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Beyond Walls and Borders
Education has always been imagined within walls; classrooms, lecture halls, libraries stacked high. Yet today, more than ever, those walls are dissolving. I was recently speaking with a colleague who completed an advanced program entirely online while juggling a full-time job and family. Her story isn’t unusual anymore; it’s becoming the new normal. According to UNESCO, more than 220 million students worldwide are now enrolled in higher education, and a growing share of them are learning beyond traditional campuses. The question is no longer where you study, but how knowledge reaches you.
This month, we chose the theme Learning without borders because it captures one of the most powerful shifts in education today that is the dismantling of geographical, financial, and time-related barriers. It is no longer about who has the privilege of attending a prestigious campus, but about how opportunities are distributed across the globe. This issue reflects on how inclusivity, flexibility, and access are redefining the very purpose of higher education.
Our cover story on Bircham International University (BIU) illustrates this beautifully. As a non-profit institution, BIU is built not on profit margins but on the successes of its graduates. With its flexible, high-quality, and affordable programs, it has become a prominent international university for distance learning in 2025. What makes BIU stand out is not just its innovative model, but its commitment to measuring impact through student achievement and the positive feedback of those whose lives have been transformed.
This issue also brings together a rich mix of perspectives, including insightful articles, interviews with leaders, and thought-provoking essays that explore the changing face of education and work. From emerging pedagogical approaches to leadership reflections, the pieces are united by a shared vision: learning as a lifelong, borderless pursuit.
As you turn the pages, I invite you to think of education not as a place you go, but as a journey you carry with you. The future of learning is open, inclusive, and without borders and that is a future worth embracing.
Enjoy Reading.
Sarath Shyam
William Martin, CEO and Vice President
MENTOR’S MANTRA
30
DRIVING DATA-DRIVEN DECISION MAKING IN HIGHER EDUCATION
Nonna Milmeister, Chief Data and Analytics Officer, RMIT University
INDUSTRY PERSPECTIVE
AI IN HIGHER EDUCATION: CHARTING THE COURSE FOR TOMORROW
Edmund Clark, Chief Information Officer, California State University
54
ACADEMIC VIEW
36
HOW AI-POWERED PERSONALIZATION IS RESHAPING STUDENT ENGAGEMENT AND OUTCOMES
Dr. Charles M. Reigeluth, Professor Emeritus, Indiana University Bloomington
ACADEMIC VIEW
46
WHY INTERVIEW PREP IS THE NEW STRATEGIC PLANNING TOOL FOR CAREER SUCCESS
Dr. Emily Allen Williams, Teacher Education, Field Instruction at University of Delaware
THE UNIQUE CHALLENGES OF HR IN A UNIVERSITY SETTING
Dave Ulrich, Rensis Likert Professor at University of Michigan Ross School of Business
ACADEMIC VIEW
WHAT ADMISSIONS REALLY MEANS: FROM RECRUITMENT METRICS TO STUDENT EMPOWERMENT
Stella Wang, Assistant Director of Academic Programs at the Pritzker School of Molecular Engineering at the University of Chicago 64
BRINGING A PROCESS MINDSET TO HIGHER ED
Jason Gulya, Professor of English and Applied Media at Berkeley College 68
72
HOW HIGHER ED CAN PREPARE STUDENTS FOR A RAPIDLY EVOLVING WORKFORCE
Richard Trotta, Director of the Center for Citizenship and Social Responsibility, Medford Public Schools
COVER STORY
William Martin, CEO and Vice President
INTERNATIONAL UNIVERSITY FOR DISTANCE LEARNING 2025 PROMINENT
BIRCHAM INTERNATIONAL
SHIFTING MINDS FROM WHAT TO THINK TO HOW TO THINK
The story of Bircham International University (BIU) began with a personal struggle and a bold idea. In the early 1990s, William Martin, now the CEO and Vice President of the university, was an aspiring filmmaker in Spain. Local opportunities were limited, and studying in the United States was far too expensive. Searching for another way, he discovered distance learning at a time when it relied on faxes, mail, and phone calls.
Through this experience, Martin noticed two pressing issues in higher education. Traditional institutions in the UK and US often overlooked the cultural needs of international students, and many programs seemed driven more by profit than by quality. He also saw how rigid and unaccommodating the system was for adult learners, who often brought valuable life experience but needed flexibility to succeed. A turning point came when Martin received a fax from Professor Emeritus Dr.
President and Chancellor
Professor Emeritus Dr. Deric Bircham,
Deric Bircham, a retired academic from New Zealand who had worked in the New Zealand Public Service and at the University of Otago. Dr. Bircham had also seen how traditional universities failed to serve adult students. Martin’s proposal for a new kind of university struck a chord with him. Despite the lack of funding, Dr. Bircham believed in the vision. “He saw in me the same drive that had shaped his own destiny,” Martin recalls.
BIU operates as a non-profit institution, offering flexible, high-quality, and affordable education that fits around students’ personal and professional lives
Their shared commitment to building a better model for adult distance learning led to the founding of Bircham International University. Martin named the institution in honor of Dr. Bircham, who became both his mentor and role model. They were soon joined by Laurence Cheng Wen Hung, a Chinese Medicine Doctor and entrepreneur, and together they built a university grounded in academic integrity and ethical values.
“From the beginning, our mission has been to empower adult learners around the world. We focus on teaching students how to think rather than what to think,” Martin says. The university recognizes prior learning and professional experience, helping students save time, effort, and money.
BIU operates as a non-profit institution, offering flexible, high-quality, and affordable education that fits around students’ personal and professional lives. Its success is not measured by profit but by the achievements of its graduates and the positive feedback they share after completing their studies.
A Distinct Approach to Adult Learning
BIU stands out for its focus on adult professionals. It is not structured like a conventional online school. Instead, it follows a non-formal model of education built on a distinct pedagogical approach.
The university places human values, critical thinking, and creativity at the center of its teaching. While it uses modern tools to run its
William Martin, Professor Emeritus Dr. Deric Bircham and Prof. Dr. Laurence Cheng Wen Hung
Instead of following a single fixed model, BIU builds a study plan tailored to each student’s goals, experience, and existing knowledge
operations, the institution remains firm in its belief that learning happens in the biological brain and is driven by human effort. The curriculum is designed to strengthen uniquely human skills that matter in a world shaped by technology.
Each degree program at BIU is personalized. Prior learning and professional experience are recognized as valuable achievements, and students receive credit for them. This saves students both time and money. The university operates as a decentralized educational network, offering a global curriculum in nine different languages to meet the needs of professionals around the world.
BIU is a non-profit institution guided by ethical values and academic integrity. “Our success is not measured by financial gain, but by the tangible achievements and satisfaction of our graduates who have used their BIU education to create their own destinies,” says Martin.
A key choice that defines the university’s model is its preference for correspondence-based
learning over fully online platforms. This is not about resisting change. It is a deliberate decision rooted in the institution’s belief in how real learning takes place. Martin explains, “Learning occurs only as a result of the active processing by our biological brain. We harness the power of cutting-edge technology to enhance our operational efficiency, but technology is a tool to empower us, not to replace the human element of education.”
This approach places the responsibility for success firmly with the student. “It is the student who must demonstrate the determination, responsibility, and motivation to succeed,” Martin emphasizes. Students receive physical textbooks by mail and study at their own pace, fitting their education around their personal and
professional lives. The focus is on delivering a high-quality, individualized education that teaches students “how to think rather than what to think.”
A Personalized Path for Every Student
A student’s journey at BIU is designed to fit seamlessly into the life of a working professional. Instead of following a single fixed model, the university builds a study plan tailored to each student’s goals, experience, and existing knowledge.
The process begins with an application where students share their educational background and professional history. The academic team reviews this information to determine how much credit can be granted for prior learning. This careful evaluation helps students save time, energy, and money. Once the assessment is complete, a customized study program is designed.
After enrollment, students receive physical textbooks by mail. This forms the core of the university’s correspondence model. The use of
By making education flexible and accessible to adult professionals regardless of location or background, BIU has intentionally built its identity around global diversity
Students at BIU come from every part of the world, forming a community that reflects a wide range of cultures and professions
printed materials allows for focused, reflective study away from the distractions of a screen. Students progress at their own pace and are free to organize their learning around their work and personal life. The model encourages determination, responsibility, and motivation, qualities that are essential to succeed at BIU. Academic progress is measured through written reports or a thesis based on the assigned textbooks, rather than traditional exams. This method encourages deeper thinking and understanding instead of memorization. Once all work is completed and approved by the academic board, students receive their diploma and academic transcript, marking a significant professional and personal milestone. Support is an important part of the experience. The university has built a flexible support
system that gives students independence while ensuring help is always available. The main point of contact is the BIU office, which handles all administrative questions, assignment support, and general guidance. The goal is to respond quickly, often within 24 hours, to keep students moving forward.
For academic guidance, the university has a global Academic Supervisor’s Network of qualified professionals and professors. If a student needs subject-specific help, the BIU office can arrange a phone or email consultation with an academic advisor. All communication is monitored to ensure that questions are answered promptly and professionally. When a student’s query points to a knowledge gap, faculty members can assign additional textbooks to strengthen their understanding.
BIU has been selected a a prominent international university for distance learning
Graduate programs end with a thesis or final project. This stage includes mentorship from the BIU Academic Board, which evaluates the student’s work. For Ph.D. students, a thesis defense is held before a committee from the academic network, often through phone or internet. This flexible process reflects the university’s commitment to supporting a global community of learners.
Building a Truly Global Learning Community
BIU has built its identity around global diversity. This is not an incidental trait but a deliberate outcome of its mission to serve adult professionals seeking flexible and accessible education regardless of their location or background. The university has been structured to cross cultural and geographical boundaries with ease.
Students at BIU come from every part of the world, forming a community that reflects a wide range of cultures and professions. The university does not operate as a local or regional institution. It has a presence across North America, Central and South America, Europe, Africa, the Middle East, and the AsiaPacific region. To serve this diversity, BIU offers its programs in nine different languages. This multilingual approach opens its doors to students from thousands of cultural and professional settings.
