer my utmost contributions and effort each day.”

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MENTOR’S MANTRA

Five Ways to Support Your Diversity Officer Attainable Action Steps for Leaders and Managers Dr. Jálin B. Johnson, Vice Chancellor of Equity and Inclusion, Senior Diversity Officer, University of Massachusetts Global

Dr. Johnson is the creator and executive producer of Insufferable Academics LLC. The globally broadcasted podcast takes listeners beyond research and safe spaces and into the lived experiences behind the data. As a conference presenter, keynote, and author, she has contributed to her field for several decades.

Her contributions include several noted studies and research presentations for many organizations such as the Association of American Colleges and Universities, American Association of University Women: Forum on Diversity and Inclusiveness, Association of California School Administrators, and many more. Johnson’s work in publications includes the National Center for Institutional Diversity, where she is a Diversity Scholars Network member; The International Journal of Diversity in Education where you will find her Experience Context & Perspective (ECP) framework, the ‘Looking at Leadership’ series; and various international conference publications, where she also serves as a Review Board member.

Throughout the years, she has maintained an active dedication to community service and volunteer work in various not-for-profit and charitable organizations.

Through these efforts, she continues to mentor youth and service members transitioning back into civilian life. She is focused on life-long learning, community enrichment, ‘service to all mankind,’ and advocating for equity.

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There is a correlation between positive financial performance and having diverse executive leadership & diverse executive board membership

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cross the higher education landscape, news of closing DEI offices has spread quickly among Diversity Officers (DOs). Related discussions surrounding the DO role in the private sector and among members of the academy, shared two central themes which caught my attention – job security and the value of this work. While some leaders and managers look for ways to encourage inclusion-driven best practices in IHE spaces, others are also seeking ways to support their DOs and the important work that we do.

Below are five attainable action steps leaders and managers can implement in support of DOs who facilitate Justice, Equity, Diversity, and Inclusion (J.E.D.I.) centered efforts.

25 Pay Attention – The results speak for themselves.

These are but two of many things that the public has learned about highly functioning organizations that execute a business model which embraces J.E.D.I. principles: 1 – The culture of the organization is directly impacted by the work of DEI offices. Revelio Labs in a study they conducted alongside the Washington Post and Reuters (2023) found that “Companies with DEI teams experience higher levels of employee satisfaction with culture and values, diversity and inclusion, and [with] the company overall.”

2 – There is a correlation between positive financial performance and having diverse executive leadership & diverse executive

Higher Education Digest October 2023

board membership. After five years, the results of a longitudinal study conducted

by McKinsey & Company (2020) showed a “positive, statistically significant correlation between company financial outperformance and diversity, on the dimensions of both gender and ethnicity. This is evident at different levels of the organization, particularly on executive teams” from the 1000 large companies surveyed, that spanned across 15 countries.

With a positive impact on global business continuing to set trends, imagine the gains your institution will attain when J.E.D.I. efforts are centered, supported, and invested in.

Ask questions and consider your DO’s well-being.

When was the last time you asked your Diversity Officer “How are you doing?” Across the nation, DOs are suffering in silence or with little fanfare. Russell Reynolds, among other US-based firms, has been tracking the professional experience of the Diversity Officer since 2018. In 2021, they noted that “the very nature of the role lends itself to emotional fatigue.” They noted that DOs who are also focused on improving organizational welfare, often are at risk of setting aside their wellness, mental health, and other personal

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Despite the emotional currency withdrawn from us, we don’t generally turn folx away, because it is often the case that we “understand” their lived experience.

We have been where they are

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needs while they spend long hours addressing challenges that meet them at their doorstep.

While it may be easy for some to say, “Just refer them elsewhere,” (a comment that I candidly acknowledge I hear several times a month), it is another thing to have this ‘shared DO lived experience’ of being asked for support.

One thing leaders and managers will learn when they check in with their DOs is that they are often the only people at the institution, those who seek them out claim to feel comfortable talking to them.

This phenomenon contributes to a term I originated: emotional currency. The emotional toll we exert, (the “withdrawal” that we make), to support others who feel they have no place to turn, is an uncompensated transaction. And yet, despite the emotional currency withdrawn from us, we don’t generally turn folx away, because it is often the case that we “understand” their lived experience. We have been where they are.

Listen to Learn and to Unlearn.

Prior to becoming a Full Professor of Business & Organizational Leadership, I was asked to offer a rough estimate of how many students and employees I mentored throughout my tenure as a full-time faculty member. Due in part to my ongoing consulting work with management from various organizations, and with higher ed-based leadership teams, about how to recognize and acknowledge when an employee is taking on invisible labor, I had an answer to this question. Some of the invisible labor I took on involved the mentoring of students and employees. None of these efforts were a part of my job description and often occurred beyond my control.

As a Black Woman, working at a predominately white institution (PWI), I was often “the first” or “the only.” Per student and employee admission, my mere existence was (and is still) a draw to those who identify with one or more of my own intersectionalities. I encourage those who, like me, have embodied enlightened exceptionalism, who have experienced invisible labor, and/or whose emotional currency has been withdrawn, in support of student success and colleague development, to share this with their leaders and managers.

In turn, leaders and managers will benefit from listening. Learn about the lived experiences of the DOs at your institution.

Allow for learning and unlearning to take place. Often, long-held biases can be barriers to how we listen and what we hear.

Choose Action over Adjectives.

Saying nice things about the work your DO and their offices are doing, is nice. Consider taking it a step further. At the next convening of leadership, add two related items to the agenda: 1 – How are we as an organization benefiting from the work of the DEI office?

2 – How are we advocating for them?

This includes valuing their time and their (seen and invisible) labor. It also includes showing appreciation for the positive outcome of their ongoing efforts, through organizational action and investment. Journalist Terry Gross once said, “The problem is that those of us who are lucky enough to do work that we love are sometimes cursed with too damn much of it.”

Now that you’ve asked your DO how they are doing, ask them about the labor of love

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I encourage those who, like me, have embodied enlightened exceptionalism, who have experienced invisible labor, and/or whose emotional currency has been withdrawn, in support of student success and colleague development, to share this with their leaders and managers

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that is advocacy. This work is not for the faint of heart. It is, however, a calling to those who wish to offer a voice to the often marginalized, unseen, and unheard.

Advocate for equity with J.E.D.I.centered participation.

My experiences as an inaugural diversity officer were marked with many milestones. One came during the end of my second year as SDO. This original idea sprouted as an attempt to share the work our Office of Equity and Inclusion (OEI) was doing in collaboration and partnership with internal and external community members. What I dubbed “OEI J.E.D.I. Day” (2022) held each year on May the 4th, is an open house of sorts that the entire university community can participate in.

The support of leadership, managers, and supervisors from across the university makes employee and student participation possible.

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Advocacy is on display. During this annual event, our 50+ advisory groups, strategic initiative implementation & planning committees, our affinity groups, and community equity initiative partners share their many efforts to thread justice, equity, diversity, and inclusion across all institutional efforts. Likewise, leaders have an opportunity to participate in community-based work that centers on J.E.D.I. principles.

Attainable Action Steps for Leaders and Managers By paying attention to the DO experience, asking them important questions, allowing yourself to learn and unlearn, choosing action over adjectives, and advocating for equity while engaging in J.E.D.I.-centered participation, leaders and managers can take the first steps towards positively supporting their Diversity Officers.

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MOST VISIONARY

EDUCATION LEADER 2023

Professor Ian White DL FREng Vice-Chancellor, University of Bath

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A Visionary Leader Nurturing Excellence and Community Impact

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orn and raised in Northern Ireland, Professor White began his academic career at the highly regarded University of Cambridge, where he pursued Electrical Sciences and Engineering, ultimately earning a Ph.D. “A research fellowship at Jesus College was a turning point that propelled me into a lectureship,” Professor White reflects.

