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A Doctor in Every Passport: How Global Medical Education is Evolving
Afriend recently told me about their niece, who’s studying medicine—not in their home country, but in Georgia. “Not the U.S. state,” they laughed, “the one nestled between Europe and Asia.” It caught my attention. Why Georgia? Turns out, she wanted a world-class education without breaking the bank— and she found it.
Stories like hers are becoming more common. In classrooms that span continents, lecture halls are filled with students who speak different languages but share the same dream: to heal, to serve, and to make a difference. That’s what makes international medical education so exciting right now—it’s not just growing, it’s transforming.
Countries like Georgia are stepping into the spotlight, offering high-quality medical programs, affordable tuition, and globally recognized degrees. Their universities are embracing research, innovation, and inclusivity—all while welcoming students from every corner of the world. It’s a shift that’s opening doors for future doctors who think globally, act locally, and are ready for whatever comes next.
Of course, it’s not all smooth sailing. Questions still linger. How do we make
sure a degree in one country is respected in another? How do we teach in a way that breaks language barriers? How do we give every student enough real-life clinical experience? These challenges are real—but so is the momentum toward solutions.
That’s why we’re proud to feature Tbilisi State Medical University in this issue. With over a century of excellence behind it, TSMU has built a reputation for forward-thinking education and international collaboration. It’s more than a school—it’s a symbol of what’s possible when tradition meets transformation.
And speaking of forward-thinking leaders, don’t miss our cover story with Dr. Daniel J. Myers, President of Misericordia University. His take on leadership, growth, and the future of learning is refreshingly honest—and packed with insights that’ll make you nod, reflect, and maybe even rethink how we define “success” in higher education.
So, whether you’re an educator, a student, or someone simply curious about where the future of learning is headed, this issue of Higher Education Digest is for you. Flip through these pages, meet the changemakers, and let their stories spark something in you.
Happy reading!
Sarath Shyam
COVER STORY
PRESIDENT OF MISERICORDIA UNIVERSITY
LEADING THROUGH CHANGE: HOW UNIVERSITY LEADERS CAN FOSTER INNOVATION AND GROWTH
TBILISI STATE MEDICAL UNIVERSITY (TSMU)
A Global Hub for Medical Education, Research, and Innovation
TRANSFORMING MINDS, TRANSFORMING BUSINESSES
Julie Hodges, Professor of Organisational Change, Durham University Business School
MENTOR’S MANTRA
FOSTERING A CULTURE OF DATA LITERACY
Susan Metzger Gracia, Senior Associate Director of Data Literacy, Northeastern University
58
THE AI REVOLUTION IN THE CLASSROOM: WHY COLLEGES OF EDUCATION MUST PREPARE TEACHERS FOR THE FUTURE
Dr. H. Justin Ballenger,, Assistant Professor of STEM Education, Morehouse College’s Division of Continuing and Professional Studies
THE FUTURE OF ARTIFICIAL INTELLIGENCE IN HIGHER EDUCATION: A PERSPECTIVE FROM EXPERIENCE
52
Dr. Jack Thomas, Former President of Central State University 76
INDUSTRY PERSPECTIVE
TRANSFORMING RURAL AMERICA THROUGH THE POWER OF ONLINE EDUCATION: A NEW ERA OF MOBILIZATION AND EMPOWERMENT
Dr. Bettyjo Bouchey, Chief Officer, Professional & Continuing Education at University of Vermont
BREAKING BOUNDARIES IN EDUCATION: THE RISKS AND REWARDS OF INTEGRATING EMERGING TECHNOLOGIES
Giorgio Zampirolo, Head of Learning Innovation at Paradigma Exponential Hub in Padua
COVER STORY
DANIEL J. MYERS
PRESIDENT OF MISERICORDIA UNIVERSITY
LEADING THROUGH CHANGE: HOW UNIVERSITY LEADERS CAN FOSTER INNOVATION AND GROWTH
Dan Myers is the 15th President of Misericordia University in Pennsylvania. Prior to his appointment at Misericordia, he served as the Chief Academic Officer at American University in Washington, DC and at Marquette University in Wisconsin. Prior to that, he spent 17 years at the University of Notre Dame, where he was a faculty member in the Department of Sociology and Vice President for Faculty Affairs. Dr. Myers was also the director of Faculty Development and Research in the Kroc Institute for International Peace Studies, and he founded and directed Notre Dame’s Center for the Study of Social Movements. Dr. Myers earned a bachelor’s degree in political science and a master’s degree in higher education and student affairs from Ohio State University before completing a master’s and doctorate in sociology at the University of Wisconsin–Madison. He is a well-known expert in the study of protest, activism, collective behavior, and social movements. He has published eight books and over 60 articles primarily focused on protest and unrest, the diffusion of social phenomena, social psychology, and urban politics. He is an award-winning teacher and researcher, and was honored with Notre Dame’s highest teaching ward in 2007. His research has been funded by the National Science Foundation and the Lilly Foundation. He has served on a variety of non-profit boards of arts, health, and educational organizations.
In a recent interview with Higher Education Digest, Daniel J. Myers discussed his experience with leadership and academic administration. He shared his views on University Growth Strategies, future trends, rapid advancements in technology and changes in teaching methodologies, transformative education, and many more.
Reflecting on your academic journey—from your foundational years at Ohio State University to your transformative roles at Notre Dame, American University, and Marquette University—what key experiences have most influenced your vision for higher education?
Looking back over the 40 years I’ve been part of higher education, I’d have to say one of the most formative experiences was being a first-year college student. My first year was tough. I was experiencing hard adjustments that many college students have to make: being away from my family, adjusting to higher academic standards, breaking up with my high school girlfriend, struggling with roommates, feeling isolated, and so on. I did not get a lot
of help dealing with all of that during my first year—sometimes because of choices I made, sometimes because the environment around me wasn’t engaging well. So, a lot of my ideas about improving higher education come from a drive to connect to students sooner and integrate them more fully into the opportunities in their environment—for social, academic, political/civic, and personal development. At it’s core, my notion about what I want to do in higher education is to prevent students from having the lousy experience I had the first year and get them quickly into the kinds of experiences I had in the next three years—which fabulously fun and “growthful” in so many ways—from academic to interpersonal to understanding who I wanted to be as a person.
How has your deep background in sociology and your expertise in studying collective behavior and social movements shaped your approach to leadership and academic administration at Misericordia University?
People sometimes joke that studying riots and protest must have been great preparation to be a higher education administrator and eventually a college president. I guess that because they imagine that you are going to have riots on campus or are at least going to be the target of lots of complaints and protest! Some of that is true, I guess, because understanding how crises unfold and how they can be resolved is certainly helpful in almost any kind of administrative work. But I actually think being a sociologist has been particularly helpful because we are trained to
understand, appreciate, and work with complex social structures and local politics, many of which are not as immediately apparent to people coming from other disciplinary traditions. Sociology is also very broad disciplinary filed and one comes into administration already having an appreciation for a huge range of research methods and approaches to generating and teaching knowledge because our field has interdisciplinary connections with everyone from pure mathematicians to those working on the interpretative edges of humanities, in say philosophy and English. One of the key challenges of becoming an administrator is that you have to appreciate and work with a broader and broader range of fields and functions as you move up through the hierarchy—sociologists are well-prepared to do that.
One of the key challenges of becoming an administrator is that you have to appreciate and work with a broader and broader range of fields and functions as you move up through the hierarchy—sociologists are well-prepared to do that
Having founded the Center for the Study of Social Movements and led initiatives in faculty development, in what ways do these research and programmatic experiences continue to inform your strategies for institutional growth and innovation?
Founding the CSSS at Notre Dame was a lesson in academic entrepreneurship. At the time I wanted to start the Center, the university was actually in the middle of an effort to reduce the number of centers to eliminate those that weren’t doing much and consolidating others for more efficiency. They were not really interested in starting a new one at that moment. But I made a deal with them. If they would let me have the Center name, I said that I would run the center for two years with no budget. If, after that, they liked what I had done, they would give me a foundational budget. They agreed and I then set out to beg, borrow, and partner (no stealing!) to produce the resources I needed to get the Center off the ground. In two years’ time, we had developed a social movements training seminar, instituted a lifetime achievement award, start a young scholars conference, build a substantial web resource for scholars of social movements, and secured the editorship of the leading social movements journal. With that record, I did in fact, secure the budget and the Center is still an operating entity today, having become a key node for scholars and activity connected with the study of protest and activism. Today, I look for people who have that entrepreneurial spirit. It is critical to making progress in almost all activities in the higher education space.
As our traditional market wanes, we can’t just steal from one another to fix things—we have to go beyond to find new markets and alter what we offer and how we offer it to make that work
In light of current global challenges and evolving educational paradigms, what do you identify as the most critical opportunities and hurdles that higher education institutions must address today?
The vast majority of higher education institutions are struggling with enrollment issues and the financial challenges that come along with that. Those challenges, in turn, have both produced and exacerbated a sense of waning relevance among many people who might be consumers of higher education. To date, most of the attempts to address this have focused primarily on recruiting students away from other schools. That is a zero-sum game that might help individual institutions, but does not address the problems of the industry—which needs to seek out new markets of students who are not planning to access higher education and show how that experience is going to worthwhile, accessible, and welcoming. As our traditional market wanes, we can’t just steal from one another to fix things—we have to go beyond to find new markets and alter what we offer and how we offer it to make that work.
With
rapid advancements in technology and changes in teaching methodologies, how is Misericordia University adapting to foster innovative learning environments and remain competitive on a global scale?
Misericordia is a school that has made its reputation by providing a highly personal, thick, on-campus experience. It is a specific style of higher education that works extremely well for many students. At the same time, we have also
seen a growing desire for distance education and hybrid delivery models that make the high-touch elements of the educational experience harder to produce. We are constantly thinking about how to engage students in those important ancillary experiences, even when they are not on our campuses. We are also building high tech classrooms that will allow students who are not onsite to participate in classes right along with those who are sitting in the classrooms. We have had one such operation happening in our Speech Language Pathology program and it has proven very successful, so we will be outfitting additional classrooms with that technology this summer.
Your career uniquely spans rigorous academic research and high-level administrative responsibilities. How do you balance these dual commitments while ensuring that each enriches the other?
As one moves further into high-demand administrative responsibilities, it becomes harder and harder to maintain research activity and even to monitor developments in one’s field of study. But, I have always attempted to keep some research and teaching going in my portfolio of activities. It is not only refreshing to be engaged in the activities that I loved so much as a faculty member, but it also keeps me aware of the experiences of faculty and students as they develop and change. And that is essential knowledge for those steering a college or university. That said, presidential duties are indeed very time consuming and I know we hope people will forgive us when we can’t be as present as we would like!
Looking ahead, what future trends or shifts do you anticipate will define higher education over the next decade, and how is Misericordia University positioning itself to lead through these changes?
