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The Global Edge in Academic Leadership
Not long ago, leadership in higher education followed a familiar script. You rose through one system, learned its rules well, and stayed within those lines. Today, that script is being rewritten in real time. Leaders now cross countries, cultures, and institutional models with the ease of a frequent flyer. I have seen this shift unfold through countless conversations with educators and administrators over the past year. A quiet pattern keeps repeating itself. The most decisive voices in the room often belong to those who have worked across borders. Recent global education reports echo this change, showing a steady rise in internationally experienced university leaders. The classroom has gone global. Naturally, leadership has followed.
We reflect on this shift because higher education is no longer shaped by local thinking alone. Universities today stand at a demanding crossroads. Student mobility is returning with force, funding models are under pressure, and employers increasingly seek graduates who are globally fluent, not just technically sound. Leadership grounded in a single system often struggles to keep pace with this reality. What seems to matter more now is perspective. The
ability to compare, adapt, and act with speed when familiar playbooks no longer work is becoming a defining trait of effective academic leadership.
This is where our cover story finds its full meaning. Dr. Samuel Martín-Barbero, President of Franklin University Switzerland, represents a generation of leaders shaped by multiple systems and cultures. Having held senior leadership roles across three countries and very different institutional models, he brings a rare clarity to his work. Since joining Franklin in 2022, he has led a far-reaching strategic realignment for Swiss accreditation, guided the university through a renewed global identity, expanded partnerships across the world, and championed new academic programs in sustainability and health sciences.
Beyond the cover, this issue gathers a wide range of voices that mirror the many directions in which higher education is now moving. From policy and practice to innovation, leadership, and student experience, our contributors examine how institutions are redefining their purpose in an interconnected world. Each article adds a distinct perspective to an unfolding conversation about relevance, responsibility, and reach.
Enjoy Reading.
Sarath Shyam
MOST PROMINENT
BUSINESS SCHOOL IN USA TO WATCH IN 2025
36
PLU SCHOOL OF BUSINESS
Shaping Ethical Global Leaders through Flexible Programs and Industry Connections
MENTOR’S MANTRA
EMPOWERING INNOVATION AND EXCELLENCE IN ENGINEERING
Dr. Pamela Norris, Dean, College of Engineering, University of Delaware
ACADEMIC VIEW
48
LISTENING, LEARNING, AND LEADING: A NEW APPROACH TO ACADEMIC INNOVATION
Melissa Vito, Vice Provost, Academic Innovation at The University of Texas at San Antonio
DOCTORAL EDUCATION IN THE AGE OF AI AND OPEN SCIENCE
Hugo Horta, Associate Professor at the Faculty of Education, University of Hong Kong
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AI IN HIGHER ED: FROM PANIC TO POSSIBILITY
Mohamed Kharbach, Instructor, Mount Saint Vincent Universityo
INDUSTRY PERSPECTIVE
Robert Clougherty, CIO, CampusWorks, Inc 54
THE YEAR OF THE MUSHROOM: CIOS, PROVOSTS, AND THE AI ECOSYSTEM IN HIGHER ED
BEYOND RECRUITMENT: WHAT EARLY CAREER PROFESSIONALS REALLY NEED TO THRIVE
Jesse R. Ford, Founding Director, Collaborative for Black Men Success at University of North Carolina at Greensboro
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THE EVOLVING ROLE OF HIGHER ED LEADERS IN THE AGE OF DIGITAL AND SOCIAL CHANGE
Frank Boateng, Member of Global Governing Council, CIMA
RETHINKING READINESS: THE CASE FOR SKILLS-FIRST LEARNING AND HIRING
Laura Hakala, Director of Online Program Design and Efficacy, MagicEdTech
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MOST INSPIRING
EDUCATION LEADER 2025
PRESIDENT OF FRANKLIN UNIVERSITY SWITZERLAND
SHAPING AMERICAN-STYLE LIBERAL ARTS EDUCATION WITH SWISS PRECISION
Perched in the quiet elegance of Lugano, where Swiss precision meets Mediterranean warmth, Franklin University Switzerland has long stood as a bridge between worlds. Founded over half a century ago by a group of visionaries who believed education could transcend borders, Franklin has evolved from a small college in a hillside villa to a globally recognized liberal arts university, uniquely accredited in both the United States and Switzerland. Its essence, however, has never changed: learning through connection, curiosity, and cultural understanding.
Guiding this enduring mission today is Dr. Samuel Martín-Barbero, a leader whose career embodies the universal spirit that defines
Franklin. With leadership roles at the University of Miami, IE University, IE Business School, and UCJC, Dr. Martín-Barbero has built a reputation for leading transformation with empathy and foresight. His philosophy is unmistakably human and international: universities must evolve with compassion, agility, and a clear sense of purpose. Since taking on the presidency of Franklin University Switzerland in 2022, Dr. Martín-Barbero has infused the institution with fresh energy and strategic clarity. Under his guidance, Franklin has launched Strategic Vision 2030, a forward-looking plan that strengthens Swiss and US accreditation, builds new global alliances, and expands undergraduate and graduate academic offerings in areas such as sustainability and health sciences. His approach combines academic excellence with real-world application, preparing Franklin students to think critically, act responsibly, and engage meaningfully with the world around them.
Dr. Martín-Barbero’s approach combines academic excellence with real-world application, preparing Franklin students to think critically, act responsibly, and engage meaningfully with the world around them
Dr. Martín-Barbero says, “What drew me to Franklin was its singular identity: an Americanstyle liberal arts institution in the heart of Europe, grounded in the Swiss tradition of intercultural dialogue.” For him, this balance between intellectual rigor and cultural immersion is what makes Franklin truly distinctive. “Few universities in the world so naturally embody both intellectual breadth and geographic centrality,” he explains. “The idea of leading a community where East meets West, where North meets South, where the humanities converse with the life sciences, and where curiosity transcends national boundaries, was profoundly compelling.”
In Dr. Martín-Barbero’s view, Franklin’s educational model, which is intentionally small, inter-connected, and experiential by design, captures the essence of what higher education
should aspire to in the 21st century. As Franklin University Switzerland moves confidently into its next era, his leadership stands as both a continuation of its founders’ dream and a reimagining for a new age, where learning reaches beyond classrooms, where education inspires action, and where knowledge continues to unite the world.
A Community that Thinks, Feels, and Grows Together
At Franklin University Switzerland, cultures, languages, and ideas come together naturally. Students from around the world share classrooms, meals, and experiences. Diversity here is not a rule but a way of life. “Franklin’s personality is truly cosmopolitan, plural, and deeply empathetic. We bring together students from nearly sixty countries who think differently, express themselves differently, worship differently, and dream differently, yet coexist with natural inclusivity and belonging,” says Dr. Martín-Barbero.
The university’s character has been shaped over 55 years by people who believed in dialogue over division, curiosity over judgment, and freedom balanced by responsibility. That blend of intellectual freedom and emotional intelligence is what Dr. Martín-Barbero noticed most in his first year as president. “From my first days on campus, I was struck by the genuine care people extend to one another; students to faculty, faculty to staff, and staff to students. There is a true passion and loyalty all constituencies demonstrate for Franklin,” he recalls.
That sense of belonging is not a coincidence. It’s the invisible thread running through the institution that links academic quality to the joy of learning. Every student, staff, and faculty
Dr.
Martín-Barbero often emphasizes Franklin’s educational
value
by
what also happens
outside of class, where learning occurs in hallways or over coffee, and when research is applied during field experiences, as significant as the ones conducted during academic travels
member feels part of something larger than themselves. “Everyone feels part of something meaningful. That sense of shared purpose and respect for others has been, to me, the defining characteristic of Franklin, and has inspired me in my leadership role at the University,” says Dr. Martín-Barbero.
When he took on the role of President, Dr. Martín-Barbero knew his first stages at Franklin needed to begin with listening. Instead of arriving with a pre-conceived vision, he spent his first month’s meeting with the people who make Franklin what it is. “Before offering any analysis or vision, I wanted to hear every voice: trustees, faculty, staff, students, alumni, and partners,” he explains. Over the course of that period, he conducted more than a hundred one-to-one conversations, immersing himself in the daily pulse of campus life.
What emerged from that exercise was Strategic Vision 2030, a blueprint shaped not from the top down but from within the community itself. The plan defines seven institutional pillars: from Academic Excellence and Experiential Learning to Sustainability, a growing Global Footprint, and what he calls the Franklin Voice. “The process was inclusive by design, ensuring that the vision reflected not only the President’s agenda but the collective ambition of the Franklin community,” states, Dr. Martín-Barbero.
Learning That Lives Beyond the Classroom: the Academic Travel
At Franklin University Switzerland, education feels deeply personal. The university’s small scale is it’s defining experiential learning strength. With an exceptional faculty-to-student ratio of 1:10, Franklin turns closeness into opportunity. Professors understand their students’
Franklin University is expanding its global network of academic partners across Europe, North America, the Middle East, and Asia to create new mobility pathways and joint programs that connect academic rigor with real-world relevance
ambitions, challenges, and growth, and that connection extends far beyond the classroom.
Dr. Martín-Barbero says, “Students are not anonymous participants; they are co-authors of their education.”
Dr. Martín-Barbero often emphasizes Franklin’s educational value by what also happens outside of class, where learning occurs in hallways or over coffee, and when research is applied during field experiences, as significant as the ones conducted during academic travels. The result is a learning environment where confidence grow side by side, and where students accomplish one of the most important lessons in life: that their voice matters.
Nowhere is Franklin’s identity more palpable than in its deep commitment to environmental and social responsibility, which shapes both
academic and community life. The studentfounded Green Office, a collaborative initiative between students and staff, has become a vibrant example of this ethos in action. It integrates sustainability and civic engagement into daily routines, whether through eco-conscious campus projects, awareness campaigns, or local partnerships.
“Our devotion to sustainability and transformation runs through everything we do. It’s in our institutional mission adaptation to the current competitive landscape, our business and managerial decisions, and our studentled initiatives like the Green Office,” explains Dr. Martín-Barbero. The message is clear: at Franklin, leadership is learned by doing, and values are practiced, not preached.
Another defining experience is Franklin’s Academic Travel program, a cornerstone of its
liberal arts identity. Each semester, students study a subject on location, such as art in Florence, politics in Brussels, economy in Frankfurt, diversity in Paris, solidarity in Madagascar, design in Singapore or sustainability in Iceland. “The program embodies the integration of learning and living. It’s where theory becomes practice, and where students begin to see the world not as distant geography, but as their classroom,” says Dr. Martín-Barbero.
This seamless connection between knowledge and experience is what keeps Franklin relevant in a fast-changing world. As universities across the globe race to expand or specialize, Franklin continues to focus on its core purpose: educating students broadly, critically, and ethically. Dr. Martín-Barbero says, “We are laying a foundation for students to be empowered to adapt and lead globally.
They will go on to thrive in diverse economies and societies that are constantly evolving.”
Recent academic developments at Franklin reflect this balance between tradition and innovation. Interdisciplinary programs such as the Master of Arts in Sustainability and Transformation and the Bachelor of Science in Health Sciences address emerging global needs. Each initiative reinforces Franklin’s ability to look forward without losing its liberal arts compass.