Professor White began teaching at the University of Bath in 1991 as a Professor of Physics, but his academic journey took him to other institutions such as the University of Bristol and back to Cambridge, where he held the position of van Eck Professor of

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In 2019, Professor White was appointed as ViceChancellor and President of the University of Bath in recognition of his outstanding leadership qualities

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Professor Ian White DL FREng Vice-Chancellor, University of Bath

Photo Credit: Crescent Photography Higher Education Digest October 2023

University of Bath’s strategy is underpinned by four pillars: Driving excellence in education, Driving high-impact research, Fostering an outstanding and inclusive community, and Enhancing Strategic Partnerships

Photo Credit: University of Bath

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Engineering, a significant milestone in his career.

During his time at Cambridge, Professor White delved into the fascinating realm of Photonics Research. His ardour for the field led him to undertake various positions, such as being the Head of the School of Technology and Pro-ViceChancellor for Institutional Affairs. Furthermore, he was honoured to serve as the respected Master of Jesus College.

In 2019, Professor White was appointed as Vice-Chancellor and President of the University of Bath in recognition of his outstanding leadership qualities. This appointment was a significant milestone for the university, as he became the seventh person to hold this esteemed position since the institution was granted its Royal Charter in 1966. In addition to his academic achievements, Professor White has also been recognised as a Fellow of the Royal Academy of Engineering, the Institution of Engineering and Technology, and the Institute of Electrical and Electronics Engineers.

Engineering a Revolution The story of Professor Ian White’s journey into the world of academia and engineering is truly remarkable. He was deeply interested in applied science, especially at the intersection of electrical engineering, which led him to a lifelong quest for innovation and transformation.

His academic journey started at a time when optical communications research was on the brink of a revolutionary era. Looking back, he recalls, “I could see that the advances could have the potential to transform society by allowing unprecedented new communication capabilities.” A single optical fibre, as thin as a human hair, could transmit vast amounts of information, equivalent to the entire world engaged in simultaneous phone conversations.

Professor White’s early research centred on laser diodes for high-performance communication systems. His contributions extended to the development of the Gigabit Ethernet and 10 Gigabit Ethernet standards, technologies that now underpin more than 1 billion links worldwide. These standards played a pivotal role in shaping the internet

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Photo Credit: Crescent Photography

as we know it today, and Professor White found immense fulfilment in this endeavour.

Moreover, his involvement in introducing a new class of lasers into these standards paved the way for their integration into various consumer applications, including computer mice, laser printing, and, notably, mobile phones.

But his journey didn’t stop at optical communication. During his tenure at the University of Cambridge, Professor White

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played a vital role in the development of a system capable of detecting inexpensive RFID tags, akin to those used for building access or in credit cards, at impressive ranges of up to 20 meters. This system possesses the remarkable ability to read a multitude of tags, exceeding 400 per second under certain conditions. Today, it finds applications in inventory management and the retail industry, streamlining operations and enhancing efficiency. Professor White’s expertise

Professor White’s dedication to enhancing the student experience at the University of Bath has been a cornerstone of his leadership

in photonics eventually led to the co-founding of two pioneering companies, Zinwave and PervasID, where he continued to push the boundaries of technology and innovation.

Building Excellence and Inclusivity Professor White’s vision for the University of Bath is a testament to the institution’s enduring commitment to excellence and societal impact.

While much has evolved since the university’s

inception as Bath University of Technology in 1966, the core vision of its founders remains as pertinent today as it was then. From the outset, the concept of technology as “the point at which science intersects society” provided a guiding light for the university’s endeavours. Professor White states, “The empowering of a University community to draw on understandings of science and society to address the key challenges of our time remains as important as ever.” Whether it’s harnessing the potential of advancing digital technologies, confronting the pressing issue of climate change, or addressing health crises, the university stands at the forefront of change and progress.

In the present day, the University of Bath is two years into its 2021-26 strategy, aptly named ‘Our University, Our Future: Connected.’ This strategy, developed through extensive engagement with staff, students, and alumni, places inclusivity and excellence at its core. Professor White elaborates, “In all our engagement leading up to the strategy, we found strong foundations and appreciation of much positive practice, but also a desire to build a stronger University community, a real commitment to excellence. There was a sense of untapped ambition and potential we could unlock.”

The university’s strategy is underpinned by four pillars: Driving excellence in education, Driving high-impact research, Fostering an outstanding and inclusive community, and Enhancing Strategic Partnerships. Professor White admires the progress made by colleagues across each of these areas, with many goals achieved ahead of schedule. This progress not only strengthens the university’s foundations but also paves the way for a promising future. At its core, Professor White and his

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team aspire to make the University of Bath a global exemplar where every member of the community can thrive. He shares, “We have an ethos of high achievement here, but also a culture of care, inclusivity, and respect, and the strides we’ve made since our strategy launched reflect this ethos and the dedication of all in our community.”

Empowering Students, Advancing Research Professor White’s dedication to enhancing the student experience at the University of Bath has been a cornerstone of his leadership. One

notable achievement in this regard was the expansion of mental health support for students, a vital step in ensuring the well-being of the university community. “We reinforced the importance of student experience by creating the role of Pro-Vice-Chancellor (Student Experience), which is supported by a Board made up of University and Students Union representatives, working collaboratively to enhance all aspects of the student experience here at Bath. This complemented the ongoing work to provide an intellectually bold and academically stimulating education,” elaborates Professor White.

Photo Credit: University of Bath

36 When it comes to research, the University of Bath has earned a distinguished reputation for applied research, spanning a diverse spectrum from science to the humanities

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Despite commendable achievements in education and student experience, complacency finds no place at the University of Bath. The institution embarked on a transformative ‘Curriculum Transformation’ program, the most significant restructuring of its educational framework in a quarter of a century. This ambitious initiative seeks to enhance educational provision, with numerous new courses set to launch in the 23/24 academic year.

When it comes to research, the University of Bath has earned a distinguished reputation for applied research, spanning a diverse spectrum from science to the humanities.

The university’s researchers are dedicated to addressing real-world challenges and have achieved remarkable results. Examples abound, from contributions to safer rugby scrums and reduced injuries through the “Crouch, Bind, Set” technique to advancements in predicting energy usage profiles and peak demand in electricity networks, yielding substantial reductions in CO2 emissions.

“We have built on strong foundations to increase our research power and impact, particularly in our priority research areas of Sustainability, Health & Wellbeing and Digital,” shares Professor White. New

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Photo Credit: University of Bath

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The rise in the QS World University Rankings 2024, which catapulted the University of Bath into the top 10% worldwide, is a remarkable achievement

institutes, including the Institute for Sustainability and the Institute for the Augmented Human, have been established under the leadership of Professor White.

The Bath Beacons initiative fosters collaboration with partners to advance key research areas, benefiting both teaching and the broader world by creating a greener, healthier, and more interconnected future.

Excellence Beyond Rankings “I find the accolades and rankings within Higher Education to be important because they are the culmination of so many collective and individual successes within a university,” states Professor White. One notable achievement that set the tone for a successful academic year was the title of ‘University of the Year 2023’ bestowed by The Times and Sunday Times. This honour demonstrated the university’s dedication to providing a high-quality education and fostering a supportive learning environment.

In addition, the university has achieved outstanding results in both national and international rankings, which demonstrates its dedication to providing quality education, enriching student experiences, and conducting cutting-edge research. The fact that it has been ranked as one of the top 5 universities in the UK by the Complete University Guide 2024 is a significant achievement that attests to its remarkable growth and development in recent times.