In addition to the enrollment cliff that is coming in the U.S., the questioning of the value of higher education has become a very troubling issue. The objective indicators still show that higher education is a great value. Recent independent studies show that 4-year degree holders will earn $1.4M more dollars over their career than those who do not. But people do not realize that and they believe that increasing tuition and loan debt are eclipsing the benefits (both material and non-material). Those things together mean that the story of higher education is not being told well—either by the popular media or by higher education institutions themselves. In fact, some studies indicate that higher education is more affordable today than it was in the recent past. We need to invest more effort, time, and money in telling that story and connecting with our communities in ways that demonstrate very clearly what we really do and the benefits that our students accrue.
On a more personal note, could you share a motivational experience or insight from your journey that has continually inspired you to champion transformative education?
On the most personal level, I can clearly say that my higher education experience transformed me. I grew up in poverty—there is not question about it. But I went on to college, received support
We need to invest more effort, time, and money in telling that story and connecting with our communities in ways that demonstrate very clearly what we really do and the benefits that our students accrue
through Pell Grants, Loans, work study, and private scholarships. That support allowed me an experience that set me up for success. I had to work to, though. During my undergraduate years, I had all kind of jobs from being a night security guard to being a cashier at a beer drive through, to being a janitor at a typewriter factory. All of that combined to allow me to succeed in my undergraduate program and eventually earn a Ph.D. at one
of the best graduate programs in the country. And it inspired me to work in an industry that changes lives, helps people bring out their full potential, and be a different kind of positive presence in their communities. Seeing the success of those students and all the contributions they make through their work and civic involvement inspires me to keep pushing higher education toward its transformative potential.
TBILISI STATE MEDICAL UNIVERSITY (TSMU)
A Global Hub for Medical Education, Research, and Innovation
In the heart of Tbilisi, where history and modernity blend seamlessly, stands a university that has shaped generations of healthcare professionals. Walking through its halls, you can almost hear the echoes of past students - now accomplished doctors and researchers - who once sat in these very classrooms, dreaming of making a difference in the world.
Tbilisi State Medical University (TSMU) has been a cornerstone of medical education in Georgia for over a century. Its journey began on June 17, 1918, when the Faculty of Medicine was established as part of Tbilisi State University, the first university in the Caucasus region. A little over a decade later, in 1930, the medical faculty
With a focus on academic freedom, transparent governance, and cutting-edge medical education, TSMU provides an environment where both students and faculty can thrive
branched out to form the Tbilisi State Medical Institute, laying the foundation for what would become one of Georgia’s most prestigious medical institutions.
A historic milestone for higher medical education in Georgia occurred on November 24, 1992, when the Tbilisi State Medical Institute was transformed into Tbilisi State Medical University, marking the beginning of a new era. Since then, TSMU has continuously evolved to meet the ever-changing demands of the global healthcare field. “Tbilisi State Medical University is not just an institution. It is a community dedicated to advancing medical knowledge and shaping the future of healthcare,” says Professor Irakli Natroshvili, Rector of TSMU.
The university’s commitment to excellence is reflected in its innovative teaching methods, expanding research programs, and strong international collaborations. More than 120 universities and medical institutions across 40 countries have partnered with TSMU, enabling students and faculty to engage in global academic exchanges. The university actively participates in international research projects such as ERASMUS+ and HORIZON EUROPE, ensuring its graduates are well-prepared for the evolving challenges of modern medicine.
But beyond the numbers and accolades, what truly sets TSMU apart is its dedication to shaping well-rounded medical professionals. With a focus on academic freedom, transparent governance, and cutting-edge medical education, the university provides an environment where both students and faculty can thrive. “We believe in constantly pushing the boundaries of knowledge while upholding the core values of medical ethics and patient care,” Professor Natroshvili adds.
Professor Irakli Natroshvili, Rector of TSMU
For more than a decade, TSMU has also welcomed leading professors from Europe, the USA, the UK, Israel, and Turkey to conduct lectures, perform surgeries, and mentor students. These collaborations not only enhance the university’s educational standards but also expose students to global medical advancements.
With a legacy that stretches over a century, TSMU has firmly established itself as an international powerhouse in medical education
A University with a Mission Beyond Medicine
At Tbilisi State Medical University (TSMU), medicine is more than a profession—it’s a lifelong mission. For nearly a century, TSMU has been dedicated to advancing medical knowledge, improving healthcare, and shaping future doctors who are ready to make a real impact.
TSMU believes that education, research, and medical practice are inseparable. Students
don’t just study from textbooks; they engage in hands-on learning, research, and realworld medical challenges. The university’s programs span undergraduate to postgraduate levels, covering everything from fundamental sciences to clinical practice. With students from over 84 countries, TSMU has become a global hub for medical education, ensuring that graduates are well-prepared to meet international standards.
The university fosters an environment where students are not just learners but also
contributors. “We encourage critical thinking, problem-solving, and practical skills,” says Professor Natroshvili. “Our goal is to create doctors who can adapt, innovate, and lead in a rapidly evolving medical landscape.”
TSMU’s mission extends beyond its classrooms and laboratories. As an institution, it actively participates in improving healthcare systems, enhancing the quality of life, and ensuring its graduates are equipped to serve both their local communities and the global medical field. Through continuous professional
By 2025, TSMU plans to complete the construction of a new Clinic of Psychiatry and Narcology, as well as a modern student dormitory to accommodate its growing international student base
development programs and lifelong learning initiatives, the university ensures that medical professionals remain at the forefront of advancements in healthcare.
The Third Mission: Impacting Society
Modern universities are no longer just centers of learning—they are agents of change. TSMU embraces this role through what is known as the “Third Mission.” This means engaging in activities that contribute to social, economic, and cultural development beyond traditional education and research.
From offering public health lectures to developing policies that improve healthcare accessibility, TSMU takes its responsibility to society seriously. The university collaborates with global health organizations, participates in vaccination drives, and integrates entrepreneurship training into its curriculum. Students and faculty work together on groundbreaking research in biomedicine, artificial intelligence in healthcare, and innovative treatment methods.
“Education alone is not enough,” says Professor Natroshvili. “We must apply our knowledge where it matters most—in hospitals, in communities, and in policymaking.”
At its core, TSMU stands for academic freedom, innovation, and ethical responsibility. It values transparency, democracy, and respect for human rights, ensuring that every student and faculty member understands the importance of integrity in medicine.
The university is not just shaping doctors— it’s shaping leaders, thinkers, and compassionate healers. With its strong foundation and a vision for the future, TSMU continues to be a driving force in medical education, research, and societal impact.
For those who choose to study at TSMU, the journey is more than earning a degree; it’s about becoming a part of something bigger—a mission to heal, serve, and make a difference.
A Global Hub for Medical Excellence
Offering a wide spectrum of undergraduate, graduate, and postgraduate programs, TSMU ensures that every student finds their path in the everevolving world of healthcare
Walking through the TSMU campus, you can hear the hum of multiple languages spoken by students from across the world. With a legacy that stretches over a century, TSMU has firmly established itself as an international powerhouse in medical education. Today, one in every three students at the university is an international student, coming from 84 different countries - a testament to its growing global reputation.
TSMU is listed in the World Directory of Medical Schools and is a full member of several prestigious organizations, including the European University Association (EUA), the International Association of Health Professions
Education (AMEE), the Association of Medical Schools in Europe (AMSE), the European Medical Students Association (EMSA), and the Eurasian Silk Road Universities Consortium (ESRUC).
TSMU actively collaborates with renowned organizations such as the World Health Organization (WHO), the World Federation for Medical Education (WFME), the Educational Commission for Foreign Medical Graduates (ECFMG), and the German Academic Exchange Service (DAAD).
But what truly sets TSMU apart is not just its diverse student body, but the groundbreaking research and innovative healthcare initiatives taking place within its walls. From vaccine development to nanotechnology applications in stem cell research, the university is at the forefront of scientific advancements, attracting attention from medical communities worldwide. “TSMU is not just a university;
it’s a dynamic ecosystem where education, research, and clinical practice come together to shape the future of medicine,” says Professor Irakli Natroshvili.
The university’s extensive clinical network ensures that students gain hands-on experience early in their medical journey. Key clinical bases include Tbilisi State Medical University First University Clinic, G. Zhvania Pediatric Academic Clinic, Ingorokva High Medical Technology University Clinic, Apolon Urushadze Dental Clinic, TSMU N1 Dental Clinic and Ken Walker University Clinic for Medical Rehabilitation (which houses the Department of Physical Medicine and Rehabilitation).
Beyond its clinical expertise, the university is home to two renowned research institutes: Iovel Kutateladze Institute of Pharmacochemistry and Vladimer Bakhutashvili Institute of Medical Biotechnology. These institutes contribute
to the university’s mission of advancing medical knowledge while providing students with opportunities to engage in high-impact research. Since 2023, the “Museum of Life Sciences” has been operational at TSMU. The university also publishes its own electronic magazine, titled Georgian Biomedical News.
Tbilisi State Medical University has been evaluated by Times Higher Education Impact Rankings based on the United Nations Sustainable Development Goals (SDGs). In the 2024 edition, 2,152 universities from 125 countries participated in the ranking.
Tbilisi State Medical University was assessed against four SDGs: SDG 3 - Good Health and Well-being, SDG 4 - Quality Education, SDG
9 - Industry, Innovation and Infrastructure, and SDG 17 - Partnerships for the Goals. The university achieved its best results in SDG 3 - Good Health and Well-being, where it is ranked among the top 401-600 universities. This ranking highlights the university’s active involvement in initiatives related to its third mission activities.
A Legacy of Service and Resilience
TSMU has always been more than just an academic institution - it is deeply embedded in the social fabric of Georgia. This was especially evident during the COVID-19 pandemic, when TSMU doctors, students, faculty, and administrative staff stood at the
frontline, bravely facing the global crisis. Their unwavering dedication reinforced the university’s critical role in safeguarding public health.
Looking ahead, TSMU continues to expand its impact. By 2025, the university plans to complete the construction of a new Clinic of Psychiatry and Narcology, as well as a modern student dormitory to accommodate its growing international student base. Also on the bases of G. Zhvania Pediatric Academic Clinic will be established long-term child care service.
One of the university’s most impactful initiatives among many others is the Early Childhood Development Academy, established in collaboration with Emory University. “The
From groundbreaking research to hands-on clinical training, TSMU continues to uphold its reputation as a leader in medical education, research, and innovation - preparing students to make a lasting impact on the world of healthcare
academy provides specialized care for children and adolescents with neurological, physical, and developmental disorders, helping them integrate into society,” shares Professor Natroshvili. By incorporating American and European standards, the academy ensures that children receive world-class care in an adaptive and secure environment, while also serving as a hands-on training ground for TSMU students.