The programs that attract the most interest are those that connect directly with professional practice. They are designed for adults who want to apply what they learn to their careers.
Natural Health Science is one of the most popular fields. Many students in this area come with experience in alternative health practices and are looking for a way to build on that knowledge. The university offers programs in subjects such as aromatherapy, naturopathy, and iridology. “These programs give students an academic framework to validate and deepen their expertise,” says Martin.
Business and Communication is another highly sought-after field. These programs
Flexibility at BIU does not mean a lack of structure. It means giving students the freedom to manage their studies while expecting them to be self-motivated and disciplined
appeal to working professionals aiming to grow in their careers. Specializations such as digital marketing and corporate social responsibility are in high demand because they match the realities of the modern business landscape. The university’s focus on critical thinking and problem-solving helps students build the leadership skills needed in their organizations.
Psychology and Humanities programs are also widely chosen. Students drawn to these fields often seek personal growth and a deeper understanding of human behavior. They value BIU’s humanistic approach, which prioritizes creativity, reflection, and ethical thinking over memorization. These programs allow them to explore broad subjects and apply their learning both personally and professionally.
The popularity of these fields comes from their relevance. They are practical, flexible, and designed to meet the needs of experienced professionals who want to keep learning and contributing.
Recognizing Experience as Education
BIU places strong importance on recognizing the learning that happens outside traditional
classrooms. The evaluation of prior education and professional experience is a central part of its model. This process allows students to receive credit for the real-world knowledge they bring with them.
When a student applies, they submit details about their academic and professional background. The university’s academic team carefully reviews this information. “We are not simply looking at diplomas or job titles. We assess the actual skills and knowledge gained from those experiences,” explains Martin. For example, if a student has worked as a financial manager for ten years, the team examines the responsibilities of that role and determines how the experience aligns with the content of BIU’s business and finance programs.
The university uses a clear credit system to validate prior learning. Credits from formal education are labeled “TRANS,” and credits based on professional experience are labeled “CFLEX.” Each year of relevant experience can earn one or two credits, depending on the nature of the work. This allows students
to build a personalized program and avoid repeating material they already know.
This process reflects BIU’s belief that education is about thinking, applying, and creating—not just memorizing. By validating prior learning, the university helps students move forward without unnecessary repetition. This saves time and cost while giving students a clear path to reach their academic and professional goals. “Our goal is to empower them to create their own destiny,” Martin says.
Maintaining a balance between flexibility and academic rigor is at the heart of the BIU model. Its programs are designed for motivated adult professionals who are ready to take responsibility for their own success. Academic rigor is ensured by focusing on the student’s ability to analyze and apply knowledge. Traditional exams are replaced with written reports, projects, and a final thesis. This approach demands deep understanding and the ability to synthesize information.
Flexibility at BIU does not mean a lack of structure. It means giving students the freedom
to manage their studies while expecting them to be self-motivated and disciplined. The university provides resources and guidance, but the effort must come from the student.
“Learning occurs only as a result of the active processing by our biological brain,” Martin emphasizes. This sense of responsibility becomes a key part of the student’s growth.
Technology plays a supportive role in this model. It improves operational efficiency and enables innovative programs, but it never replaces the human side of education. The university aims to nurture critical thinking,
creativity, and a capacity for lifelong learning. These are the qualities that prepare graduates not just for a single job but for a future where adaptability and continuous learning are essential.
Building Knowledge Through Meaningful Assessments
At BIU, assessment is not a test of memory but a measure of mastery. The university’s evaluation system is designed to help students demonstrate a deep understanding of their field and the ability to apply their knowledge thoughtfully. This approach becomes even more
critical at the postgraduate and doctoral levels, where students are expected to contribute to their field rather than simply learn about it. “Learning occurs only as a result of the active processing by our biological brain. That is the foundation on which our entire academic philosophy rests,” says Martin.
At the core of BIU’s evaluation process is comprehensive written work. Students earn their academic credits primarily through:
Reports: For individual courses, students produce detailed reports of 20–35 pages. These assignments test their ability to read, analyze, and synthesize information from their assigned textbooks.
Projects: Master’s students complete projects of more than 50 pages. These projects combine theoretical understanding with practical application, often including case studies that show how the knowledge can be used in realworld contexts.
Thesis: Doctoral candidates submit theses of over 70 pages. These are the culmination of their studies, reflecting their ability to conduct independent research and offer original analysis.
BIU’s evaluation system is designed to help students demonstrate a deep understanding of their field and the ability to apply their knowledge thoughtfully
This model encourages students to think critically, organize information, and apply what they’ve learned to real problems. It also ensures that their academic work directly supports their career goals. BIU’s programs are designed to align with employer expectations, giving adult learners practical skills that can be immediately applied in the workplace.
The university believes the value of a degree comes not from the paper it’s printed on but from the discipline and responsibility it represents. BIU provides the framework, the guidance, and the resources. It is up to each student to turn knowledge into action.
“Ultimately, the true value of a BIU education lies in the responsibility and discipline of the student. We empower our students with the skills for lifelong learning. That’s what prepares them not just for a job, but for a dynamic professional life,” says Martin.
Rethinking Accreditation and Redefining Success
The question of accreditation often comes up for prospective students, and BIU addresses it directly. The university has deliberately chosen not to pursue traditional government accreditation. According to Martin, this decision is central to preserving BIU’s flexibility and personalized approach to education. He says, “We see a fundamental difference between recognition and accreditation. A good education is about the value of the knowledge acquired, not about a stamp on paper from a bureaucracy.”
Instead, BIU positions itself as a provider of non-formal education, a growing part of the global education landscape. The university is legally registered in both the European Union and the United States, combining the EU’s focus on lifelong learning with the entrepreneurial spirit of the U.S. BIU is also recognized by various international bodies and professional associations that value its adult-centric model.
Martin encourages prospective students to look beyond traditional measures. “The true worth of our degree lies in its ability to empower a student to create their own destiny. It shows that a graduate possesses the critical thinking, creativity, and adaptability that employers value,” he says.
BIU sees its role as offering an alternative path for self-motivated adult learners who may not fit into conventional systems. Traditional
BIU sees its role as offering an alternative path for selfmotivated adult learners who may not fit into conventional systems
universities serve students who need a structured, classroom-based environment and a universally recognized accreditation for specific career paths. BIU serves those who want something different.
BIU respects the role of formal accreditation but believes education should be flexible, continuous, and centered on the individual. The university honors prior learning and experience rather than requiring students to retake material they have already mastered. This approach saves time and allows students to focus on new learning.
The success stories coming out of BIU reflect this philosophy. Graduates have used their degrees to advance their careers, change industries, and build new ventures, often while
managing demanding personal and professional lives. Their stories are about determination, responsibility, and personal growth.
“Our graduates are the living proof of our mission. Their success is not about a bureaucratic seal. It’s about their own determination, responsibility, and motivation,” says Martin. BIU calls these stories “student triumphs.” Many graduates report that the practical, critical thinking skills they gained allowed them to apply their knowledge immediately in their work. Others say they finally felt their prior experience was valued and integrated into their education.
As Martin sums it up, quoting BIU’s founder Deric Bircham: “It is not the degree that makes a man great, it is the man that makes the degree great.”
Shaping the Future of Learning
William sees the future of distance learning as a natural evolution of education. It is not meant to replace traditional universities, but to build on what they cannot always provide: flexibility, personalization, and continuity. He believes the future will belong to learners who actively engage with knowledge rather than passively receive it. “The future of education will be defined by its ability to adapt to a world where change is the only constant,” he says.
He explains that traditional education has often been rigid and slow to adapt to the needs of adult learners. The future must offer learning that is affordable, flexible, and continuous, allowing people to pursue education without disrupting their personal or professional lives.
Technology, he adds, will continue to advance, but it should serve people, not replace
them. The real challenge is our ability to adapt to technology while keeping human qualities at the center of education. “A good education should teach how to think, rather than what to think,” Martin says. Skills like critical thinking, creativity, and independent problemsolving are what he believes will matter most.
The old idea that one degree completes an education no longer fits the modern world. The future demands continuous learning. A valuable education is one that inspires curiosity and builds the habit of learning throughout life.
Martin explains that BIU was created to serve this new landscape. From its beginning, the university was designed to meet the needs of adult professionals who could not be well served by traditional systems. “Learning occurs only as a result of the active processing by our biological brain,
BIU has developed a system that fits around a student’s life and work. It allows learners to study while continuing their careers and managing their personal responsibilities
not through rote memorization,” Martin says. This principle shapes every part of BIU’s model.
BIU has developed a system that fits around a student’s life and work. It allows learners to study while continuing their careers and managing their personal responsibilities. Programs are practical and tailored to each student. Prior knowledge and experience are valued, and students focus on what they still need to learn rather than repeating what they already know.
Martin believes this is what sets BIU apart. It was never created as a response to past shortcomings, but as a forward-looking institution built for the future. The goal is not to conform to existing systems but to empower individuals to take ownership of their education and their future.
This mindset also defines BIU’s global presence. The university does not measure its growth by traditional markers like new campuses or formal partnerships. It operates as
a decentralized, global network with a presence in more than 130 countries and offers programs in nine languages. Its reach expands naturally as more students and alumni apply their education in diverse professional settings around the world. “Our entire existence is a continuous, dynamic initiative. We are not a static institution that needs to announce new campaigns,” Martin says.
BIU’s focus remains firmly on each student. The university’s greatest strength, according to Martin, is its ability to create personalized study plans for adult professionals from all backgrounds. Every program is shaped to meet the student’s unique needs and aspirations. This adaptability allows BIU to serve an exceptionally diverse international student body while keeping the individual at the center of its mission.
In Martin’s view, this is BIU’s real contribution to the future of education: a model that grows globally by focusing on one student at a time, helping each of them shape their own path.