Yet perhaps the most important change since Dr. Martín-Barbero’s arrival is not found in programs or policies, but in mindset. “The most meaningful transformation has been our collective awakening to context. We now recognize that Franklin operates within a highly volatile and rapidly changing higher education ecosystem,” he highlights.
That awareness has sparked a wave of collaboration across departments. The Academic Faculty unity and administrative teams now work together more closely than ever, supported by a data-informed approach to decision-making and a new Growth & Engagement Division that acts as an enabler and detector of opportunities. What has emerged is a shared sense of ownership over Franklin’s direction, an understanding that every member of the community contributes to its evolution.
In many ways, this transformation captures the essence of organizational change: agility, lean, cooperative, and gradually innovative. It is a place where education evolves through connection, and where every idea, conversation, and journey adds to a larger mission; the making of thoughtful, confident, and responsible global citizens.
Building Bridges to a Global Understanding
Franklin University Switzerland has always stood at the crossroads of continents and ideas. Under Dr. Martín-Barbero’s leadership, that crossroads is widening into a network of purposeful partnerships designed to shape the future of global education. Collaboration, he believes, is no longer optional; it is the foundation of progress.
Dr. Martín-Barbero envisions Franklin becoming a hub for cross-cultural citizenship education, a place where academia, diplomacy, and industry meet to address shared challenges
“Franklin’s future will be defined by global partnership, by strategic and tactical collaboration across borders and sectors,” says Dr. Martín-Barbero. His vision is both ambitious and precise. The university is expanding its global network of academic partners across Europe, North America, the Middle East, and Asia to create new mobility pathways and joint programs that connect academic rigor with real-world relevance. Agreements with the University of Miami, Wheaton College, Texas Christian University and the American University in Cairo, among preexisting ones are already opening new doors for students and faculty, and more are on the horizon.
These collaborations extend beyond universities. Franklin is deepening its relationships with international schools, foundations, and NGOs that share its belief in education as a force for transformation. Such partnerships are creating new avenues for internships, research, and applied learning, giving students the chance to engage directly with issues that shape the modern world.
Dr. Martín-Barbero envisions Franklin becoming a hub for cross-cultural citizenship education, a place where academia, diplomacy, and industry meet to address shared challenges. “From sustainability and digital transformation to leadership and ethics, we are building bridges that prepare our students not just to participate in the future, but to shape it,” he explains. This holistic approach begins even before university life. Franklin works with high school students to ensure a smooth transition into higher education, focusing
on well-being, belonging, and readiness for global citizenship.
Over the next five years, Franklin’s Strategic Vision 2030 will serve as the roadmap for growth. The goal is to bring each of its seven institutional pillars to full expression (Global Footprint, Franklin Voice, Wellbeing, Community Engagement, Academic Identity, Living and Learning Spaces, and Career Readiness). Academically, that means expanding interdisciplinary programs and embedding experiential learning into every degree. Globally,
Dr. Martín-Barbero’s leadership thrives on balance; the ability to honour the past while moving boldly toward the future
it involves strengthening partnerships across continents: from North America and the Middle East to Asia and Latin America, creating new opportunities for mobility, research, and collaboration.
Yet, for Dr. Martín-Barbero, growth at Franklin is not measured in size but in depth.
“Spiritually, if I may use that word, our goal is to preserve our soul as we grow. Franklin’s
full potential lies not in becoming larger, but in becoming deeper in purpose and impact,” he says. It is a sentiment that resonates throughout the campus, where innovation is always guided by the values that have anchored Franklin since its founding.
Several initiatives now in motion capture that evolution. The university is advancing new curricula and co-curricular programs with
international partners, alongside an enriched experiential education model that continues to thrive through Academic Travel and Living Labs. These programs embody Franklin’s distinctive approach to education: rigorous, relevant, and rooted in lived experience.
Equally transformative has been the reimagining of Franklin’s brand identity. Now known globally as Franklin Switzerland, the
name reflects both its American liberal arts heritage and its European sophistication. “This renewed identity positions us more clearly as the only liberal arts university in Switzerland accredited in both the U.S. and Swiss systems. It’s an extraordinary distinction that few universities in the world can claim,” Dr. Martín-Barbero.
Leading with Purpose and Intentionality
For Dr. Martín-Barbero, leadership in higher education is not defined by authority but by influence, empathy, and the quiet power of example. “The values that guide me in my approach to leadership are inspiration, collegiality, delegation, and respect. Inspiration, because leadership must elevate rather than instruct. Collegiality, because academia flourishes through dialogue, not decree. Delegation, because empowerment is the surest path to excellence. And respect, always respect, because institutions are built on trust,” he explains.
These principles are not abstract ideals at Franklin University Switzerland; they are visible in daily life. The collaborative atmosphere that connects students and faculty mirrors the same ethos that guides its president. In faculty meetings, in administrative discussions, and in student forums, the spirit of dialogue is tangible. “Leadership, to me, is less about authority than about stewardship. It is about leaving the institution stronger, more cohesive, and more forward-looking than when I found it,” he says.
Dr. Martín-Barbero’s leadership also thrives on balance; the ability to honour the past while moving boldly toward the future. He describes this as “the ambidextrous principle,” a way of thinking that values both refinement and reinvention, exploitation and exploration.
“Balancing tradition and innovation is an act of intellectual agility. At Franklin, this means refining our academic heritage while embracing new modalities of teaching, research, and engagement,” he adds.
The university’s liberal arts foundation, with its focus on discussion, inquiry, and critical thinking, remains central to its identity. At the same time, Franklin integrates modern tools such as digital learning platforms, data analytics, and immersive experiential modules.
At Franklin, that idea takes tangible form in the way students experience the world. They study sustainability in Bhutan, political science in Brussels, or art history in Florence; learning that knowledge gains meaning only when placed in context. “The future of education belongs to those who can bridge cultures, disciplines, and technologies. At Franklin, our students practice this daily. They learn that understanding the world requires inhabiting it,” Dr. Martín-Barbero.
To him, the purpose of education extends far beyond career preparation. It is a human endeavour that nurtures empathy, discipline, and adaptability. He says, “My advice is simple. Stay curious, stay humble, and never stop learning. Education, at its best, is not a profession but a vocation of service to humanity.”
Small Scale with Big Soul
For Dr. Martín-Barbero, the joy of leading Franklin University Switzerland comes not from grand gestures or distant milestones, but from the everyday moments that reflect the university’s living spirit. “The most fulfilling aspect of leading a university like Franklin is witnessing the immediate, human impact of our
work. In a community of our scale, leadership is tangible. You see the effect of your decisions in the enthusiasm of a student presentation, the dedication of a staff member, or the success of a new partnership,” he says.
Franklin’s story has always been one of scale with soul. It is small enough to stay personal, yet global enough to make a difference. Every classroom conversation, every research project, every student journey contributes to something larger: a living model of what higher education can be when it keeps humanity at its centre.
“In a time when higher education risks becoming transactional, Franklin offers something rare. An experience that transforms both intellect and character, a safe harbour for liberal arts education,” says Dr. Martín-Barbero. This human-cantered approach has become Franklin’s signature model where learning is relational, inclusive, and globally attuned.
The university’s mission today remains true to the vision that inspired its founding more than 50 years ago: to cultivate the next generation of global citizens. Named after Benjamin Franklin, a figure synonymous with curiosity, innovation, and public service, the institution was created to prepare students for a world defined by change. That mission feels more urgent than ever.
“The world needs graduates who think critically, act ethically, and engage empathetically across differences,” says Dr. Martín-Barbero. Franklin Switzerland continues to embody that purpose as an institution where education is both an intellectual pursuit and a moral one, where the classroom serves as preparation for a life of global contribution. At its heart, Franklin remains what it has always been: a place where education transforms not just minds, but lives.
MENTOR’S MANTRA
Empowering Innovation and Excellence in Engineering
Dr.
Pamela Norris, Dean, College of Engineering, University of Delaware
Dr. Pamela Norris began her tenure as the Dean, College of Engineering, University of Delaware in 2025. She is also the Frederick Tracy Morse Professor Emerita of Mechanical and Aerospace Engineering at the University of Virginia.
Dr. Norris is recognized globally as a leading expert in nanoscale heat transfer. An interdisciplinary scientist, she holds patents for innovative thermal management techniques for jet-blast detectors and landing pads and for applications of aerogels in areas that include biological warfare detection and lab-on-a-chip. She is well-known for her mentoring skills and for her dedication to broadening participation in the STEM disciplines.
Recently, in an exclusive interview with Higher Education Digest, Dr. Norris shared insights into her passion for leadership and innovation in higher education, her favorite quotes, future plans to foster a culture of excellence and inclusivity in the College of Engineering, pearls of wisdom, and much more. The following excerpts are taken from the interview.
As the Dean of the College of Engineering at University of Delaware I enjoy helping to remove roadblocks and barriers that could otherwise prevent our faculty, staff and students from contributing to their fullest ability
Hi Dr. Norris. What drives your passion for leadership and innovation in higher education?
As a first-generation college student, raised by a single mom, I know, firsthand, the transformative power of higher education. The opportunities afforded to me as a result of amazing mentors and sponsors throughout my career have given me the opportunities for impact well beyond anything I dreamed possible, and I love being part of the system that enables that for others.
I know the world has many wicked hard problems to solve which will require STEM leaders capable of working across disciplines and with care and attention to issues of social and environmental justice. Our nation’s higher education institutions play a critical role in educating students who can respond to these challenges, and I’m privileged to serve society in this manner.
What do you love the most about your current role?
As the Dean of the College of Engineering at University of Delaware I enjoy helping to
remove roadblocks and barriers that could otherwise prevent our faculty, staff and students from contributing to their fullest ability. I have so many opportunities to enable others to pursue their passions and make a positive impact on the world through their mentorship, scholarship, research, and service. That is what I love most about my role – enabling others.
Can you describe your approach to broadening participation in STEM fields, and what initiatives have been most effective in your experience?
Broadening participation in STEM has been a deeply personal and professional commitment throughout my career. As a first-generation college student, I know how critical access, encouragement and community can be — and how easily talent can be overlooked without them. My approach centers on creating environments where people from all backgrounds feel seen, supported and empowered to thrive.
That starts with listening to students, to colleagues, to communities and then working intentionally to remove barriers that limit who
sees themselves in engineering. I believe that mentorship, early research engagement, and authentic representation matter deeply. When students see people who look like them doing work that matters, it changes what they believe is possible for themselves.
What opportunities do you see for innovation and entrepreneurship in the College of Engineering, and how will you support these efforts?
Innovation and entrepreneurship are a natural extension of what we do as computer scientists and engineers. We identify problems, we imagine new possibilities, and we work to bring those ideas to life. At the College of Engineering, I see so many faculty and students doing exactly that. They’re not only advancing their fields through research but also thinking creatively about how to turn their discoveries into real-world impact. A good example of how this works quite well is when PhD or pos-doctoral students help launch new start-up ventures based on the research they have conducted during their graduate studies. At UD we have an NSF-funded I-Corps program designed to help faculty, staff and students learn a repeatable process for exploring the commercialization potential of their inventions by talking to the customers who have problems needing innovative solutions. We are also an inaugural member of NSF’s Accelerating Research Translation (ART) program that provides faculty role models, mentorship, community, connections to external expertise, and translation-focused training programs to serve scientists whose discoveries and inventions are better suited for translation into practice or open innovation.