World-Class Education for Future Medical Leaders
A medical degree is more than just a qualification - it’s a calling, a lifelong commitment to healing and innovation. At TSMU, students don’t just earn degrees; they become part of a legacy that spans generations. Offering a wide spectrum of undergraduate, graduate, and postgraduate programs, TSMU ensures that every student finds their path in the ever-evolving world of healthcare.
The university provides education in medicine, dentistry, pharmacy, public health, and physical medicine and rehabilitation, with programs tailored to meet international standards. For international students, Englishinstructed programs make integration seamless. Some of the most sought-after programs include American MD Program (6 years), Educational Program for Medical Doctor (6 years), Educational Program for Dental Medicine (5 years) Bachelor’s Educational Program in Pharmacy (4 years) and Bachelor’s Educational Program in Physical Medicine and Rehabilitation (4 years).
One of the university’s flagship offerings is the American MD Program (USMD), launched in 2013 through a partnership with Emory
University School of Medicine. Designed to produce world-class, internationally competitive physicians, the program follows a curriculum closely modeled on that of Emory University, ensuring that students are trained in alignment with global medical education standards. “Our American MD students consistently achieve top scores in the USMLE exams, and to date, 52 graduates - including both Georgian and international students – are matched in U.S. residency programs,” says Professor Natroshvili.
TSMU’s commitment to academic excellence is reflected in its international accreditations. The university is accredited by Georgia’s National Center for Educational Quality Enhancement (NCEQE), which earned recognition from the World Federation for Medical Education (WFME) in 2018. This recognition affirms that TSMU’s academic standards align with WHO and WFME benchmarks, ensuring that its graduates can pursue careers across the globe.
On August 30, 2024, TSMU underwent its latest institutional authorization process, receiving the highest rating for a six-year authorization period. This milestone solidifies its position as a top-tier medical university, committed to evolving with the latest advancements in global healthcare.
A Thriving International Community
Stepping onto TSMU’s campus is like stepping into a global village. With students from 84 countries, the university has created a melting pot of cultures, perspectives, and ideas. 40% of TSMU’s student body is international, with over 3,500 students coming from nations such as India, Sri Lanka, Pakistan, UAE, Egypt, Azerbaijan, the USA, Canada, and the UK.
To ensure seamless integration, TSMU provides English-language medical programs, removing any barriers to high-quality education. For non-native speakers, the university offers comprehensive Georgian language courses, both before and during their studies, to help students feel more at home.
From the moment they arrive, international students are supported every step of the way. “Our Orientation Week is designed to help students transition smoothly into life in Georgia, covering everything from public transport to banking and sim cards,” explains Professor Natroshvili. Throughout the year, students participate in sports, cultural events, and student governance, making lifelong friendships in the process.
Excellence in Medical Education and Research
A university is only as strong as its faculty, and at TSMU, excellence is the standard. The
university’s professors and lecturers are not just educators - they are renowned experts, researchers, and practitioners, bringing realworld experience into the classroom.
More than 200 faculty members have completed the AMEE - ESME (Essential Skills in Medical Education) courses, with 50 earning AMEE Medical Education Specialist Certificates. Their expertise extends beyond the classroom, as TSMU faculty are actively engaged in cutting-edge research, particularly in healthcare innovations, clinical trials, public health, and pharmaceutical sciences.
“Our faculty’s involvement in international collaborations ensures that our students are exposed to the latest advancements in global medical science,” says Professor Natroshvili. From groundbreaking research to hands-on clinical training, TSMU continues to uphold its reputation as a leader in medical education, research, and innovation - preparing students to make a lasting impact on the world of healthcare.
Every corner of the TSMU campus is designed to shape future medical professionals, equipping them with the tools they need to thrive in an everevolving healthcare landscape
A Vibrant Student Community
At TSMU, education extends far beyond the lecture halls and laboratories. It thrives in the energy of student organizations - communities that bring together future doctors, researchers, and healthcare advocates to collaborate, innovate, and create meaningful change. These groups serve as a launchpad for personal and professional growth, allowing students to engage in scientific research, policy discussions, cultural exchanges, and advocacy work.
“Student organizations are the heartbeat of our university,” says Professor Irakli Natroshvili. “They provide a space for students to challenge themselves, take initiative, and develop leadership skills that will shape their future careers.”
At the core of student representation is the TSMU Student Self-Government, an elected body that amplifies students’ voices and advocates their needs. From academic reforms to social initiatives, this organization ensures that students play an active role in shaping their educational experience.
For those with a passion for research, the Ivane Tarkhnishvili Students’ Scientific Society and Students’ Scientific-Research Club “Endeavor” offer platforms to explore groundbreaking discoveries. These groups organize symposiums, provide mentorship, and encourage students to present their findings at international conferences. The pursuit of
scientific excellence is not just encouragedit’s ingrained in the university culture.
On the global stage, TSMU students connect with international peers through organizations like the Georgian Medical Students Association (GMSA), the European Association of Medical Students (EMSA), and the European Dental Students’ Association (EDSA). Through these affiliations, students gain access to conferences, exchange programs, and hands-on training workshops, ensuring they are well-versed in global medical trends and practices.
“Through GMSA, our students have the chance to participate in surgical workshops led by some of the best professionals in the country,” says Professor Natroshvili. “These practical experiences are invaluable in their journey to becoming skilled medical professionals.”
Beyond academics, student life at TSMU is enriched by unique organizations like the
Intellect-Club, which fosters debate and critical thinking, and MEDICINEMA, a movie club that explores the intersection of medicine and ethics through film screenings and discussions. Meanwhile, the Georgian Association for Equality (GAFE) promotes diversity and inclusion, ensuring that every student feels supported and empowered.
For pharmacy students, the Georgian Pharmaceutical Students’ Association (GPSA) provides a network for academic and professional growth, while the Public Health Students’ Organization of Georgia encourages students to engage in discussions about pressing health challenges. The Georgian Youth Health Association takes this a step further, bridging the gap between medical students and international health initiatives, preparing them for leadership roles in global healthcare.
Through dedication and perseverance, the AMEE Center in Georgia has evolved into a leading faculty development hub, empowering health professionals across the region
Each of these organizations contributes to a vibrant, dynamic student experience at TSMU. They are more than just extracurricular activities; they are incubators of leadership, innovation, and lifelong connections. Whether through research, advocacy, or creative expression, TSMU students are shaping their futures - and, in many ways, the future of medicine itself.
Building a Future-Ready Learning Environment
Stepping into TSMU is like entering a space where tradition meets innovation. Every corner of the campus is designed to shape future medical professionals, equipping them with the tools they need to thrive in an ever-evolving healthcare landscape.
The university’s state-of-the-art facilities serve as the backbone of its academic excellence. Modern lecture halls buzz with
interactive discussions, while specialized medical training centers and simulation labs provide students with hands-on experience in real-world scenarios. The research laboratories, equipped with cutting-edge technology, allow young medical minds to push the boundaries of scientific discovery.
One of TSMU’s most prized assets is its library, a haven for knowledge seekers.
Stocked with an extensive collection of medical textbooks, journals, and digital resources, it serves as a vital hub for students and faculty.
Whether it’s poring over the latest research or preparing for a crucial exam, the library is where intellectual curiosity meets academic rigor.
Practical training is at the heart of medical education, and TSMU ensures that its students receive world-class exposure. The Center of Clinical Skills and Multidisciplinary Simulation stands as a testament to this commitment.
“Equipped with cutting-edge computer technology, high-tech educational tools, medical simulators, and mannequins, this center
provides an immersive learning experience for future doctors,” shares Professor Irakli Natroshvili. Collaborating with organizations like Qpercom, ExamSoft-Turnitin, and Cameron Communications, TSMU has seamlessly integrated advanced technology into its OSCE exam software, ensuring students are assessed with the highest standards.
Beyond academics, TSMU embraces the holistic development of its students. The Cultural and Sports Center is more than just an extracurricular facility - it’s a space where students unwind, express themselves, and find a sense of community. With a focus on balancing
rigorous medical training with cultural and athletic engagement, the university nurtures wellrounded individuals ready to take on the world.
In 2024, TSMU took its commitment to sports to a new level by becoming a member of the European Student Sports Association (ESSA). This milestone allows students to participate in international sports competitions, further enhancing the university’s reputation and promoting a healthy, active lifestyle among its community.
Creating an inclusive and welcoming environment for both local and international students is a priority for TSMU. “We continuously upgrade our infrastructure to accommodate our diverse student body, ensuring equal access to all resources,” notes Professor Natroshvili. Adhering to the World Federation for Medical Education (WFME) standards, TSMU’s infrastructure aligns with global requirements, reinforcing its position as a premier medical institution.
Postgraduate education and continuous professional development are essential for lifelong learning. TSMU provides a variety of programs, including 75 for doctors, 2 for nurses, 4 for academic staff, and 4 for individuals with non-medical backgrounds. These programs are offered through the Institute of Postgraduate Education and Continuous Professional Development at TSMU. Additionally, the residency service coordinates 59 postgraduate education (residency) programs.
A Global Hub for Medical Education Excellence
One of TSMU’s most significant milestones is its recognition by the International Association for Health Professions Education (AMEE). In May 2019, the AMEE International
Networking Centre was officially established in Georgia, with TSMU serving as its host.
This was no small feat - only three such centers exist worldwide, and TSMU was chosen for its unwavering commitment to modernizing medical education, integrating innovative teaching methodologies, and actively participating in international projects.
“Our collaboration with AMEE started in 2010,” explains Professor Natroshvili.
“Over the years, we have worked diligently to introduce cutting-edge learning and assessment techniques, ensuring our students receive education that meets global standards.”
Since its inception, the AMEE Center in Georgia has been a beacon of knowledge for medical educators. Over 20 face-to-face and
TSMU takes pride in the fact that many of its alumni now hold prestigious positions in hospitals, research institutions, and global health organizations, making significant contributions in fields ranging from surgery to infectious disease control
online training courses have been conducted, led by renowned international medical education experts. These interactive courses have not only strengthened the quality of health education in Georgia but have also inspired faculty members to explore best practices, share insights, and actively participate in AMEE conferences.
Research has flourished under the AMEE initiative, with more than 20 projects developed through the center’s programs. These findings have been presented at AMEE conferences and published in respected medical journals, further cementing TSMU’s status as a research-driven institution. In 2023, TSMU celebrated another major win with the GIOSTE project (Introduction of OSTE-stations in
Georgian HEIs), which secured funding through the World Bank’s Competitive Innovative Fund (CIF). This project is set to play a transformative role in faculty development across Georgian medical schools.
What sets the AMEE Center apart is its regional impact. Educators from across the South Caucasus - Georgia, Azerbaijan, and Armenia - have benefited from specialized training programs, gaining essential and advanced skills in medical education. “The number of participants from neighboring countries continues to grow,” notes Professor Natroshvili with pride. “So far, 75 candidates have successfully obtained AMEE’s medical education specialist certification, and 15 have earned the esteemed title of Associate Fellows of AMEE. This is an extraordinary achievement for Georgia.”