MENTOR’S MANTRA
Driving Data-Driven Decision Making in Higher Education
Nonna Milmeister, Chief Data and Analytics Officer, RMIT University
Nonna Milmeister is Chief Data & Analytics Officer at RMIT University and is helping RMIT to improve the lives of students, staff and community through trusted insights. Through the development and implementation of Data & Analytics Strategy, Nonna is establishing datadriven culture and foundations for better decision-making to support learning, teaching and research and deliver innovative outcomes using data, ML and AI capabilities. With wide range of industry experience in consulting, telecommunications, finance and IT, Nonna is an award-winning Data and Analytics Champion. She is a thought leader in data quality and use of analytics to improve customer service and productivity of Australian businesses. Nonna partners with business stakeholders and IT to drive data strategy, develop enterprise Data and AI Governance and deliver large, complex data, analytics and AI initiatives, significantly improving business bottom line. Nonna has been recognised by IAPA in the top 10 Analytics Leaders in Australia in 2021 and by Corinium in the top 100 Data and Analytics Innovators in the world in 2020, 2021 and 2023. Nonna has been named among 30 “Top Women in Tech in Australia” in 2025 by WomenTech Network. Nonna is a frequent presenter at Australian and International conferences and podcasts.
Recently, in an exclusive interview with Higher Education Digest, Nonna shared insights on the field of data management and analytics evolving in the next 5-10 years, significant career milestones, future plans, words of wisdom, and much more. The following excerpts are taken from the interview.
Data is fundamental to business success and the most fascinating asset that we need to nurture and grow, especially now when we can apply AI to multiply its powers
Hi Nonna. What inspired you to pursue a career in data management and information quality?
I was always fascinated by the transformational powers of data and information and its ability to look deep under the covers of business processes to understand how organisations can achieve their goals and improve their competitiveness. But I think it’s one man, the late Larry English, “The father of data quality” who I met very early in my career, who really inspired me to learn about data quality. I still remember some of his examples of the impacts of poor data quality on business around the world and thought that I can really help to make a difference in this area. Fast forward and everything that Larry
English taught in the 2000s is still true. Data is fundamental to business success and the most fascinating asset that we need to nurture and grow, especially now when we can apply AI to multiply its powers.
What do you love the most about your current role?
I think the most important aspect of my role is to make a difference in students’ and academics’ life through impactful data initiatives and help to implement RMIT University’s “Knowledge with Action” ambition. Working at RMIT is a privilege, because I am working with people who are 100% dedicated to excellence in education, research and community impact and my personal values are aligned with this as well.
The next steps would be to use my years of experience in data, analytics and AI to help other organisations and professionals on a similar journey
I was lucky to be able to create and lead an amazing team of data professionals, and it is a culture of mutual respect, experimentation with modern data and analytics techniques and models and focus on impactful projects that makes me proud to come to work every day.
What do you think is the most pressing challenge facing data professionals today, and how do you address it?
There are many challenges that I can think of; data ethics and data literacy are prime examples, but one of the most challenging is viewing AI as a technology issue and relying on off-the shelf capabilities without clear attention to data and change processes. Yes,
you can use existing AI capabilities to gain efficiency and with increased data literacy, this will be widely used and beneficial in many areas of the business, but the real power and competitive advantage will come from using AI models with your own data. Ensuring that this data is organised, managed, understood, available and secure is the basis for successful implementation of any AI initiatives. Data, analytics and AI support business processes, enable technology and people and ultimately become the most valuable and powerful combination of capabilities to support business strategy. Organisations need to invest in a couple of fundamental questions: “How do we want our business processes to change? How will this AI initiative change the way we work”. When we start with these questions, and we have data to support the change, implementing technology capabilities will be much easier.
How do you see the field of data management and analytics evolving in the next 5-10 years, and what skills do you think will be most in demand?
The change in data and analytics has been phenomenal in the last few years and this change will only accelerate with adoption of GenAI, agentic technologies and the acceleration of Artificial General Intelligence (AGI) and Superintelligence. In the last 10 years we have seen a sharp demand for data scientists, data engineers and ML/AI Engineers. This has been supplemented with Prompt Engineers, AI and GenAI Developers. We are rapidly moving into a new world where AI adoption will create more opportunities for data analysis, cybersecurity, data and
AI ethics, supervising AI and handling exceptions. Remember AI will never replace human empathy, values and judgement and, in my opinion, will only redefine how the work is done.
How do you stay up to date with the latest trends and advancements in data management and analytics?
To tell you the truth, it’s almost impossible. Reading LinkedIn articles from key professionals, strategic and forward-looking research from Partners and academics, attending carefully selected professional conference and constantly trying to educate and experiment with new AI capabilities are some of the ways I am trying to stay abreast. I am also lucky to be working at RMIT, where we have academics who have dedicated their lives to research in some of these areas. Is this enough? Definitely not, but as long as I constantly learn, it works for me.
How do you prioritise your own wellbeing and self-care given the demands of your work?
My family is my stress relief. When I hold my 3-month old granddaughter, all stress melts away. When I talk to my kids or my husband, I feel loved and supported and it gives me strength and security to move ahead. My father used to say that he is happy man because he looks forward to going to work every day and at the end of the working day is very happy to go home to his family. I feel I am the same. My work is also my hobby, I do what I am excited and interested about. And my family is what I live for. I guess, I am very lucky.
Who has been a significant influence or mentor in your career, and how have they helped shape your professional journey?
I already mentioned Larry English, I will be forever thankful to this great man for introducing me to a fascinating topic of data quality and value of data. But over the years, I met many great people, who influenced my career. Robert Hillard who told me that its me who is interviewing the company, not another way around, Andrew Young who taught me the art of managing people, Mike Shimota who helped me to see things from every angle, Kate Koch who was my role model, Ram Kumar who has always been a valued advisor, Professor Sherman Young and his passion for learning and teaching; Professor Aleks Subic with his vision and drive, Judy McGannon who understands university processes like no other. The list goes on and on. Every team I built over the years has influenced me as a person and as a professional and I am lucky to have friends from every company I ever worked with who still share their news with me and want to stay in touch.
What has been your most career-defining moment that you are proud of?
Defining and implementing Data & Analytics Strategy at RMIT, including uplifting data capability maturity above education industry and at par with banking and insurance; building an advanced Data Analytics platform that paid for itself in the first year and continue to support data from 54 systems forming a basis for any advanced analytics and AI across every data domain. I am also
extremely proud of my team and the culture we built over the years as well as a network of data stewards across the University, who are working together to advance information architecture, data quality, AI Governance and many other data and analytics initiatives. I think being included in the list of “Top Women in Tech in Australia” by the WomenTech Network this year has been a real highlight and I hope this will encourage other women to pursue a career in data and analytics.
What are your long-term career aspirations, and how do you see yourself evolving as a leader over the next five years?
I really enjoy what I do now, there is still a lot of work to do to implement our new “Data with Impact” strategy and roadmap at RMIT. I think the next steps would be to use my years of experience in data, analytics and AI to help other organisations and professionals on a similar journey.
What advice would you give to aspiring data professionals looking to make an impact on their organisations?
Invest in learning, find something you are really interested in and focus on that. Believe in yourself, you are unique and it’s a good thing. Don’t be afraid to challenge the existing processes, they are not set in stone and can and should be changed if they become blockers.
And most importantly, learn about the business you are working in, understand what is important and use your data knowledge to help your stakeholders to make decisions that advance their goals.
How AI-Powered Personalization Is Reshaping Student Engagement and Outcomes
Dr.CharlesM.Reigeluth, Professor Emeritus, Indiana University Bloomington
Dr. Charles M. Reigeluth is a distinguished educational researcher and consultant focused on paradigm change in education. He has a B.A. in economics from Harvard University, and a Ph.D. in instructional psychology from Brigham Young University. He taught high-school science, was a professor at Syracuse University for 10 years and was a professor at Indiana University for 25 years. His research focuses on paradigm change in education, including the design of high-quality personalized, competency-based, learner-centered learning experiences and the design of technology systems to support such learning experiences. His latest books are Instructional-Design Theories and Models, Volume IV: The Learner-Centered Paradigm of Education; Vision and Action: Reinventing Schools through Personalized Competency-Based Education; and Merging the Instructional Design Process with Learner-Centered Theory: The Holistic 4D Model (www.reigeluth.net/holistic-4d). They chronicle and offer guidance for a national transformation in education to the learner-centered, competencybased paradigm. He offers presentations and consulting on this topic.
In a recent interview with Higher Education Digest, Dr. Charles M. Reigeluth discussed his experience with technology and higher education. He shared his views on how technology evolves in higher education, instructional design, and student engagement in higher education, between academic learning and real-world workforce demands, and many more.
Over the years, how have you seen instructional systems technology evolve in higher education?
I would like to begin with some background before I can answer this question. It’s helpful to think in terms of two aspects of instructional
systems technology: hard technology, which is basically equipment and objects, and soft technology, which is methods. Then, within each of these aspects there are two kinds of knowledge based on the means-ends distinction or process-product distinction.
It is the message – not the medium – that teaches. Different media have different affordances. But it is the design of the message that counts most for promoting learning
For soft technology, we have knowledge about what the instructional methods (the ends) should be like for a given situation, in contrast to knowledge about what the instructional-design (ID) process (the means) should be like for creating such instruction. We call these instructional theory and ID process, respectively.
Instructional theory has two parts: a method and when to use the method (the situation). An example of instructional theory is the recommendation to teach a skill (the kind of learning, which is an aspect of the situation) by telling the learner how to do it (a generality), showing the learner how to do it (a demonstration), having the learner do it (practice), and providing information (feedback) about the quality of the performance and/or how to improve it (the method).
ID process (the other kind of soft technology) has the same two parts: a method and when to use it. The methods generally fall into the categories of analysis, design, development, implementation, and evaluation (ADDIE). Different instructional methods require different ID processes to create the instruction.
For hard technology, which you seem to be most interested in, we have the same meansends distinction. The ends, media theory, include which media to use (selection) and how to use them (utilization). The means (another aspect of the ID process) address the processes for a professor or instructional designer to select and utilize those media.
So, to address your question, there have been huge changes in both hard and soft technologies and huge advances in knowledge about both means and ends for each. I suspect
AI is certainly the most consequential development ever in hard technology. It promises to revolutionize education and all other aspects of our lives
your readers are well familiar with the changes in hard technologies over the ages, from printed materials, to radio, to TV, to overhead projectors and slide projectors, to film and video, to digital media or multimedia, to virtual reality and augmented reality, and to artificial intelligence. However, knowledge about how best to utilize each of these media in higher education or any kind of purposeful learning environment lags development of the hard technologies themselves.