This recognition confirms the university’s status as one of the UK’s premier institutions for education and research.

The rise in the QS World University Rankings 2024, which catapulted the university into the top 10% worldwide, is a remarkable achievement. It not only showcases the institution’s global standing but also underscores its dedication to excellence on the international stage.

Professor White says, “However, it is hard to tell the full story of achievements by rankings alone. At a personal level, the

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work of our community on inclusion has been of great importance, such as achieving a ‘full house’ of awards in the assessment of gender equality in higher education, with a total of 17 awards, including an Athena Swan Silver award at the institutional level.”

Professor White also sees significant strength in the university’s tradition of sporting excellence coupled with its inclusive ethos.

The achievements of student and Bath-based elite athletes on the Olympic, Paralympic, and

Commonwealth Games stages demonstrate the institution’s commitment to holistic development. Additionally, the positive impact of world-class facilities on the well-being of the broader community and local school clubs and community groups cannot be overstated.

Leading Through Crisis Navigating the challenges posed by the COVID-19 pandemic represented one of the most significant tests of leadership

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Photo Credit: Crescent Photography

Higher Education Digest October 2023

Photo Credit: University of Bath

The University of Bath stands out for its ability to attract high-calibre and diligent students

during Professor White’s tenure as ViceChancellor. “All leaders are dependent on the team they have around them, particularly in times of crisis, and I was fortunate to have a great team who shared my focus on supporting both students and staff during the pandemic,” shares Professor White.

The agility and adaptability displayed by the academic colleagues in swiftly transitioning to online teaching and later back to in-person teaching when conditions

allowed exemplified their dedication to maintaining educational continuity.

The campus services team’s extraordinary efforts, such as setting up a 24-hour hub to assist self-isolating students, acquiring an ambulance for student testing, and providing comforting amenities like games, treat boxes, and hot meals, reflected a remarkable commitment to the well-being of the university community. “I was also moved by the way both staff and students

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An impressive statistic reveals that over two-thirds of Bathbased undergraduate students graduated from programs that offered placement or study abroad options in the 2021/22 academic year

Photo Credit: University of Bath

gave back to the community, creating 200,000 pieces of PPE for local health workers and providing free city accommodation for doctors and nurses, as well as numerous examples of volunteering,” recalls Professor White.

At the institutional level, having a clear sense of purpose and agile response structures in place proved pivotal. However, beyond the structures, it was the shared values that truly made the difference. These values, deeply embedded within the university’s culture,

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provided the foundation for resilience and unity during a challenging period. They were a guiding light that ensured the well-being of the community and the institution’s continued impact on society.

Equipping Graduates for the Future In observing the ongoing debates within Higher Education, Professor White believes that there can sometimes be a misleading binary between a sole emphasis on the skills agenda and a

viewpoint that suggests students should solely be taught how to think critically. However, the reality often lies in the intersection of these aspects. He elaborates, “For graduates to succeed in their fields, they often need to master a combination of disciplines and skills which have real-world benefit. I think this is where Bath operates really well in our holistic and relevant education, so our students develop the right mindset to apply their knowledge and achieve a positive impact.”

The University of Bath stands out for its ability to attract high-calibre and diligent students. The institution is dedicated to providing not just excellent education but also a wealth of opportunities and experiences. These include placement years, study abroad programs, extracurricular activities, and sporting opportunities. The goal is to offer a distinctive educational experience that nurtures exceptional students in a comprehensive manner, ensuring they leave Bath with cuttingedge knowledge, a versatile skill set, and a

Photo Credit: University of Bath

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wealth of experience that empowers them to think, work, and contribute as outstanding global citizens and future leaders.

“We also want our students to experience and feel they belong within an outstanding and inclusive University community with a ‘culture of care’. We want them to gain valuable knowledge, transferable skills, and intercultural competencies so they leave us well-rounded and with a competitive edge,”

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explains Professor White. Collaboration with business, public, and voluntary sectors is a priority at the University of Bath, allowing students to develop five key attributes: being well taught, well qualified, well experienced, grounded, and rounded. These attributes serve as a solid foundation for future career success and personal fulfilment.

“Looking ahead, universities will need to focus even more on preparing our students well

for employment and leadership. We want to equip our students in a fully rounded way to be able to contribute positively to their communities, whether on the global stage or at a more local level,” opines Professor White. In addition to delivering excellent and pertinent courses, the university places a strong emphasis on preparing students for the challenges and opportunities they will encounter in their careers.

Photo Credit: University of Bath

An impressive statistic reveals that over two-thirds of Bath-based undergraduate students graduated from programs that offered placement or study abroad options in the 2021/22 academic year. “This is part of the reason we do very well indeed in high-skilled employment outcomes for our graduates.

We’re always looking for ways we can enhance our students’ preparation for employment so we can provide our students with not only the tools they need to be leaders and global citizens but also that edge to succeed in their future careers,” emphasises Professor White.

Beyond Campus Walls Universities have the capacity and responsibility to make significant contributions beyond their economic impact and to actively shape positive outcomes within the community. In recent years, the University of Bath has taken proactive steps to strengthen its ties with the local and regional community.

Professor White shares, “In addition to joint research projects with local government and key local organisations, we have supported the cultural life of the City practically and financially. For example, sponsoring Bath Festivals, Children’s Literature Festival and supporting our cherished ‘university museum’, The Holburne.” Collaborative initiatives like ‘Cosy Wednesdays,’ developed in conjunction with the Students’ Union, to provide warm spaces and activities for local residents during the winter months, is another such example.

Beyond these initiatives, Professor White finds great inspiration in the altruistic endeavours of the university’s students.

They engage in various community-focused

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activities, from fundraising for local charities to environmental initiatives like litter picks, tree planting, and beach cleaning. In fact, the University of Bath, nestled within the UNESCO World Heritage site of Bath, holds a deep appreciation for its surroundings. In return, its students dedicate countless hours to volunteer work that gives back to the community, embodying the spirit of active citizenship.

“I have been fortunate to be involved in a number of community-focused initiatives at a strategic level, including the Future Ambition Partnership, established by Bath & North East Somerset Council to work with partners from business, education, health and charity sectors to help shape a shared vision for the area to create better places, deliver a carbon neutral economy and be at the forefront of innovation in the 21st century,” says Professor White. Additionally, his participation in the Key Cities Initiative underscores his commitment to driving positive change on a broader scale. Professor White was appointed Deputy Lieutenant of Somerset, a role that enabled him to forge deeper connections with individuals and organisations throughout the county, including The Royal Bath and West Society.

A Legacy of Excellence Professor White’s tenure as the seventh Vice-Chancellor since the University of Bath received its Royal Charter in 1966 has been marked by a resolute commitment to elevating the institution’s reputation both within the UK and on the global stage. His leadership has been instrumental in fostering excellence and garnering respect on a worldwide scale.

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“Vice-Chancellors and their teams are only ever custodians of an institution. In our daily work, in the decisions we make and our interactions with one another, we hold in trust the future of an organisation and endeavour to ensure that tomorrow will be better than today for the generations to come,” opines Professor White.

His aspiration for a lasting legacy revolves around deep-seated care for the university and its entire community, including students, staff, and alumni. This care extends to championing excellence and inclusivity, which have been central pillars of his leadership. Under his guidance, the University of Bath has embarked on an upward trajectory with a future that promises to outshine the present.

Today, Professor White’s priority is to drive forward the university’s strategy and bring to fruition major initiatives spanning education, research, and student experience.