Through dedication and perseverance, the AMEE Center in Georgia has evolved into a leading faculty development hub, empowering health professionals across the region. TSMU’s role in this initiative underscores its broader mission - to not only educate future doctors but to shape the very framework of medical education in the South Caucasus and beyond.
A Launchpad for Future Medical Leaders
For students at TSMU, education is just the beginning of their journey. The university understands that a medical degree alone isn’t enough - it’s about preparing graduates for meaningful careers. That’s why TSMU has developed a comprehensive support system to help students transition from academic life to professional success.
“Our employment forums have been gamechangers for students,” says Professor Irakli
Natroshvili. These events bring together top clinics, pharmaceutical companies, and insurance providers, offering students the chance to secure jobs on the spot. The university also gathers feedback from employers to refine its programs and ensure graduates are meeting industry needs.
Internships play a crucial role in bridging the gap between theory and practice. Through structured winter and summer internship programs, students are placed in clinics aligned with their career interests. These experiences not only enhance their skills but also provide them with certifications that strengthen their professional portfolios.
Career guidance at TSMU extends beyond job placements. The university offers professional orientation courses, both online and offline, helping students explore career paths and make informed decisions. Paid internship opportunities in the public and private sectors give students real-world
exposure while easing their transition into the workforce.
Perhaps one of the most inspiring aspects of TSMU’s career support initiatives is the engagement of successful alumni. Graduates return to share their journeys, offering mentorship and practical advice to current students. The university takes pride in the fact that many of its alumni now hold prestigious positions in hospitals, research institutions, and global health organizations, making significant contributions in fields ranging from surgery to infectious disease control.
Innovating for the Future
Staying ahead in medical education requires constant evolution, and TSMU is fully aware of the challenges that come with it. The rapid advancement of technology, shifting healthcare demands, and the growing need
Increasing research capabilities remains a top priority, as TSMU seeks to contribute to meaningful advancements in global healthcare
for interdisciplinary collaboration mean that the university must continuously update its curriculum and teaching methodologies.
“Medical education is changing faster than ever, and our goal is to ensure that our students receive the most up-to-date knowledge and skills,” says Professor Irakli Natroshvili. This commitment to innovation is at the core of TSMU’s mission.
A key focus for the university is expanding its global partnerships with leading medical institutions. Strengthening these ties will not only enhance student and faculty exchange programs but also open doors for groundbreaking research collaborations. Increasing research capabilities remains a top priority, as TSMU
seeks to contribute to meaningful advancements in global healthcare.
Internationalization is another pillar of the university’s growth strategy. By attracting more students from diverse backgrounds, TSMU aims to foster a truly global learning environment. Infrastructure improvements, the introduction of new academic programs, and continued emphasis on faculty development all align with this vision.
The road ahead is filled with possibilities, and TSMU is embracing the future with determination. As the university continues to shape the next generation of medical professionals, its impact will be felt far beyond Georgia’s borders, solidifying its place as a leader in global medical education.
MENTOR’S MANTRA
Fostering a Culture of Data Literacy
Susan Metzger Gracia, Senior Associate Director of Data Literacy, Northeastern University
SusanGraciaistheSr.AssociateDirectorofDataLiteracy at Northeastern University, where she leads the creation and execution of a university-wide data literacy program. In this role, she develops data literacy learning opportunities, assessments, learning paths, and certifications, while also providing instruction and helping foster data community across the university. Susan previously served as an Assistant Teaching Professor in the MPS in Data Analytics andEdDprogramsatNortheasternUniversityandAssociate Professor at Rhode Island College.
Susan is a visiting professor at the Pontificia Universidad Católica del Perú and former Director of Assessment at Rhode Island College and Simmons College. She was the Lead Instructor - Corporate Data at Pragmatic Institute, where she taught business-driven analysis to data teams and data literacy to business leaders. Additionally, she taught Data Literacy Fundamentals and Data Literacy 1 at Data Literacy, Inc. She also authored a six-module course, “Data Strategy: Leverage AI for Business,” for the MIT School of Architecture and Planning and a Data Foundations course for Dataquest. She also has extensive experience conducting research, program evaluation, and assessment projects in a variety of settings. Susan has a PhD in Educational Research, Measurement & Evaluation from Boston College and certificates in Data Science and Predictive Analytics from UC Irvine and Cornell.
Recently, in an exclusive interview with Higher Education Digest, Susan shared her professional trajectory, insights on gender equality and inclusion, her biggest stress relievers, future plans, words of wisdom, and much more. The following excerpts are taken from the interview.
My
expertise spans several interconnected domains: data literacy training and curriculum development, data analytics and visualization, psychometrics and assessment development, program evaluation, and instructional design
Hi Susan. Please tell us about your background and areas of expertise. My academic background bridges the humanities, education, and data analytics, and prepared me well for where I am today. I earned a BA in French Literature from the University of Dallas and a Certificate in Teaching English as a Foreign Language from the American College in Paris. I then earned an MA in Applied Linguistics from Teachers College, Columbia University, which deepened my understanding of language acquisition and assessment. My PhD in Educational Research, Measurement & Evaluation from Boston College provided rigorous training in research methodology and psychometrics. More recently, I’ve enhanced my technical skills with certificates in Data Analytics from Cornell and Data Science from UC Irvine, focusing on predictive analytics, machine learning, and data visualization.
My early career was rooted in language teaching and adult education, starting as a French teacher and then an English as a Foreign/ Second Language instructor in France and the U.S. In this role, I taught immigrants, refugees, and higher education students and developed
expertise in curriculum development and adult education. After earning my PhD, I moved into educational research, assessment, and program evaluation work at Boston College, Brown University, and other education and non-profit organizations. I also implemented an active consulting practice, conducting analytics, assessment, research, and evaluation projects across diverse settings, something I have continued to do for more than 20 years.
My career in higher education began at Rhode Island College, where I was a tenured Associate Professor in the Educational Leadership Program and Faculty Member in the Rhode Island College/University of Rhode Island PhD in Education Program. During this time, I also served as Director of Assessment for the School of Education and Human Development, where I developed comprehensive assessment systems, conducted validity studies, and supported accreditation and program approval efforts. Later, as Director of Assessment at Simmons College, I led institution-wide assessment initiatives and worked to build a culture of assessment. At Northeastern University, I’ve held multiple faculty roles: in the School of
Education, I served as Senior Faculty Fellow and Concentration Lead for the Learning Analytics Program, teaching doctoral and master’s courses while chairing over 20 dissertation committees. I also served as Assistant Teaching Professor in the Data Analytics program, teaching courses ranging from Intermediate Statistics to Leadership in Analytics, while serving as principal instructor overseeing curriculum and course delivery for multiple analytics courses.
In 2012, I was awarded a Fulbright Scholar grant to Peru, which began a long-term relationship with the Pontificia Universidad Católica del Perú (PUCP), where I continue to serve as a Visiting Professor, teaching a graduate course in assessment with technology each year and working on other projects with my Peruvian colleagues. This work has expanded to include collaborations with several Peruvian universities, where I have designed and delivered courses on assessment and learning analytics.
All of my previous experiences prepared me for my current role of Senior Associate Director of Data Literacy at Northeastern University, where I’m responsible for creating and executing a comprehensive universitywide data literacy program. This role involves developing curriculum for multiple expertise levels and personas, from beginners to experts across various disciplines. I’ve implemented a university-wide Data Maturity Assessment to track progress over time, created internal certifications for data literacy achievements, and developed training in multiple modes including written documents, in-person classes, and video modules. I lead the Tableau User Group and Analytics Interest Group and work to bridge the gap between technical expertise and business
domains across the university. A key aspect of my role involves partnering with various university functions to ensure alignment of data literacy initiatives with broader institutional goals and developing appropriate milestones for measuring incremental progress.
My expertise spans several interconnected domains: data literacy training and curriculum development, data analytics and visualization, psychometrics and assessment development, program evaluation, and instructional design. I’m particularly skilled at bridging the gap between technical expertise and practical application, helping organizations build their capacity to use data effectively while ensuring rigorous evaluation of outcomes. Speaking three languages (English, French, Spanish) has enabled me to work effectively in international contexts and contribute to the global development of data literacy and assessment practices.
What do you love the most about your current role?
What I love most about my current role as Senior Associate Director of Data Literacy at Northeastern University is that it represents a perfect synthesis of all the skills and expertise I’ve developed throughout my career. It allows me to integrate my background in curriculum development, teaching, assessment, and data analytics into one cohesive role. When I’m designing our data literacy curriculum for different expertise levels and personas, I draw on my years of experience in instructional design and adult education. My background in assessment helps me create effective ways to measure data literacy progress and evaluate program impact. My data knowledge and
As the field of data analytics rapidly changes, and AI becomes ever more present and important, it’s imperative that I continually update our curriculum and my own skills
skills enable me to develop learning content and critically evaluate learning resources that already exist. My experience teaching both technical and non-technical audiences helps me bridge the gap between data experts and business domains across the university. In other words, my current position combines everything I’m passionate about. I feel very fortunate in this respect.
The role is also exciting because it combines the intellectual challenge of working with complex data concepts with the practical satisfaction of helping people become more data-literate. What makes this work truly meaningful is that data literacy isn’t just a
professional skill – it’s an essential life skill in today’s world. Whether people are evaluating health information, making financial decisions, or simply trying to understand news reports, the ability to understand and critically evaluate data affects every aspect of their lives. When I help someone become more data literate, I’m not just improving their career prospects; I’m empowering them to be more informed citizens, better decision-makers, and more critical consumers of information. This broader impact of data literacy work – helping people navigate an increasingly data-driven world – makes my role especially rewarding. And there is perhaps nothing more satisfying than witnessing the
transformation of someone who was initially intimidated by data begin to understand and effectively use it in their work.
I especially value that this role allows me to continue learning and evolving. As the field of data analytics rapidly changes, and AI becomes ever more present and important, it’s imperative that I continually update our curriculum and my own skills. I am always taking a course or workshop so I can stay current and keep our data literacy program relevant. It’s not a position where I can sit back and think I know everything already or be confident that what I’ve developed is still relevant. And that’s important to me. If I am not learning something new, I get bored.
What are some of the most significant changes or trends you’ve observed in higher education during your career, and how have you adapted your leadership approach to address these shifts? Regarding changes in higher education during my career, I’ve witnessed a fundamental transformation in how data is perceived and utilized. When I first began my career as a
Just as traditional literacy and numeracy are essential life skills, data literacy has become equally crucial for navigating our modern world effectively
director of assessment in the early 2000s, I encountered significant resistance to data usage in academic settings. People were often fearful or uncomfortable with using data to evaluate their academic programs and identify areas for improvement. At that time, when institutions did use data, it was often for compliance purposes –essentially checking boxes for accreditation requirements rather than meaningful analysis.