When students see people who look like them doing work that matters, it changes what they believe is possible for themselves
But beyond translational activities, it is vitally important that we teach all our students how to “think like an entrepreneur” by constantly challenging the status quo and asking “why do we do it this way?” and “how can we make it better?” This prompts our students to think beyond traditional engineering boundaries and develop truly innovative solutions to real-world problems. This “problem-solving mindset” necessitates an understanding of what is commonly referred to as “customer discovery.” It is important that students learn to ask questions at the start of the innovation process. What problem is the innovation intended to address, who is it intended to help, and what unique value does it need to deliver to solve the problem? This is important so that they design solutions that are not only technically sound but are also those that will be adopted by society. This is where humanities and social sciences intersect strongly with engineering. And it is why it is important to broadly educate the workforce of the future---something that comprehensive universities such as UD do so well.
We also must encourage risk-taking, and a culture where “failures” are recognized as a vital part of the learning process. One of the philosophies I love is the notion that if you haven’t yet failed at anything then you likely haven’t been aiming high enough with your goals and aspirations. Today’s students put a lot of pressure on themselves to perform well in the classroom. We need to provide contexts and opportunities where it’s safe for them to try their best and still come up short. Such experiences are commonplace for true innovators and entrepreneurs and help to build resilience and
optimism that their next idea will be the one that truly solves the problem.
What excites me most is the momentum we’re building. We’ve seen student teams design novel devices for healthcare, faculty launch startups based on groundbreaking research, and strong partnerships take shape across campus. I want our college to be known as a place where big ideas are not only welcomed but supported and sustained and where students and faculty feel empowered to take risks, collaborate across disciplines, and drive the kinds of innovations that truly make a difference.
What role do you think universities play in addressing societal challenges and promoting positive change?
I am so proud that our engineers at UD accept the Obligation of the Engineer and participate in an annual Order of the Engineer ceremony. Initiates pledge “to uphold the standards and dignity of the engineering profession and to serve humanity by making the best use of Earth’s precious wealth.”
I say this because I believe it is important that engineers and scientists remember to include the human impact and human condition in our technical solutions, to ensure we are designing systems, products, and technologies that holistically address societal needs. Societal and environmental justice should be woven into our design decisions and this requires engineering students who are “T-shaped” as we say. That is, they have significant depth in their technical discipline combined with a broad skillset, which includes communications, ethics, humanities, and business skills, allowing them to quickly adapt and continuously learn in a rapidly evolving technical landscape. I believe
higher education institutions still have much work to do to optimize our curriculums to meet this challenge, but I believe it is critical.
Who have been some of the most influential mentors or role models in your career, and how have they supported you?
I once won a major award and was asked to give a talk at the award ceremony. It was an amazing
We must encourage risktaking, and a culture where “failures” are recognized as a vital part of the learning process
opportunity to step back and reflect on the many individuals who had to open doors for me along my journey to enable me to arrive at this point. There was that 4th grade teacher who saw potential in an under-achieving student placed in remedial classes and failing English. That high school math teacher who challenged me to participate in a state-wide math competition, where I placed 2nd and got a huge boost of confidence in my abilities.
That faculty member who advised my senior capstone project as an undergraduate and encouraged me to consider graduate school, walked this scholarship kid through the process and described how it was fiscally possible. You get the picture. There were many, and I didn’t even recognize how important those actions were at the time. I learned from that exercise an important lesson and I often challenge others, “what can you do today to
open the door for others and make sure you are an important piece in their story?”
I had an amazing opportunity to see the impact of my own mentorship several years ago. I had a high school student from southwest Virginia contact me when I was a young associate professor at UVA in 2000. He wanted access to my aerogel laboratory for a science fair project which involved inventing a new material, carbon nanotube aerogels. Seeing his enthusiasm for the project, I granted him access. For a couple of years, his mother would drive him to Charlottesville most weekends for him to work with students and scientists in my lab to advance his discovery. I lost track of the student after a couple years and in December of 2018 he reached out and asked to meet. He came into my office (in the dean’s suite as I was then Executive Dean at UVA Engineering) and after greeting me with a hug, raised his sleeve to show me a tattoo on his arm. The tattoo? His US Patent number, awarded in 2014, for a carbon nanotube aerogel. WOW!!
What an amazingly satisfying moment that was as an educator. But then he went on to
As a STEM education leader, I view the importance of our work as central to our nation’s security and economic prosperity
describe that he also had helped launch an openscience lab space to allow inner-city kids to have access to laboratory equipment that would allow them to turn their own ideas into reality. He wanted to ensure others had opportunities like he had been given.
I have many similar stories from students I didn’t even realize I was impacting so deeply, and this reminds me that we each have so many opportunities to open doors for others. That is really a passion of mine and perhaps my most proud accomplishments really are the accomplishments of my mentees.
What is your favorite quote?
For nearly 3 decades my signature block included “I find that the harder I work, the more luck I seem to have.” The quote has been attributed to many people, so I’m unsure of the original source. But it reminds me that you have to create your own luck – it comes as a result of hard work.
I’m also quite fond of a quote from a popular TV series featuring a certain “football” coach with a mustache and a whole lot of heart. “Be curious, not judgmental.” I love this because curiosity – real, open-hearted curiosity – is at the core of good engineering and computer science. It’s how we build bridges between disciplines. It’s how we create technology that serves people, not just markets. It’s how we find not only answers, but better questions.
Finally, in today’s environment, I am frequently remembering another favorite quote, attributed to Abraham Lincoln and also Peter Drucker, “The best way to predict the future is to create it.” As a STEM education leader, I view the importance of our work as central to our nation’s security and economic prosperity.
Our students help create the future I want for our nation. A future that provides opportunities for all who are willing to work hard and who are capable of making important decisions by considering the many different inputs and constraints while advancing solutions that are socially and environmentally just.
What self-care practices do you find most helpful in managing the demands of your role?
My family is vital in my own self-care. I love coming home each evening to a supportive and caring spouse who lets me vent, brainstorm, and just download my frustrations as well as my successes, which he celebrates with me. Dinner with my husband and kids is non-negotiable most evenings. They are my support network, and they help keep me grounded.
Can you share more about your vision for the College of Engineering at the University of Delaware, and what initiatives you plan to prioritize?
I want the College of Engineering at University of Delaware to be known for a culture that enables every member of the school to contribute to their fullest ability in a supportive environment that leverages the diversity of its community for academic excellence and positive impact on society. I want to fully leverage the broad institutional strengths of our comprehensive university, our recently developed (and still growing) Science, Technology, and Advanced Research (STAR) campus which combines top academics and research with industry and community partnerships, and our philanthropic and industry partnerships to enhance educational and interdisciplinary research
I want the College of Engineering at University of Delaware to be known for a culture that enables every member of the school to contribute to their fullest ability in a supportive environment that leverages the diversity of its community for academic excellence and positive impact on society
opportunities enabling us to turn knowledge into positive impact for the world. I want to become a “go-to” university for industry partners looking for talent, for research partnerships, and for innovations.
What advice would you give to women who are just starting their careers in higher education?
I would share that I think perhaps the biggest obstacle I’ve had to overcome has been my own mistaken belief that I was given an opportunity, an invitation, an award, merely because I am a woman. In truth, my credentials stand on their own, and I received such opportunities because I earned them. It took me some time
to fully embrace that. This delay in confidence also delayed me in finding my own voice and becoming a vocal advocate for the power of diversity in engineering.
I’d encourage them to read the work of Brene Brown, who essentially says that we tend to find evidence in the world that reflects what we believe about ourselves. In other words, if we think we can’t, then we find examples of how we can’t. Such a negative inner voice combined with unreasonably high internal standards for performance that many women tend to adopt can become a sort of mental prison. So, one final favorite quote, “Emancipate yourselves from mental slavery. None but ourselves can free our minds.” – Bob Marley
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 ?
MOST PROMINENT
BUSINESS SCHOOL IN USA TO WATCH IN 2025
PLU SCHOOL OF BUSINESS
Shaping Ethical Global Leaders through Flexible Programs and Industry Connections
Pacific Lutheran University (PLU) is a private liberal arts university with a strong sense of community and purpose. The university’s mission goes beyond academics, focusing on service, experiential learning, and justice.
Located on the traditional lands of the Nisqually, Puyallup, Squaxin Island, and Steilacoom peoples of Washington state, PLU acknowledges and respects the original caretakers of the land it calls home.
Within PLU, the School of Business stands out as a place where faculty and staff are deeply invested in student success. The school emphasizes a student-centered approach that blends business
The School of Business is located in the Morken Center for Learning and Technology, one of PLU’s most advanced academic facilities
education with the values of the liberal arts. Its mission is clear: to inspire students to learn for life, live with purpose, lead responsibly, and care for others.
“We are invested in their educational, professional and emotional growth with hopes that they become ethical and responsible global leaders. Our small class sizes allow students to develop lasting and meaningful connections with their faculty as well as industry guests that visit throughout the semester,” says Cameron Bennett, Interim Dean of the School of Business and Dean of the College of Professional Studies. The faculty in the School of Business are known for going above and beyond for all students and are deeply committed to each student’s success.
The School of Business is located in the Morken Center for Learning and Technology, one of PLU’s most advanced academic facilities. The classrooms are equipped with modern, industry-standard technology that
supports hands-on learning. The center is also designed to help students build essential skills for business leadership, including negotiation, teamwork, and group and individual presentations. Associate Dean Juanita Reed explains, “Mastering these skills takes practice, and access to the right environment makes that possible.”
The small class sizes at the School of Business allow students to develop lasting and meaningful connections with their faculty
Pathways for Learners at All Levels and Stages of Life
The School of Business offers both a Bachelor of Business Administration (BBA) and a Master of Business Administration (MBA). The BBA is a traditional business degree that allows students to choose concentrations in accounting, finance, management, or marketing. For those with interests beyond these areas, students can work one-onone with a faculty adviser to design an individualized concentration that aligns with
their personal and professional goals. This flexibility ensures that students can shape a degree that reflects their aspirations.
The MBA program is structured with the same spirit of flexibility. Classes are held in the late afternoon and evening, making it possible for working professionals to balance studies with careers and family responsibilities. The program can be completed in as little as nine months or extended up to twenty-one months, depending on each student’s needs.
“We work with each student individually to create a plan that will help them achieve their degree goals while still fully engaging in both professional and familial responsibilities,” says Reed. Students can also add concentrations in Entrepreneurship and Closely-Held Firms, Healthcare Management, Supply Chain Management, or Technology and Innovation
Management to tailor their MBA experience to their career goals.
Academic Programs with Purpose
Preparing students for leadership is a core commitment of the School of Business. Leadership, however, goes beyond technical knowledge. Bennett shares, “Being a leader is not only about knowing the ‘three C’s of brand development’ or how to determine the valuation of an organization. Studies show that students are entering the workforce lacking skills in project management and communication. We have developed programs that allow students to fully engage in these experiences.” To address these needs, the school integrates service-learning opportunities into its curriculum. Students work directly with local industry partners to recommend solutions and develop new systems.