This lag is hugely important, because of the distinction between medium and message. It is the message – not the medium – that teaches. Different media have different affordances – such as audio, motion, and interactive capabilities – that can allow communication of different messages (e.g., music appreciation requires the audio affordance). But it is the design of the message that counts most for promoting learning. New hard technologies allow the use of new soft technologies. Fortunately, despite the lag, soft technologies have also advanced impressively over the past few decades. Advances in learning theory (cognitivist and constructivist) have helped spur advances in instructional theory. Please keep in mind that learning theory is descriptive theory, whereas instructional theory is design theory (Simon, 1996). The latter offers guidance for which methods to achieve given goals and is much more useful than learning theory to professors and other teachers.
What
are some of the biggest shifts you’ve witnessed?
The biggest shifts in instructional systems technology that I have witnessed are competency-based education, project-based
learning, collaborative learning, and selfdirected learning. Let me explain why.
First, professors engage in intellectual “selfgratification” (to use a less vulgar term) if they teach without students learning what they have taught. It is learning that counts. This is why competency-based education (CBE) is the most important shift, albeit still in the early stages of adoption in universities. Professors must ensure that learning has occurred in every student. This means that some students must continue to work on mastering the content after others are ready to move on. This soft technology includes competency-based learning targets, competency-based student progress, competency-based student assessment, and competency-based student records. Students learn at different rates, so we should expect some students to need 20 hours per week on a course for which other students need only 5 hours per week. Slower learners should take on fewer courses (or projects) in a semester.
Second, motivation is key to accelerating learning. So, what motivates students to learn? There is much evidence that engaging in authentic projects of interest to the student is among the strongest motivators. Learning by doing includes problem-based learning, project-based learning, inquiry-based learning, task-based learning, and maker-based learning. I use the term project-based learning (PBL) to refer to all these kinds of learning by doing. PBL is usually even more motivating when the project is one that improves the students’ world in addition to enhancing their own learning (Prensky, 2016). The satisfaction of accomplishing something important is highly motivating. In fact, McClelland (1987) has identified three great motivators or human needs:
need for achievement, need for affiliation, and need for power. With CBE every student feels a sense of achievement when they master each part of the content and an even more powerful sense of achievement when they successfully complete a meaningful project.
A related advance in soft technology is collaborative learning (CL) in projects, often called team-based learning. This addresses McClelland’s need for affiliation. It also provides a way for students to help each other master the content required for a project, thereby lightening the load for the professor.
Another advance is self-directed learning (SDL) in projects, which addresses McClelland’s need for power. A professor can provide students with choice of projects, since the same content can be learned through many different projects. The professor could even encourage students to design their own projects, subject to the professor’s approval. Second, the professor could allow students to self-organize into teams and manage their own projects. Third, the professor, in some circumstances, can allow students to manage their own just-in-time scaffolding (i.e., instructional support) for learning what they need for success in the project. Fourth, the professor can give some student choice about how to demonstrate mastery of all that is to be learned. Finally, the professor can give student choice about reflecting on what was learned, how it was learned, and how the project was managed.
So, how do advances in hard technology figure in? They are important only insofar as they offer affordances that improve the use of these soft technologies. How can they help ensure that the intended learning has indeed
occurred, that every student has mastered all the important content, not just one person on each team (for CBE)? How can they make projects more authentic, relevant to student interests, and motivational (for PBL)? How can they enhance just-in-time support for mastering skills and understandings needed to perform the projects (to accelerate and transfer learning)? How can they enhance teamwork and other forms of collaboration (for CL)? How can they enhance self-direction (for SDL)?
AI can be used to provide just-in-time personalized coaching and tutorials during a project and, through those tutorials, to enhance assessing mastery of content (CBE). Virtual reality and augmented reality are powerful tools for enhancing PBL. AI can coach teamwork and provide help for overcoming interpersonal problems (for CL). And AI can coach self-direction (for SDL). But please note that it is not the hard technology that makes the difference. It is the way the hard technology is used that’s important – the soft technology. The hard technology allows better soft technology to be used more effectively, efficiently, or engagingly (3E).
AI is certainly the most consequential development ever in hard technology. It promises to revolutionize education and all other aspects of our lives. It can help people to learn on their own instead of going to higher education. It could certify competencies better than universities currently do, which means that universities need to provide some additional benefit. AI can help them to provide that additional benefit. To do so, professors need to become masters at prompt engineering and be highly familiar with intelligent agents that can best
This is why competencybased education (CBE) is the most important shift, albeit still in the early stages of adoption in universities
meet students’ needs. But they need help to use hard and soft technologies effectively.
With the rise of AI, VR, and adaptive learning systems, how are these technologies reshaping instructional design and student engagement in higher education?
These technologies make good instructional design (ID) more challenging. Designers need a deep understanding of all these technologies, when each is most useful, and how best to design each for any given instructional situation they may undertake. This means that it is more important than ever for professors to collaborate with instructional designers who have such expertise. It is no longer reasonable for higher-education administrators to expect professors to design high-quality courses on their own time with only their own expertise.
Universities increasingly need to create a budget line for developing courses (or projects) that is distinct from the budget line for teaching the courses. That new budget line needs to support both a professor and a designer to work together on each course, and it needs to provide them with appropriate hard technologies. Without these resources, universities will gradually cease to attract students, because students have access to increasingly powerful AI learning tools at little to no cost – and those tools will increasingly provide micro credentials and other means to certify competencies, which employers increasingly want to see.
Student engagement is key to attracting more students. Colleges must utilize these advanced hard and soft technologies to dramatically increase student engagement, or students will cease to enroll.
Technology is not a problem for student engagement, it is a solution
What are some of the biggest challenges universities face when integrating new instructional technologies, and how can they overcome these hurdles?
Universities need a fundamental change in their business model. As I have already indicated, they must recognize the need to fund two separate operations – one for designing and developing courses and another for delivering the courses. Instructional designers work fulltime in the former, but professors may work in both operations. However, a well-designed course that takes advantage of the affordances of advanced technologies can usually be taught by a considerably less expensive teacher. This has the potential to lower the cost per course through economies of scale. So, one might envision some top professors who only work with designers to create and periodically update courses, while other less expensive staff conduct those courses.
How do you see data analytics and AI-driven personalization influencing instructional systems in the coming years?
AI-driven personalization is a very powerful tool for increasing the effectiveness, efficiency, and appeal of the instruction. It can support the design or selection of projects, the tailoring of just-in-time tutorials, the use of collaborative learning, and the use of self-directed learning. It considers what the student already knows, what the student’s interests are, and any learning preferences the student may have.
I see small-scale (personalized) data being essential for AI-driven personalization. But I don’t see large-scale (aggregated) data analytics being useful for instruction and learning. Let me give an example. Complex skills and
understandings vary considerably in how they are used from one situation to another. Performing a task successfully in one situation does not ensure ability to perform it successfully in different situations. So, mastery cannot not be assessed by a single trial (project). It can only be assessed in a variety of situations that are as different as possible from each other. The solution is to assess mastery through practice until perfect in the just-in-time tutorials. (“Perfect” is defined by the criteria for mastery, which might be something like “10 practice items in a row correct without assistance.”) AI can keep data on each student’s performance and also keep data on each individual competency the student has mastered. Such personalized data is much more useful than aggregated data.
With the growing demand for hybrid and fully online education models, how can institutions balance technology with maintaining strong student engagement and outcomes?
People have often talked about high-tech versus high-touch. But tech does not have to be used as a replacement for humanization. It can be used as an enhancement for it. Think of a lecture hall with minimal technology. How much individual, personal interaction does each student get? Not much. Now think of a small team of students in different locations working together on a project in an online simulation using multi-player game techniques, and each student has a personal AI tutor in the form of an avatar to provide coaching, just-in-time tutorials, and advice for self-directed learning customized for that student and provided in a friendly, supportive, personalized way. Then add in the team having periodic video chats with the professor. Which
I would also like to offer one piece of advice for universities: create and fully fund a new budget line for designing and developing courses
of these two scenarios provides for stronger student engagement? Technology is not a problem for student engagement, it is a solution. A university can increase student engagement while lowering costs through the two-part business model I mentioned earlier.
How can universities ensure that faculty members are equipped with the necessary skills to leverage instructional technologies effectively?
Universities cannot expect professors to have the hard- and soft-technology skills that are necessary. Hence, universities must adopt the two-part business model. They must move to team-based course development. As professors work with instructional designers, they will acquire the skills they need to carry out the courses they develop.
How can instructional systems technology help bridge the gap between academic learning and real-world workforce demands?
Project-based learning is key. The projects, to be authentic, must reflect real-world demands. Virtual reality can be helpful here. Furthermore, universities can partner with employers to offer internships or practicums in which the students spend some time at the employer’s location to conduct the project using augmented reality that incorporates the best in soft technology.
What trends or innovations do you believe will define the future of instructional technology in higher education over the next five to ten years?
A key innovation is the development of a technology platform to support this kind of
education. The platform must serve four major functions to support student learning (Reigeluth et al., 2015). One is planning for student learning. Every student has a personal learning plan that includes career goals, long-term and short-term learning goals, next projects to undertake (where projects have replaced courses as the unit of instruction), deciding on teams, and creating a learning contract for the next learning period (e.g., semester).
A second function is instruction for student learning, which includes projects and scaffolding (coaching and tutoring). “It has a project database, a coaching database, and an instructional module [tutorial] database whose instructional modules are linked to specific points in projects when the instruction is needed just-in-time (JIT).” (Reigeluth et al., 2015, p. 473).
Third is assessment for and of student learning, which includes (a) assessing team performance outcomes in the project and (b) assessing individual student learning outcomes in the instructional modules (tutorials). The assessment function is integrated into the instructional function through practice until perfect.