This includes the rollout of bold and ambitious courses, continuous enhancements to opportunities for students and staff, support for new research Institutes, and investments in essential infrastructure. Professor White concludes, “We will be ever more externally focussed, open to developing more strategic partnerships whether regionally, nationally or internationally, working in collaboration with others to achieve together what we cannot do alone.” In a nutshell, Professor White’s legacy is one of dedicated leadership, care for the institution and its community, a commitment to excellence and inclusion, and a vision for a future where the University of Bath continues to shine ever brighter.

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ACADEMIC VIEW

Driving Online Education Progress in Middle East and North Africa Ahmed Kamal Ali, MENA Director of International Digital Enrollment, EdPlus at Arizona State University, UAE

48 Ahmed Ali has been involved in higher education for over a decade and beginning in 2017, he kicked off the online degree offerings from Arizona State University in the Middle East and North Africa (MENA).

Currently the Director of International Digital Enrollment at EdPlus at Arizona State University, he focuses his efforts on promoting ASU’s diverse online degree portfolio in the Middle East & North Africa region.

Prior to his transition to EdPlus at ASU, Ahmed held various positions at the Thunderbird School of Global Management (a unit of Arizona State University), and HULT International Business School.

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n the Middle East and North Africa, online education has become increasingly popular in recent years, and its accessibility and effectiveness are being carefully studied.

When the COVID-19 pandemic hit, it spurred progress and adoption of online learning in three key ways in the region: 1) institutions fueled hybrid models of education;

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2) government acceptance of online education started to pivot; and 3) students gained a better understanding of what online learning entails, and their appetite for it grew. Having said that, universities will need to continue navigating opportunities and challenges while being attuned to the region’s unique education goals and needs.

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There are more than 20 states in the MENA region with different governance and operations; therefore, the approach to online education cannot be one size fits all

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The Higher Education Big Picture in the Middle East and North Africa There are more than 20 states in the MENA region with different governance and operations; therefore, the approach to online education cannot be one size fits all. But as the region transitions away from an oil and gas focus and into the knowledge

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economy, there is growing consideration of online learning as a modality of choice. Additionally, many of the Arab States have identified a “Vision for 2030” which outlines the economic, industry, and education goals of the state.

While each Vision for 2030 is state-specific, the work currently being done in certain Arab

States provides some examples of higher education opportunities across the region, including:

on applied behavior analysis (ABA), special education, Autism, and more.

United Arab Emirates (UAE): Focusing on continuing to improve the healthcare sector with more emphasis on developing online education programs that would educate future experts

Egypt: Emphasizing the digitizing of the banking sector. Moving away from traditional banking into mobile banking presents a demand for higher education opportunities in software and systems engineering, supply chain, and business analytics for example.

Many universities stand by their online degree offerings, in the sense that their programs are accredited by the same accreditation body that of the university

Saudi Arabia: Has a lot of projects on sustainable economy and travel and while Saudi Arabia doesn’t accept online learning right now, the opportunities could be plentiful given the significant higher-education programming in these fields at other out-ofcountry institutions.

The online modality aids in the development, and retention of existing talent, positively reflecting on the region’s ambitious economic goals. Moreover, the scalability of online education in the region could increase interest from the public and private sectors to establish partnerships with domestic and international universities to upskill their workforce.

For instance, since 2017, Arizona State University’s online programs have actively supported more than 600 students across the Middle East and North Africa, many of whom are working on graduate degrees in STEM fields fully online. The online modality allowed learners to obtain graduate credentials in various topics without needing to leave their employment or travel. Examples of such graduate degrees include but are not limited to, Biomedical Diagnostics, Applied Behavior Analysis, Engineering Management, Global Education, and Data Science. Furthermore, students don’t incur travel fees and other

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expensive costs associated with degree programs outside their home country which aids in improving access to higher education for students overall.

Perhaps this could be thought of as a proof-of-concept for the region.

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Infrastructure hurdles can impact the scalability of online education in the region, internet connection and student accessibility needs, language barriers, as well as regional governance requirements that are quite different from those in the U.S. and other parts of the world

Understanding the online modality types Online modalities fall into three main buckets. Keep in mind that there might be more depending on how the providing institution designs its programs: 1. Synchronous learning: students interact with their instructors in realtime using a virtual platform such as video conferencing or webinars.

2. Asynchronous learning: students and instructors do not interact in real time. Instead, students work through course materials such as pre-recorded lectures, and readings at their own pace. Assignments and even exams may be deadline sensitive. Learners communicate with their instructors and peers through email, discussion boards, or other online platforms.

3. Hybrid or blended learning: This modality combines both online and inperson instruction. Students attend some classes in person and complete other coursework online. A proportion of the program may be completed online and the remaining in person.

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Accreditation and academic rigor of online education Many universities stand by their online degree offerings, in the sense that their programs are accredited by the same accreditation body that of the university. Accreditation is a key factor in ensuring that the online program follows the same academic rigor and quality assurance that of an in-person program. In the above-mentioned example of Arizona State University in the region, learners were encouraged to pursue such a modality knowing that the online program carried the same accreditation, faculty, credits, and duration that of in-person programs at the university. As a learner, you do not want to invest your time and effort in obtaining credentials that could be considered secondclass. Having said that, it is important for learners to do their own due diligence and connect with university representatives, and the Ministry of higher education to learn more about the accreditation and equivalency processes. As educators, we want learners to view online education as a choice, not a compromise on the quality of education.

Understand the Hurdles Ahead of Time Understanding the obstacles to online higher education growth in the Middle East and North Africa has been just as important as understanding the opportunities when mapping out a successful path for students.

One of the key obstacles has been a lack of understanding of what quality in the online modality entails. For instance, potential students were under the impression that all online programs lack personal interaction

elements. In reality, degree content and platform delivery can be so much more dynamic and engaging using technology, instructional designers, and various dedicated supporting staff members at the university.

Some prospective students also had a misconception that online education meant that an online degree tuition would cost considerably less than of the tuition of an in-person program however this is not true especially if the university is offering an accredited online degree that is “creditbearing”. Furthermore, it is worth noting that like in-person programs, online programs require continuous support from instructional designers, technology partnerships, and frequent monitoring of quality for accreditation purposes. Infrastructure hurdles can impact the scalability of online education in the region, internet connection and student accessibility needs, language barriers, as well as regional governance requirements that are quite different from those in the U.S. and other parts of the world.

Looking to the Future In a world moving faster and faster towards a knowledge economy —both globally and in the Middle East and North Africa — the work we do now to build higher education online opportunities contributes to greater access to quality education for learners regardless of their physical location. Furthermore, when universities customize those offerings to the future trajectories MENA countries have set for themselves to thrive in a global economy, it can spur further adoption and interest in online higher education like never before.

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INDUSTRY PERSPECTIVE

Pipelines, Preparation, and Pathways of the Next Generation of College and University Presidents Jeffrey Harris, Founder and Managing Partner, Harris Search Associates

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merican colleges and universities are widely recognized as among the best in the world admired for their contributions to transformative education, research, and discovery.

Serving as president of the nation’s higher education institutions is regarded as one of the most prestigious roles in American society, and yet also is increasingly complex, highly

scrutinized, and more challenging than ever.

According to a recent study by the American Council on Education (ACE), the nation’s leading colleges and universities will soon face significant turnover at the presidential level due to a combination of aging presidents and waning interest to assume the role of natural successors such as chief academic officers. Furthermore, presidential tenures

Over the years governing boards as well as current presidents themselves have expressed concerns regarding the predictive relationship between the preparation of university president candidates, success while in the position, and resulting tenure

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Jeffrey Harris is the founder and Managing Partner of Harris Search Associates where he leads the firm’s Higher Education, Academic Medicine, and Healthcare Administration practices. Founded in 1997 and modeled after the first premier management-consulting firms, Harris Search Associates is a leading global executive search and board advisory consulting firm focused solely on the recruitment of senior leadership talent to support the growth of the foremost universities, academic medical centers, medical schools, research institutions, and healthcare enterprises driving global innovation and discovery. Based in Columbus, Ohio, and with regional offices in San Francisco and Dallas, the firm has successfully completed over 900 assignments. Jeffrey leads a diverse, seasoned team of over 20 seasoned consultants and staff who combine the recruiting and leadership assessment expertise from the largest, most well-recognized retained search organizations with highly respected, former university Presidents, Provosts, Deans, Vice Presidents, and senior administrators from across the country.