Only six percent of business schools worldwide hold AACSB accreditation, which places PLU in an elite community of institutions dedicated to high standards
Practical experiences extend into specialized programs as well. Juniors and seniors can participate in consulting certificate programs where they provide services to small start-ups in the community. Accounting students gain realworld experience by offering free tax services to local residents during tax season. These opportunities reinforce classroom learning while strengthening ties between students and the local business community.
The School of Business also enriches its programs with frequent guest speakers, alumni visits, and guidance from its Executive Advisory Board. Many classes include service-learning projects with local organizations, which often lead to internships or even job offers. Faculty are encouraged to involve students in their research, ranging from short-term assignments to long-term projects. Students are equally encouraged to propose new ideas and initiatives to school leadership.
The
School of Business benefits from the guidance of its Executive Advisory Board (EAB), a volunteer group made up of alumni and business leaders from the Puget Sound region
At its core, the School of Business is a supportive, innovative, and inclusive community. Faculty, staff, and administrators work closely with students, creating an environment where academic growth and personal development go hand in hand.
Commitment to Excellence
Accreditation is a cornerstone of the School of Business. The school was the first of its size to earn accreditation from AACSB International, a distinction it has proudly maintained since 1971. This recognition is more than a credential – it drives the school to evolve with industry changes, adopt innovative practices, and continually strengthen the connection between education
and the business world. “Our accreditation requires us to assess whether we’re meeting our learning goals and to make adjustments that lead to real improvement. The process reflects our commitment to growth and accountability,” adds Bennett.
Only six percent of business schools worldwide hold AACSB accreditation, which places PLU in an elite community of institutions dedicated to high standards. For students, this means confidence in the quality of their education. AACSB evaluates areas such as curriculum design, faculty research, student outcomes, and alumni engagement. “Accreditation ensures that you have a global community of business educators watching out for your best interests,” adds Reed.
The school also benefits from the guidance of its Executive Advisory Board (EAB), a volunteer group comprising alumni and business leaders from the Puget Sound. The board meets with faculty and administrators throughout the year to share insights on industry trends and workforce needs. Their input often shapes curriculum updates and creates opportunities for students. When the EAB highlighted a shortage of project management skills among job applicants, the school responded by creating a dedicated project
management course for both undergraduate and graduate students.
Partnerships further strengthen the school’s reach and relevance. A recent collaboration with MultiCare, a leading regional healthcare provider, has led to the launch of a Leadership Development Program for MultiCare managers. The school has also introduced a new direct admission process for its undergraduate business degree, making it easier for students to begin their journey in business education.
Preparing Leaders for Life
The undergraduate and MBA programs at the School of Business are designed with a global outlook. The mission is simple: graduates should learn for life, live purposefully, lead responsibly, and care for others. Students are encouraged to be curious, ask questions, think
The School of Business has also introduced a new direct admission process for its undergraduate business degree, making it easier for students to begin their journey in business education
critically, and take risks with new ideas. By practicing these skills in a supportive environment, they gain the confidence to apply them in professional settings after graduation.
“When we connect with our alumni two to four years after graduation, we see them doing meaningful work and making a difference in their organizations. The real testament to our success comes when employers across the Pacific Northwest tell us how much they value PLU graduates for
their work ethic, leadership skills, and care for colleagues,” shares Reed.
Relationships play an important role in this process. From their very first semester, students in the School of Business have opportunities to meet and learn from business leaders. These connections continue throughout their studies, often leading to mentorship and career opportunities. The school’s alumni community also plays a strong role in supporting new graduates.
The real testament to the School of Business’s success comes when employers across the Pacific Northwest tell them how much they value their graduates for their work ethic, leadership skills, and care for colleagues
“The PLU community opens doors for each other, both while they are here and after they graduate,” says Bennett.
The School of Business takes pride in its close-knit community. Faculty and staff know students by name and care about their individual success. No student is ever treated as one of many. The goal is clear: to prepare graduates who are ready to begin a career in any field they choose, with the skills and confidence to lead and the values to make a difference.
Listening, Learning, and Leading: A New Approach to Academic Innovation
Melissa Vito, Vice Provost, Academic Innovation at The University of Texas at San Antonio
Melissa Vito is a nationally recognized leader in higher education, with over 35 years of experience driving student success and institutional innovation. As Senior Vice President for Enrollment and Student Affairs,andSeniorViceProvostforAcademicInitiativesandStudentSuccessattheUniversityofArizona, Melissa played a pivotal role in securing the university’s designation as a Hispanic Serving Institution and in creating the Student Success District, a transformative space focused on academic achievement and student well-being. After briefly retiring in 2018, Melissa joined the University of Texas at San Antonio (UTSA) as Vice Provost for Academic Innovation. Under her leadership, UTSA Online has risen into the top 20% of all online programs nationwide, according to U.S. News & World Report. She also established the Academic Innovation Center, a collaborative hub for faculty and students, and spearheaded UTSA’s pioneering efforts in integrating Generative AI into education. Melissa’s contributions have earned her numerous accolades, including NASPA’s prestigious Pillar of the Profession award. She holds a bachelor’s degree in Journalism and English, a master’s degree in Higher Education and Counseling from the University of Arizona, and a Doctorate in Educational Leadership from Northern Arizona University. In a recent interview with Higher Education Digest, Melissa Vito discussed her experience in Student Affairs and higher education leadership. She also shared her views on leadership philosophy, digital learning environments, traditional and online modalities, and many more.
What pivotal experiences or mentors have shaped your leadership philosophy in the context of student success and institutional growth?
I’ve been fortunate to have several mentors, but the one who most shaped my leadership
philosophy was my mother. She was a deeply community-involved stay-at-home mom who launched her career at 50 and eventually led our city’s Convention and Visitor’s Bureau. She taught me that people rise to your expectationsshe modeled trust, never micromanaged, and
Building fun, motivated teams and fostering strong communities-both within and beyond my area-has been central to everything I do
always encouraged growth and creativity. She led with optimism and empathy. From her, I also learned the power of listening, the importance of curiosity, and the value of keeping a broad perspective. Because of that, I’ve always looked beyond higher ed for inspiration-whether it’s using lessons from top-tier online retailers to shape student experiences or encouraging my team to scan the horizon for ideas that drive innovation. Another early influence was the first female VP for Student Affairs I worked with. She led with grace, stayed true to herself, and balanced leadership with motherhood-a powerful model for me as a young dean and mom. I’ve also learned that nothing significant happens alone. Building fun, motivated teams and fostering strong communities-both within and beyond my area-has been central to everything I do. And just as others mentored me, I see it as my responsibility to lift others, help them recognize their potential, and spotlight opportunities they may not yet see.
With enrollment trends shifting across many regions, what strategies have proven most effective in attracting and retaining students in today’s competitive higher education landscape?
It’s a complex landscape-especially as my current work focuses on online learning, academic innovation, and professional and continuing education, rather than traditional enrollment. But these areas are increasingly central to attracting and retaining today’s learners. The pandemic broke down long-standing barriers around online education. While fully online programs are still distinct from on-campus offerings, we’re seeing a real shift in modality expectations.
High-quality online courses-when thoughtfully designed-are just as engaging and effective as in-person ones. That’s opened the door for more flexible pathways: campus learning for firstand second-year students, and hybrid or online options for juniors and seniors balancing work or internships. Adult learners are also a rapidly growing population. The most forward-looking programs offer certificates, badges, boot camps, and clear pathways to degrees in high-demand areas like AI and cybersecurity. Over time, I think we’ll see multiple, equally respected entry points into higher education-whether through transfer, professional and continuing education, or recognition of prior learning. At the end of the day, traditional- aged students and their families are asking one central question: Is this worth it? Value is key. They want to see clear links between college and career outcomes, as well as opportunities for hands-on learning that prepare them for what’s next.
How is the role of Student Affairs evolving as student expectations and digital engagement models change?
Student Affairs has always been a high-touch profession-but today, that includes both in- person and digital touchpoints. The pandemic showed us that hybrid delivery can actually enhance engagement. We’re seeing professionals adapt creatively, especially as new technologies and AI come into play. AI has been transformative-not just for how staff do their work, but for shaping new policy and guidance. Issues like academic integrity and student conduct now have a digital dimension that we’re navigating in real time. And let’s not forget the rise in student activism. It’s always been a core area for Student Affairs, but
Even in a techrich world, students still crave authentic, face-to-face engagement- and we intentionally design experiences that blend both
the speed and visibility of social media, paired with AI-driven communication, have added layers of complexity. The work remains the same at its heart: support students, foster belonging, and help them find their voice-but the ways we engage continue to evolve quickly.
What innovative practices or programs have you implemented to support student belonging, wellness, and persistence?
In my current role, we partner closely with student success to drive initiatives that improve outcomes. My background in Student Affairs definitely influences how we approach this work-especially through the lens of belonging and wellness. One of the most exciting things we’ve done is measure the impact of our faculty development on student success. Through our course transformation work and faculty training programs, we’ve seen reduced DFW rates and increased student achievement. We even have a dedicated institutional research team member to help track and analyze the impact. Another innovation I’m proud of is our Student AI Partners program. As AI becomes a bigger part of the academic experience, we’ve trained students to support their peers, faculty, and staff in using it effectively. These students also co- developed our university’s Student AI Guidelines-a great example of meaningful student engagement and co-creation.
In what ways are digital learning environments transforming the student experience outside the classroom, and how are you leading that transformation at your institution?
A few years ago, we reimagined a large space near a popular student outdoor area and transformed it into the Academic Innovation Center-a vibrant hub where both students and faculty explore new tools and ideas. Students can come in and try out VR headsets, get help with Adobe Creative Cloud, or learn how to use AI tools
in meaningful ways. Faculty are just as active in the space, which creates an incredible sense of cross-community learning and connection. We also support student-led initiatives like the Adobe Ambassadors program, and we regularly meet with student government to stay attuned to emerging needs and concerns. What’s unique about our model is how we empower students to be peer leaders-especially around digital fluency, which is now essential for career readiness. At the same time, we deeply value human connection. Even in a tech-rich world, students still crave authentic, face-to-face engagement- and we intentionally design experiences that blend both.
What technologies or platforms do you believe are most promising for enhancing student engagement and success in both traditional and online modalities?
We take a pilot-first approach to technology. We start small, collaborate with our student success partners to identify clear needs or opportunities, and then evaluate the outcomes before scaling. Right now, we’re investing in platforms that build community and connection- especially peer-to-peer mentoring, whether students are online or on campus. These tools help foster a sense of belonging, which is key to persistence. We haven’t found any technology that reliably detects AI use, so instead of playing defense, we encourage faculty to design assignments that integrate AI thoughtfully. Many of them are using it to boost critical thinking, creativity, and engagement-really pushing students to apply their learning in meaningful ways.
What personal mantra or philosophy keeps you grounded and motivated as you lead through complexity and change in higher education?