The fourth function is recordkeeping for student learning, which provides detailed information about student learning. It has a standards inventory, which includes all the competencies that students must or could achieve. It has a personal competencies inventory, which includes all those competencies that each student has already achieved, along with useful learning analytics for each competency. And it has a personal characteristics inventory, which contains each student’s personal characteristics that are relevant to student learning.
These four major functions are all seamlessly integrated so that assessment information for a student is transferred automatically to the recordkeeping function, records information is transferred automatically to the planning function, planning information is passed to the instruction function, and assessment is fully integrated with the instruction function. There are also secondary functions, such as communications and collaboration tools (text, email, videoconferencing, etc.), system administration, and system improvement (Reigeluth et al., 2015). Development of a platform that fully integrates these functions would greatly facilitate university adoption of this powerful approach to higher education. Perhaps the next most powerful innovation will be the development of specialized AI agents, some for student use and others for professor use.
What is one piece of advice you would give to aspiring instructional designers or educators looking to make an impact in this field?
Focus on the soft technologies – instructional theory in particular. Learn how to design high-quality CBE, including CB targets, CB learner progress, CB assessment, and CB records. Learn how to design high-quality PBL with just-in-time coaching and tutorials. Learn how to design high-quality CL and SDL. And consider which hard technologies provide the best affordances for implementing those soft technologies.
I would also like to offer one piece of advice for universities: create and fully fund a new budget line for designing and developing courses.
ACADEMIC VIEW
The Unique Challenges of HR in a University Setting
Dave Ulrich, Rensis Likert Professor at University of Michigan Ross School of Business
Dave Ulrich has been the Rensis Likert Professor at the Ross School of Business, University of Michigan and a partner at the RBL Group. He has published over 200 articles and book chapters and over 30 books. He edited Human Resource Management for ten years, served on editorial board of four other journals and on the Board of Directors for Herman Miller (16 years), has spoken to large audiences in 90 countries; performed workshops for over half of the Fortune 200; coached successful business leaders, and is a Distinguished Fellow in the National Academy of Human Resources. He posts weekly and comments daily on LinkedIn (over 350,000 followers and 3,300,000 page views in 2024) and has a free weekly newsletter with over 220,000 subscribers. His work creates ideas with impact about how to deliver stakeholder value through human capability (talent + organization + leadership + HR). He has received numerous lifetime achievement awards.
Most of us who work in and around universities fail to appreciate their extensive history as organizations and thus some of their unique human resource (HR) requirements. Universities have been around for millennia as the Church and Government created communities of scholars and teachers to advance knowledge. Universities were somewhat isolated
and protected institutions where abstract thinking and creative teaching could shape the way people think about and see their world. While the basic functions of universities to generate and generalize ideas have stayed the same, recent environmental and social changes have redefined how universities operate. Technology now moves universities from bricks and mortar places to massive open online courses (MOOC) where
Most of us who work in and around universities fail to appreciate their extensive history as organizations and thus some of their unique human resource (HR) requirements
Technology now moves universities from bricks and mortar places to massive open online courses (MOOC) where students can access faculty from remote locations
students can access faculty from remote locations. Technology also affects dissemination of research findings from journals that may take months for publication with extensive peer reviews to immediate on line outlets. Funding of universities has become more demanding with the cost of education going up and the sources of funding becoming a more complex mix of government, tuition, donation, and sponsored research. Students who used to be primarily between 18 and 25 are now lifetime learners who approach university education very differently. University types are diverging which creates competition (e.g., University of Phoenix) and new business models for learning.
In the face of these and other changes, HR professionals face the daunting task of “adding value.” At one level, HR professionals build the infrastructure of the University so that all employees have their administrative requirements (hiring, payroll, benefits, 401K, etc.) flawlessly delivered. However, as these foundational HR transactions are increasingly delivered through technology, HR professionals at Universities have the challenge (and opportunity) to redefine the value they create in the unique university setting.
In our work on the future of HR, we have said that HR professionals deliver value in three domains: talent, leadership, and capability (culture). Talent refers to helping an organization define, identify, source, motivate, engage, and retain talent for today and tomorrow. Often called human capital, HR’s focus on talent ensures that the right people are in the right job with the right skills and commitments to use those skills. Leadership refers not just to the c-suite executives, but to the leaders throughout an organization. Shared, or collective, leadership means that decision makers at whatever level recognize the requirements for success,
collect information to make decisions, and make informed choices. HR professionals define what leaders should be, know, and do and help leaders make wise choices. HR professionals coach and develop leaders so that they can make wise choices about their organization’s future. An organization’s capability has been defined as culture, processes, resources, or social networks. The organization’s capability defines what the organization is known for and good at and becomes a key factor in shaping how the organization works as a system. HR professionals deliver value by connecting talent, leadership, and capability not only with an organization’s strategy, but with its external business conditions and key stakeholders.
In universities, the issues of talent, leadership, and capability are paramount to success, but because of the nature of universities, they require subtlety in their application. A simplistic typology of university employees separates academic staff from support staff. Academic staff includes researchers, scholars, authors, professors, and teachers who bring deep expertise to the scholarship and education mission of any university. Support staff encompasses the numerous administrators, facility managers, technology experts, registration and enrollment experts, and so forth who make the university operate. With this distinction, we can begin to look at how HR professionals may add the most value through talent, leadership, and culture (see Figure 1)
HR and Talent
HR professionals understand and help make choices about the entire flow of talent in an organization. For academic staff, HR professionals take a back seat on talent
requirements. It would not be wise for HR professionals to define standards for faculty or research staff, to interview potential candidates, to build an employee value proposition that would attract candidates, to orient new hires, or to do performance reviews (e.g., tenure). Because academic staff are so central to a university’s core mission and because the technical requirements for academic success (peer reviewed research, innovative teaching) are so specialized within a given discipline, other faculty hire faculty. It would be unwise for HR professionals to build their credibility and add value by intruding in the academic support talent processes. In this light, university academic staff are a bit like doctors in a hospital, actors in a movie production, or elite athletes. These uniquely talented individuals need to be vetted and managed by others with similar skills.
For support staff, HR professionals play a more traditional and involved role with talent. They work with leaders to set standards, source candidates, screen, hire, orient, review, compensate, and motivate employees. In these more traditional talent management roles, HR professionals collaborate with administrative leaders to establish the requirements of key positions and to fill those positions. The distinction of HR’s talent responsibilities for academic and support staff requires that HR professionals know when to be more proactive and advocating (support staff) and when to be more reactive and docile (academic staff).
HR and Leadership
Just like academic and support roles differ in universities, so do leaders in those roles. Most academic leadership roles are filled by faculty
who accept the role of department, college, or provost leadership roles on a contract or rotating basis. Generally, academic leaders have been credible faculty who have earned the respect of their colleagues and who are willing to assume the leadership for their department or college. These roles generally are for a specific time period (e.g., 3 to 5 years) and relieve the faculty of research and teaching duties. In these roles, leaders set strategy, manage budgets and schedules, deal with faculty issues (e.g., hiring, salary increases, promotion), and coordinate with other university departments. As faculty scholars, few of these leaders have formal leadership training. HR professionals who work with these leaders can play a significant behind the scene coaching role in helping new university leaders recognize and learn the skills of leadership. Just like most professors learn how to teach by teaching not by being formally trained to teach, most academic leaders learn how to lead from observing experiences of previous leaders and from trial and error. While generally smart, insightful, and experts in their academic discipline, academic leaders often do not recognize the disciplines and skills of leadership. HR professionals can work with academic leaders to fulfill the requirements of effective leadership:
Strategy: HR professionals can help academic leaders define the key requirements of an effective strategy by focusing on the future, anticipating external demands, defining key decisions, and building deliverable plans
Execution: HR professionals can help academic leaders manage change, build accountability, deliver schedules, and results.
Talent management: HR professionals can help academic leaders coach faculty,
communicate goals to an organization unit, develop staff, and create appropriate reward and promotion processes
Human capital development: HR professionals can help academic leaders develop future talent by empowering faculty, building workforce plans for the future, and helping manage careers.
Personal proficiency: HR professionals can help academic leaders maintain personal credibility by building their emotional intelligence, helping them manage their time and calendars, and finding emotional support for leadership.
In helping academic leaders, HR professionals are likely to do more coaching than leadership formal training as each academic leader comes with unique leadership predispositions. To be effective as coaches, HR professionals need to build relationships of trust, find early successes, and tailor their counsel to the styles of the academic leader they coach. HR professionals should ideally be invited in to help academic leaders accomplish their leadership goals.
For support leadership roles, HR professionals may also build leadership skills in strategy, execution, talent, human capital, and personal proficiency. In these cases, since these leadership requirements for support functions may be similar across university departments, HR professionals may create leadership training activities and workshops that help leaders deliver what their position requires.
HR and Capability
Ask anyone why they admire an organization, and they can generally come up with quick answers: Apple for innovation; Walmart for cost; Marriott for service; and Disney for the
In helping academic leaders, HR professionals are likely to do more coaching than leadership formal training as each academic leader comes with unique leadership predispositions
guest experience. These admirable identifies in the mind of customers become an organization’s brand or identity. When these external identities transfer to internal employee behaviors, the organization creates a culture that shapes both how the organization is known and how employees think and act.
Universities create capabilities, or cultures, at multiple levels. Universities as a whole create an identity and culture of scholarship, community service, or student engagement. One thoughtful university president created the tag line “genius of small” to communicate to external stakeholders (e.g., parents, donors) that the university would focus on the needs of each individual student. This mantra translated
to faculty also focusing on individual student needs and creating a culture of personal attention. Another University president worked to create the identity of “serious, engaged, and inclusive.” Under this rubric, this president committed to external stakeholders (e.g., legislatures, alumni, donors, potential employers) and to internal employees (faculty, staff, and students) that they school would balance the trade offs of serious scholarship with engagement with the community and with commitment to a broad and inclusive group of students. These capabilities, or cultures, at the university level are owned by the senior leaders, but HR professionals can play a significant role in architecting the
As HR professionals recognize and act on these subtleties, they will help Universities fulfill their unique mission
conversations to create them and in designing the systems to implement them.
