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Bridging Borders: The Future of International Education
Afriend once told me that education is like a passport— it opens doors to new opportunities, cultures, and perspectives. But today, that passport doesn’t always require a physical stamp. International education is no longer just about boarding a flight to a new country; it’s about crossing borders in the way we think, learn, and connect.
Students can now sit in their living rooms and attend lectures from top universities across the globe. Virtual classrooms, AI-driven learning, and hybrid models have redefined what it means to be an international student. At the same time, the desire for real-world experiences—study abroad programs, internships, and global collaborations— remains as strong as ever. It’s a fascinating paradox: education is becoming more digital, yet the demand for human connection has never been greater.
But there’s another shift happening— one that goes beyond technology. Universities are focusing more on diversity, equity, and inclusion, ensuring that international students don’t just enroll but truly belong. Leaders like Dr. Susana Rivera-Mills, the first Latina
president of Aurora University, are championing opportunities for students from underserved backgrounds, proving that higher education should be accessible to all, not just a privileged few. And let’s not forget the growing bond between industry and academia. More than ever, universities are partnering with businesses to equip students with the skills they need in a rapidly changing job market. Micro-credentials, interdisciplinary education, and careerfocused learning are shaping a new generation of graduates—ones who are ready to lead, adapt, and make an impact.
This issue of Higher Education Digest Magazine dives deep into these transformations, featuring insights from educators, industry leaders, and visionaries. The future of international education isn’t just about crossing physical borders; it’s about breaking down barriers to knowledge, opportunity, and inclusion.
So, as we step into this new era of learning, one question remains: How can we ensure that education— whether online or in-person—continues to inspire, connect, and empower the next generation? Let’s explore the possibilities together.
Sarath Shyam
SUSANA RIVERA-MILLS
PRESIDENT, AURORA UNIVERSITY
HOW RADICAL COLLABORATION IS TRANSFORMING HIGHER EDUCATION
MENTOR’S MANTRA
DRIVING PURPOSEFUL CHANGE THROUGH INNOVATION
David Ivell, Programme Director - International CTO Programme, Marlow Business School
INDUSTRY PERSPECTIVE
INVESTIGATING THE GENDER GAP IN INTERIM MANAGEMENT: CHARACTERISTICS, CONFIDENCE, AND CHALLENGES
Claire Carter, Partner at Anderson Quigley
DEVELOPING A ROBUST AND FLEXIBLE CREDIT TRANSFER SYSTEM
Fabrizio Trifirò, Experienced International Quality Assurance and TNE professional
ACADEMIC VIEW
EMPOWERING THE NEXT GENERATION OF NURSE LEADERS & INNOVATORS
Dr. Olga Kagan, Consortium Faculty, CUNY School of Professional Studies
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EDUCATING FOR EQUALITY: STEPS TOWARD GENDER PARITY IN ACADEMIA
Dr. Temitope Omotola Odusanya, LLM Programme
Lead at Robert Gordon University
SUSANA RIVERA-MILLS
PRESIDENT, AURORA UNIVERSITY
HOW RADICAL COLLABORATION IS TRANSFORMING HIGHER EDUCATION
Dr. Susana Rivera-Mills is the 14th president of Aurora University and the first Latina to hold this position. Since July 2023, she has championed a collaborative culture, working with faculty and staff to implement a strategic plan focused on innovation, inclusivity, and collaboration. This plan aims to empower students, strengthen communities, and establish Aurora as a higher education model. As a first-generation college graduate, Dr. Rivera-Mills understands the transformative power of education and champions access for underserved and first-generation students. The establishment of the Future Promise Fund reflects her commitment to education for the public good. With over 25 years of higher education experience, Dr. Rivera-Mills is passionate about developing future leaders who are innovative, courageous, and driven, fostering a new model of higher education rooted in radical collaboration.
In an exclusive interview with the Higher Education Digest, Dr. Rivera-Mills discusses the biggest challenges facing higher education today, from adapting to rapid technological advancements to ensuring equitable access for all students. She highlights Aurora University’s strategic initiatives, including career readiness programs, AI integration, and student mentorship models designed to bridge the gap between academic learning and workforce demands. Additionally, she emphasizes the importance of diversity, equity, and inclusion (DEI) in shaping a supportive learning environment and shares her vision for a more collaborative, student-centered higher education landscape.
As the first Latina president of Aurora University, your career journey is both inspiring and groundbreaking. Could you share some key moments or decisions that shaped your leadership path and prepared you for this role?
My leadership path has been deeply influenced by the values of faith, perseverance, resilience,
and the relationships I’ve cultivated over the years. I’m proud to be the first Latina president of Aurora University, but my journey started much earlier, shaped by the sacrifices my parents made when they left El Salvador in search of a better life for our family. Their story is one of hope and determination, and it instilled in me the belief that education is a powerful vehicle for transformation.
My work has focused on ensuring equitable access, fostering diversity, and creating environments where students feel included and valued
One of the most formative experiences in my life was the guidance of a high school teacher who recognized my potential and encouraged me to pursue higher education. Her support played a crucial role in shaping my commitment to serving others through education and leadership. As I look back, it’s clear that the guidance of mentors and the relationships I’ve built have played a central role in preparing me
for this position. I have been fortunate to have many mentors at each stage of my education and career. They not only guided me but connected me to valuable resources, made key introductions at the right time, and opened doors to opportunities and experiences that shaped my collaborative leadership style.
From your experience at institutions like Ball State University and Aurora University, what do you see as the most pressing challenges facing higher education globally, and how should institutions adapt to address them? Higher education faces numerous challenges globally, many of which demand a proactive and adaptive response from institutions. One of the most pressing issues is the need to continuously evolve to meet the demands of an ever-changing world. As industries shift and new technologies emerge, institutions must ensure that students are not only prepared for the workforce but are also equipped with the critical thinking, leadership, and adaptability skills necessary to thrive in an increasingly complex and interconnected society.