I always come back to our purpose-why we do what we do. I also try to challenge the prevailing narrative. It’s easy to get caught in the urgency of the moment, but I believe in staying focused on values like gratitude, optimism, energy, and empathy. These are non- negotiables for me and for how I lead. I encourage my team to question assumptions, dig into data, and think creatively about solutions. And I remind them: our work is important, but it’s not life or death. That gives us the freedom to have fun, take risks, and try bold new approaches. We also think big. I often ask, ‘What will today’s third graders need from higher ed in 2035?’ That future-focused mindset helps us stay ahead. I’d rather be designing for the next decade than trying to be “best in class” in 2025. One example: when Generative AI first exploded onto the scene, many institutions went into reactive mode. We took a different approach. We brought faculty together in peer learning communities and leaned into curiosity and creativity. We asked: how can we use AI with our students to empower them-not just protect against misuse? During the pandemic, we also used disruption as a catalyst. We created immersive interdisciplinary experiences-like performances based on students’ pandemic reflections-and supported them in developing open educational resources to document their journey. For me, innovation always starts with listening. Whether through quick pulse surveys or conversations, we keep student voices at the center of everything we do. That’s what grounds me-and what keeps the work deeply rewarding.
INDUSTRY
PERSPECTIVE
The Year of the Mushroom: CIOs, Provosts, and the AI Ecosystem in Higher Ed
RobertClougherty, CIO, CampusWorks, Inc
You wake up one morning to find a mushroom growing on your lawn. You grab a scythe from your shed to practice your golf swing on it. The next day another. Eventually, the mushrooms begin sprouting at a Fibonacci pace. Eventually, the whole lawn is overrun, you are exhausted, and you have sore arms. The danger here is that you reacted to individual entities instead of
treating the environment. Welcome to the rise and embrasure of AI in Higher Education. Across campuses, AI tools are sprouting at a similarly unsustainable rate. HR wants AI resume screeners. Admissions is piloting predictive models. Student affairs is playing with chatbots. Faculty are customizing GenAI tutors. Everyone has a mushroom, and almost no one is tending the soil. CIOs
To be clear, AI isn’t the problem. The issue is unchecked proliferation without ecosystem thinking
With 35 years of Higher Education Experience, Dr. Robert Clougherty is employed as a CIO by CampusWorks, Inc. Over the course of his career, he has served as a faculty member (tenured, full professor), Director, Dean, and Provost. He has also had his own consulting company and an app-based start-up. Over the course of his career, he has founded 2 colleges from scratch; he founded the Institute for Technological Scholarship; and served as Executive Director of the Tennessee Advanced Computing Technologies (TACT) Institute. He has published in multiple disciplines ranging from online learning and literature to chemistry and environmental science.
and provosts find themselves in one of two camps: overwhelmed gardeners chasing spontaneous growth or passive observers of a rapidly mutating ecosystem.
To be clear, AI isn’t the problem. The issue is unchecked proliferation without ecosystem thinking. The mushroom metaphor matters because it reminds us that governance isn’t about saying no. It’s about creating conditions for healthy, intentional growth. That’s where AI governance and ModelOps come in— not as compliance mechanisms but as tools of cultivation.
Most provosts and CIOs aren’t AI experts. Nor do they need to be. But like managing a digital infrastructure or leading an accreditation cycle, institutional leaders must understand the conditions that allow AI to thrive responsibly. Otherwise, they risk becoming reactive custodians of fragmentation instead of strategic architects of transformation.
So, what should a provost or CIO do to get out of the mushroom chase and into ecosystem stewardship?
1. Acknowledge the Environment
AI is already here, much of it through shadow IT. Don’t start with enforcement. Start by inventorying what’s being used, by whom, and for what. Visibility is the first step to governance.
2. Establish Participatory Governance
Skip the traditional committee. Instead, form a hybrid think tank and community of practice. AI governance must be interdisciplinary and participatory—blending academic, legal,
technical, and student perspectives. This isn’t about control; it’s about alignment and strategy.
3. Build Institutional Literacy
You can’t govern what you don’t understand. Offer foundational AI literacy workshops for leaders and campus stakeholders. Topics should include AI capabilities, data ethics, hallucination risks, and bias. Think of it as an AI bootcamp for decision-makers.
4. Choose a Governance Framework
Use tools like RACI (Responsible, Accountable, Consulted, Informed) to clarify roles. Supplement with TRiSM (Trust, Risk, and Security Management) to assess ongoing risk. RACI helps you map decisions; TRiSM helps you monitor outcomes.
5. Build ModelOps Capacity
ModelOps is the operational arm of governance. It includes:
Model registries and version control
Performance monitoring and bias detection
Clear criteria for decommissioning or rollback
CI/CD pipelines if you’re developing or fine-tuning models in-house
You don’t need to do it all at once. Start by registering and tracking existing tools. Expand from there.
6. Shift from Efficiency to Augmentation
Most early use cases chase productivity. That’s fine, but the real opportunity is in intelligence augmentation and collective knowledge synthesis. Treat AI not just as a tool but as a method of inquiry and reflection. Encourage
Treat AI not just as a tool but as a method of inquiry and reflection. Encourage departments to pilot use cases that explore new ways of thinking, not just faster ways of working
departments to pilot use cases that explore new ways of thinking, not just faster ways of working.
7. Prioritize Culture Over Control
Governance depends on institutional culture. Make it human. Make it dialogic. If you have to vote, you don’t have consensus yet. Don’t aim to police behavior—aim to guide purpose.
Mushrooms aren’t inherently bad. In fact, in the right ecosystem, they’re signs of life. But
when they appear unchecked, in random places, at random times, they signal imbalance. The CIO or provost who sees each tool as an isolated request will end up with sore arms and an unmanageable yard. But the leader who invests in soil health—who treats data, governance, literacy, and culture as the ecosystem—creates conditions for something far more powerful than productivity: sustainable, participatory, and institutionally aligned intelligence.
ACADEMIC VIEW
Doctoral Education in the Age of AI and Open Science
Hugo Horta, Associate Professor at the Faculty of Education, University of Hong Kong
Hugo Horta is an Associate Professor at the Faculty of Education at the University of Hong Kong. His career path is international, non-linear, and multidisciplinary. During his PhD, he spent time in the US and the Netherlands. Following his doctoral studies, he completed a two-year postdoctoral fellowship in Japan. He then worked for the Portuguese government, where he was appointed as the national delegate to the European Commission on human resources and mobility. He also served as a researcher and deputy director at a research institute in Portugal. Hugo Horta is currently the Chairperson of the Consortium of Higher Education Researchers (CHER), one of the Editors-in-Chief of the journal Higher Education, and a member of the Steering Committee of the Higher Education Research Association (HERA).Additionally,heisthedirectoroftheConsortiumforHigherEducationResearchinAsia(CHERA). His primary research interests focus on the intersecting issues of knowledge production, researchers’ education, careers, mobility, productivity, and collaboration.
In a recent interview with Higher Education Digest, Hugo Horta discussed his experience in doctoral education, international academic exchange, and higher education policy. He also shared his views on how digital platforms, open science, and artificial intelligence are reshaping research collaboration, mentorship, and the future of doctoral programs worldwide.
Could you walk us through your professional journey and what inspired your focus on doctoral education and research development?
I completed my doctorate at Instituto Superior Técnico, which was then the Faculty of
Engineering of the Technical University of Lisbon (it later merged with the University of Lisbon). Although my PhD was based in Portugal, I spent most of my time abroad, in the Netherlands (at the University of Twente) and in the United States (at Carnegie Mellon
Doctoral graduates face an increasingly competitive labor market, not only in academic settings—which remain the most desirable for many—but also in industry and government sectors
University). After concluding my PhD, I spent nearly two years as a postdoctoral researcher funded by the Japanese government at Tohoku University. I then returned to my home country, Portugal, where I served as an advisor to the Secretary of State of the Ministry of Science, Technology, and Higher Education for a year and a half. Following this experience in policymaking, I returned to my alma mater, where I worked as a deputy director of a research center and as a researcher. In 2014, I was offered a position as an assistant professor at the University of Hong Kong, where I have been ever since, now holding the position of associate professor. Like many others, my career trajectory has inspired or at least influenced my research interests. I have always enjoyed research, and in Portugal, during my bachelor’s degree, students were already exposed to research experiences, which sparked my interest in pursuing research. During my PhD, I became more aware of issues affecting knowledge production and scholarly activities in academia. I noticed that many of these
issues were related to doctoral education, its socialization processes, and the career evolution of doctorate holders after graduation. This led me to become equally interested in the experiences and structures of doctoral education and how these influence the future trajectories of doctoral students and graduates. I am also interested in the context that frames their experiences, as well as their decision-making concerning employment, mobility, and internationalization.
What are some of the key challenges
doctoral graduates face today when transitioning into academia, industry, or alternative career pathways?
Doctoral graduates face an increasingly competitive labor market, not only in academic settings—which remain the most desirable for many—but also in industry and government sectors. This competition varies from country to country; in nations with more technologically advanced industries and larger corporations, PhD graduates often find it easier to secure jobs in these sectors. In countries where such
The focus of public policies needs to shift more towards the demand side, creating conditions for non-academic sectors to employ PhD graduates
opportunities are scarce, migration to other countries becomes a viable option, often leading to brain drain. However, it’s important to note that industry jobs tend to be more specialized, primarily favoring specific fields of knowledge, particularly those in STEM. Not all doctoral graduates are interested in or prepared for roles outside of research-oriented jobs and sectors. During their doctoral studies, students are often socialized into adopting a researcher identity, aligning with scientific and academic values and norms that may not necessarily correspond to those prioritized in industry or other sectors. There is a need for better alignment between the training and preparation provided by universities and the expectations of employers in non-academic sectors. Employers, too, need to better understand the benefits that PhD graduates can bring and recognize that successful integration may require adapting work roles and activities to the unique skill sets of these graduates.
What role should institutions play in preparing PhD students for careers beyond the professoriate?
Many universities worldwide are already offering courses, workshops, and other training opportunities designed to prepare doctoral students for careers outside the higher education sector. However, a common issue is that many PhD students entering traditional doctoral programs are primarily interested in academic careers and, as a result, pay little attention to these offerings. It is also worth noting that some of these courses, workshops, and training programs are not particularly effective in preparing students for roles in other sectors. Often, they are led by academics
who have limited knowledge of the needs and work dynamics in industry, government, and non-profit organizations. There is a growing number of professional doctoral programs, some of which are industry-focused or developed in collaboration with industry. However, in most countries, these programs are still relatively few and do not always deliver the expected outcomes. More doctoral programs should be established in partnership with government and industry, training students in research in a way that prepares them for these sectors. For example, the output of these doctorates might not necessarily be publications in international peer-reviewed journals but could include patent applications or the design and development of prototypes.
From your perspective, what are the most pressing systemic challenges facing higher education today, particularly in doctoral training and research ecosystems?
