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Why Japan’s Business Schools
Deserve a Spot on Your
Global Map
Afew years ago, a friend came back from a short teaching stint in Japan with stories that sounded more like travel journal entries than academic updates. From vending machines that served hot meals to classrooms where punctuality wasn’t just encouraged, it was revered. But what really stood out in those stories was how seriously Japan was rethinking education, especially in business. It got me curious. What’s really going on in Japan’s business schools? Turns out, a lot. While Japan has always had a reputation for technological brilliance and meticulous craftsmanship, its universities are now quietly stepping into the global business education spotlight. They’re offering more programs in English, opening doors to international students, and making space for conversations that cross cultures and continents. There’s a growing focus on sustainability, innovation, and ethics—values that matter now more than ever in the business world.
Sure, there are hurdles. Language, cultural differences, and stiff competition from Western institutions can’t be ignored. But let’s be honest—what great opportunity doesn’t come with a few challenges? What makes Japan stand
out is its unique blend of tradition and transformation. Imagine learning business strategy in a place that also teaches you about harmony, resilience, and respect. Add safe cities, a buzzing tech scene, and a classroom that feels more like a global think tank, and you’ve got a recipe for a pretty compelling learning experience.
In this issue of Higher Education Digest, we dive deep into the story of Nagoya University of Commerce and Business (NUCB), a school that’s proving business education in Asia can be every bit as global, relevant, and forward-thinking as anywhere else in the world. From casestudy-driven learning to meaningful international collaborations, NUCB is setting an example for how education can be both rooted and revolutionary.
As you flip through these pages, we hope you’ll find stories that don’t just inform you but move you. Because business education today isn’t just about climbing the corporate ladder. It’s about leading with purpose, and learning with a global mindset. So, here’s a thought; if you had to choose a place to study or collaborate, would Japan be on your list? Maybe, after reading this issue, it will be.
Enjoy the read. And as always, stay curious.
Sarath Shyam
REDEFINING CUSTOMER EXPERIENCE STRATEGY FOR GLOBAL SUCCESS
Prof. Dr. Phil Klaus, Professor of Customer Experience Strategy and Management, International University of Monaco
INDUSTRY PERSPECTIVE
RESEARCH FACULTY RECRUITMENTA RENEWED COMPETITIVE FRONTIER AND STRATEGIC IMPERATIVE FOR HIGHER EDUCATION
Jeffrey Harris, Founder and Managing Partner, Harris Search Associates 40
72
MAXIMIZING COIL PROJECTS’ IMPACT ON INTERCULTURAL LEARNING – INSIGHTS FOR PROFESSIONAL DEVELOPMENT
Dr Jean-Bernard Adrey, Director, TJ Global Services
ACADEMIC VIEW
A VISIONARY LEADER IN HIGHER EDUCATION AND STEM ADVOCACY
Fatma Mili, Professor, Grand Valley State University
ACADEMIC VIEW
EDUCATIONKEY TO THE FUTURE
Olga Mroz, Chief Arts Officer, Al-Khalifa Business School (UK) 34
THE ROLE OF AI, DIGITAL LEARNING, AND ACADEMIC INNOVATION IN SHAPING THE FUTURE OF HIGHER EDUCATION
Dr. Dean Goon, Dean of Academic Innovation, Embry-Riddle Aeronautical University
58
48
PREPARING STUDENTS FOR THE FUTURE: HOW UNIVERSITIES CAN ALIGN WITH WORKFORCE DEMANDS
Tymon M. Graham, Director for Administration and Research Strategy at Dr. N. Joyce Payne Center for Social Justice
THE FUTURE OF BUSINESS SCHOOLS AND THEIR ROLE IN REGIONAL INNOVATION
Kieran J Fernandes, Executive Dean, Durham University Business School
66
WHERE JAPAN’S FRONTIER SPIRIT MEETS GLOBAL BUSINESS EXCELLENCE
In an increasingly interconnected world, Nagoya University of Commerce and Business (NUCB) stands out for offering something rare—a uniquely Asian perspective on global business education. By blending Japan’s rich cultural heritage with modern, forward-thinking practices, NUCB contributes valuable insights to the global conversation about the continuous evolution of business.
“At NUCB, we believe that diversity in thought and perspective is crucial for tackling today’s complex challenges,” says
Dean for External Relations
Prof. Dr. Kenji Yokoyama, Dean for External Relations. “Our mission is to nurture ethical, innovative leaders who not only think globally but also draw from the strength of their roots.”
Founded to promote business education that aligns with global standards, NUCB has built its reputation on innovation and quality. Its internationally oriented curriculum, rooted in case-method teaching, equips students with practical skills and a forward-thinking mindset. The university’s ethos, driven by the “Frontier Spirit,” fosters a sense of purpose and adaptability in every student who walks through its doors.
NUCB’s commitment to excellence is underscored by its Triple Crown Accreditation from AACSB, AMBA, and EQUIS—an
Prof. Dr. Kenji Yokoyama,
As Japan’s first institution to achieve this elite recognition, NUCB has not only elevated its global reputation but also created an environment where students are prepared to lead in a world that values cultural fluency and innovation
achievement that places it among the top 1% of business schools worldwide. These accreditations validate its rigorous standards and global relevance. “Earning these accreditations reflects both our program quality and our continuous efforts to stay ahead in a competitive academic landscape,” Prof. Yokoyama adds.
As Japan’s first institution to achieve this elite recognition, NUCB has not only elevated its global reputation but also created an environment where students are prepared to lead in a world that values cultural fluency and innovation. From developing innovative leadership programs to fostering meaningful partnerships with leading global institutions, NUCB has become a beacon of excellence for business education in Asia and beyond.
A World-Class Business Degree in the Heart of Japan
Imagine studying business in Japan while being immersed in a globally minded program taught entirely in English. At Nagoya University of Commerce and Business (NUCB), this dream becomes a reality. As the only university in Japan offering a Bachelor of Business Administration (BBA) degree entirely in English, along with English-taught MBA and MSc programs at the graduate level, NUCB combines rigorous academics with cultural immersion, attracting students from across the globe.
“Our international programs provide more than just a degree—they’re transformative experiences,” shares Prof. Yokoyama. “Students
get the chance to analyze real-world business scenarios, collaborate with peers from diverse backgrounds, and develop a global perspective that sets them apart.”
At the core of this program lies the Case Method, a teaching approach that brings business concepts to life. Students dive into real-world dilemmas, debating potential solutions and defending their perspectives in lively classroom discussions. Faculty serve as facilitators, guiding conversations to ensure every voice is heard.
“The Case Method is designed to transform the classroom into a boardroom,” Prof. Yokoyama explains. “It’s about fostering critical thinking, honing decision-making skills, and cultivating leadership qualities by solving problems with
By blending practical learning with cultural immersion in Japan, NUCB’s BBA program offers a uniquely enriching experience, equipping students to tackle challenges in a globalized business landscape
diverse peers. This interactive approach mirrors the complexities of the business world, preparing students to thrive in dynamic environments.”
By blending practical learning with cultural immersion in Japan, NUCB’s international programs offers uniquely enriching experiences, equipping students to tackle challenges in a globalized business landscape.
A Faculty That Inspires and Leads
Behind every exceptional educational program is a team of dedicated educators, and NUCB’s faculty is no exception. With over 100 members from diverse cultural and professional backgrounds, the university boasts a teaching team that embodies the global perspective it seeks to instill in its students.
“Our faculty bring a wealth of real-world experience to the classroom,” Prof. Yokoyama notes. “They balance trending research and academics with their insights as leaders, innovators, and practitioners who understand what it takes to succeed.”
The diversity of NUCB’s faculty also mirrors the multicultural environments students will encounter in their careers, creating an inclusive and dynamic learning space
Faculty recruitment at NUCB is meticulous, focusing on practical experience, academic research, and a commitment to the Case Method. Once onboard, professors undergo regular performance evaluations to ensure they remain at the top of their game. NUCB incentivizes excellence by encouraging faculty to publish in prestigious journals, attend international conferences, and participate in teaching workshops.
This commitment to continuous professional development enriches classroom discussions, as faculty share cutting-edge insights and foster critical thinking. The diversity of NUCB’s faculty also mirrors the multicultural environments students will encounter in their careers, creating an inclusive and dynamic learning space.
“Our classrooms are a melting pot of ideas and perspectives,” Prof. Yokoyama adds. “This diversity prepares students for the globalized business world, giving them a competitive edge no matter where their careers take them.”
Multiple Campuses, One Transformative Experience
Nestled in the picturesque countryside, NUCB’s Nisshin/Nagakute campus feels like a retreat
designed for learning and creativity. Surrounded by nature, the serene environment fosters focus and reflection, offering students a chance to pause, think deeply, and recharge.
“It’s a place where students can truly connect—with their studies, their peers, and themselves,” says Prof. Yokoyama. “The calmness of the countryside creates the perfect setting for meaningful academic and personal growth.”
But NUCB also knows that business education thrives in dynamic, real-world settings. That’s where the downtown Nagoya campus, where its graduate-level international programs are taught, shines. Situated in the heart of Japan’s business hub, this urban campus places students just steps away from industry leaders, networking events, and internship opportunities.
“Being in downtown Nagoya means students are constantly engaged with the business world,” Prof. Yokoyama explains. “At the graduate school, MBA and MSc candidates live what they learn through direct interaction with professionals and organizations.”
NUCB Business School’s top-ranking MBA and EMBA programs are also offered at satellite campuses in Tokyo and Osaka, bringing the best
From
career
counseling to leadership
workshops, NUCB offers resources that equip students with both the skills and the confidence to excel
minds in business from all over Japan together to engage in collaborative strategic thinking and decision-making simulations.
With nearly 3,000 students from diverse backgrounds, the university takes pride in fostering a sense of belonging with a range of student clubs, multicultural events, and peer mentoring initiatives, ensuring that every student feels part of a vibrant, supportive community.
“NUCB is a home for future leaders to connect, collaborate, and create memories that will last a lifetime,” Prof. Yokoyama adds.
Launching Global Leaders
At NUCB, the goal of education is to prepare students to thrive in a competitive, globalized
world. From career counseling to leadership workshops, the university offers resources that equip students with both the skills and the confidence to excel.