Throughout my career, I have been committed to expanding access to higher education and preparing students to be leaders who live with purpose, are culturally competent, and civically engaged. My work has focused on ensuring equitable access, fostering diversity, and creating environments where students feel included and valued. I have led initiatives that align academic programs with workforce needs, such as Aurora University’s Career Skills Infusion Program, which bridges the gap between classroom learning and employer expectations by aligning coursework with
The future of higher education must embrace adaptability, innovation, and a deep commitment to student success
National Association of Colleges and Employers career readiness competencies: career and self-development, communication, critical thinking, equity and inclusion, leadership, professionalism, teamwork, and technology. Expanding equitable and affordable access remains a fundamental challenge, particularly for first-generation and underserved students. Meeting students at their point of readiness requires institutions to rethink traditional models of education by offering flexible learning opportunities, enhancing online capabilities, and ensuring comprehensive student support services. Aurora University’s commitment to holistic student success is reflected in our strategic plan, which promotes a culture of inclusion, collaboration, and continuous improvement. We do all this while working with students to develop financial planning that will support their educational goals. At AU, 94% of our undergraduate students receive financial assistance.
Another challenge is integrating artificial intelligence and emerging technologies into higher education in a way that enhances learning while maintaining ethical and responsible considerations. At Aurora University, we are taking a leadership role in AI literacy, helping students, faculty, and staff navigate this transformative field responsibly. Currently, courses in literacy, public relations, recreation, mathematics, psychology, and healthcare leverage VR, AI-driven simulations, and interactive tools. AI presents exciting opportunities but also complex challenges, and our goal is to make it a seamless vehicle for elevating human capacity and connections rather than replacing them.
To address these challenges, institutions must also strengthen partnerships with local communities, businesses, and organizations to ensure students gain practical, hands-on experience. I like to refer to this as “radical collaboration,” a model I believe higher education should embrace, moving away from the historical model of competition. At Aurora University, we collaborate with local schools, hospitals, and city leaders to create opportunities for student engagement, service projects, and career preparation. By embracing a student-centered approach, investing in faculty development, and fostering an inclusive environment, we can ensure that higher education continues to be a beacon of opportunity and societal progress.
Your efforts to connect universities to their communities have been impactful. How do you envision higher education evolving to strengthen these connections while fostering student success and community well-being?
I believe that a university’s success is deeply tied to the engagement of both the campus and the surrounding community. Open communication and collaboration are essential for strengthening these connections. Institutions must be proactive in fostering partnerships that enhance educational experiences and serve community needs. At Aurora University, this is reflected in initiatives such as the Career Skills Infusion Program, which we are implementing in partnership with many local and regional businesses and corporations. We also offer financial literacy workshops in partnership with the City of Aurora, and ongoing service projects that encourage student volunteerism. Radical
collaboration requires us to think creatively about how we can work with other organizations and institutions to place students front and center and design innovative student experiences that are supported by complimentary and supplementary resources from each partner.
Last fall, we established the President’s Advisory Committee on External Relations. In this space, we bring together corporate and community leaders to address workforce challenges, including hiring trends and career skills gaps. This initiative fosters mutually beneficial partnerships that enhance students’ career readiness through paid internships, sponsorships, mentoring, scholarships, and professional networking opportunities. These efforts ensure that students graduate not only with technical expertise but also with the transferable skills employers seek. By integrating real-world applications into the curriculum and expanding experiential learning opportunities, we prepare students for purposeful careers and meaningful lives beyond simply earning an income.
Additionally, by fostering a welcoming and inclusive environment where students feel seen, supported, and valued, we empower them to succeed. Our strategic plan calls for promoting a culture of belonging, collaboration, and active participation, reinforcing our role as a university that serves its students and community with a forward-thinking, student-centered approach.
The future of higher education must embrace adaptability, innovation, and a deep commitment to student success. At Aurora University, we are committed to leading this charge through thoughtful partnerships, inclusive practices, and a focus on preparing students for a rapidly changing world.
I believe creating an inclusive academic environment begins with a commitment to student success and collaboration
Advancing DEI has been a central part of your leadership. What strategies or initiatives have you found most effective in creating inclusive and supportive academic environments?
Advancing DEI has always been central to my leadership. I believe creating an inclusive academic environment begins with a commitment to student success and collaboration. Throughout my career, I’ve focused on building strong relationships and partnerships that drive institutional progress. I have found that when we implement initiatives that help students who may be struggling, those same initiatives also help all students feel more welcomed.
A key strategy has been ensuring all voices are represented and valued. As a firstgeneration college student, I understand the challenges that come with having to navigate a complicated educational system. Despite these challenges, I also believe in the transformative power of education, which fuels my dedication to expanding access and strengthening facultystudent connections. By embracing diverse perspectives, we foster an innovative and inclusive campus culture.
At Aurora University, we are focused on ensuring that every student is connected to a mentor from the moment they arrive on our campus. Each student is connected to an advisor and a success coach. In effect, what we are
creating for each student is their own personal student success team — a group of people that will be with them during their time at AU to help them navigate our systems and reach their educational goals. By focusing on building these relationships, we know that students will have the resources they need to succeed and many of these relationships will follow them well after they graduate. I’m committed to renewing our focus on student-centered education and leveraging diversity to drive innovation and support every student’s success.
As a leader in academic innovation, what are some of the most promising trends or technologies you believe will shape the future of education, particularly in making quality learning more accessible?
I believe the future of education is deeply intertwined with emerging technologies and trends that prioritize accessibility and inclusivity. One of the most promising developments is the continued rise of
personalized learning. By leveraging data and AI, we can tailor education to each student’s unique needs, allowing for more flexible learning paths and better support, especially for students from diverse backgrounds. This makes quality education more accessible, not just in the classroom but for a variety of learners, regardless of their location or life circumstances.
Additionally, the integration of immersive technologies, such as virtual and augmented reality, can revolutionize experiential learning. These tools allow for remote, hands-on experiences that were previously impossible. Coupled with online platforms and hybrid models, they can bridge gaps in access to high-quality education, ensuring that learning is available to all students, no matter where they are.
At previous institutions where I have worked, I’ve witnessed firsthand how embracing innovation can drive student success. Looking ahead, I’m committed to furthering Aurora University’s efforts to integrate these advancements, ensuring that
We
must communicate more effectively what it means to be an educated person and why the liberal arts serve as the foundation for both professional success and lifelong learning
we foster an environment where all students have the tools they need to succeed in a rapidly evolving world, and ensuring that we can meet students where they are by evolving and offering more of a hybrid learning experience.
As you lead Aurora University into its next chapter, what are your top priorities for the institution’s growth, impact, and contributions to the broader higher education landscape?
At Aurora University, what we refer to as our “future promise” begins with renewing our commitment to students and their success. This means ensuring that every student graduates with the confidence and adaptability to navigate an uncertain and rapidly changing world. To do this, we must embrace innovation in our curriculum, integrating interdisciplinary approaches, transferable skills, and experiential learning opportunities that prepare students for both their careers and meaningful lives.