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now average less than 6 years and more than half (55%) of presidents expect to leave the position within the next 5 years. Worse yet, as presidents retire, resign, or move on to other institutions, disruptive turnover

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Preparing to respond to inevitable presidential turnover is among a college or university governing board’s primary responsibilities

of leadership at multiple levels regularly follows, undermining institutional continuity which adds to the challenges of the strategic expansion of the pipelines and pathways of the next generation of presidents. As a result,

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the pool of potential aspiring presidents and as well as women and individuals from underrepresented groups must be encouraged to enter the pipeline sooner to become part of the plan for continued institutional success across the nation.

Preparation and Pathways to the Presidency Over the years governing boards as well as current presidents themselves have expressed concerns regarding the predictive relationship between the preparation of university president candidates, success while in the position, and resulting tenure. From the existing research however, it appears that many new presidents are unprepared for their new role despite leadership development efforts, suggesting that current academic pathways do not always sufficiently prepare individuals for the demands of the position. The result has become an increased onus on Boards of Trustees with the selection, assessment, and hiring of first-time presidents often despite any formal training on best practices to do so. As such, additional knowledge regarding various ideal pathways to a presidency is necessary to ensure that when Boards of Trustees undertake time-intensive, costly presidential searches, the most robust possible pool of candidates will be considered, and the experience of candidates and institutional needs will be aligned. Of equal importance, is the development of pipelines and preparation of the next generation of presidential talent including women and those from underrepresented groups that mirror the student populations being served.

Identifying Institutional Fit and Ideal Experiential Preparation Although higher education is filled with leadership development programs for administrators to engage in during their careers, few are tailored specifically to preparing, mentoring, and developing individuals for the role of president. Even fewer focus on the creation of pipelines for women and from underrepresented groups which currently represent less than one-third of the presidencies across the country. Most of the executive leadership development programs are broad in the audience and focus on preparing individuals for senior administrative roles at the college or university rather than the presidency. Programs that do focus specifically on the presidency tend to follow two formats: those focused on navigating the application process for the presidency or those aimed at individuals once they have been selected as president.

Similarly, research suggests that those who aspire to assume the role for the first time are frequently unclear on the expectations and outcomes they will be charged to deliver by the Boards of Trustees or the support that will require to ensure a successful tenure.

How Boards Can Prepare Preparing to respond to inevitable presidential turnover is among a college or university governing board’s primary responsibilities. Indeed, the case can be made that Boards of Trustees should engage in proactive leadership development and succession planning at all levels as a matter of policy and routine well before needs arise.

However, when a presidential search becomes a necessity, Boards of Trustees would benefit from the creation of an inventory of ideal attributes and experiential predictors to support the attraction of candidates and assessment of goodness of fit. The creation of such an evidence-based portfolio will assist Boards of Trustees to recruit individuals that meet the institutional mission for each institution at a given time and serve as a basis for the onboarding plan and metrics for evaluation for the incoming president, improving the likelihood of a lengthy tenure and institutional success. Furthermore, the development of a series of artifacts will also provide the basis for short, medium, and longterm professional development programs to ensure a sufficient pipeline and preparation for the next generation of presidents.

Ensuring Future Pipelines, Preparation, and Pathways to the Presidency Colleges and universities across the country continue to face disruption as presidents retire, tenures decline, and interest to pursue the role wains. The result will soon be a significant deficit of presidentially prepared individuals to lead the nation’s leading institutions of higher learning. Critical to meeting these profound challenges will be the strategic development of the pipelines, preparation, and pathways of the next generation of college and university presidents, to ensure they continue to serve as the primary vehicle for the training future educators, scientists, inventors, and leaders while remaining as critical institutions for the health, security, and prosperity of the country.

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MOST VISIONARY

EDUCATION LEADER 2023

Dr. Yang Neng-Shu

President, National Yunlin University of Science and Technology

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Delivering Leadership Excellence

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rof. Dr. Yang Neng-Shu is a seasoned administrator, passionate educator, and President of the National Yunlin University of Science and Technology (YunTech). He has been serving at YunTech for over 30 years, having held various administrative positions. During these years, purpose and passion to contribute meaningfully to the development of YunTech and society have been his drivers.

Drawing upon his administrative and teaching experience in higher education, Dr. Yang Neng-Shu aims to develop YunTech’s core values and create distinctive new university features. He is committed to striving for excellence by working to foster the students’ intellectual,

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Through the presidential leadership role, Dr. Yang NengShu aims to lead YunTech safely through a period where swift adaptation in an ever-changing environment is necessary

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Dr. Yang Neng-Shu President, National Yunlin University of Science and Technology

Higher Education Digest October 2023

60 emotional, and social needs, thereby empowering them to face real-world challenges in life. He has influenced many success stories with his path-breaking ideas, innovative approach, and transformational leadership philosophy.

His achievements have been legendary and unequivocal. Recently, he was bestowed with the ‘Outstanding Chief Sustainability Officer’ Award at the APSAA Asia-Pacific Sustainability Action Awards. Dr. Yang Neng-Shu is indeed an inspiration to many.

A Remarkable Career Trajectory Dr. Yang Neng-Shu completed his bachelor’s degree in Mechanical Engineering from National Taiwan University and his Master of Mechanical

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YunTech’s mission is to cultivate the talent and technology needed by the industry and envisions becoming an internationally renowned university known for innovative teaching and industry integration

Engineering from Michigan State University, USA. He pursued his doctorate in Industrial Engineering and Management from Pennsylvania State University.

At YunTech, as a faculty member in the Department of Industrial Engineering and Management, and during his extensive administration experience, Dr. Yang NengShu observed rapid changes and challenges in the higher education landscape. Despite declining higher education enrolments and increasing globalization, he wanted to realize a greater vision at YunTech. For this reason, Dr. Yang Neng-Shu participated in the selection process for the university’s 5th presidency in 2016, and he assumed the presidency in 2017. Through the presidential leadership role, he aims to lead YunTech safely through a period where swift adaptation in an ever-changing environment is necessary.

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YunTech has always aimed to establish a distinctive educational model as a technological university, setting it apart from conventional universities

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YunTech: At the Forefront of Talent, Technology, & Innovation Founded in 1991, YunTech is an award-winning institution of higher learning for technical and vocational education in Taiwan. YunTech’s core values are practical application, innovation, dedication, and mentorship. The institution’s mission is to cultivate the talent and technology needed by the industry and envisions becoming an internationally renowned university known for innovative teaching and industry integration.

Therefore, Dr. Yang Neng-Shu made YunTech’s vision, goals, and strategies clear and specific during his tenure. To achieve YunTech’s vision, Dr. Yang Neng-Shu and his team’s goals include adopting objectiveoriented and innovative teaching, upgrading the capacity and features of industrialacademic collaboration, contributing to sustainability, and promoting YunTech’s global reputation. The strategies to help achieve these goals include specialisation, academisation, industry-academia integration, internationalization, and precision.

Equipping Students with the 21st Century Skills Cultivating interdisciplinary talent has always been a focus of YunTech’s efforts. This initiative stems from industry expectations and the need to adapt to new technology and industry demands. For instance, some companies expect YunTech to provide industrial designers with a knowledge of chip design. This necessitates close collaboration between the Industrial Design and Electronic Engineering departments to incubate specific talents. As a result, YunTech flexibly introduced a Design Engineering College micro-program to meet industry requirements more rapidly.