I distinctly remember facing arguments that faculty work was too complex or abstract to be measured and that assessment data couldn’t provide meaningful insights. This required me to adapt my approach - I focused heavily on helping people become comfortable with the idea of using data, emphasizing that assessment processes needed to be meaningful to them first, before considering external demands like accreditation. I strongly believed, and
In higher education, men still hold many of the top leadership roles, similar to patterns seen in other industries
still do, that if an assessment (or data) system is designed to be valuable and usable for the stakeholders themselves, it will naturally satisfy external requirements.
My leadership approach during this period involved extensive inclusion and continuous feedback. I made it a priority to involve as many people as possible in the process and consistently emphasized that our systems were open to revision based on feedback and our growing understanding of what worked and what didn’t.
Fast forward about a decade, and the transformation is remarkable. The prevalent attitude toward data in higher education has shifted dramatically. People are not only less afraid of data, but they actively seek to learn how to use it more effectively in their work and to benefit their students. This has required me to shift my focus from advocating for data’s value
to helping people actually utilize it effectively. I have to do less convincing! I have to do less convincing! I believe this change might be partially due to the increasing prevalence of data in our daily lives - people now see data everywhere and understand it as an integral part of how we operate.
What role do you see data literacy playing in driving business innovation and growth?
Research consistently shows that organizations with higher levels of data literacy outperform their peers. They experience improved operational efficiency, better decision-making, and increased innovation. These companies often report higher employee satisfaction and retention rates, likely because employees feel more confident and empowered in their roles. From a career development perspective, data
literacy has become an essential skill across virtually every industry and role. Further, being able to understand and work with data is increasingly crucial for career advancement.
I would also like to stress (and I believe strongly) that data literacy is not just a workplace skill. It’s also a fundamental life skill. In today’s world, we’re constantly bombarded with data and statistics in news, social media, and daily decision-making. Whether we’re evaluating health information, financial decisions, or even the news, data literacy helps us make informed choices and participate meaningfully in society. Just as traditional literacy and numeracy are essential life skills, data literacy has become equally crucial for navigating our modern world effectively.
From my perspective, organizations that recognize and invest in developing data literacy across their workforce are better positioned to innovate, adapt, and thrive in an increasingly data-driven world. The key is creating an environment where data literacy is seen not as an optional technical skill, but as a fundamental capability that empowers everyone to contribute more effectively to organizational success while enhancing their own career prospects and life skills.
What are your thoughts on gender equality and inclusion? Do you think there is a gender bias in your industry? On gender equality and inclusion, my perspective has been shaped by both personal and professional experiences. As the oldest of five sisters, I’ve advocated for the rights of women and am keenly aware of women’s struggle for equal opportunity and recognition
in all dimensions of society. I’ve also made a point to instill these values in my own daughters. My early faculty and administrative experiences in higher education centered around teacher and educational leader preparation, and the majority of my consulting work has been in the context of K-12 education. In these settings, most of my colleagues and collaborators were female, something that I took for granted until I attended a conference with my husband, who is a dentist. The stark contrast - seeing a conference where 90% or more of attendees were men - really highlighted how different my professional context in education was regarding gender representation. I also felt uncomfortable and wondered, “Where are the women?” To this day, I remark on this when I attend dental events.
In higher education, men still hold many of the top leadership roles, similar to patterns seen in other industries. This raises complex questions about why this disparity exists. While the glass ceiling is certainly part of the explanation, I believe it’s also related to the fact that women often shoulder the majority of family responsibilities, making it much more challenging to pursue or achieve top positions, particularly when raising children. I do know that this was a challenge for me personally. I do see more gender equity in the sharing of family and parental roles among younger couples today. I see this as a positive advancement and think that it will benefit women professionally. I also believe that it will benefit these people’s children to see their parents sharing responsibilities more equally.
My commitment to inclusion extends beyond gender equality. My experience as an English as a Second Language teacher, working with refugees and immigrants, gave me firsthand
My primary ambition is to develop and establish a robust data literacy program that both I and the university can take pride in, one that demonstrates clear value and engages faculty and staff meaningfully
insight into the struggles and obstacles people face due to language, cultural, and economic barriers. This has deeply influenced my approach to higher education and consulting work, where many of my evaluation projects have focused on decreasing learning barriers and increasing opportunities for struggling or at-risk students who may not have equal opportunities in today’s education system. I also see a data literacy disparity or gap in today’s workplace and society at large. Those individuals who have a degree of data literacy are poised to thrive in today’s workplace, and those who don’t may be left behind. In this way, helping people become data literate is a move toward inclusion, as well.
Is there a particular person you are grateful for who helped get you to where you are?
When I reflect on those who helped me reach my current position, I’m particularly grateful to my husband. His support was crucial during a pivotal moment in my academic journey, and I particularly remember an instance during my doctoral program. I started my doctoral program at age 30, with two very young children - my daughter was nine months old and my son was almost three. Being a full-time PhD student (and research assistant and consultant) with a baby and toddler required incredible focus and time management. Unlike my peers without family responsibilities, I had very specific windows for academic work - only when the children were asleep or when I had childcare. This actually helped me maintain strict discipline, as there was no way to make up for lost time.
I completed the program in a relatively quick three and a half years and got tremendous value from it. However, I hit a challenging point around the midpoint where I felt overwhelmed. I remember expressing to my husband that maybe I should leave the program, kind of suggesting that it would be best for all of us. I was secretly looking for an “out” and partly hoping he might agree that it was a reasonable idea. Instead, he was shocked at the suggestion and strongly encouraged me to continue. Deep down, I knew continuing was the right path, and his horror at the idea of my quitting helped me realize that it was a bad idea. Looking back, I’m grateful for that moment of support; if he had shown any agreement with the idea of quitting, I might have taken that path, and I know I would have regretted it. The PhD
training I received has been fundamental to everything I’ve achieved since.
What is your favorite non-academic book and why?
When it comes to my favorite non-academic book, I find myself in a peculiar position. As an avid lifelong reader, I’ve encountered countless wonderful books, but singling out just one favorite proves challenging. Instead, I can share my preferred genres and what draws me to them. I’m particularly drawn to books that take place in countries other than my own and transport me to different cultures, allowing me to immerse myself in worlds unlike my own. These books fascinate me because they offer insights into different ways of thinking, diverse customs, and varied perspectives on life.
Historical fiction holds a special place in my heart for similar reasons. It’s like traveling through time, offering an opportunity to understand how people lived in different eras. I also learn a lot of history that way. Sometimes when I’m reading historical fiction, I’ll take a sidetrack and look up information about that time period to learn more. I also have a strong appreciation for mysteries and spy stories; I love a good “whodunit.”
What is your biggest stress reliever?
Travel is undoubtedly my most effective stress reliever. There’s something transformative about visiting different countries, practicing different languages, and spending time in completely new environments. It’s so effective that I notice my stress headaches, which can be frequent at home, disappear entirely when I’m traveling.
However, I can’t take a vacation every time I feel stressed, so I also have a few local stressrelief strategies. For example, I make time to go out with friends and spend quality time with family. I’m also passionate about continuous learning, particularly languages. For the past decade, I’ve maintained a weekly online Spanish class, which I find enjoyable. Recently, I’ve also started taking a French class to revive my previously fluent French skills from when I lived in France many years ago.
Physical activity is another key component of my stress management. I enjoy spinning classes and regular walking, and I would like to do more yoga. However, I sometimes struggle with maintaining a regular exercise routine and wish this was not the case!
Where do you see yourself in the next 5 years?
Looking ahead to the next five years, I have clear professional goals centered around my role at Northeastern University. My primary ambition is to develop and establish a robust data literacy program that both I and the university can take pride in, one that demonstrates clear value and engages faculty and staff meaningfully. I envision achieving measurable improvements in data literacy among staff and faculty, alongside enhanced institutional data maturity. This goal represents not just personal achievement but institutional advancement.
Where will I be personally? I don’t know. It amazes me that I am at the age when people contemplate retirement; however, I don’t know when that will happen for me yet. All I know is that I am enjoying what I do right now.
Do you have any advice for women working in the higher education landscape?
For women working in higher education, my primary advice is to NEVER STOP LEARNING. My career has continuously evolved, from teaching French and English as a Second Language to curriculum development, educational research, measurement and evaluation, and now to data analytics and data literacy. My skills and interests have evolved, and so have my roles. On the one hand, the rapid pace of change in today’s world demands this adaptability. On a more personal level, however, it also keeps one sharp and up-to-date and is great way to avoid professional boredom or stagnation.
I also strongly encourage women to be bold in pursuing new opportunities, even when it means leaving comfortable positions. While there’s nothing wrong with building a long-term career in one role or institution, I encourage women to embrace change and seek new challenges. Yes, the first six months in any new role can be anxietyinducing - learning a new organization, building relationships, and mastering new responsibilitiesbut this discomfort is where real growth happens. From my experience, including leaving a tenured faculty position at Rhode Island College, taking risks and seeking new challenges, though initially daunting, has consistently led to growth and satisfaction. While stability has its merits, I’ve found that pushing beyond comfort zones and embracing new opportunities, despite the initial anxiety and uncertainty, has been crucial to my professional development and personal fulfillment. I’ve also learned a great deal, met and collaborated with a wide range of people, and had the opportunity to live and work in three countries.
INDUSTRY
PERSPECTIVE
Transforming Rural America through the Power of Online Education: A New Era of Mobilization and Empowerment
Dr.BettyjoBouchey, Chief Officer, Professional & Continuing Education at University of Vermont
The contemporary higher education landscape has witnessed a remarkable surge in the number of students turning towards online programming in recent years, and instead of these learners only flocking to the mega online universities more and more are turning to institutions that were traditionally focused on residential programming. In the last few years, we are seeing some of the largest public institutions enter and succeed in online programming. With these
trends in mind, institutions dedicated to serving rural America have discovered an opportunity to fulfill their mission.
As freshman incoming first-year student populations at various colleges and universities across the United States are analyzed, a resurgence is being observed in the growth rates in comparison to the immediate postpandemic era. Undeniably, this is an encouraging development, particularly for community colleges and public institutions. However, its implications
Rural learners are being left behind at startling rates when it comes to post-secondary attainment
Dr. Bouchey is the Chief Professional & Continuing Education (PACE) Officer at the University of Vermont. As one of the longeststanding PACE units in higher education, the team serves the institution offering high-quality online and hybrid non- and degree offerings in collaboration with the university’s academic units and institutes, workforce development, and lifelong learning opportunities to Vermont residents and beyond. Dr. Bouchey holds a B.A. in Psychology from the University at Albany, an M.B.A. in Entrepreneurship from Rensselaer Polytechnic Institute, and a Doctorate in Education from Northeastern University. Her research interests include the nature and future of organizational structures of online units in institutions of higher education, as well as inventive and high-impact pedagogical practice in online teaching, inclusive of artificial intelligence and machine learning.