Equally important is our responsibility to articulate the true value of higher education. We must communicate more effectively what it means to be an educated person and why the liberal arts serve as the foundation for both professional success and lifelong learning. Aurora University is uniquely positioned to lead this conversation and demonstrate the transformative power of our student experience.
Collaboration is key. Just as our institution has thrived through strong community ties, we must continue to foster partnerships — both on campus and beyond. Open communication, data-informed decision-making, and a culture of inclusion will drive our progress. A wholehearted commitment to diversity, equity, and inclusion will not only enrich our learning
environment but also fuel the kind of innovation that leads to meaningful societal impact.
We also recognize that students come to us with different needs and responsibilities. Meeting them where they are means rethinking traditional higher education structures — expanding online capabilities, engaging adult learners, and providing flexible options for coursework and services. Our students balance jobs, extracurricular activities, and family commitments, and we must adapt to ensure they have the support they need to succeed.
Another priority is ensuring that career readiness begins on day one. A fouryear approach to career exploration and preparation, strengthened by meaningful partnerships with employers, will ensure that our graduates leave AU with not just a degree, but real-world experiences, mentorship, and a clear pathway forward.
Ultimately, our work is about transformation. We don’t just educate students; we prepare them to change their lives, to help support their families, and contribute to their communities.
As a first-generation college student, your story is deeply motivating. What advice would you give to students or professionals who face significant barriers yet aspire to achieve their goals and make a difference?
First, don’t try to do this alone. Connect to people who are where you want to be, who have experience, who have already traveled the path that you are on. Ask them to mentor you, to give you advice, to introduce you to others that can help you, to open doors to opportunities and resources that you may not know about. At the end of the day, we succeed together when we help one another.
MENTOR’S MANTRA
Driving Purposeful Change through Innovation
David Ivell, Programme Director - International CTO Programme, Marlow Business School
David Ivell is a recognized technology leader spanning financial services, media, education, and non-profit sectors. He began his career as a Systems Engineer with IBM, later transitioning into senior roles such as CIO at Credit Suisse Offshore, where he managed the integration of multiple banks and the launch of the Euro currency. A champion of innovation and strategic transformation, David has led technology-driven change at organizations like the British Film Institute and Kew Gardens. He currently serves as a Non-Executive Director at Team Teach and Storal and cofounded The Marlow Business School.
Recently, in an exclusive interview with Higher Education Digest, David shared his professional trajectory, insights on the most significant challenges faced by CTOs today, the secret mantra behind his success, future plans, words of wisdom, and much more. The following excerpts are taken from the interview.
CIOs and CTOs today operate in an increasingly complex landscape, where aligning technology initiatives with overarching business goals is paramount
Hi David. Please tell us about your background and areas of interest.
I began my career in technology with an apprenticeship at IBM, training to become a Systems Engineer. During my 15 years at IBM, I realized I was more of a Solutions Architect than a traditional engineer, as I loved finding creative solutions to business challenges and solving complex puzzles. This led me to a CIO role at Credit Suisse Offshore, where I managed the technology integration of five banks within the group and led the implementation of the Euro currency launch.
When my children were born, I felt a pull to step away from financial services and work with organisations with a more social purpose. This transition took me to the British Film Institute, where I helped transform the industry as movies shifted from film reels to digital streaming. I then moved to Royal Botanic Gardens’ Kew, where I combined my passion for technology and nature to digitize Kew’s rich botanical history, bringing the world of
flora and sustainability to a wider audience. It was a unique role that saw me juggling technology and nature, and on one occasion, I found myself growled at by tigers while flying drones over rainforests in Sumatra.
From there, I joined The Prince’s Trust as there CIO, supporting disadvantaged young people, before taking on a Chief Innovation Officer role at Enginuity, where I pioneered a Minecraft game that allowed young people who struggled to display their talent through an academic route, to demonstrate their engineering skills through gameplay, often outperforming degree-level engineers.
For the past three years, I’ve worked with Team Teach, a training organization supporting educators and children with behavioral needs. It’s been incredibly rewarding, and I’m proud to now serve as a Non-Executive Director for Team Teach. In 2023, I co-founded The Marlow Business School, focusing on world-class technology leadership, and supporting rapidly growing business’ such as Storal, a Sundat
Times 100 company. With both daughters now at university, I’m excited to continue these impactful roles and projects.
I have been named in the CIO 100 for 8 years
What are the most significant challenges facing CTOs today, and how does the International CTO programme address them?
CIOs and CTOs today operate in an increasingly complex landscape, where aligning technology initiatives with overarching business goals is paramount. These leaders must ensure that every project and investment supports strategic objectives and delivers measurable value to stakeholders. One of the biggest challenges they face is bridging the gap between technology and business impact. The International CTO Programme addresses this by equipping participants with the skills needed to effectively turn technology investments into key drivers of business success. Courses in strategy, leadership, and innovation are designed to focus on realworld applications, helping leaders navigate the complexities of decision-making and strategic planning to generate tangible business outcomes.
Another significant challenge is managing the pace of technological change. The rapid emergence of new technologies—from artificial intelligence to blockchain—requires CTOs to stay ahead of the curve, identifying which innovations are worth pursuing. However, making these choices is not always straightforward. The programme integrates cutting-edge insights from current C-Suite professionals and industry pioneers, enabling participants to critically assess emerging trends and adopt a pragmatic, evidencebased approach to technology adoption. This approach empowers leaders to anticipate change, leverage technology for competitive
advantage, and make informed investment decisions that align with both short-term and long-term business goals.
Driving innovation and implementing cultural change within an organization is another crucial, yet demanding responsibility for today’s CIOs and CTOs. Leaders must not only advocate for new ideas but also ensure that their teams are empowered to implement them effectively. The International CTO Programme offers practical frameworks and real-world case studies that help technology leaders inspire creativity, lead high-performance teams, and manage the complexities of digital transformation. By understanding how to nurture a culture of innovation, participants learn to develop strategies that foster resilience, agility, and a proactive mindset within their organizations.