“Our students are instilled with a clear direction for their future, shaped by hands-on experiences and meaningful connections,” Prof. Yokoyama says with pride. “They leave us prepared to lead themselves and others toward their dreams.”
These hands-on experiences include internships, site visits, and exchange programs, giving students a real taste of the professional world. NUCB’s partnerships with over 180 topranking institutions worldwide open doors to double degrees, study tours, and cross-cultural learning opportunities.
The university’s English-taught programs, global partnerships, and multicultural faculty make it a magnet for international students. To ensure these students feel at home, NUCB offers robust support services, including language courses, cultural events, and guidance from a dedicated international office.
“Our goal is to create leaders who are culturally aware and adaptable,” Prof. Yokoyama explains. “That’s why we place such a strong emphasis on international exposure and holistic development.”
NUCB’s efforts are grounded in the belief that a well-rounded education goes beyond the classroom. By combining professional opportunities with a supportive, multicultural environment, NUCB empowers students to step into the world as confident, capable leaders ready to make their mark.
Charting the Future of Business Education
NUCB has its sights set firmly on the horizon, envisioning a future that blends innovation, global collaboration, and cutting-edge research. From
expanding its global partnerships to introducing forward-thinking programs, the university is constantly evolving to stay ahead of the curve in business education.
A prime example of this is the upcoming MSc in Business Analytics & AI program, set to launch in Fall 2025. This initiative reflects NUCB’s commitment to addressing the demands of a rapidly changing world. “AI and data-driven decision-making are reshaping industries,” says Prof. Yokoyama. “Through the case method’s emphasis on collaborative, critical, and creative thinking, our students learn to apply data in transformative ways across their industries.”
The university has also integrated sustainability into its curriculum, recognizing its importance in global business practices. With a focus on equipping students to tackle
environmental and social challenges, NUCB is preparing future leaders to drive meaningful change in their industries.
Prof. Yokoyama highlights that NUCB’s forward momentum is rooted in its strengths: the Case Method, faculty excellence, and global engagement. “We’re proud to be Japan’s #1 business school, home to the country’s topranking EMBA, MBA, and MSc programs,” he says, “but our real goal is to make a lasting impact. We want to bring a uniquely Asian perspective to the global conversation on business and its continuous evolution.”
As NUCB looks ahead, it’s clear that its journey is far from over. With innovation and collaboration at its core, the university remains a leader in business education, shaping individuals who are prepared to navigate and influence the future.
MENTOR’S MANTRA
Redefining Customer Experience Strategy for Global Success
Prof. Dr. Phil Klaus, Professor of Customer Experience Strategy and Management, International University of Monaco
Prof. Dr. Phil Klaus is a world-renowned expert in Customer Experience Strategy and Ultra High Net Worth Individual (UHNWI) research. Recognized among the World’s Top 2% Scientists by Stanford University, his research redefines CX measurement and business impact. A bestselling author, keynote speaker, and strategic advisor to global Blue-Chip clients, he pioneers profit-driven CX innovation. His insights feature in Harvard Business Review, Financial Times, and Forbes. Leading CX transformation, he combines academic rigor with executive leadership, driving next-practice innovation and business growth for industry leaders worldwide.
Recently, in an exclusive interview with Higher EducationDigest,Prof.Klaussharedinsightsintotheroleof customer experience in shaping the future of business and society, significant career milestones, personal sources of inspiration, the secret mantra behind his success, future plans, words of wisdom, and much more. The following excerpts are taken from the interview.
Customer experience strategy must move beyond vanity metrics and focus on predictive models that link behaviors directly to financial performance and long-term growth
Hi Prof. Klaus. What inspired you to pursue a career in customer experience strategy and research? And further, what motivates you to continue researching and advocating for customer experience excellence? In my career as a consultant, marketing, and business development executive, I quickly realized that businesses often focus on products, pricing, and promotions but overlook the most critical factor: how customers experience their brand. Traditional marketing strategies failed to capture what truly drives customer loyalty and profitability. This realization pushed me to explore customer experience (CX) as a field of study and, ultimately, to make it
my life’s work. My motivation comes from the transformative power of CX—when executed correctly, it changes industries, shapes economies, and creates lasting value for both businesses and customers. Every breakthrough in my research helps companies move beyond guesswork and implement strategies that deliver real financial impact.
What do you love the most about your current role?
The intersection of research, industry impact, and education makes my role truly fulfilling. At the International University of Monaco, I mentor ambitious students and executives who will shape the future of business. Simultaneously, I work with global corporations, advising
them on how to turn CX into a competitive advantage. What I enjoy most is seeing the direct application of my research in the real world—whether it’s a luxury brand redefining its strategy or an executive embedding CX into their company culture. The ability to influence both academia and industry keeps me passionate about what I do.
Can you walk us through your approach to measuring customer experience, as outlined in your book Measuring Customer Experience?
Traditional metrics like NPS and customer satisfaction scores fail to capture what truly drives business success. In Measuring Customer Experience, I introduce a data-driven approach that links CX directly to financial
performance. My methodology focuses on customer behaviors rather than perceptions, using advanced analytics and AI-driven insights to predict customer actions with greater accuracy. The key is moving beyond vanity metrics and implementing a measurement system that allows businesses to identify which CX investments lead to sustainable growth. Companies that apply this approach can make strategic decisions that improve both customer retention and profitability.
What role do you think customer experience will play in shaping the future of business and society?
Customer experience is currently at a crossroads. More and more board members are cutting CX budgets and questioning whether CX is truly a key ingredient for success. The problem
is not CX itself but the way it has been implemented—often without a clear link to financial returns. Our latest research will dig deep into this issue, exploring what we call CX elasticity—how businesses can measure the financial impact of CX investments and apply them strategically for maximum benefit. The future of business will be shaped by companies that move beyond vague CX initiatives and instead use data-driven, financially sound CX strategies to create long-term value.
What leadership qualities do you think are essential for success in customer experience management?
CX leaders must combine strategic vision, analytical expertise, and the ability to challenge conventional wisdom. Adaptability is key, as customer expectations evolve rapidly.
In addition to these qualities, I will soon be presenting research based on hundreds of CX initiatives that examines the ideal team constellation for CX success. This research challenges the current status quo, offering a new blueprint for building high-performing CX teams. Many organizations have struggled with CX implementation because they have the wrong structures in place. Understanding the right mix of skills, leadership dynamics, and cross-functional collaboration will be critical for the future of CX leadership.
You were recognized as one of the Top 50 CX Influencers of 2024. Our readers would love to know the secret sauce behind your success.
Success in CX comes down to a relentless focus on what works. I don’t just study CX—I
Companies treating customer experience as a marketing initiative miss its true value— it’s the foundation
for sustainable business success and competitive advantage
apply my research in real-world business settings, collaborating with top executives and brands to refine strategies that drive measurable impact. The key is staying ahead of industry trends and challenging outdated practices. I never settle for surface-level insights; my approach is rooted in deep, datadriven analysis that allows businesses to turn CX into a true financial driver. Beyond that, I believe in constant learning—surrounding myself with thought leaders, innovators, and industry pioneers who push me to refine and expand my expertise.
Who has been a significant influence or mentor in your career, and how have they helped shape your professional journey?
Two individuals stand out as having a profound impact on my journey. Prof. Malcolm Kirkup was instrumental in helping me realize that I wanted to become a scientist. His guidance and mentorship set me on the path to academia and research, shaping my career in ways I could never have anticipated. Later in my academic career, Prof. Bo Edvardsson, a dear friend and respected scholar, opened many doors for me and played a key role in broadening my professional network. Both of these mentors have significantly influenced my approach to research and have been invaluable in shaping my professional journey.
What has been your most careerdefining moment that you are proud of?
One of the most rewarding aspects of my career has been the opportunity to work with, mentor, and guide junior colleagues. Being
able to have a positive impact on so many current and future managers, entrepreneurs, and academics is something I take great pride in. Watching former students and mentees apply CX principles in their careers, innovate within their industries, and achieve remarkable success is incredibly fulfilling. Additionally, being recognized in the Stanford University World’s Top 2% of Scientists for six consecutive years stands out as a career-defining milestone. This recognition underscores the global impact of my research and its influence on business practices worldwide. Beyond individual accolades, shaping the next generation of leaders and seeing them make a real-world impact is my greatest professional achievement.
What are your long-term career aspirations, and how do you see yourself evolving as a leader over the next five years?
I have always been drawn to the East, where countries like Korea, Japan, and China are leading the charge in global CX innovation. Their approach to customer experience— deeply rooted in cultural nuances and technological advancements—fascinates me, and I love being there and working with companies that are setting new standards for CX excellence. Over the next five years, I plan to expand my research and advisory work in these regions, collaborating with leading organizations to refine CX strategies. I also aim to push the boundaries of AI-driven CX analytics and continue developing methodologies that redefine how businesses measure and optimize customer experience.
Success in customer experience comes from applying data-driven insights in real-world business settings to create measurable impact and challenge outdated practices
What advice would you give to organizations looking to improve their customer experience?
First and foremost, stop treating customer experience as a marketing initiative—it is the foundation of business success. Too many companies invest in CX without a clear strategy for linking it to financial outcomes. Organizations must adopt a data-driven, predictive measurement model that prioritizes customer behaviors over traditional satisfaction metrics. Secondly,
the greatest invisible CX asset is your people. No technology, AI, or automation can replace the value of a well-trained, customercentric workforce. Companies that invest in employee engagement and align their teams around CX excellence will outperform their competitors. Finally, businesses must move beyond transactions and focus on building long-term relationships. Customers are not looking for the cheapest option—they seek brands that understand their needs and provide exceptional value.
ACADEMIC VIEW
A Visionary Leader in Higher Education and STEM Advocacy
Fatma Mili, Professor, Grand Valley State University
Fatma Mili is a prominent higher education member and administrative leader. Her academic career began at Oakland University in the United States, as a faculty member in the School of Engineering and Computing; she then served as Associate dean and Department Chair. Fatma has also made a significant impact at Purdue University, where she has held several key roles, including department head of computing technology, associate dean for research and educational development, and executive director of the TransSTEM Center. She notably co-founded the Purdue Polytechnic Institute, which transformed pedagogy and curricula across the college, leading to its renaming to Purdue Polytechnic Institute.