This fruitful collaboration between online and extension to offer high-impact low residency programming can serve to address critical gaps in rural areas related to allied health, nursing, education, and agriculture, among others, thereby equipping students with skills pertinent to their communities and families
cannot be fully understood without factoring in the distressingly consistent decline in college attendance rates over the last decade, with a dip marked at over 10%, equivalent to three million less learners.
More alarming is the situation in rural America, where the decline is observed to be between 3-14% higher. The heavy truth is that the enrollment numbers in higher education have significantly decreased in comparison to those from a decade ago, with certain rural zones witnessing a decrease of over 20%. Rural learners are being left behind at startling rates when it comes to post-secondary attainment.
Numerous studies have indicated that regions with low to no post-secondary attendance rates can experience lower rates of voting, higher rates of public assistance utilization, and may even experience shorter life expectancies. The broader societal repercussions aside, catering to rural students in states with high rates of rural designation, like Vermont (64.9%), Maine (61%), and Mississippi (50.5%), holds paramount importance for the long-term vitality of the states as well.
Institutions endowed with the responsibility to address their state’s needs through teaching and research, under the Morrill Act(s) and the Smith-Lever Act, should view online education as a crucial gateway to serve rural communities. Not only does this align with the mission of land-grant institutions, but implementing online programming to cater to rural learners is also a critical step towards ensuring the long-term prosperity and health of rural states. Pairing the accessibility and flexibility of online and low residency program formats with the power of applied learning and partnering with the
expertise and reach of Cooperative Extension Services, land grant institutions are uniquely positioned to serve this critical student population and contribute to the betterment of their states, as well as their institutions.
Like many calls-to-action, this one comes with caution as well, rural learners, like adult learners, are not your average firsttime college going student and to serve them means to shift mindsets and to perhaps build new infrastructure to attract and retain them as well. Rural learners may be a unique to an institution because they often juggle multiple responsibilities such as family and work obligations and may also carry additional pre-enrollment risk factors with them such as financial instability and learning gaps leftover from their K-12 years. The idea of traveling hundreds of miles to attend in-person classes is also very infeasible for them.
Land grant institution online units should tap into their Cooperative Extension Service (“extension program”) to serve as low residency programming locations that can serve as sources of valuable insights into local communities for program need and design. This fruitful collaboration between online and extension to offer high-impact low residency programming can serve to address critical gaps in rural areas related to allied health, nursing, education, and agriculture, among others, thereby equipping students with skills pertinent to their communities and families.
And though land grant institutions may have a mission imperative and the affordances of an extension program to leverage, any institution interested in designing programs for this underserved student population
No matter the institutional type, serving rural learners is vital not only to the vibrancy and health of a community and state, but to the nation
should consider the following program and infrastructure attributes:
1) Because rural learners may present with pre-enrollment risk factors and also because they will be likely learning at-a-distance, it is essential to design a frictionless enrollment and onboarding process that is scaffolded with education and individualized support (e.g., first generation college students may need additional support during the FAFSA process);
2) Rural learners may also have learning gaps from their K-12 years, or they may be many years post high school graduation so that tutoring and student success coaching, designed for students learning from afar are critical to their success (e.g., an online student success coach who ensures that each of their learners successfully logs in and participates by Day 3 of their online course);
3) Drawing either from the expertise and insights gained from an extension program or by market research, an emphasis on applied learning and programming that fills critical gaps in rural communities will contribute to better outcomes where learning is connected to the learner’s personal needs, but also contribute to the health of the learner’s community in the process;
4) Programming should be scaffolded, not only within a course to draw on self-efficacy and
growth mindset theories, but also in its actual design so that learners have different pathways into their education depending on their needs and the time they can dedicate ranging from noncredit, short-term credentials to non-degree and stackable certificates into degree programs; and
5) Rural learners may need additional student support services such as well-being programs that will need to be accessed offcampus, as well as the rest of the campus functional areas (e.g., bursar, registration, etc.).
Ultimately, the full student journey from attraction all the way through to graduation should be evaluated not only from an online (or low residency) perspective, but also through the lens of the unique needs of a rural student and their community where the nexus of education and community health can serve as a platform for post-secondary attainment and goodwill.
No matter the institutional type, serving rural learners is vital not only to the vibrancy and health of a community and state, but to the nation. Empowering and educating more learners in our rural communities bridges critical gaps that left open continue to contribute to economic, social, and health disparities—let us all recognize this critical need and work to lift up our rural cities and towns.
The AI Revolution in the Classroom:
Why Colleges of Education Must Prepare Teachers for the Future
Dr.H.JustinBallenger, Assistant Professor of STEM Education, Morehouse College’s Division of Continuing and Professional Studies
Dr. H. Justin Ballenger is an Assistant Professor of STEM Education at Morehouse College’s Division of Continuing and Professional Studies. Concurrently, he serves as the Co-PI for the NSFInstitute for African American Mentoring in Computing Sciences (IAAMCS) and Research Lead for the NSF - National Data Science Alliance (NDSA). Dr. Ballenger’s work focuses on broadening participation in STEM education and data science. He spearheads initiatives to expand research infrastructure and foster collaboration in AI integration and data science education, particularly among Historically Black Colleges and Universities (HBCUs). As an active member of advisory teams for governmental bodies including the White House Office of STEM & Technology Policy and NASA TOPS, Dr. Ballenger is committed to promoting opportunity and success for the nation’s future leaders through innovative education strategies and partnerships.
Generative artificial intelligence (AI) is rapidly transforming many aspects of society, and education is no exception. The emergence of tools like ChatGPT and DALL-E has sparked widespread debate about the role of AI in the classroom, raising questions about everything from
personalized learning to academic integrity. While some fear the potential negative impacts of these technologies, others see them as powerful tools for enhancing teaching and learning. One thing is certain: AI is here to stay, and Teacher Preparation Programs (TPPs) have a critical responsibility to prepare
Incorporating AI topics into teacher education curricula within TPPs can empower future educators to harness the power of AI for good
future educators for the new realities of the AI-augmented classroom.
Integrating AI into teacher education programs is not simply an option but a necessity for ensuring quality K-12 education and supporting broader workforce development goals. The AI revolution demands a fundamental shift in how we think about teaching and learning. AI is no longer a futuristic concept confined to science fiction; it is rapidly changing how we access and process information, personalize learning experiences, and assess student understanding. TPPs must adapt to remain relevant and equip future educators with the skills and knowledge to navigate this evolving landscape effectively.
Incorporating AI topics into teacher education curricula within TPPs can empower future educators to harness the power of AI for good. This includes developing AI literacy, exploring the ethical implications of AI in education, and mastering AI-enhanced pedagogies. AI-literate educators will be better prepared to support students in an AIdriven world, fostering critical thinking skills and preparing them for the future workforce. Moreover, they can play a crucial role in creating a pipeline of diverse AI professionals by fostering AI literacy in K-12 students from all backgrounds.
The Promise and Peril of AI in Education
However, the integration of AI into education is not without its challenges. Generative AI presents unique challenges to traditional notions of critical thinking and information literacy. TPPs must prepare future educators to guide students in navigating the complexities of AI-
generated information, including issues of bias, accuracy, and provenance. Teaching students how to evaluate information critically, identify misinformation, and use AI responsibly, can ensure that AI serves as a tool for empowerment rather than a source of confusion or manipulation.
In addition to curriculum reform, TPPs also have a vital role to play in conducting research on the effective and equitable integration of AI into instruction. This research can inform pedagogical practices, address ethical considerations, and ensure that AI technologies benefit all students. Studying the impact of AI on various learning environments and student populations will support the development of evidence-based best practices for AI in education.
Recent legislation focused on AI and data science education underscores the importance of TPPs embracing AI education and research.
The CHIPS & Science Act, HR 1050 - the Data Science and Literacy Act of 2023, and HR 6582 - To establish the Digital Literacy and Equity Commission, and for other purposes, all highlight the growing national focus on AI education, data literacy, and workforce development. Incorporating AI into teacher preparation programs and conducting research on AI in education is an essential element of meeting the goals of this legislation and ensuring that the United States remains competitive in the global AI landscape.
Beyond these immediate concerns, TPPs must grapple with the broader societal implications of AI in education. For instance, AI has the potential to help level access to learning opportunities for historically disadvantaged groups such as students in rural schools and low-income areas, ethnic minorities, English-language learners, students with learning disabilities, and other historically
As education transitions from a teacher-led model to a more learner-directed approach, TPPs must lead the way in understanding how AI will impact teaching practices, student learning, and interpersonal relationships
TPPs can help to ensure that AI serves as a tool for educational equity and excellence by embracing AI in teacher education and leading the way in AI-related research
marginalized groups. However, the subscription model associated with many generative AI tools raises concerns about equity and access. Will all students have equal opportunities to benefit from these powerful technologies, or will we see a widening gap between the “haves” and “have-nots”?
Moreover, the increasing prevalence of AI in the classroom necessitates a deeper reflection on the evolving role of the teacher. As education transitions from a teacher-led model to a more learner-directed approach, TPPs must lead the way in understanding how AI will impact teaching practices, student learning,
and interpersonal relationships. This includes researching the pedagogical implications of AI, developing new strategies for teacher-student interaction in AI-augmented environments, and addressing the ethical considerations surrounding AI’s role in shaping young minds. TPPs can guide the development of AI-assisted learning and develop effective practices for integrating AI into the curriculum that support students’ academic development and overall well-being.
Recommendations for Colleges of Education
To effectively prepare teachers for the AIaugmented classroom, TPPs should consider the following recommendations:
● Integrate generative AI topics into teacher education curricula. This includes AI literacy, ethics, and AI-enhanced pedagogy.
● Invest in faculty development to increase AI readiness among faculty and support them in conducting research on AI in education.
● Foster partnerships with K-12 schools, technology companies, and other stakeholders to support the effective integration of AI into the classroom.
The Urgent Need for Action
The AI revolution presents both challenges and opportunities for education. TPPs can help to ensure that AI serves as a tool for educational equity and excellence by embracing AI in teacher education and leading the way in AIrelated research. TPPs must act now to prepare future educators for an AI-augmented world. This includes developing students into critical thinkers to ensure a diverse and capable future workforce that is empowered to thrive in a world increasingly shaped by AI.
INDUSTRY
PERSPECTIVE
Breaking Boundaries in Education: The Risks and Rewards of Integrating Emerging Technologies
GiorgioZampirolo, Head of Learning Innovation at Paradigma Exponential Hub in Padua
Education is at a turning point. The digital revolution is redefining how students learn, interact, and collaborate. Technologies like artificial intelligence (AI), mixed reality (MR) including AR and VR, digital platforms, and video communication tools are rapidly transforming the landscape, offering personalised learning, global connections, and practical problemsolving. But with these opportunities come challenges like ensuring equitable access,
addressing ethical concerns, and making sure that technology enhances rather than replaces human interactions.