One often overlooked challenge is the validation and recognition of existing skills and expertise for senior technology professionals. Despite extensive experience, much of the knowledge gained by these leaders can go unrecognized. Traditional recruiters and HR teams often lack the technical depth to fully understand the skills listed on a senior technology professional’s CV, making it difficult to accurately assess capabilities. This is particularly problematic for hiring managers who need to trust that the candidate possesses the skills to navigate complex technology ecosystems. The International CTO Programme is not just about imparting new knowledge; it’s also about validating and accrediting the extensive experience participants bring with them.
The programme’s structure includes a rigorous assessment of participants’ existing skills, drawing on a combination of coursework,
The International CTO Programme ultimately empowers technology leaders to succeed in their roles by delivering the knowledge, validation, and recognition they need to excel
real-world scenario analysis, and hands-on project work to ensure a thorough evaluation. This approach provides critical validation not just for the individual, but for employers as well. When hiring managers see the Marlow Business School accreditation on a CV, they can be confident that the skills listed have been rigorously assessed and authenticated. This reassurance is invaluable in a market where the complexities of technology leadership roles often extend beyond the understanding of traditional hiring processes.
The International CTO Programme ultimately empowers technology leaders to succeed in their roles by delivering the knowledge, validation, and recognition they need to excel. It bridges the gap between academic theory and the realities of leading complex technology initiatives. It provides assurance to hiring organizations, establishes a benchmark of excellence, and helps elevate the role of the modern CTO from a technology manager to a strategic business leader capable of shaping the future of their organization.
What technical competencies does the programme focus on, and how do you ensure participants stay up to date with emerging technologies?
The International CTO Programme is designed to provide Chief Technology Officers and senior technology professionals with a comprehensive set of technical competencies that are crucial for driving technology strategy and execution in dynamic business environments. The programme addresses both foundational and cutting-edge technical skills, ensuring participants are well-equipped to lead in an era of rapid digital transformation.
Managing technology operations and ensuring high availability and performance of critical systems is essential for any CTO
Technology Strategy and Architecture
The programme places a strong emphasis on teaching participants how to design and implement scalable technology architectures that align with business strategy. This includes understanding cloud architecture, microservices, and data integration frameworks. Participants learn to assess the impact of technology choices on business operations and long-term scalability, ensuring that their organizations are prepared for future growth.
Digital Transformation and Innovation
Participants are exposed to methodologies and frameworks for leading digital transformation within their organizations. The curriculum covers how to leverage emerging technologies like artificial intelligence, machine learning, blockchain, and the Internet of Things (IoT) to drive innovation and operational efficiency. The focus is on how these technologies can be integrated into existing systems and processes to create new business opportunities and streamline operations.
Cybersecurity and Risk Management
With the rise of cyber threats, CTOs must have a solid understanding of cybersecurity principles and best practices. The programme covers key areas such as data privacy, threat modeling, and risk management frameworks. Participants learn to design secure systems, implement robust security policies, and create incident response plans that protect their organization’s assets and data. This focus on cybersecurity ensures that technology leaders are equipped to safeguard both digital and physical infrastructures.
Data Strategy and Analytics
Effective use of data is a core competency for any modern technology leader. The programme teaches participants how to develop and implement comprehensive data strategies that leverage analytics, business intelligence, and data science to drive decision-making. Key topics include data governance, data monetization, and leveraging big data for predictive insights. Participants gain hands-on experience in using data to solve business challenges, turning raw information into actionable intelligence.
Technology Operations and Performance Management
Managing technology operations and ensuring high availability and performance of critical systems is essential for any CTO. The programme covers advanced topics such as DevOps, automation, IT service management, and operational excellence. Participants learn best practices in optimizing technology workflows, managing IT resources, and ensuring system reliability and scalability.
Ensuring Participants Stay Up-to-Date:
To keep participants current with emerging technologies, the programme incorporates several strategies:
Continuous Curriculum Updates
The curriculum is continually revised to reflect the latest technological advancements and industry trends. This ensures that the content remains relevant and aligned with the evolving landscape of technology leadership.
Guest Lectures and Industry Expert Sessions
Participants have access to sessions led by industry experts, seasoned CTOs, and pioneers in emerging technologies. These sessions offer deep dives into new trends and innovations, providing participants with firsthand insights into how cutting-edge technologies are being applied in various industries.
Real-World Case Studies and Projects
The programme includes real-world case studies and hands-on projects that require participants to analyze and apply emerging technologies in practical scenarios. This helps bridge the gap between theoretical understanding and real-world application.
Networking and Peer Learning
The International CTO Programme fosters a collaborative learning environment where participants engage in discussions and knowledge-sharing with peers from diverse industries. This network of like-minded professionals provides a platform to exchange insights and stay updated on emerging technologies and their practical implications.
Access to Ongoing Learning Resources
Even after completing the programme, participants receive access to updated learning materials, industry reports, and a global network of alumni. This lifelong learning approach ensures that graduates remain at the forefront of technology trends and continue to develop their skills long after completing the formal curriculum.
By focusing on these core technical competencies and providing continuous
access to cutting-edge resources and industry expertise, the International CTO Programme ensures that participants are fully equipped to lead their organizations through complex technological landscapes and capitalize on new opportunities as they emerge.
Do you have any advice for aspiring professionals working in your industry?
Yes, it’s second hand advice though. When I was much younger I assumed that working really hard was the answer and you would be recognized and be promoted based on your efforts. It would be nice, but the world doesn’t work like that. You can’t sit back and wait for your efforts to be recognized or spotted, “you own your career, not the employer”. I was told this one day early in my career when I didn’t get the promotion I thought I had worked so hard for. You need to push for more experience, experience the field you want to move to, rather than just do well in your current job, you need mentorship, it doesn’t have to be some bigwig, it can be anyone who can be a “critical-friend” and lastly you need to be able to demonstrate your skills to someone who in our field likely doesn’t understand them, for that you need qualifications, or accreditation of existing skills. The accreditation of existing skills is something I am very passionate about. Most learning and education is being done on the job, not from a text book. I guess one last bit of advice is that increasingly in the technology space, employers are less interested in your current skill set, and more interested in how quickly you can learn the next skill set. The speed of technological advance means one of your top skills on your CV needs to show your speed of learning.