In 2017, Fatima became Dean of the College of Computing and Informatics at the University of North Carolina at Charlotte, where she focused on increasing enrollment, retention, research, and broadening participation. She joined Grand Valley University as the provost and executive vice president for academic affairs in July 2022, a position she held until this summer. Recently, in an exclusive interview with Higher Education Digest, Fatima shared insights on the future of higher education and how institutions must evolve to meet the changing needs of students and society.
Hi Fatma. What drives your passion for education and leadership, and how do you stay motivated?
I feel very privileged to have a career steeped in education and contributing to it different capacities. Education is one of the most important
institutions in any society or community. Being in a position to enlighten the minds, stretch the imaginations, and broaden the hearts of future generations, whether directly through teaching and mentoring, or through research and educational portfolios is its own reward and motivation.
Educational leaders must have the intellectual and moral clarity to frame complex issues and guide institutions with courage, responsiveness, and principled vision
Higher education must re-examine its mission and paradigms to better align with today’s urgent needs in sustainability, equity, and social justice
What do you love the most about your current role?
On the one hand, I see my career as a continuum that has been increasingly maturing and broadening, on the other hand, it is a career that has changed and transformed many times and is still changing.
The continuity comes from the faith in the power of education to transform lives for individuals, communities, and generations. Education helps us uncover what is true, do what is good, and appreciate what is beautiful.
The perpetual change comes from the change in scope, in specific areas of focus, in methods, and in scientific and technological context.
This duality in continuity and change makes this a perfect job for me. The continuity allows me to devote all my energy to a cause I care very deeply about. The changes allow me to satisfy my need for exploration, novelty, and lifelong learning.
What do you believe are the most significant challenges facing educational leaders today, and how can they address them?
There is no healthy thriving society without a healthy thriving educational system. There is no major crisis in society that does not have either its source or its solution in the educational system. Our world faces some major challenges and is traversing a period of uncertainty and high risk. These are times when we need education and its leaders to take on the role of intellectual leaders, sense makers, and role models.
Educational leaders need the intellectual clarity to enable their institution to serve as sense makers, framing the issues, discerning the essential from the trivial and accidental,
contextualizing the issues, formulating important questions, and creating venues for debating these questions. Educational leaders need the long view to discern the overarching pattern from the minute details.
Educational leaders need the moral clarity and bravery to hold to the highest aspirations of the educational institution. They need to be responsive without being reactive. They need to have the confidence to make the tough decisions and the humility to ask for and receive feedback.
Intellectual and moral clarity and bravery are always critical in leadership positions. They are much more challenging to manifest and hold during challenging times.
Can you share your thoughts on the future of higher education, and how you see institutions evolving to meet the changing needs of students and society?
The institution of higher education has been an essential and effective engine of intellectual, social, and human development in the last century. There is a very close correlation between the health and wealth of a nation and a community and that of their higher education system. This does not mean that the system is perfect or flawless. I see three major areas where higher education is in need of evolution: Under a veneer of stability, the purpose and mission of higher education institutions changed significantly over their history. Some of the changes were intentional and deliberate; others represented more subtle adjustments and reactions to social, political, and technological contexts and pressures. The cumulative changes can all pull in the same direction and lead to a broader, grander, more modern mission.
They can also be more short-sighted reactions that divert from the bigger vision and result in a misalignment between aspirations, possibilities, and the direction taken. It is important to pause on a regular basis and re-examine our mission and purpose, adjust it as need with the long view in mind, and reaffirm our commitment to it. I strongly believe that we are at such a juncture where we need to reaffirm the highest aspirations of higher educations and recommit to them.
Accelerate the scaling. Higher education is a key institution in human and social development. To fully realize this purpose, it must be accessible and affordable for all citizens equally. In the US, in 1910, fewer than 3% of adults were college graduates. In 2020, that percentage is close to 40%; it has plateaued about 40% in the last few years. This level of attainment is unequally distributed among different subgroups. Overall, globally, the wide and equal access to quality education remains a distant goal. What took us from where we were in the beginning of the century to here will not take us from here to the goal. Too many barriers remain to an accessible affordable quality education. Some of these barriers are upstream; others are internal and require our attention and actions.
Impact ownership and intellectual paradigm. The education we deliver has been carefully designed and iterated on over decades. As our knowledge grew and evolved, so did the content, especially in the sciences and technology. There is a layer to that education that is less visible and less subject to scrutiny: The mindset and paradigms with which the education was designed, i.e. the embedded assumptions, values, and approximations underlying each discipline and curriculum. These mindset and paradigms are at the root of the issues we face today:
major gaps in sustainability, equity, and social justice. For higher education to take intellectual leadership and contribute to solving these existential challenges, it must examine the paradigms in our education and update them to meet the needs of today. We cannot solve the problem with the same formative mindset that created it.
What are your thoughts on diversity and inclusion? How important is it to have authentic conversations with leaders, professionals, and changemakers to create more acceptance across the globe?
We have to start from the premise that the core mission of higher education is human and social development. As such it must espouse the highest human ideals of social justice and the right to an education and dignity for every individual. When we agree with this principle, the question is no longer whether to address inequity but how. All the data shows that our ideal of social justice and equal access has not been reached yet. Globally, we are producing very significant educational gaps that mirror economic wealth between countries and within countries. The wealthier the parents and the wealthier the country the higher is the educational attainment. Some countries are successful at closing the internal economic gap, illustrating the fact that it is not a fatality. If a country commits to equity in education, it can accomplish it. It is therefore incumbent upon all of us to redress this inequity; it conflicts with our mission. Conversations about the specific strategies to use and the resources required to do are very important.
How do you prioritize your own well-being and self-care given the demands of your work?
Physical activity and quiet reading time are two activities that are essential for me. I commit daily time for them.
Who has been a significant influence or mentor in your career, and how have they helped shape your professional journey?
I have been privileged by the number and diversity of people by whom I have been inspired and from whom I learned and continue to learn.
I strive to learn something from every interaction and every opportunity to observe others in action, friends, colleagues, or public figures.
What has been your most career-defining moment that you are proud of?
The falls from which I recovered and remained whole.
What are your long-term career aspirations, and how do you see yourself evolving as a leader over the next five years?
I feel very strongly about the three major changes I listed under question 4. My aspiration is that we collectively make progress on all of them.
What advice would you give to individuals looking to break into educational leadership or academia?
I will defer to Simon Sinek and advise to “start with the why.” That is the most important thread and everything else will stream from that.
ACADEMIC VIEW
EducationKey to the Future
OlgaMroz, Chief Arts Officer, Al-Khalifa Business School (UK)
Professor, Honorary Doctor of Art, Olga Mroz, Dame of Honour is Professor, Chief Arts Officer inAl-KhalifaBusinessSchool(UK).PartnerandVicePresidentIKONICEDUCATIONALHOLDING. She is a Board Member of Directors IKAR HOLDINGS and Board Director of London Ballet Theatre. Professor Olga Mroz is a Gold Ambassador of Books for Peace and WORLD PEACE Ambassador by the WHO IS WHO INTERNATIONAL AWARD. She graduated in Architecture and Art and has a degree in Theatre and Music by the Institute of Performing Arts, she also holds a degree in Artist Psychology. She lives in Germany, is a speaker, author, collector, and artist. Her paintings are in private collections around the world. She received the Award “GLOBAL IMPACT LEADER of the Year and recognised by Powerhouse Global as “THE DIFFERENCE MAKER IN THE WORLD”.
“Education is the most powerful weapon which you can use to change the world.” — Nelson Mandela.
These words by Mandela are more relevant than ever. In today’s world, where technology and innovation are rapidly
transforming our daily lives, education remains the driving force shaping the future. It not only opens doors to new opportunities but also lays the foundation for progress in society.
Today, education is no longer just about transferring knowledge; it has become a tool for adapting to global challenges. The era of digital
Education is not just the transmission of knowledge; it is a contribution in progress and prosperity that shapes the future for each of us
technology, artificial intelligence, and rapid scientific advancements requires continuous learning and skill improvement. What we knew yesterday may become outdated tomorrow, making learning one of the most critical skills of the 21st century.
Education develops critical thinking, creativity, and the ability to analyze information— qualities that are indispensable in today’s world. It enables people to understand their surroundings and make
informed decisions. In an age of globalization and knowledge integration, the education system must not only meet modern demands but also be flexible, inclusive, and innovative.
Most In-Demand Skills in the Coming Decades
One of the most crucial aspects of educational progress is ensuring equal access to knowledge for everyone, especially women. History shows that societies where women have equal
educational opportunities experience higher levels of economic development, social stability, and innovation.
Women’s education not only enhances their personal opportunities but also has a profound impact on societal development. According to UNESCO, increasing educational levels among women leads to lower child mortality rates, improved public health, and economic prosperity. When women receive education, they become agents of change, capable of transforming the world around them.
However, in many countries, significant barriers still prevent women from accessing quality education. Social norms, economic difficulties, and cultural traditions often limit their opportunities. It is crucial to continue working toward equal conditions for all, as true progress can only be achieved through inclusivity.
Measures to Accelerate Equal Access to Education for Women
Another revolutionary force shaping the future of education is artificial intelligence (AI). AI technologies are already being actively
integrated into learning processes, personalizing education, simplifying access to knowledge, and creating new educational formats. AI can analyze students’ individual needs, adjusting curricula to their knowledge levels and learning pace.
For example, intelligent systems can offer personalized courses, analyze students’ mistakes, and provide recommendations for improving comprehension. This not only simplifies the learning process but also makes it more effective. AI also expands the possibilities of online education, making it accessible to millions worldwide, regardless of location.
However, despite its vast potential, AI in education raises questions. How can we maintain personal interaction between teachers and students? How do we ensure ethical use of student data? How do we prevent machines from replacing human educators? These challenges require careful consideration and comprehensive solutions.
AI vs. Human Teachers: Can AI Replace Educators?
Modern education cannot exist in isolation from technology. However, it is essential to
AI technologies are transforming education by simplifying access, personalizing learning, and enabling millions to acquire knowledge regardless of their location
Women’s education improves public health, lowers child mortality rates, and empowers agents of change who transform society through knowledge and equity
strike a balance between digital tools and traditional teaching methods. Human interaction, mentorship, and live discussions remain key elements of the learning process.