Similarly, recent advancements in AI have led, or will soon show, to many jobs being replaced with computing solutions. Therefore, YunTech aims to equip every graduate, not just those from the Information Engineering Department, with the ability to leverage AI to its fullest extent so that they can work and grow with AI rather than be replaced by it.

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Commitment to Interdisciplinary Education The gap between academia and practical application has been a common issue in Taiwan and worldwide. Compared with industry needs, this challenge arises from the specialisation

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process of university education that demands interdisciplinary skills and talent.

YunTech has always aimed to establish a distinctive educational model as a technological university, setting it apart from conventional universities. President Dr. Yang Neng-Shu

YunTech has a system for nurturing interdisciplinary talent, which maximizes the integration of existing courses to minimize teacher resistance due to territoriality

feels that if YunTech continues to develop viable interdisciplinary education models, such as the Design Engineering College, then support from its stakeholders, including students, businesses, media, and educational governing bodies, will continue to grow. Besides, YunTech’s innovative approach to interdisciplinary education has already received recognition from the Taiwan Ministry of Education.

Dr. Yang Neng-Shu and his team have been invited to share their experiences with other universities.

Protocol for Developing Interdisciplinary Courses YunTech has a system for nurturing interdisciplinary talent, which maximizes the integration of existing courses to minimize teacher resistance due to territoriality. The specific steps for developing interdisciplinary courses include problem-oriented course planning, collaboration of teachers from

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different specialisations, application for school funding or industry-academia collaboration projects, presentation of results, review, and course improvement.

Individual departments develop the interdisciplinary industrial curriculum modules. To cite an instance, a talent shortage in Taiwan’s semiconductor industry led to the development of a Semiconductor Industry Program in the Electronic Department.

This program requires students to complete specific courses from

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To effectively bridge the gap between academia and realworld applications, YunTech has implemented diverse models of social engagement and industryacademic collaboration that yield greater benefits and functionality

three departments: Electronic Engineering Chemical and Materials Engineering, and Industrial Engineering and Management. The Electronic Department provides practical work and internship opportunities, and upon completion, students receive a certificate from the Semiconductor Industry Program, which helps them find placements within the semiconductor industry.

In 2023, YunTech launched innovative crossdisciplinary micro-programs centered around departmental undergraduate majors. These programs promote cross-department, crossprofession, cross-college, and cross-discipline micro-credit courses. For example, the departments of Computer Science and Finance jointly developed a Financial Technology cross-disciplinary micro-credit course, while the departments of Business Management

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and Digital Media jointly created a Digital Marketing cross-disciplinary micro-credit course. These innovative cross-disciplinary structures are problem-solving and application-based and employ a dual-teacher system to allow students to develop crossdisciplinary knowledge and theory through dual channels. They culminate in an innovative cross-disciplinary results presentation, where the entire university community can share the learning outcomes and use them for course improvement.

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The Impact of Industry-Academia Collaboration on Student Learning In 2020, YunTech established the College of Future, initially launching the Bachelor of Foresight program. The goal of this program was to enable students to adapt and unleash their talent by developing individualized learning plans. This strategy loosened the mandatory credit requirements and broke down departmental curriculum boundaries.

Students had the freedom to take courses from various departments within the university. They developed a well-rounded education through foundational courses encompassing humanities, social sciences, aesthetics, technology, and industrial application. “Combined with internships, practical experience, and projectbased courses, we helped students connect with industry while enhancing their skills.

This project greatly reduced the gap between academia and industry,” shares Dr. Yang NengShu with great pride.

In addition, to provide students with practical learning environments, YunTech established 26 Problem-Based Learning (PBL) Research Centres. These centers engage in industry-

Higher Education Digest October 2023

academia projects that externally or internally offer students opportunities for laboratorybased internships. Through this, students learn and grow while completing valuable projects under direct guidance from industry and faculty.

Collaboration between existing departments, the College of Future, and PBL Centres is managed

In today’s rapidly changing societal landscape, we aim to put students at the forefront, with faculty support, organizational structure, and technology as the enablers at YunTech

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via the interdisciplinary course offerings and a clear cross-disciplinary curriculum structure.

Students benefit from these courses as they gain exposure to diverse knowledge areas, laboratories, and practical opportunities. Ultimately, this leads to a bright and adaptable workforce with skills aligned to industry demands.

Keys Initiatives Taken to Bridge the Gap Between Academia & Real-world Applications To effectively bridge the gap between academia and real-world applications, YunTech has implemented diverse models of social engagement and industry-academic collaboration that yield

Higher Education Digest October 2023

greater benefits and functionality. At regular intervals, the institution arranges community visits and local industry explorations through which students are encouraged to understand the history of their immediate living community through relevant service-learning courses. This helps students identify problems, work towards solutions, and practice the concept of learning by doing and fosters a close emotional connection between students and their community.

Likewise, through community enterprises or industrial visits, students can validate the theories they learn in class. It broadens their horizons and expands their career experiences.

YunTech has also established the PBL Centre to develop a bidirectional pathway between

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YunTech has devised action strategies within its institutional planning to address the impact of declining birth rates, such as Target-Oriented Teaching Innovation and Enhancing International Reputation

internships and businesses that have problems for students to solve. This effectively utilizes resources from society and businesses, extending the practical teaching environments into an industry-like learning atmosphere within the school. Early contact with YunTech students allows participating companies to find and recruit students that may align with their corporate spirit. Additionally, students can research and solve industry problems using the institution’s extensive research resources, which form a vital support for industrial development.

Altogether, these initiatives aim to develop student talent, stimulate innate student potential, and strengthen their learning foundation. This leads to developing essential soft skills, such as communication, creativity, critical thinking, teamwork, and problem-solving. Students engaged in these courses and activities also leave with a high degree of digital literacy and practical job skills, complementing the hard

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skills necessary for future employment. Students learn to become responsible citizens who can actively contribute to society only by doing so.

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Preparing Students for Future Societal Challenges When UNESCO introduced Education for Sustainable Development (ESDs), YunTech adopted this as a valuable counterpoint for many policies. The institution actively assesses student learning abilities and values the multidimensional benefits obtained via experiential learning. The PBL Centres are just one example of this, as they focus specifically on developing problem-solving skills. In this way, students are presented with real-world challenges posed by businesses, and teachers provide support, guidance and advice as students develop their problem-solving skills.

Combating Challenges in Higher Education Practices YunTech has formulated key strategies to combat current challenges in higher education practices as a leading higher education institution. These challenges include the impact of declining birth rates, technological advancements, generational differences, and global sustainability issues.

YunTech has devised action strategies within its institutional planning to address the impact of declining birth rates, such as TargetOriented Teaching Innovation and Enhancing International Reputation. It has also planned actionable measures accordingly. Likewise, given the changes in social structures and the influence of new technologies, YunTech has framed three action strategies, namely, “TargetOriented Teaching Innovation,” “Precision Education,” and “Enhancing Industry-Academia

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Capacity and Distinctiveness”. Each of these comes with its actionable measures and reporting systems. In response to the sustainability challenge, YunTech has adopted two action strategies viz, “Contributing to Sustainability” and “Enhancing Industry-Academia Capacity and Distinctiveness.” Together, these principles have distinct and measurable targets that Dr. Yang Neng-Shu and his team are aiming to work towards in the future.