ACADEMIC VIEW
Empowering the Next Generation of Nurse Leaders & Innovators
Dr.OlgaKagan, Consortium Faculty, CUNY School of Professional Studies
Dr. Olga Kagan is a nurse consultant, educator, scientist and entrepreneur. She teaches at two New York-based universities, contributes to textbooks, mentors nurses, and advises start-ups. Dr. Kagan founded the Food Allergy Nursing Interest Professional Group and co-founded SONSIEL’s Collaborative Healthcare Innovation, Research & Problem Solving (CHIRPS). As a recognized thought leader, she has served on several committees and boards, including HIMSS, SONSIEL, ANA, NYAM, AAAAI, and ENRS. She has received multiple awards for her contributions to nursing leadership, mentorship, research, and was featured on HIMSS TV, the AAAAI and Outcomes Rocket podcasts.
Recently, in an exclusive interview with Higher Education Digest, Dr Kagan shared her professional trajectory, insights on the most significant challenges faced by healthcare leaders today, her favorite non-academic book, future plans, words of wisdom, and much more. The following excerpts are taken from the interview.
Hi Dr. Kagan. Please tell us about your background and areas of interest.
Hi, I am a licensed registered professional nurse practicing in the United States, but my initial nursing degree was obtained in the city of Tashkent in Uzbekistan in 1996. Over the years, I have been afforded opportunities to
practice across various healthcare settings and organizations that shaped my interests and influenced my career trajectory. One example is my work with patients at the World Trade Center Medical Screening and Monitoring program, where part of the program was aimed at monitoring patients’ physical and mental
Healthcare leaders need to employ strong and diverse interdisciplinary teams and to collaborate with external partners to maximize their potential within the current healthcare ecosystem
health longitudinally. There, we quickly learned that we needed a better way of collecting and analyzing data, which led to the implementation of electronic medical records, known as EMR, and hence, my interest in informatics. After obtaining my advanced degree in 2018, I was invited to teach graduate informatics students, which has been an extremely rewarding experience.
What do you love the most about your current role?
I was always passionate about education. Since I was a young child, I aspired to
follow in my mother’s footsteps of being a special education teacher. However, my path in nursing led me to education, and I am privileged to teach the next generation of nurse leaders and innovators who will shape the landscape of tech-driven healthcare.
What are the most significant challenges facing healthcare leaders today, and how can we (higher education institutions) address these challenges?
There are several challenges, but the one that I find most pressing, and the one that
Despite
the fact that almost 90% of nurses are women, the gender pay gap continues to exist, with men earning higher wages and representing a significantly higher percentage in leadership and management positions
we as educators can have direct impact on, is the development of competent nurses who are prepared to enter the workforce within the highly technological and complex healthcare environment. First, we must integrate competence-based education, including informatics competencies, into the undergraduate and graduate curriculum as outlined by the American Association of Colleges of Nursing (AACN) in the Essentials: Core Competencies for Professional Nursing Education document, which will prepare nurses in baccalaureate, master’s, and Doctor of Nursing Practice programs. Second, we need to offer professional development for practicing nurses and nursing faculty to ensure that they remain up to date on new competencies that arise in response to the emerging and changing healthcare technologies, models of care, healthcare regulations, and more.
What role do you think technology and digital transformation will play in shaping the future of healthcare businesses?
We are already seeing how technology is transforming the healthcare business. For example, since the COVID 19 pandemic telehealth has become the new norm and has transformed how patients interact with providers, eliminating access to care and cost barriers. Other examples are hospital at home, remote patient monitoring, virtual nursing, integration of robot companions for elderly and disabled, wearable health apps, and in some countries, prescription health apps that are now covered by insurance. These technologies are often powered by Artificial Intelligence in some capacity.
What are the key skills or competencies that healthcare business leaders need to succeed?
Healthcare leaders need to employ strong and diverse interdisciplinary teams and to collaborate with external partners to maximize their potential within the current healthcare ecosystem. Most importantly, they need to invest into their human capital, primarily nurses, as they are the largest workforce in healthcare and are the backbone of today’s healthcare system. Nurses are extremely innovative and are intimately familiar with all aspects of care. Leaders need to have the ability to not only listen to nurses, but to hear them. I always say, just ask the nurse and you will know what needs to be done to live up to the mission and vision of the organization. If they are part of the solution, and are given the tools/resources, the time, and the opportunity to innovate and problem-solve, it is a win-win for all.
What are your thoughts on gender equality and inclusion? Do you think there is a gender bias in your industry?
Nursing is predominantly a female profession, but we have seen a steady growth of males entering the profession. Currently, approximately 1012% of registered nurses in the United States are men. Despite the fact that almost 90% of nurses are women, the gender pay gap continues to exist, with men earning higher wages and representing a significantly higher percentage in leadership and management positions.
Is there a particular person you are grateful for who helped get you to where you are?
There are several people who have shaped who I am and what I do, and I am deeply grateful
to them. However, the one person who I am the most grateful to is my late mother, Zoya Liveyeva, who was my teacher, mentor, guide, and my best friend. Her strength, wisdom, kindness, and selfless nature was a beacon of light during some of the most trying and difficult times that our family endured including immigration, poverty, and illness.
What is your favorite non-academic book and why?
There are many books that I like and sometimes re-read either for leisure or as part of the monthly book club that I belong to. In my younger years, I loved reading books by Leo Tolstoy, Charles Dickens, Victor Hugo, Mark Twain, Boris Pasternak, and others. I enjoy reading poetry by my childhood favorites, Alexander Pushkin, fables by Ivan Krylov, and the One Thousand and One Nights Middle Eastern folktales. As a parent of two kids, I loved reading to them story rhymes by Korney Chukovsky, and The Giving Tree by Shel Silverstein. I enjoy self-improvement books like Grit by Angela Duckworth and Who moved my cheese by Spencer Johnson. The most recent book that left an impression on me was Man’s Search for Meaning by Viktor Frankl, a Holocaust survivor. He recounts his experiences in Nazi concentration camps and introduces his psychotherapeutic method, logotherapy, which emphasizes finding meaning in life through work, love, and suffering. He argues that even in the most dire circumstances, individuals have the freedom to choose their attitude and find purpose.
What is your biggest stress reliever?
Spending time with my family in places with natural beauty like the mountains or lakes is always relaxing. I also enjoy theater and music, which have always been present in my life.
Where do you see yourself in the next 5 years?
In the next 5 years I would like to be in the position of giving back through a non-profit professional food allergy nursing association (FANA) with an ultimate goal of improving patients’ outcomes and quality of life. I would like to work towards a more equitable and just healthcare system not only domestically but also globally, because there is a significant disparity in accessing affordable quality care in many parts of the world. While some countries are employing Artificial Intelligence and state of the art treatments, others are still struggling to have access to clean drinking water and basic medical care. I try to keep an open mind, have the ability to listen, and have the desire to learn in order to achieve my maximum potential and have an impact on issues that are important to me. These are the values I hope to impart onto my students as well.