In the near future, education must become even more flexible and tailored to the individual needs of each student. A combination of digital technology, artificial intelligence, and highly qualified educators will help create a system capable of preparing people for the challenges of tomorrow.
Most Effective Learning Formats: Traditional, Online, or Hybrid?
Education is a lifelong process. But when does it truly begin? In school, at university, or even earlier?
Some researchers argue that education begins not with the first school bell but long before that—right from birth. A newborn immediately starts exploring the world, responding to sounds, images, and emotions from parents. In this sense, the first teachers of a child are their family. Conversations, reading books, and teaching basic skills all form the foundation for future learning.
The Impact of Early Years on Future Educational Success
Preschool education also plays a vital role in a child’s development. At this stage, children learn to interact with others, follow rules, and express their thoughts. Many experts believe that cognitive abilities, interest in learning, and
fundamental skills necessary for school success are established during this period.
School is traditionally considered the starting point of formal education. Here, children acquire not only academic knowledge but also essential life lessons—learning to work in teams, set goals, and develop discipline. However, school education largely builds on the knowledge and skills established earlier.
Can university be considered the beginning of education? In a way, yes—because here, individuals choose their own direction and path in life. Higher education is not just about acquiring knowledge; it is about applying it, building networks, and adapting to an everchanging world.
The modern world sets new standards: learning does not stop after school or university. People constantly acquire new knowledge, whether through professional development, learning languages, or reading books. Perhaps the real moment education begins is not determined by age but by the willingness to learn, which can arise at any stage of life.
Lifelong Learning: Personal Growth and Recent Skill Acquisitions
As an equity partner and Vice President of IKONIC EDUCATIONAL HOLDING, UK and Professor, Chief Arts Officer at AlKhalifa Business School, UK I firmly believe that education is not just about acquiring knowledge but also about inspiration, personal development, and shaping values. We stand on the threshold of a new educational era, where technology and tradition must work in harmony to ensure knowledge is accessible to everyone.
I am executing and heading multiple responsibilities.
Amongst them is the responsibility for the development of a unique corporate strategy, which will shape the next level of educational projects aiming to prepare the next generation for their future challenges.
My role is not only crucial for our group but for the society as a whole. Through innovative educational programs, we are investing in the development of those who will become future leaders, entrepreneurs, and innovators.
The education of the youth is a key factor in the sustainable development of the society. The next generation is all our future, and “investing” in best education today will ensure prosperity and stability for tomorrow. The world is facing enormous challenges, such as constantly technological developments and global economic changes. Without quality education, the next generation will be limited in their ability to contribute in solving these issues.
The board of IKONIC EDUCATIONAL HOLDING and it’s respective team, strives to provide the next generation with the necessary tools and knowledge in order to achieve individual success in an ever fastchanging world.
By investing in educational projects, we contribute to the creation of a sustainable, impactful, and innovative society.
I urge everyone to reflect on the importance of these investments and creating together a global education ecosystem, which will lay the ground to build a foundation for the next generation.
Education is not just the transmission of knowledge; it is a contribution in progress and prosperity. By investing in education today, we are shaping the future for each of us.
INDUSTRY
PERSPECTIVE
Research Faculty RecruitmentA Renewed Competitive Frontier and Strategic Imperative for Higher Education
JeffreyHarris, Founder and Managing Partner, Harris Search Associates
Universities play a pivotal role in advancing knowledge, fostering international collaborations, and addressing global challenges. Beyond their core missions of teaching and learning, they serve as hubs for scientific discovery, diplomacy, and economic growth. A university’s ability to generate transformational research is central to its reputation and competitiveness. In the highly competitive landscape of higher education, research
faculty members serve as the architects of this knowledge creation, yet the significance of faculty extends beyond publications and research grants. Successful faculty scholars serve as mentors to the next generation of colleagues and students, build bridges with the local community, industry and government stakeholders, and contribute to the institution’s visibility and rankings. These rankings, in turn, impact the institution’s ability to attract future students, faculty, funding, and philanthropic
Recruiting prominent research faculty is no longer an operational task—it’s a strategic imperative driving institutional prestige, innovation, and societal impact
Jeffrey Harris is the founder and Managing Partner of Harris Search Associates where he leads the Higher Education, Academic Medicine, and Healthcare Administration practices. Founded in 1997, and modeled after the first premier management-consulting firms, Harris Search Associates is a leading global executive search and board advisory consulting firm. Clients include the foremost universities, academic medical centers, medical schools, research institutions, and healthcare enterprises driving global innovation and discovery. Based in Columbus, Ohio, with regional offices in San Francisco and Dallas, the firm has successfully completed over 1100 assignments.
support. As universities continue to compete on a global stage, the strategic recruitment and retention of research faculty has emerged as a critical priority and a cornerstone for institutional success.
The Significance of Research Faculty
Research faculty serve as the intellectual backbone of universities, translating their academic training and expertise into discoveries that address global challenges, drive economic prosperity, and enhance societal well-being. Their contributions extend beyond academic publications and grants to fostering interdisciplinary collaboration and building bridges with industry and government stakeholders, including the following:
1. Driving Transformational Research:
Faculty are the architects of knowledge creation. Their work leads to scientific discoveries, technological advancements, and solutions to pressing societal issues. The ability to recruit faculty with a strong
research portfolio ensures that institutions remain at the forefront of innovation.
2. Enhancing Institutional Prestige:
Prestigious universities often owe their reputation in part to the groundbreaking work of their faculty. Faculty who are successful at securing major grants publish in high-impact journals and lead international collaborations which contribute to an institution’s ranking and visibility.
3. Attracting Students and Funding:
High-profile research faculty attract talented students seeking opportunities to work with leading experts. Additionally, these faculty members attract research funding from federal agencies, private foundations, and industry partnerships, thereby strengthening the institution’s financial sustainability.
4. Fostering Collaboration and Partnerships: Research faculty often serve as catalysts for building collaborations with other
Universities that invest in employer branding, competitive packages, and inclusive culture position themselves as global leaders in research faculty recruitment
universities, industry partners, and government entities. These partnerships expand the institution’s influence and access to resources.
The Growing Importance of Research Faculty Recruitment
For nearly 30 years, our executive search and management consulting firm has served as an entrusted partner on behalf of the leading higher education institutions to assist in the recruitment of their senior administrative leadership talent. Each assignment requires a process ensuring a robust, diverse, pool of candidates and the selection of an outstanding new leader aligned with the institution’s mission, values and goals. Clients typically engage our firm for senior administrative executive searches, such as the recruitment of the next President, Provost, Dean, or Vice President; however, over the last several years, it has increasingly become routine for partner institutions to engage our firm to assist in the strategic recruitment of high-impact research faculty who, as part of the recruitment as esteemed educators, frequently also bring prestigious research, secure significant grants, and enhance the institution’s reputation. Furthermore, their presence attracts talented students and opens doors to partnerships with industry and government. Institutions recognize that recruiting prominent research faculty is integral to achieving long-term academic and societal objectives.
The recruitment of research faculty is not merely an operational necessity but a strategic imperative. These faculty members drive transformational research, secure significant
grants, and enhance the institution’s reputation. Their presence attracts talented students and opens doors to partnerships with industry and government. Institutions recognize that recruiting prominent research faculty is integral to achieving long-term academic and societal objectives. Given these critical roles, the recruitment of research faculty is a strategic priority that directly impacts an institution’s ability to achieve its mission of advancing knowledge, fostering innovation, and serving society.
Emerging Trends in Research Faculty Recruitment
The landscape of research faculty recruitment is continually evolving, influenced by technological advancements, societal changes, and shifting institutional priorities. Several new trends include:
1. Globalization of Recruitment:
Universities increasingly compete on a global stage, seeking talent from around the world. This trend emphasizes the importance of international partnerships and cultural competence in recruitment efforts.
2.
Focus on Interdisciplinary Research:
Institutions prioritize candidates who can contribute to interdisciplinary initiatives addressing complex global challenges, such as climate change and public health.
3. Emphasis on Equity and Inclusion:
The push for greater diversity in academia is reshaping recruitment practices with institutions adopting more inclusive search strategies and accountability measures.
4. Leveraging Technology: Virtual interviews, online portfolios, and data analytics are streamlining the recruitment process making it more efficient and accessible.
Challenges in Research Faculty Recruitment
While the importance of recruiting research faculty is universally acknowledged, the process is fraught with challenges. The global competition for top-tier talent, resource constraints, and the need for diversity and alignment with institutional goals are among the key obstacles, such as:
1. Intense Competition: Universities worldwide vie for the same pool of highly soughtafter candidates. Leading institutions offer lucrative packages and cutting-edge resources to attract top talent making it challenging for emerging universities to compete.
2. Resource Constraints: Recruiting research faculty requires substantial investment in salaries, startup packages, laboratory facilities, and ongoing research funding. Institutions with limited budgets often struggle to balance these costs with other priorities.
3. Diversity and Inclusion: Ensuring a diverse pool of candidates remains a persistent challenge. Underrepresented groups, including women and minorities, are often minimally represented in certain disciplines, limiting the diversity of potential hires.
4. Alignment with Institutional Goals: Identifying candidates whose research interests align with the institution’s mission and strategic
priorities requires careful due diligence. A mismatch can result in dissatisfaction and reduced productivity.
5. Retention: Recruitment is only half the battle. Retaining top talent requires a supportive environment, career development opportunities, and a collaborative culture. Without these, institutions risk losing their most talented researchers to competitors.
Recommendations on Strategic Approaches to Research Faculty Recruitment
To address these challenges and enhance the ability to recruit world-class research faculty, universities must adopt strategic and forwardthinking approaches. These strategies involve proactive planning, investment in resources, and a commitment to fostering a supportive academic environment.
1. Build a Strong Institutional Brand –including as an Employer of Choice
A university’s reputation as an employer of choice plays a critical role in attracting top talent. Institutions that invest in branding efforts to showcase their strengths, such as state-of-the-art facilities, a collaborative and supportive culture, and a track record of research excellence, as well as faculty members and their achievements enhance the institution’s appeal to prospective candidates.