Staying One Step Ahead of Innovation The 21st century’s precarious and dynamic higher education landscape poses new and formidable challenges, abundant inspiration, and opportunities for reflectivity, creativity, and innovation. Always ahead of the curve, YunTech established an innovative teaching system in 2018 that effectively integrates industry issues, talent development, and research capacity

YunTech led the nation in a new direction with its Future College program, offering unique and individualized learning plans

73 improvements. The new teaching system operates in parallel with the existing college system, and within this novel approach, the institution established the Future College and the 26 PBL Centres. This highlighted the vocational education aspect of the “teaching and research, aligned with industry” philosophy.

Moreover, YunTech led the nation in a new direction with its Future College program, offering unique and individualized learning plans (Individual Educational Plans, IEPs.) IEPs were tailored to the aptitudes and disposition of each vocational student.

Furthermore, the pragmatic approach offered by the PBL Research Centre represents another innovation phase in YunTech’s educational

system. This project aims to realize innovative teaching features that align with industry needs. These centers simultaneously function as virtual departments, offering students problem-oriented project courses in a learning environment designed for adaptive development and practical application. The PBL approach focuses on adaptive talent development industry engagement and facilitates the growth of industry-ready professionals.

Technology Enhancing the Efficiency & Effectiveness of University Education According to Dr. Yang Neng-Shu, technology can potentially enhance the efficiency and effectiveness of university education. YunTech’s

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recent five-year strategic development plan has centered on “Generation and Competence Together, Digital and Sustainability Integrated: Core Competencies for Precision Development of New-Generation Cross-Disciplinary Talent.”

Dr. Yang Neng-Shu and his team at YunTech aim to provide students with personalized learning pathways through extensive data analysis and AI technology. He reveals that they have been working on this for several years, and the digital transformation of campus operations to achieve this precision education is part of their crucial action strategies. He further states that new technology can assist teachers in teaching students in learning

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and bolster future employment prospects.

Therefore, precision education aims to make these processes more efficient and effective.

A Bright & Exciting Future Ahead While discussing YunTech’s future, Dr. Yang Neng-Shu shares, “In today’s rapidly changing societal landscape, we aim to put students at the forefront, with faculty support, organizational structure, and technology as the enablers at YunTech. We aspire to drive positive change and impact the world through the right methods, motivating our team to achieve social influence and create a better future for all.”

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INDUSTRY PERSPECTIVE

Generative AI: Thinking about Thinking Robert Clougherty, CIO, CampusWorks Inc

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hatGPT has all of the higher education acquirers. Fears of AI writing essays, programs, or scripts abound, but there are some faculty making hopeful and resounding positive statements about how they will transform their teaching. We have been here before, and in the conflict, it is the latter who usually wins, while the former becomes almost comic.

At the opening of The Hunchback of Notre Dame, the students are beginning to riot; the licensed copyist to the University states: “I tell you, sir, this is the end of the world. The students were never so riotous before; it’s the cursed inventions of the age that are ruining us all, --artillery, bombards, serpentines, and particularly printing, that other German pestilence. No more manuscripts, no more

Believers in tradition assume that all must be done by the human brain as that is the purest form of intelligence (put another way, they are saying that the way they learn, and think is superior to others)

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With 35 years of Higher Education Experience, Dr. Robert Clougherty became CampusWorks CIO for Drew University. Over the course of his career, he has served as a faculty member (tenured, full professor), Director, Dean, and Provost.

He has also had his own consulting company and an app-based startup. Over the course of his career, he has founded 2 colleges from scratch; he founded the Institute for Technological Scholarship; and served as Executive Director of the Tennessee Advanced Computing Technologies (TACT) Institute. He has published in multiple disciplines ranging from online learning and literature to chemistry and environmental science.

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books! Printing is death to bookselling. The end of the world is at hand.”

We have heard it all before. Socrates declared that writing would destroy memory and critical thinking. Calculators would prevent students from learning math.

Wikipedia would embed false information at every turn. Laptops, phones, wearables, take your pick, and there is an opposition standing there. Believers in tradition assume that all must be done by the human brain as that is the purest form of intelligence (put another way, they are saying that the way they learn, and think is superior to others). I would like to challenge some of these assumptions.

A biological entity, and it need not be human or just a brain, is a magnificent and intelligent entity in its structure. Each cell contains the information and intelligence (DNA) to replicate itself in a way that contributes to the entire entity. In other

words, the content (information) is the same as the process (in knowing how to replicate and copy itself) in such a way that the copy can copy itself. It is brilliant architecture.

When it comes to computing, we do not have the luxury of such an architecture; we follow von Neumann’s architecture. In this model, the CPU (processor) is separate from the memory (content, information, and instruction). The CPU can do nothing without the instructions from the memory.

The memory is an entity without value if it is not connected to a processor. Thus, the model works by separating memory and information storage from the actual processes wherein data is morphed into information and information is morphed into knowledge.

As a species, we humans have learned that we have access to more information than we can hold in our biological memory, and we have used that information to evolve life and

In every instance, the world survived doomsday and students remained intellectually cogent, because as the technologies evolved, the warnings subsided, and the new skills required for the new technology became codified

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technology. We have managed to deal with large quantities of information by using a process similar to a von Neumann architecture by storing information outside of our brains.

In short, we developed the ability to store and find knowledge outside of ourselves. This includes storing information (with libraries being the best example) being able to send information to others and to being able to even provide instructions on how to perform a process (most of our home appliances are covered in icons to convey how to operate them). The development of our culture has occurred because of this ability.

The advent of writing by the Sumerians allowed us to symbolically store data and information outside of ourselves (as the majority of found cuneiform tablets are business records, they were storing data and information). The result, writing, received a definitively negative vote from Socrates (whom we remember because his student Plato wrote it down) as the first recorded Higher Education reaction to an intellectual and information-processing technology. Higher Ed’s record has not improved. (Ironically, most will still tell you that the “Socratic method” is the superior methodology for Higher Education teaching.)

When pocket calculators first came out, they were likewise vilified. They could actually perform the “intelligence process” outside of the human brain. The popular reaction was that children would not be able to learn or perform mathematics—as an aside, consider what generations who grew up with calculators have been able to do mathematically with computers and

data. When personal computers first came out, they were likewise vilified. My own dissertation advisor was upset that I was using a tool where I could cut, paste, and insert without having to retype the entire page. The reaction to smartphones has also been similar. Despite the absolute failure of every doomsday scenario about technology, the doomsday scenario becomes applied to the next technology.

As the development of search engines increased our ability to gather information from around the world, we were warned not to trust the internet. When Wikipedia established a technology to have a single, linked, and searchable site for community learning, the majority of voices in higher education railed against it.

In every instance, the world survived doomsday and students remained intellectually cogent, because as the technologies evolved, the warnings subsided, and the new skills required for the new technology became codified (despite Socrates’ objections, we teach entire courses in writing now), the technology allowed the curriculum to evolve based on the new skill sets.

And now we have Generative AI, and ChatGPT in particular. Articles abound as to its danger and the destruction of learning as we know it. It must be added that there is also a lot of important grassroots work at the faculty level on how to use it effectively (as there has been wisdom on nearly all advancements that have taken place). To calm the objectives, we have to clarify what it is that we are discussing. If we split the term, the GPT (Generative Pre-trained Transformer) is

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AI has been around for a long time, and what we have now is the ability for anyone with basic language skills to be able to use it

Artificial Intelligence. The reactions and fears that have emerged indicate its strengths. For Higher Education, it represents both new opportunities as a teaching and learning tool (it stores and processes information in the same system), and, in an industrial sector looking for financial savings and efficiencies, it represents an opportunity to become more productive and efficient.

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Two important caveats have to be added here.

First, efficiency does not mean job replacement, it means being able to perform current tasks better and freeing up time to perform those tasks that individuals often say they are too busy to perform.