Do you have any advice for women working in the higher education landscape?
I am grateful to my predecessors, women trailblazers in education, who have paved the way to affirm women’s place in academia. My advice for women in higher education is to believe in their abilities and advocate
Many nurses who transition to academia are often forced to take a pay cut, which negatively impacts their livelihood and undervalues their investments into getting terminal degrees
for themselves, seek out mentors and allies who can support their career growth, and to embrace leadership roles. I also recognize that many women are tough on themselves and put unnecessary burdens on themselves, jeopardizing their well-being. To that, I say, set boundaries, prioritize self-care, and find a balance between your personal and professional lives.
Is there a specific aspect of working in higher education you’re curious about?
Many nurses who transition to academia are often forced to take a pay cut, which negatively impacts their livelihood and undervalues their investments into getting terminal degrees. Lack of decent incentives leads to a shortage of qualified faculty to educate the future generation of nurses and nurse leaders. According to AACN’s, nursing schools in America turned away 65,766 qualified applications from undergraduate and graduate nursing programs in 2023 due to insufficient number of faculty, clinical preceptors, budget constraints just to name a few. Coupled with the projected nursing shortage as 1 million registered nurses are due to retire by 2030, and 52% of nurses are considering leaving their position, while people are living longer with chronic health conditions requiring more care, I am challenged with the question: How will we, as a society, solve for the shortage of qualified educators and by extension for the nursing workforce of tomorrow? Ultimately, we are in it together, and to quote Maya Angelou, once we know better, we must do better.
INDUSTRY
PERSPECTIVE
Investigating the gender gap in interim management: Characteristics, confidence, and challenges
Claire Carter, Partner at Anderson Quigley
The industry of interim management is experiencing a shift. Despite strides made in closing pay disparities and implementing flexible work practices, the gender gap in senior interim roles is widening once again. According to the latest Institute of Interim Management (IIM) survey, the percentage of women in interim management has dropped from 30% to 25%. This decline not only prompts a closer examination of the underlying causes but also
underscores the importance of understanding why this gender disparity persists.
The graph below from the IIM offers an interesting journey of women working in interim management over the last 14 years. While there have been periods of increase, the percentage of women successfully delivering assignments has never exceeded 30%. Why is this? A deeper look reveals that typical characteristics and selfperceptions of men and women might play a significant role. Understanding these dynamics
One factor contributing to the underrepresentation of women in interim management may be the differing ways in which individuals approach job opportunities
Claire is an experienced recruiter in interim management. She connects senior leaders with flexible talent that helps universities adopt strategies to drive sustainable change. This covers steps to optimise their operations, drive their top-line and reduce their cost base, including backoffice transformation, change in target operating models, adopting modern digital solutions, estates rationalisation, and strategic partnerships. Claire has built an impressive track record helping institutions identify the right solution in time-critical situations. Claire also provides guidance to those who have not previously considered an interim career before, but who have unique insights and skills to offer the interim market.
is crucial to addressing the gender disparity in interim management.
The Confidence Gap
One factor contributing to the underrepresentation of women in interim management may be the differing ways in which individuals approach job opportunities. Research and anecdotal evidence suggest that women might be more likely to focus on qualifications they perceive as lacking when considering a role, whereas men often feel confident applying if they meet only a few key criteria.
This disparity can be particularly pronounced in interim management, where confidence and self-assurance are crucial. Women might hesitate to pursue interim roles unless they meet nearly all the requirements, while men may apply if they fulfill just one or two major requirements. This difference in self-assessment can lead to fewer women putting themselves forward for these high-stakes positions, contributing to the widening gender gap in the field.
Characteristics
of interim managers: Do men and women align?
John Gray’s “Men Are from Mars, Women Are from Venus” explores how men and women often exhibit different approaches to challenges, with men displaying greater confidence and risk-taking tendencies, while women may focus on their perceived shortcomings. This disparity is echoed in the interim management field, where women might hesitate to apply for roles unless they meet nearly all requirements, whereas men are more inclined to apply with fewer qualifications.
Interim managers are typically expected to exhibit characteristics such as decisiveness, resilience, adaptability, and the ability to quickly integrate into new environments. These roles demand a high level of confidence, leadership skills, and the capacity to drive immediate results within short timeframes. Analysing these characteristics in the context of traditional gender stereotypes can offer insights into why there has historically, been a lower percentage of women in interim management positions.
Women are often associated with traits such as empathy, collaboration, and a cautious approach to risk
Characteristics typically associated with men
Men are often perceived as assertive, confident, and decisive, traits that align closely with the demands of interim management. They are frequently seen as more willing to take risks and assert their readiness for leadership roles, even when they do not meet all the specified requirements. This tendency to project confidence and take charge can be advantageous in securing interim management positions, which often require quick decision-making and the ability to navigate ambiguity.
Characteristics typically associated with women
Women are often associated with traits such as empathy, collaboration, and a cautious approach to risk. While these qualities are invaluable in many leadership contexts, they may not always align with the traditional expectations of an interim manager.
Women may also be more inclined to engage in self-doubt and self-criticism, focusing on areas where they feel they fall short rather than highlighting their strengths. This could lead to hesitation in entering the interim market, which typically demands a high degree of self-assuredness and readiness to step into high-pressure situations with little acclimation time.
As Katty Kay and Claire Shipman discuss in “The Confidence Code: The Science and Art of Self-Assurance—What Women Should Know,” women often struggle with internalised self-doubt, which can undermine their willingness to pursue challenging roles. The book highlights how confidence—or the lack thereof—significantly impacts women’s
At AQ, we know we have an important role to play in promoting diversity, and we take this responsibility seriously
career choices and advancement, mirroring the confidence gap observed in interim management.
By understanding and addressing these confidence issues, organisations can better support women in overcoming barriers and thriving in interim management roles.
Gender dynamics and interim management
Understanding these differences in characteristics and self-perception is crucial for addressing the gender gap in interim management.
Organisations can play a significant role by fostering environments that encourage and support women to take on interim roles. By recognising and valuing the diverse strengths
that all leaders bring, and by addressing the confidence gap that holds many women back, the interim management field can become more inclusive and better equipped to harness the full spectrum of leadership talent.