2. Cultivate a Collaborative
Research Environment
A collaborative and supportive academic culture is essential for attracting and retaining faculty. Institutions should foster interdisciplinary
The success of research faculty recruitment directly influences an institution’s ability to foster discovery, secure funding, and achieve longterm academic goals
research, provide access to cutting-edge facilities, and encourage collaboration with industry and government partners. These efforts create an environment where faculty can thrive professionally and personally.
3. Align Recruitment with Strategic Priorities
Successful recruitment efforts align with the institution’s long-term goals. Universities aiming to strengthen specific research areas should target candidates whose expertise align with those priorities. Crossdisciplinary hires can also foster innovation by bridging gaps between departments and encouraging collaboration.
4. Invest in Recruitment Infrastructure
Efficient recruitment requires a robust infrastructure. Institutions should streamline administrative processes, provide dedicated support for faculty relocation, and establish clear and transparent hiring practices. Technology, such as applicant tracking systems, can also improve the efficiency of the recruitment process.
5. Offer Competitive Recruitment Packages
To attract leading researcher faculty, like any industry, institutions that offer competitive recruitment packages including nationally marketcompetitive salaries that provide generous startup packages for research equipment, lab space, and personnel to ensure that new hires can hit the ground running, and benefits such as housing assistance, childcare support, and flexible work arrangements make an institution more attractive to candidates with diverse needs.
6. Prioritize Diversity and Inclusion
Diversity and inclusion must be integral to the recruitment process. Institutions should actively seek candidates from underrepresented groups by broadening their search criteria and partnering with organizations that promote diversity in academia. Creating an inclusive environment where all faculty feel valued and supported is deemed equally important for retention.
7. Enhance Retention through Career Development
Retention strategies are critical to sustaining the benefits of successful recruitment and start as soon as top talent is recruited and onboarded. Institutions that offer demonstrated professional development opportunities, mentorship programs, and clear pathways for career advancement, and reward faculty achievements foster loyalty and satisfaction which translates into increased tenure and productivity of recruited research faculty, and ultimately a greater return on investment for the institution.
The Role of Leadership in Faculty Recruitment
Institutional leadership plays a pivotal role in the success of research faculty recruitment. Presidents, Provosts, and Deans must work collaboratively to ensure that recruitment efforts align with the institution’s mission and values. Leadership teams are encouraged to do the following:
1. Articulate a Clear Vision: Leaders must communicate a compelling vision for research and innovation that resonates with prospective candidates.
2. Advocate for
Resources:
Securing funding and resources for recruitment requires strong advocacy at the institutional and external levels.
3. Engage Faculty in the Process:
Faculty involvement in recruitment ensures that candidates align with departmental needs and culture.
Conclusion
Research faculty recruitment is a strategic imperative for universities seeking to advance their mission of knowledge creation, innovation, and societal impact. By adopting proactive and inclusive strategies, institutions can overcome challenges and secure the talent needed to drive their research enterprises forward. Investments in employer branding, competitive recruitment packages, and a collaborative academic culture are essential for attracting and retaining top-tier faculty. Furthermore, aligning recruitment efforts with institutional goals and fostering leadership engagement ensures that new hires contribute meaningfully to the institution’s vision. As global competition for research talent intensifies, universities must remain agile and innovative in their recruitment approaches. Prioritizing diversity, leveraging technology, and fostering interdisciplinary collaboration, institutions can position themselves as leaders in the ever-evolving landscape of higher education. Ultimately, the success of research faculty recruitment reflects an institution’s commitment to excellence and its ability to continued advances in global discovery societal impact.
The Role of AI, Digital Learning, and Academic Innovation in Shaping the Future of Higher Education
Dr. Dean Goon, Dean of Academic Innovation, Embry-Riddle Aeronautical University
Dr. Dean Goon has been the dean of academic Innovation at Embry-Riddle Aeronautical University since June 2021, managing a team of over 75 professionals. With over 25 years of educational leadership, his expertise encompasses K-12 administration to higher education, including educational consulting, faculty development, and innovative education strategies. His career highlights include contributions to educational technology, digital learning, and global academic partnerships. In spring 2024, he completed a Fulbright assignment in Mitrovica, Kosovo. A GenAI transformation strategist specializing in higher education, Dean advocates for the intersection of generative AI and human skills to enhance teaching and learning, focusing on cultivating cognitive and socio-emotional capabilities. He emphasizes transformational approaches to unlock the full potential of GenAI tools. Dean serves on the AI Leadership Council for Boodlebox. A recognized thought leader, he frequently delivers conference presentations and Design Thinking workshops, such as “The Quest to Reclaim Human Connection: Coexisting with AI.”
In this insightful conversation with the Higher Education Digest, Dr. Dean shares his expertise on overcoming resistance to change in academia, the transformative potential of generative AI, and the evolving role of digital learning in preparing students for the future.
Throughout your career, what has been the most significant challenge you’ve encountered in driving academic innovation, and how did you overcome it?
One of the most significant challenges I have encountered in driving academic innovation is
resistance to change from faculty and institutional structures. Higher education, by nature, has long been built on tradition. Introducing emerging technologies and digital learning, such as online modalities, competency-based learning, AI-driven learning platforms, adaptive courseware, and
Introducing AI-driven platforms into higher education has required shifting entrenched mindsets and building supportive infrastructure to reframe innovation as an enabler, not a threat
mobile-first education models, has often been meet with skepticism and disparagement. The challenge has been twofold: shifting mindsets and building the necessary infrastructure to support innovation at scale.
When proposing digital learning initiatives, a common concern among faculty has been the fear that AI and technology advancements will diminish the human element of teaching. Many educators hesitated to adopt online learning, believing it could not replicate a face-to-face experience or provide personalized instruction. What we have learned over several decades is that online education has not only offered flexible learning options but created a high level of heutagogical-focused learners. Additionally, institutional bureaucracy often slowed the adoption of emerging technologies due to concerns about cost, data privacy, and scalability.
Over my career, I have concentrated on cultivating a culture of innovation. I focused on shifting the perception of digital learning from a disruptor to an enabler of deeper learning and authentic experiences. Through thought leadership, faculty workshops, and pilot programs, I showcased how digital learning and emerging tools can augment teaching by automating administrative tasks, offering real-time analytics on student performance and experience, and developing personalized learning pathways. Instead of mandating technology adoption, I developed professional development programs that empowered faculty to experiment with digital learning models at their own pace. We fostered a grassroots movement toward technology-enhanced learning by creating faculty innovation grants and recognizing early adopters.
Online
learning has evolved into
a
powerful model that cultivates heutagogical learners who thrive on flexibility, autonomy, and deeper personal engagement with course material
To gain institutional buy-in, I leveraged data from pilot programs that demonstrated measurable improvements in student engagement and academic outcomes. This data-driven approach helped secure leadership support and funding for broader implementation.
Through these efforts, I have seen a shift in institutional culture— most faculty and administrators now view digital learning as a catalyst for student success rather than a threat. Today, AI-driven analytics guide curriculum decisions, mobile learning platforms increase
AI-powered tutors provide targeted guidance by identifying gaps in student knowledge and offering real-time feedback to personalize instruction and support mastery
accessibility, and faculty confidently integrate AI-powered tools to personalize instruction. Academic innovation in higher education requires persistence, collaboration, and a student-centered approach. While challenges remain, overcoming resistance to change has positioned Embry-Riddle Aeronautical University as a recognized and highly ranked leader in the future of digital learning.
What are the most pressing challenges facing higher education institutions worldwide today, and how can they adapt to these evolving demands?
One of the most pressing challenges facing higher education institutions worldwide today is the rapidly changing landscape of workforce demands. The job market is evolving due to automation, artificial intelligence, and the gig economy, requiring universities to ensure that students graduate with technical skills and adaptable, critical-thinking abilities. Institutions must bridge the gap between traditional curricula and emerging industry needs by expanding interdisciplinary programs, strengthening business partnerships, and integrating experiential learning opportunities, such as internships and co-op programs.
The rapid pace of technological advancements also necessitates a shift in teaching methodologies. Universities must integrate digital learning tools, data analytics, and artificial intelligence to personalize education and enhance student engagement. For example, adaptive learning platforms can provide customized feedback, allowing students to progress at their own pace.
To navigate these challenges, higher education institutions must embrace agility, innovation, and collaboration, ensuring they
remain relevant and continue to empower future generations of learners.
How do you envision the role of technology, particularly AI and mobile learning, in shaping the future of education? What are the opportunities and potential pitfalls?
The role of technology, particularly Generative AI (GenAI) and mobile learning is poised to revolutionize education by making learning more personalized, accessible, and efficient. AI-powered tools can enhance students’ engagement with content, while mobile learning platforms can expand educational access beyond traditional classrooms. However, institutions must also navigate ethical, pedagogical, and security concerns to ensure these technologies are used responsibly.
Integrating Generative AI (GenAI) and mobile learning in education presents numerous opportunities to enhance teaching and learning experiences. One of the key benefits is personalized and adaptive learning, where AIdriven platforms can tailor educational content to individual learning preferences and paces. These platforms provide real-time feedback by analyzing student performance, allowing customized support. AI-powered tutors, for example, can identify specific knowledge gaps and offer targeted explanations, helping students master complex concepts more effectively.
Another significant advantage is increased accessibility. The combination of mobile learning and AI can bridge educational gaps, particularly for students in remote or underserved areas.
AI-driven language translation tools help break down linguistic barriers, while text-to-speech and speech-to-text features support students with
disabilities, fostering a more inclusive learning environment. Additionally, GenAI enhances content creation and engagement by generating interactive learning materials such as quizzes, summaries, and virtual simulations. Educators can leverage AI to automate administrative tasks like grading and scheduling, allowing them to focus more on instruction and mentorship.
Furthermore, AI-driven simulations and virtual labs provide real-world skill development in aviation, aerospace, engineering, and business fields. These tools offer hands-on learning experiences, allowing students to practice decision-making in realistic scenarios and better prepare for the workforce.
Despite these advantages, GenAI and mobile learning have potential challenges and pitfalls. One primary concern is bias and misinformation, as AI models may inherit biases from their training data, reinforcing stereotypes or generating misleading content. To mitigate this, institutions must implement strong oversight mechanisms to ensure fairness and accuracy in AI-driven learning tools. Data privacy and security risks also pose significant challenges, as AI-powered platforms collect vast amounts of student data. Universities must establish robust data governance policies to safeguard sensitive information.