Incentives are crucial in this context. Currently, most countries emphasize supply-side incentives. Public policies fund scholarships and fellowships for PhD students, while universities aim to increase their PhD student numbers, viewing them as assets to boost research productivity. More publications enable universities to engage more deeply in research and compete in global university rankings—a competition involving both universities and countries. Families and students are attracted to PhD programs based on human capital theory, particularly the belief that more education leads to higher salary premiums. This focus has led to a rapid increase in the number of PhD students in many countries, with some attending programs at universities
that may lack the capacity to provide quality education. Consequently, these students graduate and add to the growing number of PhD holders who, particularly in more scientifically and economically advanced countries, already struggle to find stable and secure jobs in higher education (and increasingly in other sectors as well). Many are forced to take fixed-term contracts that are insecure and often poorly paid relative to their qualifications. The focus of public policies needs to shift more towards the demand side, creating conditions for nonacademic sectors to employ PhD graduates. For example, employment policies for PhD graduates could be part of state reforms, where PhD graduates are hired to serve in public organizations, contributing to the qualifications of state institutions and offering a set of skills and competencies often overlooked in public service. These positions could be researchfocused or not, as PhD graduates, if welltrained, have the ability to manage and provide scientifically-informed solutions.
What shifts do you believe are needed to make research-intensive education more inclusive and sustainable?
I believe significant advances have been made in making doctoral education more inclusive and accessible. There is an increasing number of PhD students from lower socio-economic backgrounds, more women pursuing PhDs— including in STEM fields where the gender gap, though still present, is slowly declining—and a growing number of ethnically diverse groups participating in doctoral studies. Compared to figures from the late 20th century, we can observe a major and positive trend in this regard in many countries worldwide. The
issue of sustainability is more complex to address because it is highly path- and contextdependent. However, one thing is clear: the sustainability of doctoral education must be grounded in offering high-quality education and training during doctoral studies. It is also essential to maintain high levels of demand for doctoral graduates, as doctoral education is not only about what graduates can offer to the labor market and society from a civic perspective (as is the case with bachelor’s and master’s level education), but also about contributing to scientific progress and the sustainability of science, which is critical to knowledge societies around the world.
How do global mobility trends, such as postdoc migrations or international academic exchange, impact research productivity and career advancement?
Mobility is essential, and while all forms of mobility, including virtual mobility, are relevant, there is nothing quite like the physical mobility of people for both short and long periods. Moving to different places allows individuals to experience new cultures, societies, and ways of thinking, encounter new ideas, and build their own knowledge base. This process is not entirely possible without mobility, as demonstrated by my studies on academic inbreeding. One needs to experiment and be exposed to different environments to learn more and gain a broader understanding of the world. Mobility stimulates creativity and fosters interests that may lead to groundbreaking research and integration into international and global scholarly communities. A period of mobility outside one’s institution, particularly abroad,
When implemented effectively, open science can play a crucial role in leveling the playing field and enhancing the contribution of PhD students to knowledge production, including the incorporation of indigenous knowledge that can greatly benefit the global knowledge base
should be an important consideration in promotion and tenure decisions in academia. It is crucial to ensure that those who are mobile are guaranteed safety and the freedom to learn autonomously in their host institutions. These host institutions should be prepared to create conditions for favorable visits and/or the integration of newly hired academics from elsewhere. This approach ensures that both individuals and institutions benefit the most from mobility.
In what ways can digital platforms or hybrid models support cross-border research collaboration and mentorship?
I believe digital platforms and hybrid models can play a crucial role in supporting collaborations
and mentorships. These platforms are particularly important for individuals or groups who lack access to local resources and mentoring. They can ensure that such individuals benefit from mentors elsewhere who can train and guide them in their studies. Regarding research collaborations, digital platforms have revolutionized the way collaborations and even supervision work. For instance, while employed at the University of Hong Kong, I successfully supervised three doctoral students at Portuguese universities, despite the distances and different time zones. These supervisions were highly successful, resulting in several co-authored publications and distinguished PhDs. Additionally, digital platforms are excellent for broadly
disseminating research results, making them accessible to those who may have difficulty accessing journal publications due to their institutions not subscribing to expensive publisher packages.
As we move into an era of AI, open science, and digital scholarship, how must doctoral programs evolve to remain relevant and impactful?
This is a complex question to answer. While the exact impact of AI on doctoral education remains uncertain, one thing is clear: there is a need to integrate AI-related technologies into doctoral programs. This includes teaching PhD students how to use AI, as well as addressing the ethical and other concerns that may arise from its use—or overuse. Open science, which I closely associate with the development of digital platforms, is already a reality and will become increasingly central to the work and training of PhD students. This is particularly true for those in less developed countries, where resources are more scarce. When implemented effectively, open science can play a crucial role in leveling the playing field and enhancing the contribution of PhD students to knowledge production, including the incorporation of indigenous knowledge that can greatly benefit the global knowledge base.
How can universities balance the push for research productivity with the mental health and well-being of graduate researchers?
Universities are involved in their own competitive landscapes, and while they strive to balance productivity with mental health and well-being, achieving this balance is challenging. This issue
is influenced by various factors, including context, type of university, and sometimes the field of study and discipline. However, much also depends on how PhD students, graduates, and academics perceive their surroundings and the expectations placed upon them. These perceptions can vary significantly by region and country. In countries like China, competition is a fundamental aspect of society, and the labor market is becoming increasingly competitive as the number of tenure-track jobs and vacancies diminishes. This has affected both prospective and current PhD students, leading them to focus primarily on publishing during their doctoral studies. This narrow focus can be detrimental, as it may cause students to overlook other crucial aspects of their PhD education. If these elements are not learned and internalized during this stage, it can result in academics who are less concerned with teaching, community engagement, and mentoring future students. I have had students ask me about starting publications in our first meeting after their acceptance into the PhD program. If students are so driven to publish because they see it as the key to academic recruitment, they are likely to spend their entire doctoral program in a state of anxiety and stress, which can have severe consequences for their mental health and well-being. All the recent projects I have researched indicate that students are aware of the strain on their mental health, but they feel they have no choice because the competitive labor market overshadows all other concerns. In this context, universities have limited options, as the core issue relates to recruitment policies that need to be reformed.
ACADEMIC VIEW
AI in Higher Ed: From Panic to Possibility
Mohamed Kharbach, Instructor, Mount Saint Vincent Universityo
Mohamed (Med) Kharbach is an educator, researcher, and founder of Educators Technology, a popularplatformhelpingteachersintegratetechnologyintotheirpractice.HeholdsaPh.D.ineducational studies from Mount Saint Vincent University and has over 15 years of experience reviewing EdTech tools. His research focuses on the role of AI in education and academic research, exploring how it can enhance learning and streamline teaching. After authoring ChatGPT for Teachers: Mastering the Skill of Crafting Effective Prompts, Med is currently working on a new book about the use of AI in academic research, which will be published soon.
It’s almost three years now since the release of ChatGPT and the transformations we have witnessed so far are nothing short of radical. Historically, the impact of new technologies, especially those with a transformative potential, takes decades to fully materialize but generative AI seems to be rewriting that script. Within a very short period of time, it has infiltrated almost every aspect of our life and has reshaped how we work, teach, and learn. And this is only the beginning. As the saying
goes, today’s AI might be the worst version compared to what’s coming.
One sector where the impact of generative AI is being felt most acutely is higher education. As someone deeply interested in the intersection of AI and education, I can’t help but notice a familiar pattern: each time a transformative technology emerges, it’s met with skepticism and resistance until, almost inevitably, it becomes woven into the fabric of everyday practice. From the technology of writing which
From the technology of writing which was once seen as a threat to memory according to Plato to calculators which were feared for potentially harming students math skills to the Internet, smartphones, and now AI
was once seen as a threat to memory according to Plato to calculators which were feared for potentially harming students math skills to the Internet, smartphones, and now AI.
The common thread among these technologies is that they all sparked the same initial resistance. Higher education is following the same trajectory: initial resistance followed by a gradual shift toward acceptance. However, unlike previous technologies, generative AI (especially AI chatbots like ChatGPT, Claude, Copilot, and Gemini) caught universities off guard. It did not arrive slowly or quietly, it appeared seemingly overnight with huge capabilities that posed direct challenge to longstanding academic norms.
Just as these institutions were recovering from the disruption of the COVID-19 pandemic, they were met with a powerful AI system capable of doing some amazing cognitive feats that include generating human-like text, writing and debugging code, solving complex equations, writing songs and poetry, among others. All of these tasks were to the recent past thought to be uniquely human.
As Professor Ethan Mollick puts it, for the first time in history, we have a tool that emulates our cognitive abilities. It can generate coherent essays, research summaries, and detailed literature reviews in minutes. And just three years in, we’re already talking about the possible arrival of artificial general intelligence (AGI), not in decades, but potentially in a few years. AGI is going to have similar level of intelligence as humans or even higher! The pace of innovation has definitely broken through Moore’s law.
After the initial wave of panic, including some short-lived bans, universities are beginning
to come to terms with a new reality: AI is not going anywhere and it will only get smarter and better. However, considering it’s only been a couple of years since generative AI went mainstream, the fact that universities are already engaging with it is notable. In a system where change typically moves at a glacial pace, this kind of responsiveness, despite the usual layers of bureaucracy, is unusually fast.
With the initial uncertainty behind us, the real question for higher education is no longer if AI belongs, but how to integrate it meaningfully. What we need is a mindset shift, one that recognizes AI as a valuable educational tool with the potential to enhance both teaching and learning. And for this to happen, higher education institutions should engage in designing forward-looking and data-informed programs that reflect the spirit of this new era of technology and learning. This could involve actions such as:
• Investing in infrastructure: Upgrade networks, expand access, and modernize campus tech environments.
• Training faculty and staff: Run workshops and ongoing training on AI use and integration.
• Fostering innovation: Organize AI-focused symposia, support interdisciplinary research, and create a welcoming space for experimentation with AI.
• Establishing clear AI policies: Define acceptable use, academic honesty guidelines, and expectations around citation and disclosure. Invite students into these conversations.
• Building AI literacy programs: Equip students with the skills to understand both the strengths and limits of AI tools.
• Ensuring equitable access: Guarantee that all faculty and students, regardless of
Assessment is a good example of where adaptation is essential. AI can support academic work in powerful ways, but not all students will use it ethically
background, can benefit from available tools and support.
Still, building systems and policies is just one side of the equation. On the ground, the dayto-day reality of working with AI in education calls for something just as vital: adaptability. No amount of training will make your teaching immune to the unexpected. In fact, part of what makes teaching so dynamic is precisely that unpredictability. So yes, a good part of the responsibility for a successful integration of AI in higher education rests on teachers. They need to be resourceful within the boundaries set by their institutions, adapting their strategies to accommodate new realities and rethinking how learning can unfold in this evolving landscape.
Assessment is a good example of where adaptation is essential. AI can support academic work in powerful ways, but not all students will use it ethically. Misuse will happen, just as academic dishonesty always has. No policy can fully prevent it. What educators can do, however, is respond with creativity. With a flexible mindset, it’s entirely possible
to design assignments that are less vulnerable to AI shortcuts and more focused on genuine thinking. These may include oral components, iterative submissions, or collaborative work grounded in classroom interactions. The same adaptable and flexible thinking should guide all aspects of instruction. This way, we harness the value of AI without undermining the integrity of learning.