For academic leaders with excellent scholarship and nascent leadership, HR professionals can coach and facilitate the creation of a culture within a department or college. HR professionals can collect data on how the academic unit is perceived both outside and inside, about how the organization unit makes decisions, shares information, handles conflict and treats people. Academic departments may vary dramatically in their cultures or capabilities, often because they emerge without much guidance. HR professionals who become cultural guardians can help shape conversations to define the desired culture, then create HR practices to embed that culture.
For the support staff, culture also becomes a critical predictor of how well the support unit meets expectations. When the support staff, recognizes the outcomes it wants to be
known for by key stakeholders (e.g., IT might be known for providing easy access to the latest technology to all university employees), the culture may be built to make this identity a reality. As staff support groups face change (e.g., attracting students, financially supporting students, managing facilities, etc.), the culture should also change to define desired future outcomes.
Conclusion:
Universities are very complex and changing organizations. HR professionals should learn that one size does not fit all. While the outcomes of talent, leadership, and capability may be common across the university, the specific roles and responsibilities of HR professionals for each outcome may vary depending on the employee group. As HR professionals recognize and act on these subtleties, they will help Universities fulfill their unique mission.
INDUSTRY
PERSPECTIVE
AI in Higher Education: Charting the Course for Tomorrow
Edmund Clark, Chief Information Officer, California State University
When technological changes happen swiftly, some groups will move forward while others hesitate, inevitably creating tension.
The same pattern plays out in nature. In fluid dynamics, when a flow speeds up, not everything moves in sync—some parts surge ahead while others lag behind. This mismatch creates shear stress, and the oncesmooth motion can spiral into turbulence and chaos. Similarly, in plate tectonics, the Earth’s
crust is always shifting, but not all parts move in sync—some plates push forward while others resist, creating mounting stress. When the pressure becomes too much, the pent-up energy is suddenly released in an earthquake.
These examples may serve as metaphors for the current state of adoption of generative artificial intelligence tools, where Open AI’s ChatGPT reached over 100 million users in just two months–four times more quickly than TikTok and fifteen times faster than Instagram.
Industries, consumers, and students have raced to embrace generative AI for all sorts of reasons, from productivity and information gathering to entertainment and creative exploration
Edmund Clark is an awardwinningleaderskilledatleveraging technology and relationships to develop innovative approaches for strategic outcomes. Ed is currently the CIO for the California State University (CSU), the largest university system in the United States, comprising 23 campuses, over 50,000 staff, and more than 470,000 students. Ed’s role is to serve as a strategic partner for the Chancellor’s Executive Team and collaborate with university campus presidents and their chief information officers to catalyze strategic and innovative administrative and academic technology initiatives to advance the mission of the CSU. Ed currently serves on the board of directors for 1EdTech and CENIC (Corporation for Education Network Initiatives in California). He also serves on the technology advisory board for Stratacor/Delta Dental of Minnesota and chairs the Educause Nominations and Leadership committee. Ed holds a doctorate in education from Minnesota State University, Mankato, a master’s in managementoftechnologyfrom the University of Minnesota, and a bachelor’s degree in English from Florida State University.
Industries, consumers, and students have raced to embrace generative AI for all sorts of reasons, from productivity and information gathering to entertainment and creative exploration. Yet many of our educational institutions have been far more hesitant to incorporate these tools into teaching and learning. Their concerns are valid, but their hesitancy to engage is not—for we cannot shape an environment without taking part in it.
AI has ignited conversations about academic integrity, plagiarism, intellectual property, and the evolution of critical thinking. These concerns are natural, even necessary—but they are not new. We’ve traveled this road before.
Lessons from the Past
In Plato’s Phaedrus, written in 370 BCE, Plato worries that the invention of writing will diminish the power of memory and foster an illusion of understanding rather than genuine comprehension.
Over 1,800 years later, the printing press faced similar criticism, with some arguing it would lead to the spread of misinformation, the “vulgarization” of knowledge, and moral decay.
440 years after Gutenberg’s invention, pocket calculators sparked intense debate in classrooms. Many feared they would erode students’ ability to perform calculations,
AI is automating tasks and reshaping entire professions, and today’s employers are looking for graduates who can do more than use AI—they need individuals who understand its ethical implications, limitations, and potential for problem-solving
leaving them dependent on machines and unable to estimate or learn from mistakes. In the middle of the decade, this anxiety reached its peak, with some arguing that calculators would diminish fundamental mathematical skills.
Then came the internet. In the 1990s and early 2000s, Google and Wikipedia were seen as threats to traditional research and academic integrity. Would students blindly trust online sources without verifying credibility? Would students copy and paste their assignments instead of writing them?
One essay of the time captured the unease: “It is undeniable that the internet has become the single greatest tool for academic dishonesty ever made available to high school and college students.”
Time and again, history has shown us that technology does not erase learning—it reshapes how we deliver it and engage in it. The internet did not destroy academia; it revolutionized research, collaboration, and knowledge-sharing while making us rethink the way we approached education. AI is simply the next chapter in this ongoing evolution.
If we fail to integrate AI literacy into higher education, we will be failing our students. The ability to work alongside AI will soon be as fundamental as digital literacy is today. Therefore, universities can’t rely on simple certificates or basic skills programs to build these levels of understanding. Instead, universities must embed AI training into academic programs, ensuring students develop the critical thinking necessary to evaluate, challenge, and refine AI-generated content. The goal is not to create passive users but informed leaders and innovators.
Furthermore, AI literacy is not just an academic issue; it is a workforce imperative. AI is automating tasks and reshaping entire professions, and today’s employers are looking for graduates who can do more than use AI—they need individuals who understand its ethical implications, limitations, and potential for problem-solving.
Shaping the Future, Not Watching It Pass Us By
Plato once warned that writing would weaken human memory and diminish critical thought. Yet, writing became one of the most powerful tools for knowledge preservation and advancement. These periodic technological disruptions— from the printing press to the internet—have met resistance and caused disruption before innovators and leaders mitigated their harms and realized their potential.
The entire world is boarding a new technology train, one that may be even more transformative than the internet revolution of the 1990s. Yes, AI, like the internet, carries risks—bias, misinformation, and ethical dilemmas. But we cannot choose to stand by and watch from the platform or just get on the train as passengers. We must actively guide AI’s role in education, ensuring students learn not just how to use it, but when to question it.
As educators, we aren’t just the passengers; we are the builders, the explorers, and the navigators. Most importantly, we should be the guides for our students. Our role is to steer this technology in the right direction by using it, writing about it, and criticizing it, thereby ensuring that AI serves as a tool for empowerment rather than a shortcut to complacency. One thing that we cannot afford to do is watch this train leave the station without us—we must be the ones driving it forward.
Why Interview Prep is the New Strategic Planning Tool for Career Success
Dr.EmilyAllenWilliams, Teacher Education, Field Instruction at University of Delaware
Dr. Emily Williams has 30 years of expertise with 10 in government as a grants director/program coordinator and 20 in academia. An exemplary performer with extensive experience as a grants director, vice president/academic affairs, vice provost/assessment and curriculum, academic dean, department chair, and conference director. A Fulbright Scholar, Dr. Williams holds a Ph.D./D.A.H from Clark Atlanta University and Harvard University certification in Higher Education Management and Leadership.
In a recent interview with Higher Education Digest, Dr. Emily Williams discussed her experience with educational consulting, leadership development, and career coaching. She shared her views on job market demands, modernizing higher education management, advancements in technology and remote learning, and many more.
What inspired you to pursue a career in educational consulting, leadership development, and career coaching?
I have always been interested in the foundational stages of education from as far back as kindergarten. I remember my kindergarten classroom in South Bronx (NY) being divided into what I thought were strange sections or separations of students, if you will, and even then, I wanted to know why. I remember asking why I could not be on the ‘other side’ of the
room and, of course, at that young age I was told to be quiet and that my mother would be called if I continued to ask questions.
So, yes!
I have an ongoing need to know the background/foundation of how education works from K12 through higher education.
It only came naturally that I would spend my adult life delving deeper to assist those in leadership and management positions to understand their work through active
I am, therefore, dedicated to continuing to consume information, to question ways of doing and pathways of knowing so I can do my best work in consulting, leadership development, and career coaching
questioning and exploration of existent data and the collection of new data in making informed decisions and changes toward doing the bold thing spoken about so much in education – innovate.
I am, therefore, dedicated to continuing to consume information, to question ways of doing and pathways of knowing so I can do my best work in consulting, leadership development, and career coaching.
How has your experience in interview preparation and career development evolved with changing job market demands?
The contemporary job market whether it be local, regional, national, or international is more competitive than ever. As I assist persons with interview preparation, I ask a range of questions to determine why they have entered the competition for a certain position. The most response is usual and expected – “I need a job.” While that is clearly an impetus for applying for a position, there is so much ‘homework’ to do before considering if applying for a position is in a person’s best interest. For example, what do you know about the place that is requesting applicants? How does this place fit into your current career trajectory and/or how is it a complete departure
from your career to date? And, having a person like me work with applicants can assist them in understanding how they will/may be viewed by a screening committee and the ultimate hiring committee/person.
In short, persons need to consider how they fit within three categories of applicant review: 1) qualified, 2) competitive, and 3) a solid fit.
What are the biggest challenges professionals and students face today in career advancement, and how can coaching help overcome them?
Competition!
As I just said about the three categories of applicant review – qualified, competitive, solid fit – professionals and students need to make honest self-assessments and engage in high-level critical analyses from professionals such as myself to see where they land in terms of their current and evolving knowledge, experience, and educational credentials. Coaching moves persons into arenas of understanding how they are viewed by hiring decision-makers and how they can stand out from the competition by highlighting their strengths in the areas of knowledge, experience, and educational credentials. All those areas may not be equally strong, so knowing how to negotiate the narrative of your ‘fit’ for a position is what
Coaching moves persons into arenas of understanding how they are viewed by hiring decision-makers and how they can stand out from the competition by
highlighting
their strengths
in
the areas of knowledge, experience, and educational credentials
coaching can do in setting persons at the high end of the hiring curve.
What role does digital transformation play in modernizing higher education management, and how can institutions adapt effectively?