Exploring the gender gap
We will soon be launching a series of interviews with female leaders to further explore and understand why the gender gap is increasing, and what we can all do to help address and reverse the gap.
At AQ, we know we have an important role to play in promoting diversity, and we take this responsibility seriously. When sharing candidate shortlists, we actively challenge and debate with our clients to help them think differently about what outstanding talent looks like, and support them in identifying candidates with true potential for their roles.
Headhunting has often been seen as a profession that leans on a little black book, comprising an inner circle of well-known homogeneous contacts – we actively work against that method. As an inclusive company, we recognise the qualities and abilities of all people – including those who may not have followed a typical career path or may not ‘look like’ the typical candidate – and therefore we really question what is included in a role description and actively deter from a tick box exercise when deciding on the best candidate.
If a role really interests you, but you don’t think you meet all the criteria, we encourage you to still reach out for a conversation; we are always happy to chat through the role and your experience, helping you to identify your strengths, and providing you with honest support with your application.
ACADEMIC VIEW
Educating for Equality: Steps Toward Gender Parity in Academia
Dr.TemitopeOmotolaOdusanya, LLM Programme Lead at Robert Gordon University
Dr. Temitope Omotola Odusanya, Esq., ACG, affectionately known as “Temi” is a distinguished academic and dynamic leader of the Master of Laws (LLM) Programme at Robert Gordon University in Aberdeen,Scotland.Asanaward-winninglecturer(AssistantProfessor)inlawandapost-doctoralexpert, she is fervently committed to advancing global gender parity and enhancing corporate governance. Temi’s multifaceted career encompasses roles as a scholar, chartered legal executive, and chartered governance professional, all underpinned by a passion for innovative education. With rich experience across Nigeria, India, and the UK, she tirelessly champions excellence in teaching, impactful research, and transformative public policy. As the visionary founder of the Gender Parity Initiative and a soughtafter global keynote speaker, Temi inspires others to embrace lifelong learning and empowerment through education. Her consulting work with law firms and institutions further amplifies her mission to create meaningful change in society.
Gender parity in academia goes beyond achieving a statistical balance between men and women. This is at the heart of the UN SDGs notably goals 4 and 5 which cater to quality education and gender equality. It involves the creation of an enabling environment where
all genders have equal access to educational opportunities, leadership roles, and the resources they need to triumph. As global conversations around gender equality intensify, the role of academia, especially higher education is crucial. This function is fundamental in shaping the future by
While women may outnumber men in University admissions, they remain underrepresented in leadership positions, prestigious research roles, and certain academic disciplines and STEM fields
educating the next generation of leaders, innovators, and thinkers. However, despite significant progress, gender disparities in academia persist, particularly in leadership positions and certain academic fields, such as STEM (science, technology, engineering, and mathematics).
To achieve true gender parity, educators, institutions, and policymakers must collaborate to implement structural changes, promote inclusion, and eliminate gender bias. This article therefore explores actionable steps to move toward gender parity in academia, ensuring that institutions of higher learning become engines of equality, opportunity, and growth.
Understanding Gender Disparities in Academia
In many countries, women have surpassed men in University enrolment. UNESCO data reveals that globally, more women than men are enrolled in higher education institutions, a trend that has been growing over the last few decades. However, this measurement masks the deeper, systemic issues of inequality. While women may outnumber men in University admissions, they remain underrepresented in leadership positions, prestigious research roles, and certain academic disciplines and STEM fields.
For example, young girls are often discouraged from pursuing STEM education, as these subjects are seen as traditionally “male” domains. Cultural stereotypes, societal gender role expectations, and the scarcity of role models contribute to the underrepresentation of women in these fields. Consequently, the gender gap widens as women ascend the academic ladder,
leading to their underrepresentation in senior academic and top leadership roles.
Promoting Gender Parity: Steps for Educational Institutions
To address disparities, educational institutions must be intentional about achieving gender parity. These steps include policy reforms, mentorship programmes, and promoting a culture of inclusivity.
Institutions must adopt gender-responsive policies that address the unique challenges women face in academia. This includes equitable hiring practices, transparent promotion criteria, and flexible work environments that accommodate the realities of family care responsibilities, which disproportionately fall on women.
Equitable policies on hiring practices are essential to eliminate bias by ensuring that job advertisements, recruitment strategies, and interview panels are diverse and inclusive. Institutions should also conduct regular audits of their hiring processes to identify and address implicit biases. Promotion criteria in academia must be transparent. Promotion often privileges traditional male-dominated fields or activities, such as publishing in high-impact journals. Universities should review their promotion policies to ensure they recognise contributions like mentoring, teaching, and service, where women often excel but are less rewarded.
The demands of academic life-long hours, research, and travel can be particularly challenging for women with caregiving responsibilities. Offering a flexible work environment, work schedules, parental leave, and on-campus childcare facilities can help mitigate these challenges and create a more equitable working environment. Mentorship
Gender parity is not a “women’s issue” but a societal one that requires the involvement of all genders
programmes can be highly effective in supporting women’s advancement in academia. By connecting female students and junior academics with senior female faculty, institutions can help foster a sense of belonging and provide valuable guidance on career progression can be highly beneficial for women looking to break the glass ceiling in academia.
Inclusive Curriculum and Pedagogy
Education systems must be designed to reflect and promote gender equality further than token mentions or quotas. This can be achieved through curricula that are inclusive and challenge traditional gender roles, as well as teaching practices that encourage participation from all students, regardless of gender.
Encouraging Participation
In the classroom, educators should strive to create a learning environment where all voices are heard. This can involve techniques such as assigning equal speaking time, using diverse examples in lectures, and being mindful of how students are grouped for projects.
The Role of Male Allies in Promoting Gender Parity
Gender parity is not a “women’s issue” but a societal one that requires the involvement of all genders. Male allies in academia play an important role in challenging the status quo and advocating for equality. Male academics can support their female colleagues by advocating for gender parity in hiring and promotion processes, actively challenging
Achieving gender parity in academia is not just about equal numbers; it is about creating a system where all individuals, regardless of gender, have the opportunity to succeed
sexist behaviour and language in academic settings, speaking out against gender bias, and sharing the burden of service roles, such as committee work, which often falls disproportionately on women.