Additionally, there is a risk of over-reliance on technology. While AI can significantly enhance learning experiences, it should complement rather than replace human interaction. Critical thinking, creativity, and emotional intelligence are best nurtured through meaningful engagement with peers and educators. A balanced approach that integrates AI while maintaining human elements in education is essential to maximize the benefits of these advancements.
Embry-Riddle is known for its focus on aeronautical science. How do you see specialized institutions adapting to the broader trends in higher education while maintaining their unique strengths?
Embry-Riddle Aeronautical University has long been synonymous with excellence in aviation and aerospace. As higher education evolves, specialized institutions like ours must adeptly navigate broader trends while preserving our unique strengths. The current Strategic Plan emphasizes five key pillars: The Student Experience, Enrollment Management, Academic and Faculty Excellence, Research and Innovation, and Philanthropy and Alumni Engagement. By focusing on these areas, the university aims to enhance personalized learning, expand the Worldwide online campus, and foster interdisciplinary collaboration, ensuring students are well-prepared for the evolving demands of the aerospace industry.
While maintaining its core focus on aviation and aerospace, Embry-Riddle embraces
technological advancements such as artificial intelligence and data analytics to enrich educational experiences. The Worldwide campus continues to expand online learning and develop flexible learning opportunities to cater to diverse student bodies, including enlisted military and veterans, working professionals, and international learners. Embry-Riddle enriches the educational experience and drives innovation that transcends traditional boundaries through interdisciplinary collaboration and strategic partnerships.
What innovative pedagogical approaches do you believe hold the most promise for enhancing student engagement and learning outcomes in the coming years?
Innovative pedagogical approaches integrating technology, experiential learning, and personalized education are most promising for enhancing student engagement and learning outcomes in the coming years. One of the most transformative methods is AI-powered adaptive
Fostering innovation in academia calls for resilient leadership, collaborative change management, and a relentless focus on continuous learning aligned with institutional values
learning, which customizes educational content based on students’ progress, strengths, and areas for improvement. AI-driven platforms can provide real-time feedback, ensuring students receive targeted support and move through the material at their own pace. This individualized approach fosters deeper comprehension and retention of knowledge.
Another promising approach is immersive learning through augmented and virtual reality (AR/VR). These technologies create interactive, hands-on learning environments that allow students to engage with complex concepts more tangibly. Embry-Riddle students can engage in the campus XR Lab to explore, develop, and test immersive simulation technologies for use in the aviation and aerospace industries. Additionally, gamification—incorporating game design elements like challenges, rewards, and competition—has boosted motivation and engagement. When combined with projectbased and experiential learning, where students work on real-world problems and collaborate
with industry professionals, these approaches help bridge the gap between theoretical knowledge and practical application, preparing students for the evolving workforce.
Finally, the rise of social and collaborative learning models—such as peer-to-peer instruction and digital learning communities— encourages students to engage more actively in their education. Institutions can create more dynamic and inclusive learning environments by leveraging mobile learning and AI-driven discussion platforms like Yellowdig. As education evolves, these pedagogical innovations will be essential in fostering deeper student engagement, critical thinking, and lifelong learning.
What advice would you give to aspiring academic leaders who are passionate about fostering innovation and positive changes within their institutions?
For aspiring academic leaders passionate about fostering innovation and positive change within their institutions, I advise embracing a
True progress in education comes from co-creating inclusive solutions that harness emerging technologies while keeping student success at the heart of every decision
strategic and empathetic approach to change management while leveraging design thinking to create impactful and sustainable solutions.
Change in higher education is often met with resistance, making effective change management essential. Leaders must cultivate a culture of collaboration and openness, ensuring that faculty, staff, and students feel heard and included in the innovation process. Building cross-functional innovation teams, piloting small-scale projects before full implementation, and using data-driven storytelling to demonstrate the benefits of change can help gain institutional buy-in. Transparency and clear communication are key. Leaders should consistently articulate the “why” behind the change, addressing concerns and aligning innovation efforts with institutional values and goals.
Additionally, applying design thinking—a human-centered, iterative problemsolving approach—can drive meaningful improvements in teaching, learning, and administrative processes. Academic leaders should start by profoundly understanding stakeholder needs through empathy-driven research, such as faculty interviews, student feedback, and data analytics. From there, they should foster a prototype-and-test mindset, where new initiatives (e.g., AI-driven learning tools, hybrid education models, or student support innovations) are iteratively developed, tested, and refined based on honest user feedback. Encouraging an environment where experimentation is celebrated rather than feared allows institutions to adapt and evolve more effectively.
Above all, innovation in higher education requires courageous leadership, resilience,
and a commitment to continuous learning. Leaders must model curiosity, adaptability, and a willingness to challenge traditional paradigms, ensuring that their institutions remain future-ready while staying true to their educational mission.
On
a
more personal note,
what fuels your passion for education and inspires you to continue pushing the boundaries of what’s possible in higher learning?
My passion for education is driven by a deep belief in its power to transform lives and shape the future. This is represented in the Core Values of my Division of Academic Innovation at Embry-Riddle Aeronautical University. What fuels me is the exploration of new possibilities—leveraging emerging technologies, AI-driven learning, and design thinking to reimagine how we can better educate and engage students. I find inspiration in the resilience and curiosity of learners and educators who are eager to embrace change and push beyond traditional boundaries. Actual progress comes through collaboration, bringing together faculty, students, and industry leaders to cocreate solutions that make education more accessible, personalized, and impactful. Through innovation, I am committed to developing transformative learning experiences that prepare students for an evolving world. Ultimately, my goal is to drive advancement in higher education by fostering a culture of continuous learning, adaptability, and bold experimentation— ensuring that institutions remain dynamic, inclusive, and future-ready.
ACADEMIC VIEW
Preparing Students for the Future: How Universities Can Align with Workforce Demands
TymonM.Graham, Director for Administration and Research Strategy at Dr. N. Joyce Payne Center for Social Justice
Dr. Tymon M. Graham serves as the Director for Administration and Research Strategy for The Dr. N. Joyce Payne Research Center at The Thurgood Marshall College Fund. Prior to joining the Payne Research Center, he served as Associate Vice President for Student Success and Engagement at Edward Waters University and has held administrative roles at both 2-year and 4-year institutions in enrolment management, campus life, student engagement, student success, strategic initiatives, andTitle IX. Dr. Graham’s executive leadership strategies have resulted in significant institutional achievements across multiple campuses as noted by the uptick in student success percentages, increased retention rates, growth of institutional enrollment numbers, and opening of new residence halls, providing for institutional stability and longevity. Acknowledged for his successes in creating and implementing ambitious strategic plans and enhancing institutional policy and operation, Dr. Graham has enjoyed highereducationandnon-profittenuresworkingacrossdivisionallinesforbest-in-classinstitutional,organizational andoperationalsuccesses.Heearnedabachelor’sdegreefromSouthCarolinaStateUniversity,amaster’sdegree from the University of West Georgia, and a Doctor of Education degree from Benedictine University.
In a recent interview with Higher Education Digest, Dr. Tymon M. Graham discussed his experience with student affairs and Higher Education Administration. He shared his views on strategic plans in higher education, academic integrity, inclusive campus culture, and many more.
What are the key components of an effective strategic plan in higher education?
Any strategic plan should communicate the mission, vision, aims and values of the institution. However, to be effective there must be an honest and thorough analysis of
the organization without bias or reservation. A thorough scan and assessment of the institution provides for an opportunity to establish key focus areas to propel the institution to meet and exceed planning goals. They key components of an effective strategic plan are (1) actionbased goals accompanied with actionable focus
Strategic planning in higher education must combine data-driven performance goals with institutional buy-in to build action-oriented paths toward measurable success
Technology empowers higher education institutions to optimize operations, personalize learning, and support student success through enhanced access and engagement
areas and initiatives, (2) attainable data-driven performance metrics to indicate performance during monitoring, (3) allocation of financial resources and human capital assigned to each goal. While unwritten component of the within the plan, constituent buy-in is critical. The involvement of faculty, staff, students, alumni, and community partners will allow for effective implementation to chart a course to success.
How to ensure institutional growth while maintaining academic integrity and student success?
In today’s everchanging educational climate, institutions must maintain their base during growth phases. This requires a balanced
approach. Academic partners must ensure high standards of teaching and research while enhancing academic rigor. It is imperative to remain abreast of programs in high demand to develop new degree offerings that cater to a new generation of students. New and innovative programs will allow the enrollment management partners to increase enrollment, in contrast to swelling enrollment, without compromising the quality of the education or student profile. In any growth there must be resource and financial allocation. Whether that be in the form of partnerships, new revenue streams, retention efforts, student support services, or innovative investments, we must secure sustainable and reoccurring resources to support growth.
What role does technology play in organizational development within higher education?
Technology plays a critical role in the ability to enhance effectiveness and efficiency in every aspect of an institution. Whether you are using technology to employ data-driven decisionmaking to underscore enrollment and student success efforts or fostering innovation in business and finance engagements, leveraging technology is critical to the educational enterprise. At the institutions core is the academic enterprise. Technology is critical for learning management systems and expanding educational access and support to improve student engagement and success. By leveraging technology strategically, higher education institutions can enhance institutional growth and effectiveness, student success, and overall organizational optimization.
What are the biggest challenges facing student affairs today, and how do you think would be a better way to address them?
In an everchanging educational landscape, some of the biggest challenges facing student affairs surround mental health and well-being, student success and retention, and adapting to artificial intelligence. Students are coming to campus with new challenges than ever before. A student’s mental health and wellbeing can alter or enhance their collegiate experience, so providing mental health services both in person and virtual as well as employing student-centered programming on mental health management can help to meet the holistic needs of college students. Student success and retention efforts require student
affairs professionals to view campus resources under a new lense while providing resources to students on our individual campuses. There is no “one size fits all” approach to student success and retention. Every campus will need catered approaches and unique resources to address their campus specific needs. Engaging in a critical analysis of the campus and student needs will enable proper practices to address student success and retention. These practices are inclusive of success support resources, intrusive advising, eliminating student financial barriers, and providing engagement programs, to name a few. Again, catering these items and more to your institution and student population is key. Lastly, with the rapid rise of artificial intelligence, we must lean into technology by reshaping and communicating the institutions expectations on the ethical use of technology. Overall institutions must employ proactive, student-cantered policies, cross-departmental collaboration, and data-informed decisionmaking to meet the evolving needs of students and address challenges.