The digital transformation possibilities in modernizing higher education management are almost endless at present; however, more training toward understanding and implementing change must happen within the current higher education workforce. This is a space where new hires with expertise in digital technologies can be a major win for higher education institutions. For example, by leveraging technologies such as cloud computing, artificial intelligence (AI), and data analytics, institutions can streamline a wide range of administrative processes. Carefully developed automated systems can handle student admissions, course registrations, and grading which can free administrative staff for less tedious [though necessary!] work toward enabling them to work on contemporary innovative ways of moving students into higher levels of expertise when they exit with degrees in hand. And, of course, employment of digital technologies will allow for more efficient allocation of resources to enable administrators to focus on strategic planning and student engagement.
Leadership development is a key aspect of your work—what are the top skills emerging leaders need to succeed in today’s workplace?
This is a very detailed discussion which could take up all of our time; however, I will just list
some of the top skills that emerging leaders must not only cultivate but continue to grow and evolve within during their career span: communication skills, emotional intelligence, adaptability, strategic thinking, collaboration, decision-making, conflict resolution, innovation, and time management. The workplace of today demands leaders who are fearless in their diversity of skills and their ability to navigate the complexities of leadership.
How do you see the role of educational consulting evolving with advancements in technology and remote learning?
Those of us in educational consulting must be constantly learning about the latest technologies, educational policies, government regulations, accreditation, and financial footprints to do the most good for our clients. Educational consultants must be multi-focused and knowledgeable about the complexities in education.
Also, what your niche expertise as an educational consultant? K12? Higher education? And, getting even more specific what is your niche – community colleges, four-year institutions, charter schools, etc.? And, of course, I can drill down to deeper levels of expertise…
Honesty about the expertise of the educational consultant and/or firm must always rise to the top of discussions of providing the sought support for educational institutions.
What trends do you foresee in interview preparation and job search strategies in the next five years?
Excellent question! Please allow me to tap on a few areas that are undoubtedly going to emerge as essential ‘not to miss’ in trending elements of interview preparation
Honesty about the expertise of the educational consultant and/ or firm must always rise to the top of discussions of providing the sought support for educational institutions
and job search strategies in the next five years: 1) Increased use of Artificial Intelligence (AI) in the job search and interview processes; 2) Emphasis on candidates with digital literacy; 3) Increase in video interviews versus in-person interviews; 4) Spotlight on applicants’ soft skills (i.e., communication, emotional intelligence, problem solving, and adaptability); 5)More personalized job searches via the plethora of job search platforms; 6) Heightened employer branding toward attracting the top 5% qualified applicants; 7) Synthesis of Virtual Reality in interview preparation; and 8) Focus on applicants who engage in continuous learning beyond their degree(s) acquisition.
How can organizations and institutions better integrate leadership development into their culture to drive long-term success?
Again, this is not only an excellent question but an essential one for all organizations and institutions to not only think about but to do something about in very strategic and timely manners.
Allow me to offer some of my thoughts [in the form of questions] on a few areas that are going to be tantamount in the integration of leadership development in a culture of long-term success:
1) What is the organization’s/institution’s vision for its leadership?; 2) Is there a culture of continuous learning and improvement?; 3) Are there high level and meaningful professional development programs?; 4) Is there an embrace of collaborative leadership, and do models of such currently exist within the organization/ institution?; 5) Are there rewards for effective leadership?; 6) Are there current leadership succession planning and/or strategies in place?; 7) Is technology and data being used effectively to enhance leadership’s innovative possibilities?; 8) What is the organization’s/ institution’s authentic environment of support of leadership?
What advice would you give to someone looking to transition into a leadership role but struggling with self-doubt?
Lean into your current knowledge, education, and educational credentials. Be fearless while being realistic about where your career path is at present.
Where are the voids that may be prohibiting [you] to move to the next step?
Work with an educational consulting to assist in sorting out those voids and creating a high-level and achievable plan for next level steps in [your] leadership role.
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 ?
ACADEMIC VIEW
What Admissions Really Means: From Recruitment Metrics to Student Empowerment
Stella
Wang,
Assistant
Director of Academic Programs at the Pritzker School of Molecular Engineering at the University of Chicago
Stella Wang is a dedicated higher education professional with a strong background in international admissions, student success, and diverse education strategy. She currently serves as the Assistant Director of Academic Programs at the Pritzker School of Molecular Engineering at the University of Chicago, supporting graduate student progress and fostering inclusive programming efforts. Previously, Stella held roles at the University of Louisville, Illinois Institute of Technology, and University of Illinois Chicago, where she led international recruitment initiatives, built partnerships across institutions, and supportedculturallyresponsiveadmissionspractices,andservedondiversityandinclusioncommittees.
A former international student and first-generation college graduate, Stella brings lived experience and service-centered leadership to her work. Her focus lies in making international education more accessible, transparent, and inclusive.
In a recent interview with Higher Education Digest, Stella Wang discussed her experience with international admissions and international education. She shared her views on innovative approaches, international student mobility, AI and data-driven admissions tools, and many more.
How have international admissions evolved over the past decade, especially in response to global shifts like geopolitical changes, remote learning, or changing visa policies?
As an international student myself—and later, someone working in international admissions— I’ve seen the landscape evolve significantly
over the past decade. Students and their families are increasingly prioritizing employability and the transferability of a degree across borders. There’s greater openness toward diverse types of institutions, including smaller liberal arts colleges, faith-based schools, and STEM-focused programs. We’re also seeing more students explore non-traditional options, such as short-term or
There’s greater openness toward diverse types of institutions, including smaller liberal arts colleges, faith-based schools, and STEM-focused programs
non-credit-bearing programs, and considering a broader range of destination countries beyond the U.S., U.K., and Canada.
From the institutional side, the competition has intensified. Universities worldwide are using similar outreach strategies—whether homegrown or outsourced—to build brand recognition and meet students both in-person and virtually. The fight for student conversion is real, and the recruitment ecosystem has become increasingly sophisticated.
In what ways can higher ed institutions make the admissions process more transparent, accessible, and culturally responsive for students from diverse global backgrounds?
Transparency and accessibility begin with closing the feedback loop. Many admissions offices excel in front-end recruitment—events, marketing, and campus tours—but often lose connection with students once they transition to orientation or other offices. We need to extend our engagement beyond the admit phase, even if the student defers, transfers, or chooses another institution.
Additionally, we must commit to consistent feedback collection and data-informed improvements. Culturally responsive work requires us to stay up-to-date through training, approach our roles with a globally curious mindset, and recognize that students’ experiences are shaped by both culture and context. While some institutional barriers— such as tradition or competitive rankings—can limit full transparency, we can still strive to build relationships with students and families within those constraints.
What role do admissions offices play in shaping a more equitable and diverse student body beyond quotas or recruitment numbers?
Admissions offices have an significant role in shaping who gets access to a college education. We’re often the first point of contact, and the decisions we make shape the campus experience, alumni community, and even future faculty and staff experiences on campus working with the students.
Beyond numbers, we should ask: Who are we cultivating as future leaders? What kind of learning and innovation do we want on our campuses? While it’s true that admissions is often a high-pressure environment driven by metrics, we must also act as gatekeepers and advocates—balancing institutional goals with student potential and inclusion.
What are some innovative approaches or partnerships you’ve seen that effectively support marginalized student populations, from enrollment through to graduation?
Faculty-led outreach makes a big difference, particularly in STEM. When faculty actively participate in recruitment, yield events, and advising, it signals to students that they are welcomed and supported in their academic journey.
I’ve also seen effective collaborations across campus units—admissions, academic affairs, student services, and DEI offices—create a more holistic and consistent support system. These cross-functional efforts not only benefit students but also enhance the effectiveness and morale of staff.
When faculty actively participate in recruitment, yield events, and advising, it signals to students that they are welcomed and supported in their academic journey
What trends are you seeing in international student mobility, and how do they intersect with diversity goals?
According to IIE’s Open Doors report, international student enrollment reached a record high of 1,126,690, a 7% increase. However, undergraduate numbers continue to decline while graduate-level enrollment rises. Traditional source countries like China and South Korea are seeing declines, while places like India, Canada, Nigeria, and Bangladesh are increasing.
As geopolitical and economic dynamics shift, we’re seeing institutions diversify their recruitment strategies—moving beyond saturated markets like China and India. This trend aligns with broader diversity goals by expanding access to students from underrepresented regions and socioeconomic backgrounds.
With AI and data-driven admissions tools on the rise, how can institutions balance efficiency with fairness and holistic review?
AI and data tools can streamline parts of the admissions process, especially when it comes to high-volume tasks like document verification or initial application sorting. But they can’t replace human judgment—especially in assessing essays, interviews, or the context behind a student’s story. Students and families still value the human connection. Admissions professionals must be willing to engage deeply in those human elements, even as we embrace efficiency elsewhere. A hybrid approach—where technology supports but does not override our expertise—offers the best path forward.
What’s one piece of advice you would give to students from underrepresented backgrounds who are navigating the complex world of international education?
Use your resources and find mentors early. Don’t be afraid to ask questions, and don’t limit yourself to what seems like the “best” or most ranked school on paper. What worked for someone else might not work for you. Find the institution that sees and supports you for who you are.
ACADEMIC VIEW
Bringing a Process Mindset to Higher Ed
JasonGulya, Professor of English and Applied Media at Berkeley College
Jason Gulya is Professor of English and Applied Media at Berkeley College. He also works as a consultant and keynote speaker on AI and education, and has worked with colleges all over the world. For his work, he has been featured in Business Insider and Forbes. Recently, he published a book (with Paul Matthews) titled Artificial Intelligence, Real Literacy.
The product mindset is embedded in college culture.
Professors grade students based on the final products they create — the papers, presentations, and exams that they can complete under pressure. When I was in college, I had a professor who placed a sheet of paper over every student’s name, so that their assessment could be as objective as possible. They wanted only the final product in front of them.
What’s more, professors themselves stand in front of classrooms of students, lecturing on topics they have studied for years or even decades. Students read essays and books that took months or years to write.
Colleges are places of intellectual products. Years of hard work hide the messiness that produced that work.