The Role of Government and Policy Makers
Governments and policymakers also have a crucial role to play in advancing gender parity in academia. They can do this through legislation, funding, and public awareness campaigns. Governments can provide targeted funding for initiatives that encourage women to pursue STEM education and careers. This could include scholarships, grants for female researchers, and funding for outreach programmes aimed at young girls. Policymakers can also launch public awareness campaigns to challenge gender stereotypes and encourage more women to pursue careers in academia, particularly in fields where they are underrepresented.
Conclusion
Achieving gender parity in academia is not just about equal numbers; it is about creating a system where all individuals, regardless of gender, have the opportunity to succeed. By adopting genderresponsive policies, promoting mentorship and leadership programs, fostering inclusive curricula, and engaging male allies, educational institutions can take meaningful steps toward achieving this goal. Governments and policymakers also have a vital role to play in ensuring that higher education becomes a truly equal space for all.
As we work toward gender parity in academia, we are not only empowering individuals but also strengthening the entire educational system. When all genders can contribute fully, the result is a richer, more diverse academic community that is better equipped to address the challenges of the future.
Wa n t t o S e l l o r fi n d
I nve s t o rs f o r yo u r
B u s i n e s s ?
INDUSTRY
PERSPECTIVE
Developing a Robust and Flexible Credit Transfer System
Fabrizio Trifirò, Experienced International Quality Assurance and TNE professional
Last year, I had the privilege to provide technical assistance to the Bhutan Qualifications and Professionals Certification Authority (BQPCA), on behalf of UNESCO Bangkok (with support from the Republic of Korea Funds-inTrust Higher Education Project). The goal was to support the development of a robust and flexible national credit transfer system for Bhutan. Reflecting on that project, I believe that several
considerations that informed the findings and recommendation of that project apply to most tertiary education systems that aim to enable flexible learning pathways, recognise diverse forms of learning, and promote lifelong learning.
The Bhutan Qualifications and Professionals Certification Authority (BQPCA) is the competent body responsible for overseeing qualification accreditation, professional certification, and the Bhutan Qualifications Framework (BQF). The
The BQF, formally established in 2023, recognizes various types of learning, including formal, non-formal, and informal, while also promoting avenues for continuous education and lifelong learning and the need for credit transfer mechanisms
Fabrizio is an international expert in quality assurance and international education.Afterover15yearsinleadingroles in the quality assurance and recognition of TNE, with the UK Quality Assurance Agency and the agency managing the UK ENIC function, he is now the Director of Q-intled, an independent consulting agency working with education providers, regulators, and sector bodies around the world to unlock the progressive potential of international education. Fabrizio serves on different boards, including the International Network of Quality Assurance in Higher Education (INQAAHE), the British Accreditation Council (BAC), and Wrexham University. He is also the TNE Lead for the International Education Sustainability Group.
BQF, formally established in 2023, recognizes various types of learning, including formal, non-formal, and informal, while also promoting avenues for continuous education and lifelong learning and the need for credit transfer mechanisms.
The development of the BQF identified existing structural and procedural barriers that constrain flexibility and accessibility in higher education and training, including rigid programme structures and credit allocations, stringent requirements of learning outcome alignment, lack of credit system in the vocational education sector, and limited institutional capacity for assessing prior certificated and experiential learning. The development of a national credit transfer system was precisely seen as instrumental in addressing these barriers.
After conducting a review of global practices and consulting with local stakeholders, a set of recommendations was developed for effectively implementing a flexible and reliable credit transfer system. Many of these recommendations or suggestions can be universally applied, and are summarized below.
RPL and credit transfer policies should:
Allow for and facilitate the recognition of all modes of learning (formal, non-formal, informal);
Be made publicly available and easily accessible,
Provide clear information about the submission and assessment process including: how and when to submit a claim, associated costs and timescales for completing the assessment, and appeals mechanisms.
the subject content that needs to be covered for granting admission or credit transfer towards a qualification.
the maximum volume of credits to be recognised towards a whole qualification any time limit on prior learning for it to be considered current.
the type of evidence required to assess prior learning, its quality, and authenticity, whether it be formal, non-formal, or informal, any credit conversion schemes adopted for recognizing international credit for sending or receiving institutions.
support and guidance available to applicants
Be supported by adequately trained faculty and staff
Be regularly monitored and reviewed as part of the internal quality assurance practices of providers.
In addition, to support credit transfer and mobility providers should
consider:
Be sufficiently flexible in determining the minimum credit size of component units of learning;
Establishing formal bilateral articulation agreements with other institutions;
Developing credit transfer consortia with groups of institutions;
Making progress toward the digitalisation of credits and qualifications to facilitate their portability, assessment, and recognition.
Looking back at this project, it is possible to identify a number of fundamental challenges in implementing flexible learning pathways.
- Institutional autonomy: education providers are independent and autonomous in making academic decisions such as recognising prior learning, formal or non-formal, towards specific courses of study. These decisions generally rest on academic judgment regarding
the extent to which the prior learning for which recognition is sought is consistent or aligned with the overall curriculum of the course of study. In the absence of national curricula, providers and individual academics exercise their autonomy when recognising learning obtained in similar programmes at other institutions.
- Disparity of esteem: education providers might not always consider courses of study offered by other providers as being of the same
quality and standards as those provided by them, even when these other providers are in good standing with the relevant regulatory or quality assurance body. This disparity of esteem applies in particular across the research-intensive, teaching-oriented, and vocational training spectrum.
- Competition vs. cooperation: providers, in particular those that operate in marketized environments, might see open credit transfer policies as a competitive threat, with an impact on
In the absence of national curricula, providers and individual academics exercise their autonomy when recognising learning obtained in similar programmes at other institutions
Credit recognition practice that relies too much on learning input rather than looking at the holistic learning outcome of the course of study toward which recognition is sought
funding. This might disincentivise providers from required cooperation.
- Different credit allocation practices: different providers or different tertiary education sectors (e.g. vocational education, further education, higher education) might adopt different credit allocation practices.
- Input vs. outputs oriented approaches to recognition: credit recognition practice that relies too much on learning input rather than looking at the holistic learning outcome of the course of study toward which recognition is sought.
- Regulatory concerns: providers might adopt strict RPL and credit transfer policies as a conservative measure to avoid the risk of non-compliance with external regulatory and quality assurance expectations.
These are some of the main overarching observations resulting from the project, which all in all call for a more:
- Sector-wide coordinated approach, supported by regulators and funding bodies;
- Unified tertiary education system across the vocational and academic sectors;
- Outcome-based and holistic approach to RPL and credit recognition.