How do you integrate career development
and real-world experience into student affairs programs?
Collaboration and engagement with academic partners to supplement the discussions within the classroom with career focused programmatic efforts outside of the classroom is paramount to providing real-world experiences to students. Implementing programs that incorporate professionalism through coaching and enhance of soft skills facilitated by leading practitioners provide students with critical skills and experiences to add to their “professional toolboxes”. When student affairs professionals
cross collaborate to include career development programs within student leadership trainings, students are further equipped to engage in networking opportunities and professional engagement as they are presented. These are distinct ways to make students more competitive in the global market for job attainment. When students leave our campuses, they should be ready for the workforce.
How do you balance student advocacy with institutional policies and regulations?
Balancing student advocacy with institutional policies and regulations requires trust, clear communication, and understanding student needs while upholding university governance. The ability to be collaborative and communicative in your approach is paramount. In balancing the
Universities must redesign curricula around workforce demands by offering certifications, practical experiences, and coaching to ensure students thrive in an evolving job market
two, student affairs professionals can educate the student of institutional policies and practice, while empower students to communicate and articulate in the most productive way. On the other side of the coin, balancing the two allows for the student affairs professional to discuss opportunities and avenues for colleagues to respond to student concerns while maintaining institutional integrity. In some instances, this may require flexibility as this may lead to the discovery of gaps in existing structures, processes and policy. As a bridge between students and administration, it is the responsibility of student affairs practitioners to be proactive in conflict resolution and employing restorative justice practices and open-door policies to prevent escalations. Additionally, we must work to educate, communicate, advocate and resolve student concerns in a way that empowers the students to be comfortable in voicing future concerns in the proper manner and see results without escalation in a culture of trust. By fostering a culture of trust and collaboration, student affairs professionals can advocate for students while supporting institutional mission and policies, and when needed, propose amendments to existing structures and policy for overall success.
What are the most effective strategies for fostering an inclusive campus culture?
To foster an inclusive campus culture, the campus must desire this from the top down. Not only must this be the desire, but this must be underscored by effectively conveying this expectation through action. Action looks like establishing clear policies that are documented in written form and articulating active practices that shows support of inclusivity. Additionally,
tangible efforts include implementing culturally responsive programs, equitable access to resources, and training experiences for respectful interactions and communication between those of similar and different backgrounds and experiences. Employing these strategies in a multifaceted approach creates safe spaces for all campus parties to feel valued, supported, and encouraged to thrive.
How has higher education administration evolved in response to global challenges such as the COVID-19 pandemic?
Global challenges have allowed institutions to evolve and embrace change while adapting to new realities for academic delivery modality, student support, and operational success. Covid-19 showed us first hand that we can embrace change through expanding access to education and approaching student engagement and support with innovative opportunities and communication methods. Institutions now offer hybrid and virtual academic programs, implement holistic student wellness initiatives through telehealth, and pursue diverse revenue streams. Global challenges have reshaped how institutions operate, pushing them to remain forward-thinking and more student-centered than ever before.
What trends do you believe will shape the future of student affairs and institutional leadership?
The future of student affairs and institutional leadership is bright. It will be critical for student affairs professionals and institutional leaders to evaluate their position in the landscape and how they can utilize their current positions and
institutional strengths to propel the institution into the future. This can happen through the exploration of public private partnerships for housing construction and technology focused engagement to enhance overall student success. Additionally, with the onset of the enrollment cliff and number of available degreeseeking students, we must remain focused on possibilities for sustainability through retention efforts. We must keep the students we have while focusing on new academic programs that are innovative and marketable in order to attract new students. Lastly, but certainly not least we must be adaptive to the needs of students and expand mental health services to further develop and support the whole student.
How can universities better prepare students for an evolving job market and workforce demands?
As workforce demands change our curriculum must change to align to industry needs. We must move to have more opportunities for microcredentialing and certifications to enhance employability. We must provide work-based learning through internships, co-ops and service learning so that students have direct and hands-on engagement with industry practitioners. We must look to career services to provide industry focused career coaching and soft skills training alongside mentorship with industry leaders. Additionally, we must ready our students with career related development and services to articulate their abilities and secure jobs within their chosen path. While we are in the age of artificial intelligence, we must teach our students how artificial intelligence works while yet still equipping them to operate and work in “robot proof” jobs, that cannot be duplicated by machinery and automation.
The Future of Business Schools and Their Role in Regional Innovation
Kieran J Fernandes, Executive Dean, Durham University Business School
Professor Kieran Fernandes is the Executive Dean of Durham University Business School. A Fellow of University College Durham and the Wolfson Research Institute, he has held academic positions at Warwick and York, serving as Head of Department, Associate Dean, and Associate Pro-Vice-Chancellor. Before his academic career, he worked as a Sub-Systems Engineer at NASA’s Stennis Space Centre. He was appointed by the UK Secretary of State for International Development as a Non-Executive Director of the UK National Commission for UNESCO, later elected Vice-Chair. A world-leading expert in complex systems and digital innovation in supply chains, he has advised UNESCO, NASA, the World Smart City Forum, and the Swiss Federal Department of Foreign Affairs.
Business schools have long been at the forefront of knowledge creation, talent development, and economic transformation. However, as global economies pivot towards innovationdriven growth, their role is expanding beyond conventional management education. Increasingly, regional innovation ecosystems
rely on business schools as catalysts for interdisciplinary collaboration, industry engagement, and entrepreneurial development. This article examines the evolving function of business schools in fostering regional innovation, exploring how they are shaping economic landscapes through strategic partnerships, knowledge exchange, and targeted support for
Business schools must embed sustainability into teaching and research, empowering future leaders to drive responsible innovation and long-term economic resilience
Supporting regional high-growth sectors like satellite technology and clean energy ensures business schools are vital contributors to emerging industry ecosystems
high-growth sectors—offering insights that can inform the broader evolution of business education and its impact on regional economies.
The Changing Landscape of Business Schools
The traditional function of business schools has been to deliver management education, with a primary focus on leadership, strategy, and organisational effectiveness. However, the 21st century presents a new set of challenges, including rapid digital transformation, pressing sustainability imperatives, and the demand for more inclusive economic growth. To remain relevant and impactful, business schools must expand their remit, engaging more actively
with regional economies to address these evolving complexities.
A key transformation in business education is the increasing emphasis on interdisciplinary collaboration. Historically, business schools operated in relative isolation from other academic disciplines. However, contemporary challenges—such as the transition to net-zero, the rise of artificial intelligence (AI), and the need for economic resilience—necessitate expertise that spans multiple domains, from engineering and data science to social policy and environmental studies. To meet these demands, business schools must integrate diverse perspectives into their research and teaching, ensuring that graduates are not
only adept in management but also capable of driving innovation within their regions.
Business Schools and Regional Innovation
Business schools exemplify how academic institutions can drive regional innovation. Positioned within their respective regions, these institutions play a critical role in supporting local economic growth, attracting investment, and fostering industry partnerships. Many business schools have positioned themselves as hubs for enterprise and knowledge exchange, leveraging their wider research capabilities to advance innovation-driven economic development.
Knowledge Exchange and Business Engagement
A key way in which business schools contribute to regional innovation is through knowledge exchange and industry collaboration. Many institutions have developed extensive partnerships with local businesses, public sector organisations, and multinational corporations to facilitate research impact and practical application.
For instance, business schools have played pivotal roles in initiatives that support the commercialisation of university research across various regions. These programmes foster entrepreneurship by helping academics translate research into high-growth businesses, aligning with broader industrial strategies. Through mentoring, funding support, and strategic advice, business schools assist spin-out companies in areas such as clean energy, digital technologies, and life sciences, strengthening regional innovation ecosystems.
Supporting High-Growth Sectors
Business schools are also deeply engaged in supporting high-growth sectors that align with their regions’ strategic economic priorities. A prime example is their involvement in research centres focused on space technology and satellite applications, helping to position various regions as hubs for emerging industries. Business academics contribute to the commercial and strategic dimensions of these initiatives, ensuring that businesses in these sectors benefit from robust business models, market analysis, and investment readiness support.
Similarly, many business schools play leading roles in advancing the hydrogen and net-zero agenda within their respective regions. As economies transition towards a low-carbon future, these institutions collaborate with local authorities and industry stakeholders to develop strategies for commercialising clean energy technologies. By integrating business expertise with technical research, business schools ensure that regional innovation efforts translate into viable economic opportunities.
Entrepreneurship and SME Growth
Business schools play a vital role in fostering entrepreneurship, particularly among small and medium-sized enterprises (SMEs), which are the backbone of regional economies. Many institutions actively support SME development through their Executive Education and Continuing Professional Development (CPD) programmes, which provide business leaders with cutting-edge knowledge in strategy, digital transformation, and finance.
One particularly impactful initiative is the development of regional scale-up programmes,
which equip local entrepreneurs with the skills and resources to expand their businesses. By offering tailored mentoring, business model development, and access to networks, these programmes enable SMEs to scale their operations, attract investment, and contribute to regional job creation.
Internationalisation and Regional Competitiveness
While regional engagement is a core priority, business schools must also support internationalisation to enhance regional competitiveness. Many institutions foster global partnerships that benefit their respective regional economies, ensuring that businesses can access international markets and global best practices. A notable example is collaborations with international business schools, where faculty exchange programmes and joint research initiatives facilitate knowledge transfer between global markets. Similarly, participation in multinational research and innovation collaborations provides local businesses with international linkages that drive trade and investment.
Challenges and Opportunities for Business Schools in Regional Innovation
Despite the significant contributions of business schools to regional innovation, several challenges must be addressed to maximise their impact. One persistent barrier is bridging the gap between academia and industry. The differing priorities of these two sectors often hinder effective knowledge exchange. To overcome this, business schools must develop mechanisms such as industrial advisory boards and co-designed
curricula that align academic research with realworld business needs, ensuring that insights generated within universities translate into tangible economic and social benefits.