The idea was that if you saw a good finished product — such as a well-written paper — you could assume that the students went through
Generative AI, for better or worse, has made it increasingly difficult to distinguish between a human-generated product and an AI-generated product
various iterations. You could assume that a student knew how to pick out quotes, analyze evidence, and synthesize because, well, the document showed that they could. The document was all the proof needed. At least, that was the idea.
Things are changing. Or maybe they already have.
Generative AI, for better or worse, has made it increasingly difficult to distinguish between a human-generated product and an AI-generated product. This, in turn, puts a question mark over the validity of finished products in the classroom. Students can generate polished final products relatively easily, even without an intellectually challenging process.
This dynamic is a significant challenge to how colleges assess student achievement and prepare students for life and work. So, how do we move forward? Where do we go from here?
Colleges could raise expectations for student work, and assume (correctly or incorrectly) that students will use Generative AI to complete them. Some students will submit fully AI-generated work, while others would blend their words with an AI’s. In this line of thought, professors would continue to focus only on the final product, trusting that the students are exercising critical thinking and analysis even if they create through a bot. Even if a student submitted AI-generated work, at least they practiced critical thinking in directing the AI.
That approach is problematic. For one, many college students actively resist Generative AI for personal ethical reasons. It’s not an even playing field if they are graded as if they use AI all the time. Another problem is that the above approach stems from a product mindset.
A better alternative is for professors to focus more on process than product. This means:
1. Consistently showing the value of process
2. Guiding students as they create their own processes
3. Emphasizing the importance of reflection and metacognitive skills
Reorganizing the college classroom around these ideas is no simple task. For many professors, it’s difficult to figure out what a process-minded classroom would look like and what it would mean for assessment.
After all, many of us (myself included) have never set foot in a process-minded classroom. When I was an undergraduate, I was asked to submit rough drafts for feedback. But that was about it.
The first step is to recognize that this is about more than just creating some processoriented assignments. It’s more than just saying “process over product” over and over. It’s a mindset shift, in which we need to reassert the value of messiness and of the process itself.
The messiness isn’t something to jump past. That’s when we learn.
Virtually every professor recognizes the value of process. Now, we need to take that recognition a step further. We need to design our courses and our assessments around it.
For example, in my writing courses at Berkeley College, I guide students as they develop their own Self-Empowering Writing Processes (SEWPs, which I’m pronouncing “soups”). They design their own SEWPs, implement them, and then reflect on them. Students are welcome to work Gen-AI into their writing processes, but they need to (a)
Letting students choose the text to be discussed and using class time to think out loud about that text shows students what it means to apply a framework to a brand new text
disclose their use in Transparency Statements and (b) reflect on whether that use of Gen-AI empowered their voices or took them away.
Redesigning our assessments is just part of this larger shift. Professors also need to model what a process mindset is and why it matters.
Co-designing courses with students gives them a glimpse into the processes behind the courses themselves.
Letting students choose the text to be discussed and using class time to think out loud about that text shows students what it means to apply a framework to a brand new text. Examples abound.
In essence, professors can reinforce the value of process not only by designing assessments around it, but by consistently showing the value of their own processes.
This is tough work because in many ways, colleges are future-bound. Students want to think about the end product. They want to think about the expert they will become when it’s all done, or the degree they’ll finally have, or the job they’ll qualify for with that degree.
But AI is a push to slow down. It’s a chance to think about how much we lose when we try to jump past the messy present to the final product.
And we lose a lot.
ACADEMIC VIEW
How Higher Ed Can Prepare Students for a Rapidly Evolving Workforce
Richard Trotta, Director of the Center for Citizenship and Social Responsibility, Medford Public Schools
Richard Trotta has spent his career in public education as a teacher and administrator. He began as a Social Studies teacher before becoming Director of Media, Technology, and Fine Arts for Medford Public Schools, overseeing instructional technology, library services, media, art, and music programs. He also played a key role in curriculum development, professional development, school-to-career initiatives, and gifted and talented programs. In 2012, he founded The Center for Citizenship and Social Responsibility (CCSR), an after-school program fostering student leadership. He secured over $750,000 in funding, ensuring CCSR’s support through 2030. Richard has extensive experience in grant writing, alternative education, and higher education, teaching at institutions like Harvard and Salem State. He also served on the Board of Youth Tech Entrepreneurs. He holds degrees from Northeastern University, a CAGS from Boston University, and pursued doctoral studies at UMass Lowell.
In a recent interview with Higher Education Digest, Richard Trotta discussed his experience with Curriculum development and leadership. He shared her views on curriculum design adaptation, digital learning tools, ethical leadership, social responsibility, and many more.
With the evolving landscape of higher education, what are some of the biggest challenges and opportunities facing educational leaders today?
One of the critically important challenges facing higher education is preparing students to adapt to the changing workforce and living
in a time of exploding innovation. Institutions must develop curricula that reflect the latest research, innovations, and practices that prepare students for success in their careers and lives by empowering them to be responsible citizens and effective leaders. Higher education has the opportunity to provide our country and the
Active learning and Project-Based Learning (PBL) are powerful educational approaches that engage students in meaningful, hands-on experiences
world with leaders who will have the ability and character to make the world a better place.
How do you see curriculum design adapting to meet the needs of a rapidly changing workforce and student expectations?
The curriculum can adapt to a rapidly changing workforce and student expectations by providing learning experiences that require processing. This strategy requires students to interpret and organize new information, concepts, and skills to enhance understanding and retention. It also should involve making meaningful connections, analyzing concepts, and applying critical thinking. An effective way of doing this is to employ a project-based learning methodology, a teaching approach in which students gain knowledge and leadership skills by working together for an extended period to solve complex, meaningful problems.
Active learning and Project-Based Learning (PBL) are powerful educational approaches
that engage students in meaningful, hands-on experiences. Here are some key benefits:
Enhanced Engagement and Motivation: Students take an active role in their learning, making it more enjoyable and relevant. Realworld connections increase interest and investment in the subject matter.
Improved Critical Thinking and Problem-
Solving Skills: This encourages analytical thinking and the ability to approach complex issues logically. Students learn to evaluate information, think creatively, and develop innovative solutions.
Stronger Retention and Understanding: Active participation and hands-on experiences lead to deeper comprehension, and applying knowledge in real-world contexts enhances long- term retention.
Development of Collaboration and Communication Skills: encourages teamwork, negotiation, and effective communication and prepares students for professional and social interactions in the real world.
Incorporating active learning, PBL, and current technologies, such as AI, empowers students to be effective citizens and leaders
Increased Self-Confidence and Independence: Students take ownership of their learning, fostering self-reliance. Successfully completing projects builds confidence in their abilities.
Adaptability and Real-World Readiness: prepares students to adapt to new challenges by working through uncertainty and provides experience in decision-making and leadership roles.
Social-Emotional Growth: encourages perseverance, resilience, and the ability to handle setbacks and promotes a sense of responsibility and pride in one’s work.
Academic Performance and Skill Development: Research shows that PBL improves academic outcomes across various subjects and strengthens research, time management, and selfdirected learning skills.
Incorporating active learning, PBL, and current technologies, such as AI, empowers students to be effective citizens and leaders. Students gain essential life skills that prepare them for future academic, professional, and personal success.
Character education is becoming increasingly relevant in today’s world. How can institutions effectively integrate character-building into their academic programs?
Institutions can integrate character-building by designing learning experiences that include character development in the curriculum. Employing project-based learning (PBL) is an effective strategy for achieving this goal. PBL develops character by engaging students in realworld challenges that require critical thinking, collaboration, and perseverance.
Through this process, students cultivate essential personal and social qualities, such as emotional intelligence, empathy, resilience, compassion, self-confidence, integrity, and leadership. By immersing students in handson, meaningful projects, PBL strengthens academic skills and builds character traits essential for lifelong success.
Leadership in education is often about balancing tradition and innovation. How do you navigate this balance in curriculum development?
The best way to balance tradition and innovation is to integrate innovation into traditional curriculum. Maintaining the traditional curriculum reduces resistance to new methodologies and provides a gradual approach. Since change can be stressful and challenging, it is best to gradually introduce new content and strategies into the curriculum. This can be accomplished by incorporating active learning strategies like discussions, hands-on projects, and problem-solving activities to deepen understanding and adopt Project-Based Learning. Over time, innovation should be accepted and used as an integral component of instruction.
What role does technology, including AI and digital learning tools, play in shaping the future of education and leadership training?
Adopting and employing technology is essential for teaching and learning. Incorporating and using new technologies, such as AI and digital learning tools, enhances the learning experience, self-confidence, and leadership skills by providing tools that foster creativity, problemsolving, communication, and creativity. These
The most important factor is for the institution to model ethical leadership and social responsibility in their policies, school culture, and curriculum
skills are essential for preparing students for career success and, perhaps more importantly, life. An effective strategy is to design engaging learning activities that require students to use new technologies to address issues that interest or directly affect them.
In your experience, what are the most essential leadership qualities that educators should develop to inspire the next generation of students?
The leadership qualities that I believe are important and will inspire others are:
Vision – having a clear goal
Integrity - being honest and ethical
Communication – being able to listen and clearly express ideas
Self-confidence - being able to make decisions
Emotional intelligence – understanding and managing emotions
A curriculum that engages students in activities that reinforce these qualities enhances these qualities. Project-based learning is an effective methodology for accomplishing this.
How can higher education institutions foster a culture of ethical leadership and social responsibility among students and faculty?
The most effective way to foster a culture of ethical leadership and social responsibility is to create a school environment that includes all stakeholders in setting priorities, a curriculum that promotes leadership, incorporates social-emotional learning, enhances student empowerment, and effective communication. The most important factor is for the institution to model ethical leadership and social responsibility in their policies, school culture, and curriculum.
Looking ahead, what is your vision for the future of higher education, and what changes would you like to see in leadership and curriculum design?
Institutions should consider involving all stakeholders in creating and developing policies and curricula, integrating active and project-based learning into the curriculum, enhancing youth empowerment by actively involving students in their education, and incorporating innovation into the curriculum. These initiatives will create an environment that will meet future demands, ensure students are prepared for their career endeavors, and make the world a better place.