The future of education is in our hands. Educators have the power to spark creativity and collaboration, preparing students for a changing world. Policymakers can break down barriers, ensuring every student has access to the digital tools they need. Students can lead their own journeys, using technology to connect, innovate, and thrive. Together, we can build a vibrant,
The traditional model of education, centred on lectures, standardised tests, and passive learning, no longer fits the needs of today’s interconnected world
Giorgio Zampirolo is a seasoned business and educational consultant with experience in management consulting, programme leadership, and EU initiatives. Currently Head of Learning Innovation at Paradigma Exponential Hub in Padua, he mentors EdTech startups at renowned innovation centres such as Bocconi B4i in Milan. His expertise spans digital transformation, strategic planning, and lifelong learning. A PhD candidate at The Open University, Giorgio’s research focuses on online pedagogy and music MOOCs.HeholdsanEMBAwithhonours from Quantic School of Business and Technology. With a strong background in cross-functional leadership, he contributes to innovative, sustainable, and impactful educational projects globally.
inclusive educational landscape that empowers everyone to reach their fullest potential.
At the core of this transformation lies higher education’s ‘Third mission’, using knowledge and innovation to benefit society. To fully embrace this mission, educators must not only harness technology responsibly but also consider the broader social and ethical implications.
Why Education Needs to Evolve
The traditional model of education, centred on lectures, standardised tests, and passive learning, no longer fits the needs of today’s interconnected world. Emerging technologies provide a chance to move toward more adaptive, practical, and collaborative ways of learning.
McGraw Hill’s adaptive learning platform, ALEKS, customises lessons by assessing each student’s knowledge and learning pace, providing targeted instruction to address specific gaps. Research indicates that such adaptive learning systems can increase student engagement by 42%.
Global Collaboration: Digital tools break down geographical barriers, allowing students worldwide to work together. Take the Virtual Choir Project, where 17,000 singers from 129 countries collaborated. Platforms like Coursera enable similar cross-border learning experiences for millions of students.
Real-World Problem Solving: Emerging technologies empower students to tackle realworld challenges. For example, the platform DyslexicU encourages creative thinking to solve industry problems, helping students develop skills like critical thinking and adaptability, abilities that AI cannot easily replicate.
Reimagining the Third Mission
Technology is expanding education’s third mission of societal impact. Indeed, digital platforms are extending the reach of universities, encouraging students to engage with global challenges.
Driving Innovation: AI and data analytics enhance research and collaboration. Platforms like Zooniverse enable students, experts, and volunteers to tackle issues like climate change together, empowering global contributions to environmental research. UNESCO’s AI for Development initiative helps developing nations utilise technology for education and beyond.
Creating Impact: At places like MIT’s Media Lab, students use AI and robotics to address global issues such as sustainable farming. These projects provide hands-on experience and create real-world impact, preparing students for the challenges ahead.
A New Educational Model
To fully realise the potential of these technologies, the education system needs to be reimagined—starting with curricula, collaboration, and equitable access.
Curriculum Redesign: The integration of AI and data analytics into curricula can shift education from passive to project-based learning. A UNESCO report showed that incorporating AI into education increased problem-solving skills by 25% in pilot programmes across Africa.
Collaboration Beyond Classrooms: The Quantic School of Business and Technology’s platform encourages numerous initiatives by students and alumni, promoting global teamwork and preparing students for a world where crossborder collaboration is the norm.
Ensuring Equitable Access: The digital divide remains a significant challenge. Kenya’s Digital Literacy Programme, which has provided tablets to over a million primary students, is a step forward, although many regions still face barriers, like the 40% of students in sub-Saharan Africa who lack reliable internet access.
Hybrid Learning Models: While digital tools are transformative, they can’t replace in-person interaction. A balanced hybrid model, blending digital and face-to-face learning, has been shown to improve engagement by 15% in studies from Harvard University.
The Risks of Technology Integration
Though promising, emerging technologies also present risks, ranging from equity issues to overreliance on digital tools.
The Digital Divide: In many regions, access to technology remains unequal. Only 6% of young students in low-income countries have consistent internet access at home, which could widen existing inequalities if not addressed.
Over-reliance on Technology: Critics argue that depending too much on AI can
diminish essential human skills like empathy, mentorship, and decision-making. The overuse of digital tools can hinder critical thinking and reduce face-to-face communication by up to 12%, according to OECD research.
Ethical Concerns: AI in education raises questions about data privacy and bias. Without clear data policies, AI risks exacerbating inequality, a concern that’s already prompted the European Union to introduce regulations to govern its ethical use in education.
Cultural Resistance: In some regions, like Japan, where personal connections are central to education, there’s resistance to integrating technology. However, in countries like Finland, digital tools are widely accepted as a complement to human interaction.
Future Trends in Educational Technology
The future holds even more transformation. Virtual reality (VR) is creating new immersive learning environments, allowing students to simulate experiments or explore historical events. At UCLA’s David Geffen School of Medicine, VR training has improved surgical
The
future of education depends on how well we integrate emerging technologies while addressing the challenges they bring
performance making it 20% faster. Meanwhile, blockchain technology offers secure, global credentialing for academic achievements.
Success Stories
Countries that have embraced technology in education are already seeing positive outcomes. Finland has reported a 30% increase in student engagement thanks to digital tools, while AI-
powered classrooms in Colombia have reduced dropout rates by 15%.
My Experience in Education
As a consultant and mentor for EdTech startups across the UK, Italy, and Sweden, I’ve seen firsthand how digital tools can transform education. Whether advising startups on AI integration or working with innovation centres, I’ve witnessed how technology can bridge cultural and educational gaps, creating opportunities that were unimaginable just a few years ago.
Shaping the Future of Education
The future of education depends on how well we integrate emerging technologies while addressing the challenges they bring. We should:
- As educators: Redesign curricula to emphasise creativity, collaboration, and realworld problem-solving.
- As policymakers: Invest in digital infrastructure and literacy programs to ensure equitable access and promote ethical AI use.
- As students: Take ownership of your learning by leveraging digital tools for global collaboration and adaptability.
The future of education is not a distant abstraction, it’s unfolding before our eyes. By embracing emerging technologies thoughtfully and strategically, we can work together to create an educational ecosystem that is more inclusive, dynamic, and impactful than ever before. As we blend technology with education, we’re not just shaping students’ futures, we’re shaping the world they’ll lead.
Wa n t t o S e l l o r fi n d
I nve s t o rs f o r yo u r
B u s i n e s s ?
MENTOR’S MANTRA
Transforming Minds, Transforming Businesses
JulieHodges, Professor of Organisational Change, Durham University Business School
Professor Julie Hodges is a leading expert on change in organizations, particularly the role and impact of people during transformations. Before entering the academic world Julie worked as a business consultant for over 20 years in several profit and non-profit organizations, including PwC, Vertex, and the British Council.
In academia Julie has held a number of senior leadership posts including Associate Dean. Julie has published in several international journals on change in organisations. She is the author of several books including: ‘Consultancy, Organizational Development and Change’ (Kogan Page); ‘Managing and Leading People through Change’ (Kogan Page);SustainingChangeinOrganizations(Sage);‘Employee Engagement for Organizational Change’ (Routledge); ‘Organization Development: how organizations change and develop effectively’ (Palgrave McMillan); and Reshaping HR: the role of HR in organizational change’ (Routledge). Julie’s latest book on ‘People-Centric Organizational Change’ was published earlier this year. Julie is a Principal Fellow of the Higher Education Academy, an Academic Fellow of the ICMCI (International Council of Management Consulting Institutes) and a Senior Fellow of the Foundation for Management Education (FME). She is also a member of the editorial board of the ‘Management Consulting’ journal.
Recently, in an exclusive interview with Higher Education Digest,ProfessorHodgessharedherprofessionaltrajectory, insightsonthemostcommonmistakesorganizationsmake when implementing people-centric strategies, her favourite non-academic books, biggest stress relivers, words of wisdom, and much more. The following excerpts are taken from the interview.
Transformations are notoriously challenging especially because they are not just a one-off single activity but involve multiple simultaneous events
Hi Julie. Please tell us about your professional background and areas of interest.
Before entering the academic world in 2006
I had a very successful career working as a business consultant for over 20 years in several profit and non-profit organizations, including PwC and Vertex My first role was with the British Council where I was the Development Consultancy for East Asia.
What do you love the most about your current role?
Teaching, researching and doing consultancy work in the field I am passionate about – which is people-centric change.
What are some common pitfalls or mistakes organizations make when implementing people-centric strategies?
Transformations are notoriously challenging especially because they are not just a one-off single activity but involve multiple simultaneous events. Despite this shift there is still an over reliance on linear n-step process frameworks, for managing change, that tend to be based on onesize-fits-all top-down strategies. The idea that a major change can be designed and managed as a discrete episode of activity is no longer fit for purpose and indeed rarely has such an approach achieved the speed or new behaviours that are required. Such frameworks don’t tend
to reflect the complexity and multiplicity of most transformation initiatives but instead try to simplify what is a dynamic process that is becoming more so as change continues to happen in non-linear ways. This is why in my latest book on “People-centric organizational change’ I have developed the Business Transformation Cycle which is a cyclical framework based on my research and experience.
What role do leaders play in driving people-centric change, and how can they create a culture that supports it?
To effectively navigate the disruption and uncertainty affecting their work and workplaces, leaders and managers must recognize the importance of shared responsibility among relevant stakeholders. However, merely understanding the need for distributed responsibility is not enough. Leaders and managers must also be willing to involve people in business transformations as early as possible and ensure that ownership of the change is grounded at the local level. To do this effectively requires clarity on who the impacted stakeholders are and who can influence the change, including those external to the organization such as vendors, partners and social groups. This means securing shared commitment and engagement from a diverse community of multi-stakeholders which is vital for enabling organizations to adapt and rejuvenate.
Change is only embedded when individuals and teams in the organization begin to work in new ways, adopt new mindsets, display new behaviours, use new tools, apply new processes and procedures. To make this happen requires involving key stakeholders in a
business transformation as early as is feasible to do so.Engaging people in an organizational change has never been more important but to do that effectively the organizational culture needs to enable transformations to take root through a people-centric approach to change since culture shapes the way that business transformations are done. When organizations create a culture that supports people-centric change and opportunities to develop the skills to do it effectively, they are able to take forward new initiatives and to respond to external trends and forces of change. Consideration needs to be given as to what needs to change in the culture to make it people-centric so that it shifts to a collaborative, engaging approach with a focus on seeing the opportunities of change and enhancing wellbeing and Equity, Diversity and Inclusion. A starting point for this is to update the organization’s mission statement, values and purpose to ensure that they reflect an explicit focus on people during business transformations. It is also crucial to ensure that the culture is rooted in the business context in which it operates so that there is a clear link between the need for change and how it will impact on the strategy, purpose and stakeholders of the organization.