As we continue to witness the unfolding of this AI revolution, I hold a deep hope that this “coming wave” of technology, as author and CEO Mustafa Suleyman puts it, will not only accelerate scientific research but also reinvigorate how we think about education itself. AI might well be the catalyst we need to reimagine learning and begin rebuilding systems that are more flexible, relevant, and responsive to the realities students face today. But no matter how we choose to approach it, one thing should never drive our decisions: fear. It has no place in shaping our vision for the future of education, nor in guiding our response to a technology with this much potential.
INDUSTRY
PERSPECTIVE
Beyond Recruitment: What Early Career Professionals Really Need to Thrive
Jesse R. Ford, Founding Director, Collaborative for Black Men Success at University of North Carolina at
Greensboro
From Coastal Carolina to UNCG – what experiences have most profoundly shaped your journey as an educator, researcher, and leader in higher education?
My journey as a college student at Coastal Carolina University to where I am now has been about staying rooted in my purpose and letting my personal and professional experiences shape how I show up in higher education. I started out in student affairs in my early twenties, and I witnessed what was happening when Black students, especially Black men and boys, moved through educational spaces that
were never truly designed with their success in mind. Far too often, Black students do not feel seen, heard, or understood by the very spaces and people that claim to support them. That reality challenged me to think differently about how we build environments rooted in care and belonging for all students.
One of the most impactful experiences for me was launching a Black men centered program in my first professional role. It was built around critical reflection, Hip Hop and leadership development. Those experiences showed me the power of creating spaces where culture, identity, and purpose could meet in ways that felt authentic
My research centers the voices of Black people, in particular the ones navigating graduate education and early career positions, where so much of the struggle is quiet, internal and more often than not, unacknowledged
Jesse R. Ford, Ph.D., serves as an Associate Professor of Higher Education and the director of the Collaborative for Black Men’s Success at the UNC Greensboro. His scholarship explores the historical impacts of race and gender on the educational experiences and pathways of underrepresented populations. His scholarly work has appeared in the Journal of Higher Education, Journal of College Student Development, International Journal of Qualitative Studies in Education, and several others. In addition, he released an edited book titled book, Engaging Black Men in College Through Leadership Learning, with Dr. Cameron Beatty.
In a recent interview with Higher Education Digest, Jesse R. Ford discussed his experience in research, leadership, and higher education. He also shared his views on transforming student success, graduate education, and institutional culture in ways that center belonging and purpose, and many more.
and affirming. It also pushed back on traditional ideas of leadership by valuing lived experience and community as sources of knowledge and growth. Since then, whether it is research, teaching, or mentoring, my work has centered on creating spaces where students can show up as their authentic selves. I’m not interested in preparing the prefect students. I want to support students in becoming grounded professionals who are confident in their identity, values, and purpose. My research centers the voices of Black people, in particular the ones navigating graduate education and early career positions, where so much of the struggle is quiet, internal and more often than not, unacknowledged.
My time at UNCG has only strengthen my commitment to this work. I have the opportunity to teach, mentor, and collaborate with students and colleagues who commitment to student success. The work that I am able to do reminds me that transformation takes intention. It does not happen with through performative gestures or by maintaining what has always worked. It happens when we create spaces that allow people to thrive without having to compromise who they are. For me, higher education is a unique place to reimagine spaces for all students, not just maintain them.
You’ve dedicated your career to investing in early career professionals. In your view, what are the most critical supports institutions must provide to help young academics and practitioners thrive today?
When we talk about supporting early career professionals, we must start by being honest about what’s missing. Too often, institutions focus on recruitment and stop there. But brining
someone in is only the beginning. Real support means building systems and relationships that help people find their footing, develop their voice, and grow with purpose to strength the mission of the organizations. Especially for Black professionals and others from historically marginalized communities, it’s not just about learning the job. It’s about navigating structures that were not built with them in mind, as everyone must learn a new job. Institutions need to recognize that and respond with care, intention, and actions for their success. This means creating environments where early career professionals do not have to carry the burden of figuring everything out alone, and where they feel see not just as employees, but as the future leaders of our field.
Personally, I think this starts with building real, intentional mentorship structures. I’m not talking about a quarterly check-in or assigning someone a mentor on paper. I mean relationships with people who are willing to pour into you, challenge you, advocate for you, and help you see what’s possible. Mentors who are invested in your growth, who help you make sense of the unwritten rules, and who show up even when it’s not convenient. That kind of mentorship is often the difference between surviving and thriving.
When I reflect on my own journey, intentional mentorship has been critical to who I am and how I navigate workspaces. I would not be where I am without the people who created room for me to process, take risks, and grow. That is why I believe institutions have a responsibility to create clear expectations and offer consistent support. Too many early-career professionals are operating in environments where they are trying to meet invisible standards with no real guidance. We need to demystify what success
For me, supporting early career professionals also means making sure they never feel like they have to leave parts of themselves at the door just to be accepted
looks like and offer pathways to get there that are realistic, transparent, and affirming.
For me, supporting early career professionals also means making sure they never feel like they have to leave parts of themselves at the door just to be accepted. I want folks to know they can show up fully, without shrinking or performing, and still be taken seriously. Their lived experiences and cultural backgrounds are not deficits but are strengths that add to the institution. When people know they belong, when their ideas are heard and valued, and when they do not have to constantly explain or defend their presence, that is when they thrive. And when they thrive, our institutions become responsive, more just, and more sustainable for everyone as this is when we can truly do the heart work of supporting students.
As the higher education landscape evolves worldwide, what trends do you believe are most significantly reshaping the way we prepare future scholars and leaders?
Right now, we are seeing a real shift in how leadership and scholarship are being defined, especially by students and early career professionals. It is no longer just about understanding theory for the sake of theory. They want to know how to apply it, how to challenge what is not working, and how to lead in spaces that were never designed for them. That requires us, as educators and institutional leaders, to rethink how we prepare them. We cannot simply hand them frameworks and expect them to figure it out. They are asking bigger questions about power, about justice, and about purpose. And
Students and professionals are not interested in doing research that only circulates behind a paywall or in rooms that feel disconnected from the communities we claim to serve
they are pushing us to expand the boundaries of what leadership looks like and who gets to lead. I do my best to make sure students are equipped to handles the realities of today, not just in theory but in practice. That means giving them space to explore, push back, and find their own way through the work.
At the same time, there is a growing awareness around the emotional, physical, and mental toll that higher education takes on the people in it. Many scholars and practitioner are openly naming burnout, racial battle fatigue, isolation, and the deep exhaustion that comes with the term success in higher education. We have to acknowledge that the way we have trained scholars and practitioners in the past, often through overwork, detachment, and performance, no longer works, and frankly, never did. We have to more toward learning spaces that are humanizing. That means centering care, reflection, and healing just as much as we center publishing productivity and performance for new faculty. Identity work and emotional processing is hard and should not be treated as side conversations. They must be woven into how we teach, mentor, and support the next generation of scholars and leaders.
I think there is a clear shift now that work must live beyond the academy. Students and professionals are not interested in doing research that only circulates behind a paywall or in rooms that feel disconnected from the communities we claim to serve. They want to see their work have an impact. Whether that is in policy, in local communities, or in public conversations, they want to know that their scholarship matters. And they should. We are not just preparing people to become academics anymore. We are preparing the next set of
change agents, bridge builders, and advocates. That means, as educators, we have to give the next generation the tools, the confidence, and the space to lead boldly and authentically in whatever space they choose to show up in.
Having worked extensively across academic and corporate spaces, what role do you see for cross-sector collaboration in enhancing student success and institutional innovation?
I think there is real value in cross-sector collaboration, especially when it comes to advancing student success and truly institutional innovation. However, the challenges we face, closing equity gaps, reimagining student support, adapting to a rapidly changing workforce, and creating culturally responsive spaces are becoming more complex. This complexity means we must explore partnerships with nonprofit organizations, corporations, philanthropic foundations, and community-based institutions that are equally invested in educational access, affordability, and accountability.
Higher education contributes a rich legacy of research, reflection, and critical thinking. We have figured out how to ask deep questions, hold space, and have difficult conversations. Cross-sector collaboration would allow higher education scholars to breakdown silos and bring new partners to the table. We would be able to design programs that bridge what students learn in the classroom with real-world application. This is an opportunity to create new internship opportunities, mentor, networks, fellowships, and real-life opportunities for students that are not just relevant, but also responsive to the cultural and lived realities. When done properly, it allows higher education scholars to dream
bigger, design spaces and places that expand the possibilities for our campuses to grow.
With the growing need for inclusive and culturally responsive educational environments, how can universities better embed a true sense of belonging into their teaching, training, and campus culture?
This is such a tricky question. Inclusive and culturally responsive educational environments are critical to student success and require institutions think about or staff retention and faculty hires. Additionally, I think it ultimately figures out who we hire, what we teach and how we create spaces and places for students to lead and be heard. When students do not see representations of themselves in the curriculum or among the faculty and staff, it sends a distinct message concerning who is seen capable of success and who is anticipated to conform. Personally, I try to create a space where students feel recognized, validated, and have time to foster relationships.
Looking ahead, what’s your vision for the next decade of higher education— and what should be our top priorities as educators and institutional leaders?
This is a challenging question. My vision for higher education is one that is more humanizing, more justice-centered, and more responsive to the communities we claim to serve. I want to see institutions that are bold enough to disrupt the normal and build new models rooted in equity, care, and accountability. I think higher education has upheld systems that reward productivity over people and tradition over transformation. This can no longer be our standard.
My vision for higher education is one that is more humanizing, more justicecentered, and more responsive to the communities we claim to serve
Our top priorities should include reimagining how we support students beyond access alone. We need to rethink how we design curriculum, how we assess impact and how we define success. I think we need to take sometime to think about graduate education more deeply. Graduate education in particular must be restricted to be less isolating and have a more developmental approach. Early career professionals, especially those from marginalized backgrounds, need more then survival strategies. I think we should invest in the leadership development that reflects our current educational landscape. That means we have to equip students to navigate the complex systems, challenge structural harm, and establish a stronger community. I think we are responsible to make sure higher education looks and feels different for the next generation of college students.
On a personal note, what drives you to keep doing the work you do—and what advice would you give to someone just beginning their journey in academia or education leadership?
I think about all the people who poured into me, who created room for me to think, question, and grow without apology. I do this work because I know what it feels like to wonder if you belong, to carry the pressure of being the only one, and to keep showing up. I carry those experiences with me, and they keep me focused on creating space for others to be successful. My advice to anyone just starting their journey in education is simple: do not lose yourself trying to meet someone else’s expectations. Protect your peace, find your people, and know that you are enough. Your story, your lens, your voice is no longer valid, but it is very necessary. You are here because you carry something someone in our field needs! Do not lose that!
INDUSTRY
PERSPECTIVE
The Evolving Role of Higher Ed Leaders in the Age of Digital and Social Change
FrankBoateng, Member of Global Governing Council, CIMA
Could you share the story of your journey into higher education management and what inspired your focus on inclusive leadership?
For over 20 years, I have been a dedicated scholarpractitioner in the finance sector. I had the honour of becoming the first Ghanaian National Commercial Manager in the Mining Industry in Ghana, West Africa. Throughout my journey, my passion for teaching and developing my teams has always shone through. Additionally, my commitment to youth development has driven me to focus on inclusive leadership.