Another critical challenge is securing sustainable funding. Many regional innovation initiatives rely on government grants and external funding sources, which can be unpredictable. To mitigate this uncertainty, business schools must explore alternative funding models, including industry partnerships, commercialisation revenues, and philanthropic contributions. Establishing long-term financial sustainability will enable these institutions to maintain and expand their innovation-driven programmes without being overly dependent on fluctuating external support.
Additionally, fostering a stronger entrepreneurial culture remains a key priority. While business schools have made significant strides in promoting entrepreneurship, there is still room to integrate entrepreneurial thinking more deeply into core curricula. Expanding experiential learning opportunities—such as incubators, venture-building courses, and realworld consultancy projects—will equip students with the practical skills and mindset necessary to drive innovation and create impactful ventures. By addressing these challenges, business schools can further enhance their role as drivers of regional economic transformation.
The Future of Business Schools in Regional Innovation
Looking ahead, business schools must embrace several strategic priorities to sustain and enhance their role in regional innovation. One of the most pressing imperatives is the integration of enhanced digital capabilities. As artificial
To stay relevant, business schools must integrate interdisciplinary expertise, digital capabilities, and public-private collaboration into regional innovation strategies
intelligence (AI) and data analytics continue to reshape business landscapes, business schools must equip students and industry partners with the skills necessary for digital transformation. By embedding data literacy, AI applications, and digital strategy into curricula, these institutions can ensure that graduates are wellprepared to navigate and lead in a technologydriven economy.
Equally important is the need for stronger public-private collaboration. Effective engagement with government agencies, local enterprise partnerships, and industry consortia will be essential for shaping regional economic policies and fostering innovation ecosystems. By positioning themselves as strategic conveners, business schools can facilitate dialogue between policymakers and businesses, ensuring that research insights and entrepreneurial initiatives translate into impactful regional development strategies. Furthermore, business schools must place a greater emphasis on sustainability. Given
the growing urgency of climate change and environmental responsibility, these institutions must prioritise sustainable business models, circular economy principles, and the integration of ESG (Environmental, Social, and Governance) frameworks into their teaching and research. By embedding sustainability at the core of business education, schools can empower future leaders to drive responsible innovation and contribute to long-term economic resilience.
Conclusion
The role of business schools in regional innovation is evolving, with institutions demonstrating how academia can drive economic growth, industry collaboration, and entrepreneurial development. Through strategic initiatives, business schools are making tangible impacts on regional innovation landscapes. Moving forward, these institutions must continue to adapt, integrating interdisciplinary expertise, global networks, and sustainable business practices to shape the future of regional economies.
INDUSTRY
PERSPECTIVE
Maximizing COIL Projects’ Impact on Intercultural Learning – Insights for Professional Development
DrJean-BernardAdrey, Director, TJ Global Services
Collaborative Online International Learning (COIL) has become one of the most popular approaches to internationalising curricula thus featuring high on the agenda to develop Internationalisation-at-Home (IaH) academic frameworks. IaH seeks to achieve the purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students within domestic learning environments.
Since the mid-2010s, COIL ‘hubs’ and communities have emerged around the world that offer academics not only COIL-focused professional development opportunities so they can in turn embed COIL methodologies in their institutions and programmes, but also dedicated conferences and research centres to report on pedagogical practice and related applied research findings.
Originally coined in the US by Professor Jon Rubin, the COIL acronym has rapidly
We can finally enter a new space which is nobody’s original comfort zone but a ‘third’ space of inclusivity and respect that will help us evolve and adapt to maintain intercultural dialogues
Dr Jean-Bernard Adrey taught languages in France, the USA, England and Italy before taking positions in international higher education management and leadership in the UK and the US. During his tenure as Director of the Centre for Global Engagement at Coventry University, he received several awards including Coventry City Council’s 2013 Award for Community Cohesion (Culturae Mundi project) and the EAIE’s 2014 Institutional Award for Innovation in Internationalisation (for the Model for Progression in International Experience). Founding Director of HE consultancy firm TJ Global Services, he provides internationalisation services to multiple UK, US, European and Middle Eastern universities and organizations. Since the 2010s, he has also been training academics worldwide on Collaborative Online International Learning (COIL) methodologies and design with a special focus on the acquisition of intercultural competences.
disseminated since the late 2000s and is now routinely used as a catch-all phrase though it still cohabits with other terminology such as Virtual Exchanges, Telecollaboration, Globally Network Learning, Virtually Mobility, etc.
Despite inevitable nuances in terminology and approaches, the fundamental paradigm at play revolves around an action learning framework through which academics and their respective students collaborate online, synchronously and/or asynchronously, with the ultimate aims of exploring international perspectives and/or gaining collaborative, digital and intercultural skills.
Benefits of COIL as a Method for IAH
The number of COIL projects have soared since the mid-2010s (and exponentially since the
Covid-19 crisis) because the format responds to the widening participation imperative of IaH proponents to offer international learning experiences to all, outside of physical student mobility (which remains the prerogative of about only 3% of all students worldwide according to the UNESCO).
Beyond this widening participation impact, this paper looks at the impact COIL projects have on stakeholders’ learning and scrutinizes the almost-universal claim that participation in COIL projects ‘automatically’ entails the acquisition of intercultural competences.
Whilst such a claim may not come as a surprise given the very design and aims of the projects, some ambiguity remains as to what intercultural competences are actually acquired and how that learning can be measured and
Fostering more inclusive attitudes does not suffice in navigating differences… what is needed is the ability to summon different behaviors and agility in managing diversity
validated. For examples, in large number of instances, studies on COIL projects report on:
Fostering comparative perspectives in the disciplinary focus of the collaborative project (e.g. comparing marketing practices, public policies, doctor-patient relationships, student life, etc, in cultures A and B),
Building communities of ‘aspiring’ global citizens using learning outcomes derived UN Sustainable Development Goals (SDGs) with the ultimate view to create sustainability through research and trans-national civic engagement.
Uses of pedagogy and collaborative design patterns as a way to promote Diversity, Equity and Inclusion (DEI) principles, sometimes even with the declared ambition to contribute to the decolonization or de-westernization of curricula.
Further, in addition to gaining new disciplinary or inter-disciplinary knowledge, other skills are often highlighted as preponderant and key outcomes of participation in COIL: collaborative skills (e.g. students are tasked with co-creating some output), digital literacy (e.g. students learn how to use specific communication tools and identify sound netiquette practices), foreign language skills, intercultural skills.
Intercultural Learning in COIL projects
In many project evaluations over the years, intercultural Learning has uncritically been presented as a natural, and even systematic ‘by-product’ of participating in COIL projects, which would just seem to ‘happen to take place’ thanks to interactions with cultural others. This may have happened based on the false premiss that being exposed to other
cultures renders you able to navigate them effectively and appropriately or simply by failing to acknowledge and address crosscultural communication and collaborative challenges. In such contexts where intercultural learning was assumed to take place, explicit, objective intercultural learning assessment strategies almost became unnecessary, hence their absence.
Recent studies have sought to address the gap in measuring the impact of COIL in terms of intercultural learning but many of these largely rely on participants’ self-evaluation and since COIL projects are presented as frameworks to acquire intercultural skills, their acquisition become a self-fulfilling prophecy. Yet some studies have reported that whilst many students felt more confident in engaging cultural others, they did not feel equipped to manage collaborative or crosscultural conflicts and misunderstandings when these emerged.
What clearly emerges is the need for a more sophisticated approach to intercultural learning which a focus on intercultural competence beyond mere comparative perspectives.
From Intercultural Competences to Diversity, Equality and Inclusivity
Professor Darla Deardorff, an expert in intercultural competence acquisition defines intercultural competence as the ability to communicate and operate appropriately and effectively in multicultural contexts and teams drawing on one’s knowledge, attitudes and skills.
The aim is therefore first to understand differences and then to become able to navigate them in ways that are not only effective but also
appropriate in respecting the diversity of habits and preferences in multicultural contexts.
In this model, knowledge is about raising cultural awareness of others’ and one’s own mindsets by exploring different ways of feeling, thinking, and doing whilst avoiding stereotypes and biases. It is primarily about understanding values, norms, practices, facts, frameworks, etc, and is largely cognitive in nature. It can be culture-specific and/or about understanding dimensions of cultures in general. Most COIL projects with learning outcomes focused on comparing international perspectives and practices would belong to that category.
Intercultural Attitudes are about recognizing and accepting diversity and fostering values of curiosity, inclusivity, tolerance, empathy; this can lead to practicing listening for understanding and the willingness of accommodating otherness. Most COIL participants would claim that successful COIL projects have enhanced their positive attitudes towards diversity and inclusion and their own confidence in engaging others. This dimension is largely affective in nature.
But ultimately cross-cultural- and selfawareness and fostering more inclusive attitudes do not suffice in navigating differences in habits and preferences effectively and appropriately. They do reflect greater intercultural sensitivity and can even attest to a shift away from ethnocentric views towards accepting otherness but what is needed is the ability to summon different behaviors and ultimately more agility/ skills in managing diversity for better and more appropriate efficiency and effectiveness. This is not to be taken for granted by any means as participant in cross-cultural
encounters may experience various forms of resistance to altering their natural inclinations, systems of habits and preferences to accommodate others’ whose preferred ways of acting, doing and patterns of feeling can be distant from their own. This kind of accommodation requires finding common ground and it takes both the will to do it and commensurate adaptation skills.
Conclusion – Towards New approaches to COIL Professional Development that Can Foster Deep Intercultural Learning and Skills Development
From there it follows that we need to devise strategies to help prepare students move alongside all three levels of intercultural competence and not merely help them become just cultural aware or more open to recognizing and accepting diversity. For COIL projects to be genuinely and deeply impactful in terms of intercultural learning, pedagogical strategies need deploying to help participants move beyond their comfort zones to accommodate cultural others.
In an inclusive approach, with everyone stepping towards the other, we can finally enter a new space which is nobody’s original comfort zone but a ‘third’ space of inclusivity and respect that will help us evolve and adapt to maintain intercultural dialogues and build adaptive models to engage and collaborate with other cultures in non-hierarchical ways.
As preamble to delivering COIL projects, to prepare academics and students to enter and shape these third spaces, professional development programmes need to articulate a whole new approach to defining and assessing intercultural learning outcomes.