Changing an organization’s culture is inextricable from the emotional and social dynamics of people in the organization which means that it can be very difficult to change the entire culture, instead a more achievable approach is to change parts of it which then, in turn, affect the whole culture. This is like dropping pebbles in a pond where the ripples from each pebble create interconnecting ripples across the pond. In such a way changing elements of the culture can happen through incremental changes which have a cumulative impact on the
Change is only embedded when individuals and teams in the organization begin to work in new ways, adopt new mindsets, display new behaviours, use new tools, apply new processes and procedures
whole culture of the organization rather than a massive culture change programme. Changing elements of the culture starts with a clear understanding of the organization’s purpose and then driving behavioural change to match that purpose which can only be truly effective when leaders and managers take accountability for shaping and nurturing the culture since the fundamental elements of an organization’s culture are not changed by new thoughts or words but are changed by behaviours and actions that reinforce desired cultural attributes. This takes time and the message needs to be constantly reiterated in person by leaders and managers role modelling the behaviours that they want their workforce to demonstrate by adopting a ‘do as I do’ way of behaving and working.
Training and development practices can help to change behavioural elements of the culture by creating an understanding of the drivers for a transformation, the implications of not changing, a recognition that new behaviours and practices are required, and explaining how these new behaviours will have a positive impact on the culture. To ensure new behaviours stick training and development interventions need to be followed-up with ongoing support and coaching especially for individuals who find it difficult to move out of their comfort zones and change their behaviours and ways of working. For some people such a move can be very challenging, and they may need additional help, while for others who just blatantly refuse to make changes to their behaviour despite support and development, there may well be a need to exit them from the organization. Furthermore, it is important to recognize when the new behaviours are being enacted and provide subsequent positive feedback to individuals. Observing people
Ultimately, integrating a people-centric approach to change into an organizational culture must be rooted in actions, norms, behaviours, and practices over time
doing things right and rewarding their positive behaviours is vital for ensuring that behavioural changes stick. Ultimately, integrating a people-centric approach to change into an organizational culture must be rooted in actions, norms, behaviours, and practices over time.
How do you stay up-to-date with the latest research and trends in organizational change?
Reading journal articles about the latest research, networking with business leaders and managers, and doing the research for my books.
What are your thoughts on gender equality and inclusion? Do you think there is a gender bias in your industry?
When I first joined academia there was much more gender bias than there is now. Although there is still some bias in terms of males in senior academic positions, publication output, and funding for women, progress has been made which needs to continue. .
Is there a particular person you are grateful for who helped get you to where you are?
I have had mentors, at different stages of my career, who have been helpful. I am
especially grateful to the mentor who gave me advice and support in transitioning from business to academia.
What advice would you give to leaders looking to embed people-centricity into their organization’s DNA?
A people-centric approach to change is founded on stakeholder engagement. This means involving people in what needs to be done and how it can be done better rather than just telling them this is what must change. Stakeholders, therefore, need to be involved in idea generation and in discussions about the specifics of the transformation and what it will mean for them. This requires a focus on: Who the key drivers of the transformation are; Who will be affected; Who needs to be involved; and Who the key stakeholders/groups are who need to be involved and how they will contribute to it. This assumes engaging stakeholders in all the elements of the Business Transformation framework, whenever feasible to do so. Engagement is, therefore, about having the right diversity, equality and inclusivity of people involved and then ensuring that the right people have the right capabilities and capacity to take ownership of making the transformation happen.
The Future of Artificial Intelligence in Higher Education: A Perspective from Experience
Dr. Jack Thomas, Former President of Central State University
Dr. Jack Thomas has served as president of Western Illinois University, Central State University, and interim President at the University of Maryland Eastern shore. He brings a long history of success and insights from a broad range of experiences in higher education. Prior to becoming a president, Dr. Thomas also held a broad range of senior leadership and academic positions at Middle Tennessee State University, the University of Maryland Eastern Shore, (interim president), South Carolina State University, and Johnson C. Smith University. Dr. Thomas is a published researcher, and his research focus has been on Black males in literature. Additionally, he is the author of numerous publications and professional presentations, including his most recent book titled “Within These Gates: Academic Work, Academic Leadership, University Life, and the Presidency.” Dr. Thomas has been a committed advocate for diversity and inclusion. He has been recognized by Minority Access, Inc. and others for his work helping to provide meaningful and transformative opportunities for minorities through mentorship and access at various universities. Dr. Thomas’ current work is entitled, Leading Through Crisis.
Throughout my years as a university president and academic leader, I’ve seen firsthand how technology has transformed higher education. From early administrative systems that streamlined registration processes to digital
tools that made remote learning possible, each new technological advancement has brought both opportunities and challenges. But today, artificial intelligence (AI) offers us more than just convenience—it has the power to reshape education itself. This shift is exciting, but as
With adaptive learning platforms, we can offer each student a tailored experience that meets their unique needs
With AI, we now have the ability to analyze trends and spot students at risk before they fall too far behind
with any major change, it demands a careful balance of enthusiasm and caution. Here, I want to share my perspective on the benefits and risks of AI, how it can be embraced responsibly, and some of the ways we can manage the change thoughtfully.
The Benefits of AI in Higher Education
Personalized Learning Experiences
As an educator, I’ve always believed in meeting students where they are. AI can help us do this in ways we never could before. With adaptive learning platforms, we can offer each student a tailored experience that meets their unique needs. For example, AI can help identify when a student is struggling with a concept and offer additional resources or practice, effectively serving as a “digital tutor.” This level of personalized attention has the potential to keep students engaged, helping them progress at their own pace and ultimately succeed in ways that traditional methods may not allow.
Streamlining Administrative Tasks
During my presidency at one institution, administrative tasks could take a significant portion of our staff’s time, often pulling focus away from direct student engagement. With AI, many of these tasks, like scheduling, enrollment, and even initial advising, can be automated, freeing up time for faculty and staff to provide the personal, hands-on support that is so critical in education. At a previous institution, I saw how an AI-powered chatbot could answer students’ frequently asked questions 24/7, easing the burden on our support staff and giving students immediate assistance. This kind of efficiency benefits both students and staff, making campus resources more accessible.
Data-Driven Insights for Student Success
AI offers incredible potential for using data to inform institutional strategies. At each university I led, retention and student success were top priorities. With AI, we now have the ability to analyze trends and spot students at risk before they fall too far behind.
These insights enable universities to proactively offer support, whether it’s through tutoring, counseling, or personalized guidance. This type of data-driven intervention not only helps students succeed academically but also strengthens our institutions by improving retention rates and academic outcomes.
Enhancing Research and Innovation
AI is accelerating research in ways we couldn’t have imagined even a decade ago. At institutions with strong research programs, faculty and students alike are benefiting from AI tools that can analyze complex data, simulate outcomes, and generate new hypotheses. For students, learning to use these tools provides essential skills for the future job market. As we prepare the next generation for careers in an AIdriven world, integrating these technologies into research not only strengthens academic programs but also positions our students competitively in their fields.
The Risks and Challenges of AI in Higher Education
Ethical Concerns and Bias
AI may be powerful, but it’s not inherently fair. The algorithms it relies on are only as unbiased as the data they’re trained on, and unfortunately, many datasets carry biases that
can perpetuate inequality. As I reflect on the challenges of diversity, equity, and inclusion that I faced in my career, I see a risk that AI, if not carefully monitored, could reinforce existing disparities. If AI systems inadvertently disadvantage certain student groups, we must have protocols in place to address these issues promptly and equitably. Responsible AI use in higher education must include an unwavering commitment to fairness and inclusivity.
Academic Integrity and the Nature of Learning
A key question AI raises is how it might change the way students learn and engage with their studies. The potential for AI to generate essays, solve complex equations, or create research projects raises concerns about academic integrity. If students begin to rely too heavily on AI for their coursework, we risk devaluing the learning process and diluting the academic rigor that defines higher education. We must work with students and faculty to establish clear guidelines on ethical AI use, ensuring that AI serves as a tool for enhancement, not a shortcut.
Privacy and Security
AI systems often require extensive data to function effectively, which raises serious concerns about data privacy and security. Protecting students’ personal and academic information has always been a priority in my leadership roles, and the introduction of AI doesn’t change that commitment. To maintain trust and comply with regulations, universities must invest in robust cybersecurity measures and data protection policies. This is a nonnegotiable responsibility we have to our students and faculty in this age of digital innovation.
Potential Job Displacement
Finally, the possibility of AI displacing certain roles within universities is a real concern. AI can handle routine tasks like grading or basic administrative functions, but the human element of teaching and mentoring is irreplaceable. The relationships that faculty build with students, the mentorship they provide, and the insights they offer go beyond what any machine can replicate. While AI can assist, we must be cautious to preserve these essential roles, ensuring that the transition to an AI-enabled environment is thoughtful and respectful of the contributions of all faculty and staff.
Recommendations for Embracing AI Responsibly
Develop Ethical Standards
As we integrate AI into higher education, it’s essential to establish ethical guidelines that emphasize transparency, fairness, and accountability. One approach I recommend is forming an ethics committee to review AI applications and ensure they align with the institution’s values. This step will help create a framework for responsible AI use, supporting ethical practices across campus.
Invest in Training for Faculty and Staff
Technology is only as effective as the people using it. Investing in AI training for faculty and staff can help everyone from professors to administrators understand and implement AI effectively. Training programs should cover not only the technical aspects of AI but also ethical considerations, data privacy, and ways to incorporate AI in a way that complements teaching and learning.
Promote Digital Literacy for Students
Our students will enter a world where AI skills are essential, so preparing them now is a gift to their future. By embedding AI literacy into the curriculum, we can teach students how to engage with AI responsibly and use it to advance their goals. At each institution I served, we prioritized digital literacy to ensure that students graduate with the skills they need to thrive. By emphasizing digital and AI literacy, universities can empower students to navigate and leverage these tools ethically.
Maintain a Balance Between Technology and Human Interaction
AI should enhance, not replace, the interpersonal aspects of education. Technology can make us more efficient, but it’s the relationships between faculty, staff, and students that truly define a university’s culture. At every institution where I served as president, my focus was on building community and fostering connections. AI should be integrated in ways that support these human interactions rather than diminish them.
Embracing Change with Caution and Purpose
Artificial intelligence presents a transformative opportunity for higher education, one that we should approach with both enthusiasm and responsibility. By implementing clear ethical standards, providing training, promoting digital literacy, and preserving the human connections that define our institutions, we can harness AI’s potential while safeguarding our values. As we navigate this new frontier, let us remember that AI should serve to support and enhance the educational mission, never to replace it.