Ultimately, I made the decision to transition from the industry to academia to truly embrace my calling. I began my PhD while still working, but with just eighteen months to go, I decided to resign and focus entirely on my studies.
How has your approach to managing academic institutions evolved in response to shifting student demographics and societal expectations? During my eight wonderful years in full-time academia, I have had the opportunity to learn and grow every single day on the job. In the industry,
Embracing an inclusive mission statement that clearly emphasises diversity, equity, and inclusion is a great starting point for institutions
Frank Boateng serves as the Vice Dean of Research, Innovation, and Consultancy. He is an IMANI Centre for Policy and Education Fellow and the Vice President of the Ghana Association of Rural and Community Banks. He holds the title of Fellow of the Chartered Institute of Management Accountants (FCMA) in the United Kingdom, is a Certified Global ManagementAccountant(CGMA),aCertified Practising Accountant (CPA) in Australia, and a Chartered Accountant in Ghana (ICAG). His research centres on sustainability, access to finance, and sustainable supply chains within the artisanal and small-scale gold mining (ASGM) sector. He has co-authored several publications, including “Eco-Innovation and Sustainable Development in Industry 5.0,” “Green HRM Awareness and Training in Higher Education,” and “Sustainable Development in Industry and Society 5.0,” all published by IGI Global. Additionally, he has written over thirty-six articles and book chapters on topics related to sustainability and management. He has provided consulting services to organisations such as the World Bank Group and UNDP.
In a recent interview with Higher Education Digest, Frank Boateng discussed his experience in inclusive leadership and higher education. He shared his views on how academic institutions evolved, inclusive environments, digital transformation, student activism, global challenges, and many more.
when you are in a leadership role, you typically train and guide a small team, unless you are at the helm as CEO. In academia, however, you are responsible for leading a class; sometimes that class can be quite large! You might also juggle multiple courses within a semester, which means engaging with even more students. Additionally, you have the chance to lead departments and units within the higher education institution. I have been fortunate to take on the Head of my Department role and serve as Chair for the University Incubation Hub, while acting as the University’s Institutional Advancement officer. For the past four years, I have worked as the Vice Dean of the Office of Research Innovation and Consultancy, where my role is to support the Dean with all matters related to consultancy advancement and research in collaboration with enterprise ventures across the University.
How can higher education leaders embed inclusion and belonging into strategic planning, budget decisions, and governance structures?
Embracing an inclusive mission statement that clearly emphasises diversity, equity, and inclusion is a great starting point for institutions. They can also benefit from setting specific, measurable goals for these areas and regularly tracking their progress. Since higher education institutions serve diverse groups, it’s essential to actively engage stakeholders- students, faculty, other staff, and the wider university community. When it comes to budget decisions, allocating financial resources effectively to support diversity, equity, and inclusion initiatives becomes crucial. In terms of governance, establishing
committees dedicated to addressing diversity and inclusion issues is important; these committees should provide invaluable advice on policy and practice. Additionally, it’s vital to ensure that the decision-making processes are inclusive, take diverse perspectives into account, and hold leaders accountable for advancing diversity, inclusion, and equity.
As campuses grow more diverse, how can senior leaders foster inclusive environments where all students, faculty, and staff feel seen and supported?
When it comes to our students, it’s so important for leaders to foster inclusive campus spaces and provide robust student support services. Encouraging student-led groups can really help them hone their leadership skills! Additionally, implementing faculty mentorship programs where young lecturers are guided by experienced professors, along with ongoing training in exciting areas like AI, machine learning, and the Internet of Things (IoT), can make a big difference.
How can institutions build authentic partnerships with their surrounding communities to advance educational access and social impact?
This can be accomplished through the implementation of the triple helix concept, which emphasises continuous engagement among universities, government entities, and industry stakeholders to ensure that training initiatives align with the expectations of both the industry and the government. This symbiotic relationship is poised to yield positive impacts.
By adopting principles of crisis management, sustainability, and social responsibility on our campuses, we enhance our visibility and cultivate a supportive community for all
How is the role of a higher education manager changing in the context of digital transformation, student activism, and global challenges?
Digital transformation is genuinely reshaping the role of higher education managers in the aftermath of the COVID-19 pandemic. With online learning, blended learning, and digital literacy becoming essential skills, these managers now have a remarkable opportunity to embrace technology as a powerful tool for enhancing teaching, learning, and administrative processes. Managers must strive to involve student-led groups in their decision-making processes, ensuring inclusivity and balance for everyone. Furthermore, by adopting principles of crisis management, sustainability, and social responsibility on our campuses, we enhance our visibility and cultivate a supportive community for all.
What trends do you foresee shaping the future of inclusive leadership in academic institutions over the next five years?
I believe that the trends shaping the future of inclusive leadership in academic institutions over the next five years will include advancements in technology, such as AI, virtual and augmented reality, and the creation of inclusive learning environments that address accessibility, diversity, and equity. Additionally, I see a shift towards competency-based education and modular learning pathways becoming more common. However, in terms of leadership and governance, we may witness a challenge in higher education institutions, as presidents and chancellors may find themselves navigating financial pressures, criticism regarding DEI initiatives, and the demand to respond to various domestic and geopolitical challenges.
INDUSTRY
PERSPECTIVE
Rethinking Readiness: The Case for Skills-First Learning and Hiring
Laura Hakala, Director of Online Program Design and Efficacy, MagicEdTech
By and large, recent college graduates seem to feel underwhelmed by their college degree programs, and unprepared for the realities of the workforce, according to Hult International Business School’s WI Skills Survey.
Their quote—“77% say they learned more in six months on the job than in their entire four-year education”—instantly took me back. I remember saying the same thing in my early 20s, just a few months into my first role. Despite the many shifts we’ve seen in both the
workforce and higher education over the years since I graduated, some truths still hold steady. The conversation about education and workforce readiness is long overdue for a reset. There seems to be an ongoing disconnect between higher education and the evolving needs of employers. As we reflect on this data, one thing becomes increasingly clear: the way forward must prioritize skills—not just degrees—and embrace new models of learning that are accessible, agile, and aligned with today’s workforce demands.
One of the most promising developments in education is the rise of microcredentials—short, targeted learning experiences designed to build specific skills
Laura is the Director of Online Program Design and Efficacy for Magic. With nearly two decades of leadership and strategic innovation experience,Lauraisago-toresourceforcontent, problem-solving, and strategic planning. Laura is passionate about DE&I and is a fierce advocate, dedicated to making meaningful changes. When it comes to content management, digital solutions, and forging strategic partnerships, Laura’s expertise shines through. She’s not just shaping the future; she’s paving the way for a more inclusive and impactful tomorrow.
By embedding industry-recognized microcredentials, backed by employers, or other skill-based learning tools, into degree pathways, institutions can ensure that graduates emerge not just with academic knowledge, but with validated, job-ready skills
Microcredentials: Small Packages, Big Impact
One of the most promising developments in education is the rise of microcredentials— short, targeted learning experiences designed to build specific skills. It’s a mistake to dismiss these credentials as unnecessary or “less than,” because they represent a powerful tool for upskilling and reskilling, particularly in fields where agility and adaptability are paramount. Microcredentials serve multiple functions: they can validate skills gained through
nontraditional paths, offer just-in-time learning for career changers, and provide low-risk entry points for those unsure about committing to a full degree program. For working adults, especially, they present a flexible and affordable way to stay competitive.
Critics may argue that microcredentials lack the depth of traditional degrees, but that critique misses the point. These credentials aren’t trying to replace degrees—they’re addressing different needs. They are modular, stackable, and, most importantly, aligned with
real-world competencies that employers say they value.
The False Dichotomy: Degrees vs. Skills
The debate between degree-based education and skills-based training is often framed as an either/or choice, which is unnecessarily reductive. What we need is a blended approach that integrates workforce development into traditional degree programs—and vice versa.
Higher education has a unique opportunity to evolve. By embedding industry-recognized microcredentials, backed by employers, or other skill-based learning tools, into degree pathways, institutions can ensure that graduates emerge not just with academic knowledge, but with validated, job-ready skills. This integration could include partnerships with employers, project-based learning, and capstone experiences that are grounded in real-world applications.
For example, a student pursuing a business degree could simultaneously earn microcredentials in data analysis, project management, or digital marketing. These skillsets not only enhance employability but also help students explore potential career paths while still in school.
This approach respects the value of a wellrounded education while acknowledging that theory without application no longer cuts it in today’s labor market.
Degree Requirements: A Blunt Tool for Complex Jobs
These insights also highlight the long-standing employer practice of requiring degrees for roles where they may not be necessary. This legacy hiring behavior can exclude qualified candidates
who have the skills but lack the credential—often due to systemic barriers, financial limitations, or nontraditional career paths.
Requiring a bachelor’s degree for roles that could be filled by skilled professionals with microcredentials or experience isn’t just exclusionary—it’s also inefficient. It narrows the talent pool and perpetuates inequity. Skillsbased hiring, on the other hand, focuses on what candidates can do, not where they went to school.
The momentum for skills-based hiring is growing. Major companies like Google, IBM, Apple, and Accenture have made public commitments to removing degree requirements for many roles and investing in alternative talent pipelines. This shift is not just good policy—it’s good business.
Moving Forward: A Call to Action
To close the persistent gap between education and employment, we need a shared and sustained commitment from higher ed institutions, employers, and policymakers. If we want to build a more resilient and equitable workforce, we must pursue a skills-first agenda that reflects the realities of today’s economy.
That means:
Legitimizing microcredentials and nondegree credentials as valid, rigorous, and stackable learning experiences that develop jobrelevant skills and signal readiness to employers. These credentials must be industry-aligned, transparent in what they represent, and integrated into formal and informal learning ecosystems.
Integrating skill development into traditional degree programs so that graduates leave with both a broad academic foundation and a set of verified, job-ready competencies. This includes
Accelerating the shift to skillsbased hiring by helping employers understand how to address and value competencies, whether they come from a degree, a microcredential, or hands-on experience
experiential learning, employer partnerships, and opportunities for students to earn credentials that map directly to in-demand roles.
Accelerating the shift to skills-based hiring by helping employers understand how to address and value competencies, whether they come from a degree, a microcredential, or hands-on experience. This approach can widen talent pipelines, reduce inequities, and ensure candidates are evaluated on what they can do, not just where they went to school.
Lastly, we need to do a better job of setting and managing expectations for students entering degree programs. A college degree should not be sold as a guaranteed pathway to a specific job, but rather as one component of a broader learning and development journey. We should encourage students to fully understand the outcomes of their chosen programs, the skills they will (and won’t) gain, and how those align with the realities of the job market. In some cases, that might mean delaying entry into a degree program to gain work experience or explore interests through short-form learning.
These changes are not simple. They require not only institutional and corporate buy-in, but also a robust infrastructure of data, interoperable credentialing systems, government support, and in some cases, a systemic reimagining of long-held assumptions about education, prestige, and career readiness.
The future of work is evolving quickly, and the future of learning must evolve with it. Adaptable, inclusive, and outcomes-driven learning models aren’t just a good idea—they are a necessity. The tools are already in our hands—now we need the will to use them.