Second, ChatGPT works best in interactive development. It is a conversation with the user providing the appropriate prompts. In other words, humans do not become less important, they become more important, and skill and knowledge become increasingly important, so a user knows which questions to ask to get the best response from ChatGPT. Aristotle, in The Posterior Analytics, argues that all knowledge relies on preexistent knowledge. ChatGPT is only as good as the prompts and guidance the user provides.

So, what makes ChatGPT so terrifying? It is the Chat element. AI has been around for a long time, and what we have now is the ability for anyone with basic language skills to be able to use it. In other words, you no longer need to know how to program to use Artificial Intelligence. In many ways, this democratization of computing power should be celebrated.

Aristotle argued that the ability to communicate intelligent thought makes us human, and ChatGPT does that. One of the other things that make us human is individuality and collaborative tasks. When one sees other species in a group, they follow and mimic behavior rather than dividing tasks and taking individual roles.

Non-intelligent cyber systems do the same—each user providing the same input receives the same output. Generative AI shifts the ground and does behave in an individual way.

The biggest fear and argument is that AI could take over and eradicate humans. Perhaps the real fear is not about AI but a fear about ourselves that we cast on the machine.

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ACADEMIC VIEW

One Plus Two Does Not Equal Three: Why Aren’t We Employing Level 3 and 4 Surveys in Higher Education?

Dr. Bob Habib, Adjunct Professor, Regent University

82 Dr. ‘Bob’ serves as a Training Specialist for the U.S. Department of Homeland Security as well as an adjunct professor for the School of Business & Leadership at Regent University. Prior to coming to Regent, he served as a teacher for Virginia Beach Public Schools and was an instructional designer for mid and seniorlevel leadership courses for the DoD and DHS. Over the past two years, he has assisted with an international initiative driven by Edify Online to partner with MIT-World Peace University where he designed, developed, and facilitated Design Entrepreneurship and Strategic Business courses for students in Pune, India.

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n case you couldn’t guess by reading the title of the article, the subject of math has never been a strong suit of mine. In fact, to this day, my mother doesn’t believe I graduated from high school. Nonetheless, I’ll spare you the details of my math shortcomings and get to it – simply asked, how are institutions measuring Return on Investment (ROI) for their students

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and beyond? Specifically, within the context of Kirkpatrick survey levels (or the four levels of training evaluation). Before continuing down this tumultuous path, it’s probably best to establish a baseline vocabulary and refresher of Kirkpatrick’s survey levels.

According to the folks at Ardent Learning, the Kirkpatrick Model is a globally recognized

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We’ve all attended various training events and are often presented with exit tickets or basic surveys. In higher education, those end-ofcourse surveys provide some relevant data, but they are often emotion-driven

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method of evaluating the results of training and learning programs. It assesses both formal and informal training methods and rates them against four levels of criteria: reaction, learning, behavior, and results.

Level 1: Reaction - measures whether learners find the training engaging and/or favorable. This level is most commonly assessed by an after-training survey. Many higher education institutions deploy ‘end-of-course surveys’ after each course to attempt to gauge how the learner ‘felt’ about the experience.

Level 2: Learning - gauges the learning of each participant based on whether learners acquire the intended knowledge, skills, attitude, confidence, and commitment to the training. In essence, institutions are utilizing formative and summative assessments to evaluate mastery of skills/knowledge.

Level 3: Behavior - measures whether participants were truly impacted by the learning and if they’re applying what they learn. Basically, this is where we should start looking to see if the education/training received is perceivably valued by the student and the organization/community which they serve – in tangible ways.

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Understanding the challenges associated with objectively measuring how one’s learning directly impacts an organization is simply the beginning of the journey

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Level 4: Results - measuring direct results.

Level Four measures the learning against an organization’s business outcomes. Simply stated, it’s gauging to what level the education/training impacts the business/community/industry at large.

Higher education institutions focus on levels 1 and 2 because it’s what the industry hangs its hat on and they are likely the easiest to deploy.

We could spend hours discussing each level, but for the brevity of this article, here’s what’s really going on: We’ve all attended various training events and are often presented with exit tickets or basic surveys. In higher education, those end-of-course surveys provide some relevant data, but they are often emotion-driven. The typical response rate is often less than desired and may contain exaggerated Likert scores – imagine the average student just checking the boxes to complete the survey. The students on the extreme ends of the performance spectrum (high and low performers) usually leave anecdotal comments that commonly provide little insight or objective data. Nonetheless, the survey was done – Level 1 complete.

Ah yes, formative and summative assessments.

Obviously, a critical form of measuring mastery, assessments seem to be the bread and butter of the higher education industry. Tests, quizzes, papers, projects, discussions, etc. – the choices are fast and furious (some not so fast) but just because some can demonstrate some level of mastery, does this measure how effective the application will be in a real-world environment? Level 2 is sort of complete – now enter Level 3.

This is where the wheels start coming off the bus in higher education. In any industry, level 3s are difficult to conquer. Although it seems like a reasonable objective, ascertaining the level

to which a student (who has completed some form of training and education applicable to their world of work) effectively performs a job is extremely difficult. Furthermore, even if a survey was deployed to a student’s supervisor, and they returned it, determining any measurable increase in performance as a direct result of the training/ education gained is virtually impossible. Level 3 is not really complete.

On to level 4. Simply said…good luck!

Objectively measuring a student’s learning in relation to the impact it has on business outcomes or community objectives is extremely challenging.

Creating a data instrument that could capture such information is difficult enough, let alone the inherent barriers to achieving a meaningful response rate from external stakeholders. Similar to level 3 data, how can we show a direct correlation between the skills and knowledge acquired from education and the business outcomes of an organization? Level 4 is rarely attempted.

Now for some good news!

Understanding the challenges associated with objectively measuring how one’s learning directly impacts an organization is simply the beginning of the journey. You just have to start somewhere.

The University of West Florida seems to be taking this approach to heart by including representatives from the students’ organizations (where they are employed) on their respective dissertation panels.

Even though it’s not the traditional pathway for levels 3 and 4, it does include external stakeholders on the student’s educational pathway, which will directly impact their organizations. I hope their future plans include gaining level 4 feedback 1224 months later to gauge the true impact (if any) on the organization.

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When confronted with ‘difficult’ I actually get more enthusiastic about the challenge!

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In an ideal world, learning institutions would be able to show direct relationships between the education provided, the learning that has taken place, and the impact on the follow-on communities at large. Let’s face it, we don’t live in an ideal world, but we have to at least try! Not only does the sum of levels 1 and 2 not equal the equivalent of level 3, but they also don’t provide the institution, student, or the community (businesses) with objective insight on how to best refine the efforts. Don’t simply rely on Alumni Affairs to send out surveys to alumni to see where they are working. Take it a step further and see who would be willing to loop in with their employers to gain testimonies as to the effectiveness of the education your institution provided. Another strategy to consider is to work with your career and/or talent management office to build partnerships for internships and externships. Implement stipulations that part of those agreements would be for the organization to provide feedback (level 3) as to the readiness of the students that are employed by them. Most of the mechanisms to obtain level 3 and 4 data are already in place, institutions just have to be willing to leverage the relationships enough to get the data reported back.

I’m the type of person that asks a basic questions when presented with a challenge. Is it difficult or is it impossible? When confronted with ‘impossible’ I may consider going back to the drawing board to regroup and come up with another plan of attack.

When confronted with ‘difficult’ I actually get more enthusiastic about the challenge! In the case of level 3 and 4 surveys and data, is it difficult? Yes. Is it impossible? No. What does the industry need?

Are we meeting those needs? Levels 3 and 4 will get us closer to those answers, but we will never really know until we redo the math and get started.

Let’s roll up our collective sleeves and get started.

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